Using the ADDIE Model for the Development and Evaluation of an Educational Process Inspired by Education 4.0

• Deivid Eive Silva UFPR http://orcid.org/0000-0003-1066-0750
• Marialina Corrêa Sobrinho UFOPA https://orcid.org/0000-0002-3928-5432
• Natasha Malveira C. Valentim UFPR https://orcid.org/0000-0002-6027-3452

DOI: https://doi.org/10.5753/wei.2021.15936

Abstract

Education 4.0 is a student-centered learning paradigm that seeks to prepare them for the contemporary world. Therefore, this paper presents the use of the stages of the ADDIE model (Analyze, Design, Develop, Implement, and Evaluate) for the conception and evolution of the Teacher Assistance Educational Process (TAEP4.0). TAEP4.0 aims to support teachers in the preparation of classes based on the context of Education 4.0. TAEP4.0 also encourages the development of 21st-Century competencies and skills, such as problem-solving, critical thinking, and creativity. To this end, TAEP4.0 encourages to use of the technological resources available in the school.

Keywords: Education 4.0, Educational Process, ADDIE model, Competencies and Skills, 21st-Century

References

Abed, A. L. Z. (2016). O desenvolvimento das habilidades socioemocionais como caminho para a aprendizagem e o sucesso escolar de estudantes da educação básica. Construção psicopedagógica, 24(25), p. 8–27, 2016.

Aldoobie, N. (2015). Addie model. American International Journal of Contemporary Research, 5 (6), p. 68-72, 2015.

Angrisani, L., Arpaia, P., Capaldo, G., Moccaldi, N., Salatino, P., Ventre, G. (2018). Academic Fablab at University of Naples Federico II: New Research and Development Opportunities in the Fileds of IoT and Industry 4.0. Journal of Physics: Conference Series, v. 1065, 2018.

CEDEFOP - Centro Europeu de Formação Profissional. (2008). Terminology of European education and training policy. A selection of 100 key terms. Luxembourg: Office for Official Publications of the European Communities.

Cruz Alves, N., Rodrigues, P. E., Borgatto, A. F., Gresse von Wangenheim, C., Hauck, J. C. R. (2016). Ensino de Computação de Forma Multidisciplinar em Disciplinas de História no Ensino Fundamental--Um Estudo de Caso. Revista Brasileira de Informática na Educação, 24(3), doi: 10.5753/RBIE.2016.24.03.31

Ganda, D. R., Boruchovitch, E. (2018). A Autorregulação da Aprendizagem: Principais Conceitos e Modelos Teóricos. Psic. da Ed., São Paulo, 46 (1), pp. 71-80, doi: 10.5935/2175-3520.20180008

Hartono, S., Kosala, R., Supangkat, S., e Ranti, B. (2018). Smart Hybrid Learning Framework Based on Three-Layer Architecture to Bolster Up Education 4.0. In International Conference on ICT for Smart Society (ICISS), pp. 1-5. doi: 10.1109/ICTSS.2018.8550028

Hikayat, S., Yahya & Hery. (2020). Design of Realistic Mathematics Education Approach Improve Critical Thinking Skills. Universal Journal of Educational Research. 8(6): 2232-2244.

Karim, R. A., Abu, A. G., Adnan, A. H. M., Suhandoko, A. D. J. (2018). The use of mobile technology in promoting Education 4.0 for higher education. Advanced Journal of Technical and Vocational Education, 2(3), p. 34 – 39, 2018.

Korbel, V., Paulus M. (2017). Do Teaching Practices Impact Socio-emotional Skills?. IES Working Paper 4/2017. IES FSV. Charles University, 2017.

Messias, G., Rodrigues, U., Braga, L., Nakamura, W., Ferreira, B., Paiva, A., Valentim, N. (2018). Education 4.0 and 21st Century Skills: A Case Study with Robotics Activities in Classroom. In: XXIX Brazilian Symposium on Computers in Education. p. 715-724, doi: http://dx.doi.org/10.5753/cbie.sbie.2018.715

Pereira, M. F. (2011). Modelo de produção de material didático: O uso da notação BPMN em curso a distância. Revista de Administração e Inovação, 8(4), p. 45-66.

Silva, D., Corrêa Sobrinho, M., Valentim, N. (2019a). STEAM and Digital Storytelling: a case study with high school students in the context of Education 4.0. In SBIE 2019, pp. 159 – 168, doi: http://dx.doi.org/10.5753/cbie.sbie.2019.159

Silva, D., Corrêa Sobrinho, M., Valentim, N. (2019b). Criação de Jogos Educacionais para apoiar o Ensino da Matemática: um Estudo de Caso no Contexto da Educação 4.0. In WIE 2019, doi: http://dx.doi.org/10.5753/cbie.wie.2019.1179

Silva, D., Corrêa Sobrinho, M., Valentim, N. (2020a). Educação 4.0: um Estudo de Caso com Atividades de Computação Desplugada na Amazônia Brasileira. In COTB 2020, pp. 1 – 7, doi: https://doi.org/10.14210/cotb.v11n1.p141-147

Silva, D., Sousa, A., Oliveira, M., Corrêa Sobrinho, M., Todt, E., Valentim, N. (2020b). Education 4.0: Robotics Projects to Encourage 21st Century Skills. In RENOTE 2021, pp. 450 – 459, doi: https://doi.org/10.22456/1679-1916.110285

Silva, D., Corrêa Sobrinho, M., Valentim, N. (2020c). TAEP4.0: Teacher Assistance Educational Process to Promote 21st Century Skills in the Context of Education 4.0. In CSEDU 2020, pp. 249-259, doi: 10.5220/0009387702490259

Silva, D. (2020d). TAEP4.0: Teacher Assistance Educational Process Based in the Context of Education 4.0. Dissertação de mestrado, Programa de Pós-graduação em Informática – Universidade Federal do Paraná. Curitiba, pp. 163, doi: 10.13140/RG.2.2.35858.17603

Silva, D., Lopes, T., Corrêa Sobrinho, M., Valentim, N. (2021). Investigating Initiatives to Promote the Advancement of Education 4.0. In CSEDU 2021, pp. 458-466, doi: 10.5220/0010439704580466