Aplicando senso comum na edição de objetos de aprendizagem
Carlos, Alessandro José Francisco
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To prepare quality learning material that can provide meaningful learning, considering the students previous knowledge, the place where they live in and the culture they acquire along their lives, i.e. their common sense, is still a great challenge for learning process. Considering the context of e-learning, focusing on Distance Learning (DL), this challenge is even bigger, because teachers and students are separated physically and/or temporally. Teachers have to deal with using computer and Internet in order to edit Web content, guaranteeing support for students meaningful learning. Organizations dedicated to DL and universities have created the concept of Learning Objects (LO), a format for organizing and structuring any digital material focused on education. For teachers to use common sense knowledge in LO edition, two module supported by common sense knowledge was integrated into Cognitor, a computational framework to edit Web-like learning material. One of the modules gives access to the Open Mind Common Sense (OMCS-Br) knowledge base and, given a concept on which teachers wish to work on, other related concepts are retrieved from the common sense knowledge base and presented to teachers who can insert them into the structure of the hyper document in order to elaborate related contend for that concept afterwards. In the case studies developed in this project, a verification was performed on the common sense support for helping teachers to structure LO with better quality by using the Knowledge View assistant available in Cognitor, which is based on Novak s Conceptual Map Theory, applying the patterns of CogLearn, a HCI and Pedagogical Pattern Language developed at the Advanced Interaction Laboratory (LIA). Besides of that, the potential use of such kind of knowledge for fulfilling LO metadata, making easier their reuse, is approached in a second module available on Cognitor.