Development of Software for Classes and Teaching

DEVELOPMENT OF SOFTWARE FOR CLASSES AND TEACHING Dan e Al es Medei os Filho y Jo ge Pimen el Cin a INTRODUCTION The de elopmen o educa ional so wa e is a complex ask and in ol es many ac o s. Some a e linked o he educa ional p ocess and o he s o in e ace and implemen a ion aspec s. The p epa a ion o educa ional so wa e aims a he ansmission o in o ma ion so ha p e iously es ablished objec i es may be eached. Some ha e only o deli e a message; o he s a e employed o eaching and lea ning. I is in e es ing o analyze ha all so wa e de eloped o educa ional aims is o ganized and planned o ansmi sys emized in o ma ion and hus cha ac e izing an ins uc ional p ocess. When unde aken in an o ganized, planned and sys emized o m, he de elopmen o educa ional so wa e is a ue pedagogical ask. 1. The use o Compu e s in Teaching The use o compu e s in eaching has gi en ise o discussions on he eaching p ocess and lea ning in all a eas. Resea ch has de eloped he in eg a ion o compu e s in eaching and compu e s a e used by eache s and s uden s in e e y way suppo ed by he di e en eaching sys ems and lea ning heo ies [1]. I is in e es ing o no e ha his esea ch wo k p omo es deba es on didac ic, pedagogical and e en epis emological p oblems when he compu e is in eg a ed in he eaching and lea ning p ocesses [9]. Some educa o s a e o he opinion ha he employmen o new echnologies, including compu e s, will cause impo an changes in p esen day pedagogical pa adigms [6]. O he s hink ha in he long un he in oduc ion o new echnologies in educa ion will no b ing any impo an changes. The new echnologies will me ely se e as ools o subsidia y esou ces and will no go beyond conse a i e inno a ions [3]. The employmen o compu e s in a sys emic way is made h ough so wa e. They may be speci ic o eaching and lea ning o hey may be applica ions used o help he eache o he s uden in his job. Valen e [10] s a es ha educa ional so wa e may be classi ied in o h ee g ea ca ego ies acco ding o hei employmen : eaching wi h he compu e as a help; lea ning by disco e ing and educa ional ools. Needless o say, he e a e o he o ms in which he use o compu e s in educa ion may be classi ied [10]. 3. The De elopmen o Educa ional So wa e The aim o o ganizing and sys emizing he de elopmen o educa ional so wa e is o o m adequa e s a egies o help in he eaching p ocess and in app en iceship owa ds a be e men o in o ma ion ansmission [8]. The elabo a ion o educa ional so wa e is a e y complex ask because i in ol es mul idisciplina y knowledge in educa ion and compu e science [2]: o knowledge o app en iceship heo ies by which lea ning s a egies a e known; o knowledge o ins uc ion heo ies such as hose analyzed by Skinne , Gagné, Ausubel, B unne and o he s; o con en knowledge o be ansmi ed by he educa ional so wa e; he ways o o ganize and sys emize i acco ding o he ins uc ional model adop ed; o e alua ion me hod o see whe he asse s in so wa e employmen jus i y i s use; o knowledge o he ins uc ional model and i s ins uc ional s a egies which in ol e didac ic and pedagogical ac o s; o knowledge o compu e science o choice o adequa e ools o he de elopmen o p ojec ; o knowledge o compu e science o he execu ion o he p ojec . Such knowledge needs a mul idisciplina y eam o he de elopmen o educa ional so wa e. Fo i s execu ion he ollowing s ages a e necessa y: o de ini ion o ins uc ional aims; o de ini ion o he public in iew; o choice o ins uc ional model o be employed; o choice o ins uc ional s a egies; o planning o communica ion in e ace; o implemen a ion; o e alua ion. 4. De elopmen S ages o Educa ional So wa e A. De ini ion o ins uc ional aims Ins uc ional aims speci y knowledge, abili ies and capaci ies which should be acqui ed wi h he employmen o he so wa e o be de eloped. As much as possible aims should be o mula ed as u u e esul s and hus making con ol and e alua ion easie . Con en s a e he objec i e basis o ins uc ion. The ins uc ional objec i es will a ec he choice o he ins uc ional and s a egic model. B. De ini ion o he public in iew The public in iew a e he people who will use o will make use o he educa ional so wa e. They may be called use s, app en ices, s uden s e c. Thei cha ac e is ics de e mine he didac ic ansmission o con en s and ins uc ional s a egies. C. Choice o ins uc ional model o be employed The ins uc ional model is a sys ema ic p ocess by which eaching necessi ies and aims a e analyzed. F om hese analyses ac i i ies and esou ces a e selec ed and de eloped o each he aims p oposed and p ocedu es a e de eloped o e alua e app en iceship and e ise ins uc ion. The ins uc ional model will de e mine he ype o in e ac i i y be ween he use and he so wa e. D. Choice o ins uc ional s a egies Ins uc ional s a egies a e he didac ic and pedagogical plans o con en p esen a ion [7]. They include he use s’ cha ac e is ics, he ins uc ional aims, he choice o s a egies and con en cha ac e is ics. These componen s a e in e ela ed h ough didac ic and pedagogical ac o s and h ough ac o s ela ed o communica ion in e ace. Didac ic and pedagogical ac o s: o subjec ; o ins uc ional model; o subsidia y s a egies and esou ces; o didac ic and pedagogical ansla ion o subjec acco ding o use s’ cha ac e is ics; o heo e ical basis ha o ganizes knowledge acco ding o ins uc ional model o be adop ed and ha de ines me hodology o he execu ion o abo e; o ins uc ional aims; o cha ac e is ics o he public in iew; o lea ning en i onmen . Communica ion In e ace Fac o s o mo i a ion: ex , images, sound and anima ion quali y should mo i a e he p og am use ; o na iga ion: i should be iendly, easy and in ui i e; o help: p og am should o e a help se ice o use ; o allowing ne wo k use; o o eseeing he possibili y o pe sonaliza ion; o in e ac i i y; o o malizing icons common o o he p og am. E. Planning o Communica ion In e ace and i s Implemen a ion Implemen a ion o communica ion in e ace implies he choice o p ope ools o i s de elopmen . A p esen a ious sys em called "au ho sys ems" a e a ailable which make easie he in eg a ion o images, sounds, ex s, anima ions and ideos. The choice o ools should make easy he de elopmen and main enance p ocesses. F. E alua ion E alua ion should ollow all he phases o de elopmen o he educa ional so wa e. Th ough i one knows whe he aims ha e been eached. E alua ion pinpoin s di icul ies o de elopmen s so ha he ask may be e-o ien a ed. E alua ion may be in e p e ed as an analysis o he ma e ial p oduced. Since he de elopmen o educa ional so wa e is a complex ask, i s e alua ion is no a non-consequen ial p oblem. E alua ion ha ollows he so wa e de elopmen phase is called " o ma i e e alua ion". I picks up in o ma ion on possible aul s a his phase and seeks al e na i es o co ec hem. E alua ion unde aken a he end o he p ocess wi h he inished p oduc is called "summing e alua ion". The e a e o he app oaches o e alua e he p oduc ion o educa ional so wa e. [8] sugges s h ee e alua ion le els, o a he , p oduc , use and con ex o ien a ed. Do ego [4] sugges s ha e alua ion should be done in each phase ha makes up he de elopmen o educa ional so wa e by means o answe s o he ollowing: o Wha is being e alua ed ? o Who e alua es ? o Wha a e he p ocedu es and ins umen s o e alua ion ? o How a e esul s analyzed ? o Wha decisions a e aken om esul ed ? 5. Fo ma i e E alua ion o Educa ional So wa e Fo ma i e e alua ion is pa and pa cel o he de elopmen o educa ional so wa e. I pinpoin s mis akes o co ec ion in he de elopmen phase. Since he p oduc ion o educa ional so wa e has educa ional and implemen a ion ac o s, i is impo an o enhance e alua ion in wo g oups. A. E alua ion In ol ing Educa ional Fac o s Wha is being e alua ed ? o a con en le el: mo i a ion, eedback, sui abili y, quali y and in e ac i i y; o sui abili y o p oduc o ins uc ional aims; o in eg a ion capaci y wi h o he didac ic and pedagogical esou ces; o ins uc ional s a egies, p e e ence o coope a i e, ac i e and signi ican app en iceship; use o images, sounds, anima ion and ideos; o possibili y o eam wo k; o success ul in eg a ion o di e en ypes o languages (iconic, e bal e c.); o enhancemen o e lec ion and o c i icism wi h ega d o subjec . Who e alua es ? o eache s; o educa ional pe sonnel; o pedagogues; o specialis s in educa ion and educa ional compu e science. Wha a e he p ocedu es and ins umen s o e alua ion ? o obse a ions; o expe imen s; o egis e o occu ences and e en s; o ques ionnai es; o in e iews; o simula ion o p ocess unc ioning. How a e esul s analyzed ? o By discussions wi h specialis s; o Compa ison be ween exis ing s anda ds o p e ious conjec u es. Wha decisions a e aken om esul s ? o change o ins uc ional s a egies; o modi ica ion o ins uc ional and esou ce me hods. A. Technical Fac o s Linked o In e ace and Implemen a ion Wha is e alua ed ? o In e ac i i y; o A ac i eness; o In ui ion o Necessi y o aining o employmen ; o Icon o maliza ion wi h o he so wa e and sys ems; o Sound, image, anima ion and ideo quali ies; o Clea commands and in o ma ion; o P ope size o icons, ex s, igu es, anima ion and ideos; o Synch oniza ion o images, sounds, ideos and ex s; o Employmen o h ee-dimension images and ideos; o Use ’s handbook; o Na iga ion help sys em; o Na iga ion con ol; o Ne wo k connec ions; o Independence o ha dwa e. Who e alua es ? o Teache s; o Pedagogues; o Specialis s in educa ional compu e science. Wha a e he p ocedu es and ins umen s o e alua ion ? o Obse a ion, ques ionnai es, in e iews; o Expe imen a ion; o Simula ion. How a e esul s analyzed ? o Th ough discussions among mul idisciplina y eam membe s; o Compa ison o esul s wi h pa e ns, p e ious conjec u es o heo ies. Wha decisions may be aken om esul s ? o Changes o achie e be e communica ion in e ace. 6. Conclusion The de elopmen o educa ional so wa e is a complex ask in ol ing knowledge in di e en a eas o knowledge and should be unde aken by a mul idisciplina y eam. The o ma i e e alua ion h oughou he p oduc ion p ocess is undamen al o he p oduc ’s inal quali y. The o m o e alua ion comp ises wo ypes o e alua ion: a p oduc -cen e ed e alua ion and a use - cen e ed one. Di e en om he g ea numbe o s udies based on e alua ions h ough obse a ions and expe imen s compa ing esul s o app en iceship o adi ional me hods wi h so wa e use, his ype o e alua ion is di ec ed owa ds he app en iceship inal esul and doesn’ enhance e alua ion a in e ac ion, mo i a ion and o he le els. E alua ion ough o be a sys ema ic p ocess so ha he eal con ibu ion o he de elopmen o so wa e unde ce ain condi ions on eaching and app en iceship may be e i ied. I should be enhanced ha he de elopmen o so wa e is a pedagogical, and hus a eaching ask, e en hough many a e employed wi h an app en iceship app oach. Re e ences [1] A iza, A. Soluciones mul imediales pa a nue as p opues as pedagógicas. Ba anquilla: Unino e, III Cong eso Ibe o-Ame icano de In o má ica Educa i a, 1996. [2] Campos F. e al. Dez e apas pa a o desen ol imen o de so wa e educacional do ipo hipe mídia. Ba anquilla: Unino e, III Cong eso Ibe o-Ame icano de In o má ica Educa i a, 1996. [3] Cysnei os, P. G. No as ecnologias na sala de aula: melho ia do ensino ou ino ação conse ado a ? Águas de Lindóia, SP: Encon o Nacional de didá ica e P á ica de ensino, p199-216, 1998 [4] Do ego, E. Modelo pa a la p odución y e aluacion o ma i a de medios ins uccionales, aplicado al ideo y ao so wa e. B asília: RIBIE’98’IV Cong eso da Rede Ibe o Ame icana de In o má ica educa i a, 1998. [5] Handle , Ma ianne G. P epa ing new eache s o use compu e echnology: pe cep ions and sugges ions o eache educa o s. Compu e Educ. Vol. 20 No. 2 p147-156, 1993. [6] Pape , S. Minds o ms: Clild en, compu e s and powe ul ideas. New Yo k: Basic Books, 1980. [7] Rod iguez, Nu ia H. e al. P oduci e ap ende mul imedia. Málaga: X Cong eso de Ingienie ía G á ica, VII, p619-634,1998. [8] Sal a , G. B. La e aluacíon de los sis emas de au oma ización del diseño ins uc i o. Lisboa: II Cong eso Ibe o-Ame icano de In o má ica na Educação, 1994. [9] Teixei a, I. S; Teixei a, R. G. A es u u a cons u i is a e a impo ância da pe cepção cogni i a pa a os es udan es da á ea ecnológica. São Paulo: XXVI Cong esso B asilei o de Ensino de Engenha ia, p3031-3045, 1998. [10] Valen e, J. A. Compu ado es e conhecimen o: epensando a educação. Campinas: G á ica da Unicamp 2ª edição, 1998. OooooOooooo DEVELOPMENT OF SOFTWARE FOR CLASSES AND TEACHING DATOS DE LOS AUTORES: Dan e Al es Medei os Filho (Depa amen o de In o má ica – Uni e sidade Es adual de Ma ingá - Rua Ve eado Nelson Ab aão, 903 – Ma ingá – Pa aná – B azil CEP 87015-230 - E- mail: dan e@ e acom.com.b ; T no, +55 044-225-1351) y Jo ge Pimen el Cin a (Escola Poli écnica da uni e sidade de São Paulo - Uni e sidade de São Paulo - B asil) RESUMEN: La u ilización de so wa e educa i o, es á siendo muy explo ada no p oceso de enseñanza y ap endizaje. Los es udios pa a su desa ollo son así necesa ios. El obje i o de es e abajo es analiza los ac o es que in oluc am el desa ollo de so wa e educa i o, mos ando los componen es que in eg am su p odución, elaciones y o mas de e aluación PALABRAS CLAVE: Desa ollo, so wa e educa i o, e aluación, enseñanza y ap endizaje ABSTRACT: The employmen o educa ional so wa e is a p esen highly explo ed in classes and in he eaching. S udies o i s de elopmen a e hus necessa y. The aim o his pape is o analyze he ac o s ha in ol e he de elopmen o educa ional so wa e while showing hei in eg a ing componen s, in e ela ionships and o ms o e alua ion. KEY WORDS: de elopmen , educa ional so wa e, alua ion, eaching and lea ning