Ontologia dos Objetivos Educacionais

Oliveira, Pablo Roberto Fernandes de; Silva, Patrício de Alencar; Neto, Pedro Fernandes Ribeiro

doi:10.5753/cbie.sbie.2020.1183

Cited by 2 publications

(1 citation statement)

References 2 publications

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“…• Oliveira et al (2020) present an ontology to classify learning objects. Among other relevant aspects, the authors highlight that it uses Bloom's Taxonomy to match the objects to different learning goals and that the authors follow the ontology development methodology proposed byNoy et al (2001).…”

Section: Distance Learning In the 20th Centurymentioning

confidence: 99%

Semantic Web and Distance Learning: Euphoria, Frustration and Restart

Castello Branco Neto

2024

RBIE

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In the nineties, two different trends on distance learning research arose. The first one aimed to create systems able to adapt themselves to students’ characteristics, based on instructional and learning theories, while the second aimed to facilitate the creation and management of distance courses, by reusing material. Technologies available so far had hindered the creation of systems able to conjoin the benefits achieved by both groups because adaptive systems were limited to a specific knowledge domain, and almost everything had to be recreated to be used in a different subject. On the other hand, systems able to deal with different subjects could not automatically adapt their content to students’ needs. The emergence of the Semantic Web, as well as Learning Objects, led researchers to develop projects based on them to solve that problem. At last, adaptive and reusable courses based on learning theories could be developed. Learning Object Metadata and other standards for e-learning, as well as ontologies about different knowledge domains, students’ characteristics and learning theories were the tools that researchers were missing to solve such problems. Although much research and publications have been done in that period, few practical results were noticed, frustrating not only the students, but also the teachers and other education-related workers, as they realized that the level of system autonomy they had aimed for had not been reached. This paper describes the euphoria caused by the Semantic Web, problems related to the engineering of ontologies that led to a frustration period, as well as the current period, in which research was resumed with less ambitious objectives. Thus, some considerations about the future of the Semantic Web Based Learning are presented.

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Section: Distance Learning In the 20th Centurymentioning

confidence: 99%

Semantic Web and Distance Learning: Euphoria, Frustration and Restart

Castello Branco Neto

2024

RBIE

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Geometria Fractal em Sala de Aula: Uma Revisão Sistemática Envolvendo a Taxonomia de Bloom

Alves

Barrére

2021

Perspec. Ed. Matemática

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As dinâmicas e exposições que envolvam objetos não euclidianos, como é o caso dos fractais, permitem conduzir os alunos a percepções até então escondidas por conceitos essencialmente euclidianos. Nesse sentido, insere-se esse artigo que possui como objetivo central investigar como tem sido proposto o ensino da geometria fractal em salas de aula no ensino básico. Serão apresentados brevemente os elementos que permeiam a fundamentação teórica da pesquisa no campo da Educação Matemática. Em seguida, expõe-se um panorama geral de uma revisão sistemática que buscou investigar tendências e concepções no ensino de geometria fractal, aplicando-se a taxonomia dos objetivos educacionais como uma ferramenta de análise qualitativa dos objetos de aprendizagem. Por fim são expostos as considerações finais e comentários relevantes.

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Ontologia dos Objetivos Educacionais

Cited by 2 publications

References 2 publications

Semantic Web and Distance Learning: Euphoria, Frustration and Restart

Semantic Web and Distance Learning: Euphoria, Frustration and Restart

Geometria Fractal em Sala de Aula: Uma Revisão Sistemática Envolvendo a Taxonomia de Bloom

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