Classificando e implementando feedbacks para aprendizado ativo em ferramentas CASE: o caso EERCASE
Resumo
O uso de Feedbacks é um importante instrumento pedagógico para enriquecer o processo de aprendizagem ativa. Existem muitos trabalhos sobre feedback para ferramentas computacionais de propósito geral. Contudo, no contexto de ferramentas do tipo Computer Aided Software Engineering (CASE), este é um tema negligenciado, pois nenhum trabalho recente, que classifique e oriente a implementação de feedbacks em ferramentas CASE, foi encontrado. A partir desta constatação, este trabalho propõe: 1) uma classificação de feedbacks para ferramentas CASE e 2) uma abordagem prática para implementá-los. Como prova de conceito das propostas em questão, estas foram implementadas em uma ferramenta CASE para projeto conceitual de Banco de Dados.
Palavras-chave:
Feedbacks, Aprendizagem Ativa, Ferramentas CASE
Referências
ACM/IEEE (2008). Computer Science Curriculum 2008: an interim revision of CS 2001.
ACM/AIS (2010). “Curriculum Guidelines for Undergraduate Degree Programs in Information Technology”.
Alves, E., Franco, N., Nascimento, A., N. Fidalgo, R. (2014). EERCASE: Uma Ferramenta para Apoiar o Estudo do Projeto Conceitual de Banco de Dados. In WCBIE 2014, p. 98-105.
Alves, F., Jaques, P. (2014). Um Ambiente Virtual com Feedback Personalizado para Apoio a Disciplinas de Programação. In CBIE 2014, p. 1078-1082.
Bavota, G., Gravino, C., Oliveto, R., De Lucia, A., Tortora, G., Genero, M., and CruzLemus, J. (2011). Identifying the weaknesses of UML class diagrams during data model comprehension. In Model Driven Engineering Languages and Systems, volume 6981 of LNCS, pages 168–182. Springer Berlin Heidelberg.
Brambilla, M., Cabot, J., Wimmer, M. (2012). Model-Driven Software Engineering in Practice, Morgan & Claypool Publishers.
Chen, P. (976). The Entity-Relationship Model - toward a unified view of data. In ACM Transactions on Database Systems 1, pages 9–36.
Elmasri, R. and Navathe, S. (2010), Fundamentals of Database Systems, AddisonWesley Publishing Company, 6th edition.
Fidalgo, R. D. N., Alves, E., España, S., Castro, J., and Pastor, O. (2013). Metamodeling the enhanced entity-relationship model. JIDM, 4(3):406–420.
Fidalgo, R. D. N., De Souza, E., España, S., De Castro, J., and Pastor, O. (2012). EERMM: A metamodel for the enhanced entity-relationship model. In Conceptual Modeling, volume 7532 of LNCS, pages 515–524. Springer Berlin Heidelberg.
Foundation, E. (2015). Graphical Modeling Project (GMP).
Jankowski, D. (1995): Case feedback in support of learning a systems development methodology. Journal of Information Systems Education 7(3):88-90
Jankowski, D. (1997). Computer-aided systems engineering methodology support and its effect on the output of structured analysis. Empirical Software Engineering, 2(1):11–38.
Kasprzak, J. (2005). Providing Students Feedback in Distance Education Courses. An Online Learning Magazine for UMUC Faculty.
Kolovos, D., Rose, L., García-Domínguez, A., and Paige, R. (2015). The Epsilon Book.
McKeachie, W. J., Pintrich, P. R., Lin, Y. G., & Smith, D. A. (1987). Teaching and learning in the college classroom: A review of the literature. Ann Arbor: National Center for Research to Improve Postsecondary Teaching and Learning, The University of Michigan.
Mory, E. (2004). Feedback Research Revisited. In Handbook of research on educational communications and technology, pages 745-783.
Saul, C., Runardotter, M., and Wuttke, H.-D. (2010). Towards feedback personalisation in adaptive assessment. In Sixth EDEN Research Workshop, Boook of Abstracts pp. 142-143, European Distance and E-Learning Network, Budapest.
Shute, V. (2007). Focus on formative feedback. ETS Research e Development. Princeton.
White, C. (2003). Language Learning in Distance Education. Cambridge: Cambridge University Press.
Vasilyeva, E., Puuronen, S., Pechenizkiy, M., and Rasanen, P. (2007). Feedback adaptation in web-based learning systems. In IJCEELL, 17(4/5):337–357.
ACM/AIS (2010). “Curriculum Guidelines for Undergraduate Degree Programs in Information Technology”.
Alves, E., Franco, N., Nascimento, A., N. Fidalgo, R. (2014). EERCASE: Uma Ferramenta para Apoiar o Estudo do Projeto Conceitual de Banco de Dados. In WCBIE 2014, p. 98-105.
Alves, F., Jaques, P. (2014). Um Ambiente Virtual com Feedback Personalizado para Apoio a Disciplinas de Programação. In CBIE 2014, p. 1078-1082.
Bavota, G., Gravino, C., Oliveto, R., De Lucia, A., Tortora, G., Genero, M., and CruzLemus, J. (2011). Identifying the weaknesses of UML class diagrams during data model comprehension. In Model Driven Engineering Languages and Systems, volume 6981 of LNCS, pages 168–182. Springer Berlin Heidelberg.
Brambilla, M., Cabot, J., Wimmer, M. (2012). Model-Driven Software Engineering in Practice, Morgan & Claypool Publishers.
Chen, P. (976). The Entity-Relationship Model - toward a unified view of data. In ACM Transactions on Database Systems 1, pages 9–36.
Elmasri, R. and Navathe, S. (2010), Fundamentals of Database Systems, AddisonWesley Publishing Company, 6th edition.
Fidalgo, R. D. N., Alves, E., España, S., Castro, J., and Pastor, O. (2013). Metamodeling the enhanced entity-relationship model. JIDM, 4(3):406–420.
Fidalgo, R. D. N., De Souza, E., España, S., De Castro, J., and Pastor, O. (2012). EERMM: A metamodel for the enhanced entity-relationship model. In Conceptual Modeling, volume 7532 of LNCS, pages 515–524. Springer Berlin Heidelberg.
Foundation, E. (2015). Graphical Modeling Project (GMP).
Jankowski, D. (1995): Case feedback in support of learning a systems development methodology. Journal of Information Systems Education 7(3):88-90
Jankowski, D. (1997). Computer-aided systems engineering methodology support and its effect on the output of structured analysis. Empirical Software Engineering, 2(1):11–38.
Kasprzak, J. (2005). Providing Students Feedback in Distance Education Courses. An Online Learning Magazine for UMUC Faculty.
Kolovos, D., Rose, L., García-Domínguez, A., and Paige, R. (2015). The Epsilon Book.
McKeachie, W. J., Pintrich, P. R., Lin, Y. G., & Smith, D. A. (1987). Teaching and learning in the college classroom: A review of the literature. Ann Arbor: National Center for Research to Improve Postsecondary Teaching and Learning, The University of Michigan.
Mory, E. (2004). Feedback Research Revisited. In Handbook of research on educational communications and technology, pages 745-783.
Saul, C., Runardotter, M., and Wuttke, H.-D. (2010). Towards feedback personalisation in adaptive assessment. In Sixth EDEN Research Workshop, Boook of Abstracts pp. 142-143, European Distance and E-Learning Network, Budapest.
Shute, V. (2007). Focus on formative feedback. ETS Research e Development. Princeton.
White, C. (2003). Language Learning in Distance Education. Cambridge: Cambridge University Press.
Vasilyeva, E., Puuronen, S., Pechenizkiy, M., and Rasanen, P. (2007). Feedback adaptation in web-based learning systems. In IJCEELL, 17(4/5):337–357.
Publicado
26/10/2015
Como Citar
FIDALGO, Robson N.; SILVA, Edson A.; FRANCO, Natália M..
Classificando e implementando feedbacks para aprendizado ativo em ferramentas CASE: o caso EERCASE. In: SIMPÓSIO BRASILEIRO DE INFORMÁTICA NA EDUCAÇÃO (SBIE), 26. , 2015, Maceió/AL.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2015
.
p. 308-317.
DOI: https://doi.org/10.5753/cbie.sbie.2015.308.
