Welcome to Scribd, the world's digital library. Read, publish, and share books and documents. See more
Standard view
Full view
of .
Look up keyword
Like this
0 of .
Results for:
No results containing your search query
P. 1
SeeAll: Interactive System to Support Competence Assessment

SeeAll: Interactive System to Support Competence Assessment

Ratings: (0)|Views: 12|Likes:
Published by Valkiria Venancio
Artigo pesquisa de mestrado: Sistema interativo de gerenciamento e avaliação de competências e habilidades para apoio ao planejamento do professor
Artigo pesquisa de mestrado: Sistema interativo de gerenciamento e avaliação de competências e habilidades para apoio ao planejamento do professor

More info:

Published by: Valkiria Venancio on Jan 31, 2012
Copyright:Attribution Non-commercial


Read on Scribd mobile: iPhone, iPad and Android.
download as DOC, PDF, TXT or read online from Scribd
See more
See less





Valkiria Venancio
Roseli de Deus Lopes
roseli@lsi.usp.br Universidade de São Paulo Av. Prof. Luciano Gualberto, travessa 3 – Nº 158 – Engenharia Elétrica
Today, we live in a Learning Society with the active participation of ICT in knowledge construction, enabling new waysof thinking; it is a digital learning ecosystem where the school is inserted. Assessment in this complex environment stilllies on the student; it is necessary to follow each individual among many students, and this is not easy. Moderncurriculum programs are focusing on learnerscompetences, skills and attitudes, in other words, on their globaleducation. SeeAll is an interactive system to manage competences assessment and support learning planning andmonitoring.
Learning Management. Competence assessment. Digital Learning Ecosystem.
The rapid development of Information and Communication transformed relationships and behaviors,enabling interactions among humans and information, previously impossible.
 Nowadays, InformationCommunication Technologies (ICT) participate actively in information acquisition for knowledgeconstruction. The Knowledge Society is the Learning Society, learning is no longer limited to schools[Delors, 1999] [Assman, 2000]. New ways of thinking and dealing with information arises with the evolution of digital media. The school became part of a digital learning ecosystem [Ficheman,2008] [Gütl,2009].Assessment in this ecosystem remains focused on students and on their effort to learn. The classroomassessment dynamic is complex, it is necessary to follow each individual pathways in a collective space [DeSordi, 2009] [Behar, 2009]. In the current educational system curriculum, organized in cycles, teachers havethe same goals, continuing or resuming the work of his/her colleague [Perrenoud, 2007]. And the formativeevaluation focused on skills and competences, guides teachers’ choices activities and they can to pay moreattention to students’ diversity [Hadji, 2009].Seeking an “effective school”, there are external assessments such as the International StudentAssessment Program (PISA) and national Evaluation System Basic Education (SAEB), concomitantly, thereare electronic management, content delivery and reporting system for on-line or classroom courses; both tohelp teachers in their work.This paper presents the SeeAll, an interactive system to manage competences assessment and supportlearning planning and monitoring. It is designed to complement to the school digital learning ecosystem.Conceptual details are provided in section 2, its implementation in section 3, a preliminary evaluation insection 4 and final considerations in section 5.
A digital learning ecosystem is a complex flow of information and relationships among species in aneducational environment supported by the media [Ficheman, 2008].According to Ficheman (2008), to conduct the requirement analysis of a digital learning ecosystem, it isnecessary to identify, to specify, to define and to describe its components, connections, interactions andinfluence, the functions of which would target systems authoring, collaboration, immersion and mobilitycharacteristics.SeeAll was designed considering the digital learning ecosystem approach and the existing educationalelectronic systems. And aims to be a digital learning sub-ecosystem to support competence assessment withits species, populations and communities interrelating, interacting, recording and and suffering internal andexternal influences the system.
2.1 Requirement Analysis
To understand teacher’s content an initial survey was conducted with seventeen questions about how teachersuse ICT, teach and plan, and assess their students. Its content analysis was divided into: digital fluency,teaching and evaluation.Some survey results are presented. In
digital fluency
topic, teachers inform that they used the computer to perform other habitual tasks, but not to register or monitor the studants’ performance. In the
teachers inform they use curriculum matrices to plan. In the
topic, they inform that they havesome difficulties in individually monitor students for appropriate intervention.SeeAll should be easy to use; it must be based on national curriculum guidelines and, finally, helpteachers with monitoring individuals. Also it tries to overcome the shortcomings of other educationalelectronics systems. Examples of systems: Learning Content Management System (LCMS) for contentdelivery, Virtual Learning Environment (VLE) for management of learning and results performances,Learning Management System (LMS) that adds communication tools and Managed Learning Environment(MLE) for management in schools [Weller, 2007] [Page, 2009] [Merino, 2006]. However, there is a gap. Wedid not find any electronic systems that offers tools that follows the learning process based on student’scompetences and skills or that provides a student overview in all areas concomitantlyThus, SeeAll has the following characteristics functional and nonfunctional: users’ and technologiesmobility; interactivity; allows authoring; allows contribution between users; flexibility; it is an Open Sourcesoftware; has multi-platform and interoperability.SeeAll presents a conceptual assessment not only lessons results, but it allows we to record and monitor the student’s skills and progress in carrying out learning experiences.
2.2 Functional Description
The main features of the prototype are:
organizes users and groups;
lists attitudes, competences, skills and formal and informal activities, expressed by the learners, wecall learning experiences;
allows the authorship of these lists;
combines learning experiences, skills, competences and attitudes;
stores the information obtained;
 presents individual data visualization in different ways;
electronically organizes the learner’s record of use while the system is used;
sends messages to groups and individuals;
communicates with other systems such as LMS or VLE through Sharable Content Object ReferenceModel (SCORM) [ADL, 2004].
SeeAll manages the assessment process via competences and skills, the functionalities of which are:
 – the system organizes users through their profiles.
description and learners’ areas expected list
- the system organizes competences, skills, attitudesand learning experiences created by teachers or managers in different areas (Figure 1);
Figure 1. Skill descriptions
storage and retrieval
- the system stores information and allows their retrieval;
information visualization
- the system allows viewing student’s achievement through the “MapUse(Figure 2). It uses colored figures to identify students’ or their class resulting skills,competences and attitudes ; so far in paper prototype (Figure 3) [Snyder, 2003];Attitudes SkillsCompetences
Figure 3. Map Use (paper prototype)Figure 2. Student achievement visualization (Map Use)
Each skill has an “Opportunity Scale”. It shows by color, the results of the skills developed throughlearning experiences in different areas of knowledge (Figure 4).
Figure 4. Opportunity Scale
The colors are the ones teachers usually use in schools to register learners’ grade [Carvalho; Marcos,2010]: white - “did not work”; yellow - “ did not achieve the objectives and worked a few times”; red - “didnot achieve the objectives and worked a lot of times”; orange - “achieved the objectives and worked a fewtimes”; blue - “achieved the objectives and worked a lot of times”.
records of use
the system organizes learners’ records of use with his/ her informationvisualization: map use, opportunity scale and learning experience all along the time they use thesystem;

You're Reading a Free Preview

/*********** DO NOT ALTER ANYTHING BELOW THIS LINE ! ************/ var s_code=s.t();if(s_code)document.write(s_code)//-->