Uma contribuição ao processo de desenvolvimento e modelagem de módulos educacionais

xv 1 Introdução 1 1.1 Contexto. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 1.2 Motivação. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 1.3 Objetivos . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 1.4 Organização da Tese. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 2 Revisão Bibliográfica 9 2.1 Considerações Iniciais. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 2.2 Mecanismos e Abordagens de Apoio à Modelagem de Conteúdos Educacionais . . 9 2.2.1 Mapas Conceituais. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10 2.2.2 Modelo/Metodologia Daphne. . . . . . . . . . . . . . . . . . . . . . . . 11 2.2.3 Método EHDM. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13 2.2.4 Metodologia MAPHE . . . . . . . . . . . . . . . . . . . . . . . . . . . .15 2.2.5 Modelo RMM . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17 2.2.6 Método OOHDM. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17 2.2.7 Modelo EORM. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18 2.2.8 Modelo Trellis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19 2.2.9 Modelo HMBS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20 2.2.10 Modelo MDE. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24 2.2.11 Síntese dos Mecanismos e Abordagens Consideradas . . . . . . . . . . . . 26 2.3 Ambientes e Sistemas Educacionais . . . . . . . . . . . . . . . . . . . . . . . . . 27 2.3.1 O AmbienteWebCT . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28 2.3.2 O AmbienteAulaNet . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28 2.3.3 O AmbienteATEnA . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29 2.3.4 O AmbienteEurekae a Ferramenta WCC . . . . . . . . . . . . . . . . . . 30 2.3.5 A FerramentaCoWeb. . . . . . . . . . . . . . . . . . . . . . . . . . . . .31 2.3.6 O AmbienteHLM . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32 2.3.7 O SistemaCyberQ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .33 2.3.8 O Ambientee-Class . . . . . . . . . . . . . . . . . . . . . . . . . . . . .33 2.3.9 Síntese dos Ambientes e Sistemas Considerados . . . . . . . . . . . . . . 34 2.4 Processos de Software. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35

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