Chatbot e Análise Conversacional para Recomendação da Aprendizagem Colaborativa na EaD

Neto, Antônio Justiniano Moraes; Fernandes, Márcia A.; Amiel, Tel

doi:10.5753/cbie.sbie.2020.1142

“…Social network analysis is a rich field of inquiry, and the goal of this paper was not to specifically address the content and quality of the interactions. Analysis of the conversation can be achieved through automatic means to indicate, for example, if students are asking questions (Neto et al, 2020). The script used for the quantitative analysis also extracts the full content of the posts, and this data provides valuable content for future research.…”

Section: Discussionmentioning

confidence: 99%

Developing Supportive Policies and Strategies for Their Implementation: Student Experience with Real-World Cases

Urbančič

¹

,

Orr

²

,

Jermol

³

et al. 2023

Future Education and Learning Spaces

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One of the principal recommendations of the UNESCO OER Recommendation (2019) is the development of supportive policies, including regulatory frameworks and strategies. In this chapter, we describe a novel approach to the development of such policies and strategies for their implementation. The process involves using two resources: the UNESCO Guidelines for OER Policy as a framework and the Open Education Policy Game as a method for eliciting gaps and defining priorities in open policy and strategy design. Both instruments have shown to be a powerful mechanism to analyse and create a road map for OER and open education policy for organisations and groups. We will describe this methodology, developed and implemented as part of the Leadership in Open Education Master's course entitled Open Education Strategies. We begin with an overall perspective on the importance of developing leadership in open education by describing the Master's programme, its conception and its objectives. We highlight the importance of policy to promote the adoption of Open Educational Resources (OER) and Open Education (OE) more broadly. We then present the course rationale, followed by a description of the open practices and tools used to support a group of 10 students as they engaged in real-world open policy design.

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“…As tarefas inerentes aos professores que atuam na educação a distância transcendem a simples reação à demanda dos estudantes, necessitando de uma postura mais ativa dos mesmos como mediadores deste processo, que é altamente colaborativo e rico do ponto de vista do compartilhamento de conhecimento [Neto et al, 2020]. A prática docente no contexto da aprendizagem online no que tange a mediação de grupos, com pouco ou nenhum contato face a face, requer um alto grau de percepção das interações que ocorrem nas várias ferramentas colaborativas do AVA, de forma que o professor possa intervir e auxiliar nas experiências dos estudantes [Medeiros & Gomes, 2022].…”

Section: Introductionunclassified

Alfa - Um Chatbot do tipo Perguntas e Respostas como Assistente Virtual no AVA Moodle

Santos,

Sousa,

Medeiros

et al. 2023

Anais Do XXXIV Simpósio Brasileiro De Informática Na Educação (SBIE 2023)

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Este trabalho visa apoiar os professores/tutores na mediação das interações no AVA Moodle por meio da construção e validação de um chatbot. A metodologia agregou uma análise indireta de interações em ambiente real, desenvolvimento e validação da acurácia e aceitação do chatbot pelos usuários. Na avaliação da acurácia, os resultados sugerem que o modelo, com relação às intenções, pode ser aperfeiçoado com um conjunto maior de dados. Com relação às entidades, por outro lado, se mostrou bem ajustado, retornando um baixíssimo índice de falhas na classificação (0.071). Para a validação do chatbot com usuários utilizando um plano de testes funcionais e o modelo TAM, os resultados foram muito satisfatórios.

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Open Educational Resources in Higher Education

Mishra¹

2023

Future Education and Learning Spaces

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0

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One of the principal recommendations of the UNESCO OER Recommendation (2019) is the development of supportive policies, including regulatory frameworks and strategies. In this chapter, we describe a novel approach to the development of such policies and strategies for their implementation. The process involves using two resources: the UNESCO Guidelines for OER Policy as a framework and the Open Education Policy Game as a method for eliciting gaps and defining priorities in open policy and strategy design. Both instruments have shown to be a powerful mechanism to analyse and create a road map for OER and open education policy for organisations and groups. We will describe this methodology, developed and implemented as part of the Leadership in Open Education Master's course entitled Open Education Strategies. We begin with an overall perspective on the importance of developing leadership in open education by describing the Master's programme, its conception and its objectives. We highlight the importance of policy to promote the adoption of Open Educational Resources (OER) and Open Education (OE) more broadly. We then present the course rationale, followed by a description of the open practices and tools used to support a group of 10 students as they engaged in real-world open policy design.

show abstract

Chatbot e Análise Conversacional para Recomendação da Aprendizagem Colaborativa na EaD

Cited by 6 publications

References 10 publications

Developing Supportive Policies and Strategies for Their Implementation: Student Experience with Real-World Cases

Developing Supportive Policies and Strategies for Their Implementation: Student Experience with Real-World Cases

Alfa - Um Chatbot do tipo Perguntas e Respostas como Assistente Virtual no AVA Moodle

Open Educational Resources in Higher Education

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