Digital solutions have substantially contributed to the growth and dissemination of education. The distance education modality has been presented as an opportunity for worldwide students in many types of courses. However, projects of digital educational platforms require different expertise including knowledge areas such as pedagogy, psychology, computing, and digital technologies associated with education that allow the correct development and application of these solutions. To support the evolution of such solutions with satisfactory quality indicators, this research presents a model focused on quality of online educational solutions grounded in an approach aimed to continuous process improvement. The model considers of three maturity levels and six common entities that address the specific practices for planning and developing digital educational solutions, targeting quality standards that satisfy their users, such as students, teachers, tutors, and other people involved in development and use of these kinds of educational solutions.
The increasing availability of digital educational resources in the Internet, called learning objects, has been followed by the definition of indexing standards. However, the lack of consensus about the definition of learning objects, as well the diversity of metadata approaches for its classification hinders the selection process of these elements. This scenario requires new investigations that allow the establishment of parameters for the creation of a specific model of artificial neural network for the clustering of learning objects. The implementation of this model is related to a theoretical-methodological approach, based on standard metadata criteria, which makes the formation of input samples possible for the construction of a Self-Organizing Map (SOM -Kohonen model) through algorithms and mathematical models. Consequently, the development of this proposal for the clustering of learning objects can support the educational work in face-to-face and online environments and collaborate with the reusability of learning objects. Another goal of this research was the determination of a weight mask, one of the Kohonen model's parameters, and how it would affect the final result. For that, a comparison was made between the training results with and without the mask, showing the relevance of this method for obtaining better clustering results.
Learning objects-driven approaches for the development of instructional content have been widely used to structure entire courses and repositories for distinct learning contexts. Nonetheless, their use is still done in a static, non-adaptive manner, since students are presented to prebuilt compilations of learning object having few or none relationship with its learning current conditions, history or personal learning style, which together compose the student momentum.This work presents an analysis of current instructional design and multiple intelligences theories in order to create learning objects that provide adaptive learning methods according to different students' characteristics. Using technologies that allow such dynamic approaches, it was createdas a proof of concept -a learning object about the Pythagorean Theorem.
The achievement of academic research involves a series of steps and activities that must be managed in order to avoid delays, development problems (due to unforeseen risks) and even monitoring (which involves the work of the Advisor). Aiming to contribute to project development for academic research, this paper presents some principles of project management considering project management theories and also presenting many frameworks on this area. The PMBoK (Project Management Body of Knowledge) developed by the PMI (Project Management Institute) is presented in more details because it was used to define part of main specific proposals of this paper. Two (Initiating and Planning Process Groups) from the five process groups defined by the framework are presented and also their correlation to academic projects. This is relevant to formalize all activities and artifacts during an academic project. Besides that, the Knowledge Areas (KA) defined by the framework are also presented in details. The relationship between these KA's and the Initiating and Planning Process Groups are discussed in a viewpoint of academic research stakeholders. Specifics templates by KA are proposed to be used in this kind of projects and to support the student's academic journey conducted by an Advisor.
Abstract-Well-defined process can support product development and implementation of services in several sectors as industry, commerce and service areas. For the development of educational products or for the implementation of educational services, processes management also has relevance. To be institutionalized they require proper and specific mechanisms and to be implemented they could follow a methodological approach as it is presented in this article. Specific frameworks to education area are presented and they can support the implementation of such processes which favors considerably the quality of products and services. Some of these frameworks are highlighted and an analysis presents its relation to six dimensions of quality for education products and services. An in-depth treatment about quality related to the processes demonstrates the importance of process management with a view to their continuous improvement to meet the quality requirements.Index Terms-Process, process management, educational products and services, quality in education. I. INTRODUCTIONThe importance related to the process management is considered in many areas of modern society. Industry, commerce and service areas are examples that consider the process management as an important tool to develop, deliver and maintain their results. For the education area, this type of management is being increasingly sought, especially when it comes to consider the implementation of programs and courses offered with the support of Information and Communication Technologies (ICT). The education area can consider products and services supported by digital technologies as distance education, e-learning or learning objects that require several elements to be implemented, such as, instructional design, theories of pedagogy and psychology, computing and heavy application of management concepts, including an enhanced vision of process management.To  the process management is an essential approach in all areas of the economy, including education and it is clear that classical frameworks are not applicable to education in an immediate view. Thus there is a clear necessity to establish specific frameworks for process management in the educational area.Developers, buyers and users of these products and services are increasingly aware of its quality, so these frameworks can enable significant improvements in the quality of educational products and services. To educational processes in this field".This reality can be seen by the actions of governments and regulatory institutions or associations that seek to create models and standards to promote the capacity of educational products development with better quality, as well as execute and deliver better services. The growing number of frameworks for this purpose can also be observed and some of these are presented in more detail in later section of this article. For  quality in the field of e-learning is an issue of relevant importance.Often these frameworks are supported by governments or organizations see...
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