Abstract. Data Warehouse (DW) is a dimensional database for providing decision support by means of on-line analytical processing (OLAP) techniques. Another technology also used to provide decision support is Geographical Information System (GIS). Much research aims at integrating these technologies, but there are still some open questions, particularly regarding the design of a geographical dimensional data schema. This paper discusses some related work and proposes GeoDWFrame that is a framework based on the star schema and has been specified as guidance for designing geographical dimensional schemas. Some experimental results are also given.

The present article is aimed at analyzing the effects of learning analytics on students' self-regulated learning in a flipped classroom. An experiment was conducted with 96 engineering students, enrolled in a subject offered in the Flipped Classroom model. The students were divided into two groups: an experimental group (N = 51) and a control group (N = 45). After each learning unit, while the control group did not have access to any learning analytics resources, students from the experimental group received a bulletin with feedback to support Self-Regulated Learning. The levels of student self-regulation were measured through questionnaires at the beginning and the end of the course. The analysis of the collected data revealed that the bulletin promoted significant effects in self-regulated learning in the experimental group, stimulating the self-reflection and colleague's support search for clarifying doubts. These results demonstrate that learning analytics can be used to promote self-regulated learning in flipped classrooms, helping students identify strategies that can increase their academic performance.

Resumo O processo de digitalização da televisão analógica criou possibilidades que vão muito além da simples melhoria da qualidade do sinal recebido. O equilíbrio entre aspectos tecnológicos, humanos e sociais surge como requisito ao desenvolvimento de recursos, no campo da Educação pela televisão (T-learning). Neste sentido, o presente trabalho descreve o processo de concepção e desenvolvimento do Amadeus TV, uma extensão do Sistema de Gestão de Aprendizagem Amadeus (Amadeus LMS) direcionada ao contexto da TV Digital (TVD). O Amadeus TV também funciona como portal para outras aplicações interativas, na forma de Objetos Digitais de Aprendizagem, adaptados especialmente para a realidade da TVD.

Abstract. The use of Transactional Distance Theory constructs [Moore, 1973;1993;2013] as predictors of student dropout in distance education (DE) [Moore, 1973;1993;2013] Resumo. O uso dos construtos da Teoria da Distância Transacional IntroduçãoO desenvolvimento da Educação a Distância (EAD) tem sido apoiado por teorias que apoiam o planejamento e a execução de cursos mais eficientes. As pesquisas na área refletem o crescimento dessa modalidade, à medida que buscam atenuar problemas decorrentes dessa expansão, como os altos índices de evasão ainda verificados nesses cursos.Para a maioria das instituições que participou do Censo Anual da EAD no Brasil em 2015, o grande obstáculo enfrentado foi a evasão nos cursos, quando para 40% das instituições pesquisadas, a taxa média de evasão foi entre 26% e 50% nos cursos totalmente ofertados a distância.Partindo de uma necessidade da aplicação de teorias da EAD, no sentido de auxiliar no enfrentamento de um dos desafios da modalidade, esta pesquisa enfocou a Teoria da Distância Transacional, proposta por Moore (1973, 1993, 2013) como marco teórico principal do estudo,

This paper presents a proposal for mapping the behavior data that represent the constructs of transactional distance (dialogue, structure and autonomy) in a Learning Management System (LMS). The aim was to describe and validate a set of variables under which these constructs can be measured, enabling the development of research in the area and obtaining these measures at any time during the course and without the need for questionnaires. The identification of an initial set was made by literature review, complemented with an analysis of the LMS database variables. Then a group of experts validated the initial set of attributes. The creation and validation of a final set of variables were made from the Confirmatory Factor Analysis (CFA), which pointed to each construct may be represented by a set of attributes obtained from LMS database. Resumo. Este trabalho apresenta uma proposta para o mapeamento de dados de comportamento de usuários em um Learning Management System (LMS), em variáveis que representam os construtos da distância transacional (diálogo, estrutura e autonomia). O objetivo foi descrever e validar um conjunto de variáveis com as quaisesses construtos podem ser medidos, permitindo o desenvolvimento de pesquisas na área, assim como a obtenção destas medidas a qualquer momento do curso e sem a necessidade de questionários. A identificação do conjunto inicial foi feita por revisão da literatura, complementada com uma análise das variáveis no banco de dados. Em seguida, um grupo de especialistas validou o conjunto inicial de atributos. A criação e validação de um conjunto final de variáveis foi feita a partir da Análise Fatorial Confirmatória (CFA), que apontou como cada construto pode ser representado por um conjunto de atributos obtidos a partir do banco de dados do LMS.

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Learning Analytics (LA) aims to analyze the data generated by both students and teachers in online environments in order to promote actions to improve teaching and learning processes. The results of such analyzes can help teachers to know their students’ study processes, as well as being able to assist with the verification and correction of both educational activities and practices. For students, LA can help with reflection and self-regulation of learning. However, despite its benefits, institutions have difficulties in adopting it. In this sense, an instrument that can support the use of LA is the Maturity Model (MM), which has been used in different knowledge areas in order to indicate an improvement roadmap for organizations. Hence, this paper aims to present the assessment results of a MM proposed for the adoption of LA in Higher Education Institutions, called MMALA. The evaluation focused on the model composition and was carried out through a questionnaire addressed to LA researchers and professionals. After conducting analyzes, both qualitative and quantitative, suggestions for improvement for the proposed model were identified, and the model was validated, supporting its further development.