Projeto e uso de objetos de aprendizagem: explorando as dimensões afetiva e cognitiva
DOI:
https://doi.org/10.24215/18509959.0.p.%207-17Palabras clave:
Objetos de Aprendizagem, Aprendizagem Autônoma, Princípios de ProjetoResumen
A contribuição deste trabalho é a apresentação de uma metodologia para o desenvolvimento e utilização de Objetos Aprendizagem (OAs). É apresentado um experimento através da aplicação da metodologia proposta conseguindo resultados que demonstram evidências de que é possível definir princípios gerais de projeto ao mesmo tempo em que são desenvolvidos OAs eficazes e eficientes.
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[37] Kyndt E.;Dochyb, F.; Struyvena, K.; Cascallara, E., The direct and indirect effect of motivation for learning on students' approaches to learning through the perceptions of workload and task complexity, Higher Education Research & Development, vol.30, no. 2, p. 135-150, (2011).
[38] Vansteenkiste M.; Lens W.; Deci E., Intrinsic Versus Extrinsic Goal Contents in SelfDetermination Theory: Another Look at the Quality of Academic Motivation, Educational Psychologist, vol.41, no. 1, p. 19-31, (2006).
[39] Sternberg, R. J.; Zhang L.E., Perspectives on thinking, learning and cognitive styles, , ed. ,. Mahwah, NJ: Erlbaum. (2001).
[40] Marton, F.; Hounsell D.; Entwistle N., The Experience of Leaming, 2nd ed.,Edinburgh, Ed. Scottish Academic Press, (1997).
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[42] J. Robertson and C. Howells, Computer game design: Opportunities for successful learning, Comput. Educ., vol. 50, no. 2, pp. 559–578, (2008).
[43] Bin-Shyan Jong; Chien-Hung Lai; Yen-Teh Hsia; Tsong-Wuu Lin; Cheng-Yu Lu, Using GameBased Cooperative Learning to Improve Learning Motivation: A Study of Online Game Use in an Operating Systems Course, Education, IEEE Transactions on, vol.56, no.2, pp.183,190, (2013).
[44] The SCORM Run-Time Environment, http://xml.coverpages.org/ SCORM-12-RunTimeEnv.pdf, (2001).
[45] Parsons H. M. What Happened at Hawthorne?, Science, vol. 183, no. 4128, p. 922-932, march (1974).
[46] Jonassen, D.; Howland, J.; Marra, R.; Crismond, D. Meaningful Learning with Technology. Upper Saddle River, NJ: Prentice-Hall, (2008).
[47] Probst, G.J.B.; A1 - Raub, S.; Romhardt, K. Managing Knowledge: Building Blocks for Success, Ed. Chichester, England: John Wiley & Sons, (2000).
[2] Abramovitz, A., Teaching Behavioral Modeling and Simulation Techniques for Power Electronics Courses. Education, IEEE Transactions on, vol.54, no.4, p.523,530, (2011).
[3] Mohan, N.; Jain, A.K.; Jose, P.; Ayyanar, R., Teaching utility applications of power electronics in a first course on power systems, Power Systems, IEEE Transactions on, vol.19, no.1, p.40,47, (2004)
[4] Hurley, W.G.; Chi Kwan Lee, Development, implementation, and assessment of a web-based power electronics laboratory, Education, IEEE Transactions on, vol.48, no.4, p.567,573, (2005).
[5] Alonso, F.; Manrique, D.; Martinez, L.; Vines, J.M., How Blended Learning Reduces Underachievement in Higher Education: An Experience in Teaching Computer Sciences, Education, IEEE Transactions on, vol.54, no.3, p.471,478, (2011) .
[6] Chen, H.-H.; Chen, Y.-J.; Chen, K.-J., The Design and Effect of a Scaffolded Concept Mapping Strategy on Learning Performance in an Undergraduate Database Course, Education, IEEE Transactions on , vol.PP, no.99, p.1,1, (2012)
[7] Hoic-Bozic, N.; Mornar, V.; Boticki, I., A Blended Learning Approach to Course Design and Implementation, Education, IEEE Transactions on , vol.52, no.1, p.19,30, Feb. (2009).
[8] Cortimiglia, M.N.; Frank, A.G.; Miorando, R.F., ICT Trends in Brazil, IT Professional , vol.14, no.4, p.31,38, (2012)
[9] Canto A. B.; Loder L. L. Engenheiros : quantidade X qualidade. In: Congresso Brasileiro de Educação em Engenharia, Congresso Brasileiro de Educação em Engenharia (COBENGE), vol., no., p.1-10, (2010).
[10] IEEE Learning Technology Standards Committee, http://ieeeltsc.org, (2013).
[11] Sistemas de gestão da qualidade - Fundamentos e vocabulário, ABNT - Associação Brasileira de Normas Tecnicas, NBR ISO 9000:2005, (2005).
[12] Prince M. J.; Felder, R. M. Inductive Teaching and Learning Methods: Definitions, Comparisons, and Research Bases, Journal of Engineering Education, vol. 95, no. 2, p. 123–138, (2006).
[13] Canto, A. B. ; Lima, J. V.; Tarouco, L. M. R. . Objetos de Aprendizagem Indutiva: Um Estudo de Caso. In: Octavas Conferencia Latinoamericana de Objetos y Tecnologías de Aprendizaje, Valdivia. Octavas Conferencia Latinoamericana de Objetos y Tecnologías de Aprendizaje, p. 71-82. (2013).
[14] Canto, A. B.; Lima, J. V.; Ferreira, L. F.; Tarouco, L. M. R. Tecnologia, Descoberta e Recepção: um Estudo de Caso. In: XLI Congresso Brasileiro de Educação em Engenharia - COBENGE 2013, 2013, Gramado - RS. 2013.
[15] Ausubel, D. P.; Novak J. D.; Hanesian, H., Educational Psychology: A Cognitive View, 2 ed., Ed. New York, USA, Rinehart and Winston, (1968).
[16] Bloom, B. S. The 2 Sigma Problem: The search for methods of group instruction as effective as one-toone tutoring, Educational Researcher, Vol. 13, No. 6, p. 4-16. (1984).
[17] Canto, A B, Lima, Lima J V, Ferreira, L F, Bercht, M, Tarouco, L M R. Recomendações de projeto de objetos de aprendizagem: em busca da autonomia na aprendizagem,. In: Congreso Internacional de Informática Educativa, vol. 8. p. 315-323, (2012).
[18] Dunn, R.; Beaudry J. S.; Klavas A. Survey of research on learning styles, Educational Leadership, vol. 46, no.6, p. 50-58, (1989).
[19] Felder, R. M.; Brent, R. Understanding student differences, Journal of Engineering Education, vol. 1, no. 94, vol. 1, p. 57-72, (2005).
[20] Grimley, M.; Riding R. Individual differences and web-based learning in Cognitive and emotional processes in web-based education: integrating human factors and personalization, Mourlas,C.; Tsianos, N.; Germanakos, P., Ed. Hershey, New York, USA: Hershey: IGI Global, ch. 1, p. 1-24.(2009).
[21] Riding, R.; Cheema, I., Cognitive style – an overview and integration, Educational Psychology, vol. 11, no 3-4, p. 193-215, (1991).
[22] Kolb D. A.; Boyatzis, R. E.; Mainemelis C., Experiential Learning Theory: Previous Research and New Directions, in Perspectives on cognitive, learning, and thinking styles, Sternberg, R. J.; Zhang L. F., Ed. Mahwah, NJ, USA: Lawrence Erlbaum, ch. 9, p. 193-210, (2000).
[23] Honey, P. I., Munford. A., The Learning Styles Helper’s Guide, Maldenhead Berks: Peter Honey Publications, (2000).
[24] Felder, R.M.; Silverman, L.K., Learning and teaching styles in engineering education, Engineering Education vol. 78, no. 7 p. 674–681, (1988).
[25] Butler, K. A., Estilos de aprendizagem: as dimensões psicológica, afetiva e cognitiva, Porto Alegre, RS, Brazil, Eitora da UFRGS, (2003).
[26] Sweller, J., Cognitive load during problem solving: Effects on learning, Cognitive Science, vol. 12, p. 257-285, (1988).
[27] Sweller, J.; van Merrienboer J. J. G.; Paas F. G. W. C., Cognitive architecture and instructional design, Educational Psychology Review, vol. 10, no.3, p. 251–296, (1998).
[28] van Merrienboer J. J. G.; Sweller, J., Cognitive load theory in health professional education: design principles and strategies, Medical Education, vol. 44, p. 85-93, (2010).
[29] Paas F. G. W. C.; Renkl, A.; Sweller, J., Cognitive Load Theory and Instructional Design: Recent Developments, Educational Psychologist. vol. 38, no. l, (2003).
[30] Low, R.; Sweller, J., The modality principle in multimedia learning,. in Cambridge handbook of multimedia learning, R. Mayer, Ed. New York, USA: Cambridge University Press, ch. 9, p. 147–158, (2005)
[31] Moreno, R.; Mayer, R., Interactive multimodal learning environments, Educational Psychology Review, vol. 19, no. 1, p. 309–326, (2007).
[32] Mayer, R. E., Cognitive Theory of Multimedia Learning,. in Cambridge handbook of multimedia learning, R. Mayer, Ed. New York, USA: Cambridge University Press, ch. 3, p. 31-48, (2005).
[33] Baddeley, A. D., Working memory, Current Biology, vol.23 no. 4, p.136-140, (2010).
[34] Canto, A B; Lima, J V; Ferreira, L F; Bercht, M.; Tarouco, L. M. R., Objetos de Aprendizagem no Apoio à Aprendizagem de Engenharia: Explorando a Motivação Extrínseca, RENOTE. Revista Novas Tecnologias na Educação, vol. 11, p. 1-10, (2012).
[35] Ryan R. M., Deci, E. L., Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being, American Psychologist, vol. 55, no. 1, p. 68–78, (2000).
[36] Baeten, M.; Kyndt, E.; Struyven, K.; Dochy, F., Using student-centred learning environments to stimulate deep approaches to learning: Factors encouraging or discouraging their effectiveness, Educational Research Review, vol. 5, no. 3, p. 243-260, (2110).
[37] Kyndt E.;Dochyb, F.; Struyvena, K.; Cascallara, E., The direct and indirect effect of motivation for learning on students' approaches to learning through the perceptions of workload and task complexity, Higher Education Research & Development, vol.30, no. 2, p. 135-150, (2011).
[38] Vansteenkiste M.; Lens W.; Deci E., Intrinsic Versus Extrinsic Goal Contents in SelfDetermination Theory: Another Look at the Quality of Academic Motivation, Educational Psychologist, vol.41, no. 1, p. 19-31, (2006).
[39] Sternberg, R. J.; Zhang L.E., Perspectives on thinking, learning and cognitive styles, , ed. ,. Mahwah, NJ: Erlbaum. (2001).
[40] Marton, F.; Hounsell D.; Entwistle N., The Experience of Leaming, 2nd ed.,Edinburgh, Ed. Scottish Academic Press, (1997).
[41] B. D. Coller and M. J. Scott, Effectiveness of using a video game to teach a course in mechanical engineering, Comput. Educ., vol. 53, no.3, pp. 900–912, (2009).
[42] J. Robertson and C. Howells, Computer game design: Opportunities for successful learning, Comput. Educ., vol. 50, no. 2, pp. 559–578, (2008).
[43] Bin-Shyan Jong; Chien-Hung Lai; Yen-Teh Hsia; Tsong-Wuu Lin; Cheng-Yu Lu, Using GameBased Cooperative Learning to Improve Learning Motivation: A Study of Online Game Use in an Operating Systems Course, Education, IEEE Transactions on, vol.56, no.2, pp.183,190, (2013).
[44] The SCORM Run-Time Environment, http://xml.coverpages.org/ SCORM-12-RunTimeEnv.pdf, (2001).
[45] Parsons H. M. What Happened at Hawthorne?, Science, vol. 183, no. 4128, p. 922-932, march (1974).
[46] Jonassen, D.; Howland, J.; Marra, R.; Crismond, D. Meaningful Learning with Technology. Upper Saddle River, NJ: Prentice-Hall, (2008).
[47] Probst, G.J.B.; A1 - Raub, S.; Romhardt, K. Managing Knowledge: Building Blocks for Success, Ed. Chichester, England: John Wiley & Sons, (2000).
Publicado
2014-12-01
Cómo citar
[1]
A. B. do Canto Filho, J. V. de Lima, y L. M. R. Tarouco, «Projeto e uso de objetos de aprendizagem: explorando as dimensões afetiva e cognitiva», TEyET, n.º 14, pp. p. 7–17, dic. 2014.
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Los artículos aceptados para publicación tendrán la licencia de Creative Commons BY-NC. Los autores deben firmar un acuerdo de distribución no exclusiva después de la aceptación del artículo.
