Guidelines for Educational Software Design That Consider the Interests and Needs of Teachers and Students

Nussbaum, Miguél; Infante, Cristian

doi:10.1109/icalt.2013.75

Cited by 3 publications

(4 citation statements)

References 11 publications

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“…O fato de as apresentações serem os recursos ou atividades mais utilizados, com alto uso do Power Point dentre elas, corrobora o uso limitado que se faz dos recursos ou atividades de apoio tecnológico ao design de aprendizagem como é discutido por Koptcha [19] e por Nussbaum e Infante [27]. Esse uso limitado destaca a necessidade de melhoria na utilização dessas recursos ou atividades para utilização seguindo os passos de design de aprendizagem.…”

Section: Pesquisa Com Professoresunclassified

“…Assim como foi mostrado por Ertmer e Ottenbreit-Leftwich [28] e Bassani, Reis e Dalanhol [2], é comum a reutilização de material encontrado na Internet, como destacado pelos professores no reuso de vídeos e atividades interativas, por exemplo. Ainda sobre as atividades interativas, o feedback em tempo real foi apontado como uma característica bastante apreciada pelos estudantes, como também ressaltado por Ertmer e Ottenbreit-Leftwich [28] e Nussbaum e Infante [27].…”

Section: Pesquisa Com Professoresunclassified

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Design characteristics to stimulate technological appropriation and student-centered design in a VLEs context

Cardoso

Silveira

2020

Proceedings of the 19th Brazilian Symposium on Human Factors in Computing Systems

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Due to the constant need for improvement in the quality of education, there has been a growing interest in technological tools to support design for teaching and learning in a student-centered way. As a result, the development of these tools has increased. However, it is not clear what shapes teachers' design decisions and how tools can best support their design processes. Also, researches on Virtual Learning Environments (VLEs) have shown that teachers usually do not explore VLEs to their full potential and only adopt a limited set of available tools. To gain an understanding of this subject, we conducted a systematic review to understand the tools used in education and we ran an online survey with teachers to learn more about the tools they used, why they chose them, and what strengths and weaknesses they found on these tools. That leads us to the primary goal of the present work, which is to explore the VLEs and understand how they can foster technology appropriation and learning design in a student-centered way. Furthermore, a semiotic inspection was performed on the VLEs subject of this study (Moodle and Google Classroom) to analyze the quality of metacommunication between the applications' designers and the end-users (teachers). Having done that, it was possible to sort out a list of characteristics for the VLEs, aimed to improve appropriation and suit better student-centered design. We hope this work could help to bring (a) clarity about how to boost teacher's appropriation for future tools and (b) better student outcomes via appropriation and learning design knowledge from (a). CCS CONCEPTS• Human-centered computing → HCI design and evaluation methods.

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Section: Pesquisa Com Professoresunclassified

Design characteristics to stimulate technological appropriation and student-centered design in a VLEs context

Cardoso

Silveira

2020

Proceedings of the 19th Brazilian Symposium on Human Factors in Computing Systems

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“…Acrescentem-se a estas afirmações o fato de que muitas vezes professores e alunos não participam da avaliação do software educacional. Por não considerar os interesses e as necessidades de todos os participantes em sala de aula no projeto de atividades pedagógicas, tensão é gerada entre as crenças dos professores, investigadores em educação, projetistas de software e práticas de ensino ao instruir uma classe [Nussbaum e Infante 2013].…”

Section: Introductionunclassified

Quali-EDU: Um processo de avaliação da qualidade de software educacional

Lima

Leal²,

Gomes

et al. 2015

Anais Do XXVI Simpósio Brasileiro De Informática Na Educação (SBIE 2015)

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The use of tools, as educational software and educational games, has shown a significant improvement in the understanding and fixation of the knowledge learned in the classroom. However, there are few initiatives found for the development of such systems in Brazil. We also observed that papers did not considered the quality assessment. Besides, in the situations encountered, the Educational Software end-user presence (the teacher and the student) was discarded. This paper presents Quali-EDU, a quality assessment process for Educational Software product, which brings as main contributions the inclusion of educational aspects on its conception and a greater involvement of the student and the teacher in the evaluation of this software. Resumo.A utilização de ferramentas como softwares educacionais e jogos educacionais, tem demonstrado uma melhoria significativa na compreensão e fixação dos conhecimentos trabalhados em sala de aula, mas ainda são poucas as iniciativas encontradas para o desenvolvimento desse tipo de sistemas no Brasil. Observou-se que a avaliação da qualidade não era considerada na maioria dos trabalhos pesquisados que tratavam do desenvolvimento de Software Educacional. Além disso, poucas iniciativas sugerem a presença do usuário final do Software Educacional (o professor e o aluno) na avaliação. Assim, este trabalho apresenta o Quali-EDU, um processo de avaliação de qualidade do produto de Software Educacional, que traz como contribuições a inclusão de aspectos educacionais na sua concepção e um maior envolvimento do aluno e do professor na avaliação desse software.

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“…Businesses take advantage of advances to streamline their business operations; individuals, groups and communities use them to augment their life styles and coordinate relationships. The society as we know it in this generation is rapidly changing as a result [2], [3].…”

Section: Introductionmentioning

confidence: 99%

Requirement Engineering for Effective Mobile Learning: Modelling Mobile Device Technologies Integration for Alignment with Strategic Policies in Learning Establishments

Olasoji

Preston

Mousavi

2014

Annals of Computer Science and Information Systems

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In spite of several efforts in the last decade by researchers and educators, expected potential from the use of mobile device technology (MDT) to effect learning transformation is largely unfulfilled. Quantifying benefits of MDTs in learning, either through achievement of learning objectives or enhancement of the process, remains problematic. Rapid changes in development and manufacture also continue to present additional challenges. Most trials typically employ use case approach of evidencing benefits through usage experience. In this paper, application of Requirement Engineering (RE) methodologies to specify goals and requirements for mobile learning (ML) is proposed. Alignment with teaching and learning strategies as well as other institutional goals and strategies will be essential for successful integration of MDTs in learning. RE techniques can be used to achieve this. Finally, a case study is presented to illustrate the use of some of the approaches proposed.

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Guidelines for Educational Software Design That Consider the Interests and Needs of Teachers and Students

Cited by 3 publications

References 11 publications

Design characteristics to stimulate technological appropriation and student-centered design in a VLEs context

Design characteristics to stimulate technological appropriation and student-centered design in a VLEs context

Quali-EDU: Um processo de avaliação da qualidade de software educacional

Requirement Engineering for Effective Mobile Learning: Modelling Mobile Device Technologies Integration for Alignment with Strategic Policies in Learning Establishments

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