Abstract
This paper introduces Learn-CIAM, a new model-based methodological approach for the design of flows and for the semi-automatic generation of tools in order to support collaborative learning tasks. The main objective of this work is to help professors by establishing a series of steps for the specification of their learning courses and the obtaining of collaborative tools to support certain learning activities (in particular, for in-group editing, searching and modeling). This paper presents a complete methodological framework, how it is supported conceptually and technologically, and an application example. So to guarantee the validity of the proposal, we also present some validation processes with potential designers and users from different profiles such as Education and Computer Science. The results seem to demonstrate a positive reception and acceptance, concluding that its application would facilitate the design of learning courses and the generation of collaborative learning tools for professionals of both profiles.
Highlights
Introduction and MotivationSci. 2021, 11, 2554. https://doi.org/The aim of this work is to establish a series of steps for the modeling of learning flows and their technological support, and to facilitate the generation of tools to support some of the activities defined in the flow
In the first question (MET1), the participants were asked about the suitability and usefulness of proposing a new methodological framework to model, validate and generate collaborative tools
In relation with the questions about the subjective perception of Learn-CIAM, its division in different phases and stages, and the use of high-level languages, the answers were positive (RQ4) and only 18% of the Computer Science (CS) experts disagreed on the division of the method in different phases and stages (MET4)
Summary
Introduction and MotivationSci. 2021, 11, 2554. https://doi.org/The aim of this work is to establish a series of steps for the modeling of learning flows and their technological support, and to facilitate the generation of tools to support some of the activities defined in the flow. We tackle the design and generation of collaborative activities that involve the intervention of several users in the resolution of learning tasks. For this purpose, we have decided to use the Model-Driven Development (MDD) paradigm in view of the benefits that it brings. Modeling help users with less technical knowledge in the design of their learning courses and the generation of their support tools, since they do not have to know how to develop them from scratch. In the literature there are works that might be helpful in the modeling and generation of collaborative learning tasks, such as the works discussed in Section 2 of this paper
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