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Lectores competentes son aquellos que poseen estrategias adecuadas para enfrentar los diferentes tipos de textos. La capacidad estratégica no se produce de manera natural en la mayoría de los lectores. Por esta razón es necesario desarrollar programas de entrenamiento persistente y transversal, con todas las disciplinas y para todos los maestros comprometidos en la mejora del perfil académico. Al entrenar las estrategias hay que tomar en consideración los diversos niveles de representación: la base del texto (estructura micro/macro) y el modelo de situación. Del conjunto de estrategias de lectura, las metacognitivas son las que destacan más por su potencial capacidad para mejorar y regular los procesos lectores. Se recomienda que a la hora de seleccionar las estrategias se utilice un criterio de flexibilidad, ya que en cada ocasión el docente es quien debe seleccionar aquellas que más convengan a las características de los alumnos y a la diversidad de los textos. Dependiendo de los enfoques teóricos, las estrategias también son diversas.

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Mobile technologies have emerged as facilitators in the learning process, extending traditional classroom activities. However, engineering mobile learning applications for outdoor usage poses severe challenges. The requirements of these applications are challenging, as many different aspects need to be catered, such as resource access and sharing, communication between peers, group management, activity flow, etc. Robustness is particularly important for learning scenarios to guarantee undisturbed and smooth user experiences, pushing the technological aspects in the background. Despite significant research in the field of mobile learning, very few efforts have focused on collaborative mobile learning requirements from a software engineering perspective. This paper focuses on aspects of the software architecture, aiming to address the challenges related to resource sharing in collaborative mobile learning activities. This includes elements such as autonomy for personal interactive learning, richness for large group collaborative learning (indoor and outdoor), as well as robustness of the learning system. Additionally, we present self-adaptation as a solution to mitigate risks of resource unavailability and organization failures that arise from environment and system dynamism. Our evaluation provides indications regarding the system correctness with respect to resource sharing and collaboration concerns, and offers qualitative evidence of self-adaptation benefits for collaborative mobile learning applications.

No abstract