Learning Vectors (LV): um modelo de avaliação da aprendizagem em EaD online aplicando métricas não-lineares

• Ano de defesa: 2010
• Autor(a) principal: Sales, Gilvandenys Leite
• Orientador(a): Barroso, Giovanni Cordeiro
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Palavras-chave em Português: Educação à distância; Ferramentas de aprendizagem - Avaliação; Ensino à distância; Software educacional; Ambientes virtuais de aprendizagem - Avaliação; Formative assessment; Meta learning model; Learning vectors tool; Virtual learning environments
• Link de acesso: http://www.repositorio.ufc.br/handle/riufc/28313

This paper presents a supporting model and management and assessment in virtual learning environments (VLE). It discusses the methodology and technology solution, since its conception, modeling and implementation. Its development involves the concept of vector and takes advantage of its two-dimensional components to assign quality and quantity of learning on establishing measures of value judgments to the individual and collaborative activities developed through the interaction tools available in VLE. Its action also extends to monitoring the activities and the classroom management of student’s attendance. The methodology based on interaction and mediation by icons is complemented by a qualitative and quantitative coefficient called β factor. Based on nonlinear dynamics model of psychological and mathematical Meta Learning, that relates the bipolar critical variables. Factor β sought in the positive/negative variable (Rate P/N) involving the student’s performance for his/her participation in all activities. The proposed model, called Learning Vectors (LV), gives the teacher / tutors a qualitative feature to mediate the teaching-learning process in courses that make use of VLE. This model was configured to classes belonging to undergraduate courses at the Open University of Brazil (UAB) administered by the Federal Institute of Education, Science and Technology of Ceará (IFCE). Implemented as an extension of synchronous and asynchronous tools in Moodle VLE the model was evaluated in its real context of use when applied to UAB students. The results of its use were analyzed revealing the user’s satisfaction regarding to the applicability of the LV and its potential to assist the activities of academic control, as it enables the automation of the entire process of releasing the school grades and presented properly to the specific course.