Interfaces de visualização de trilhas de aprendizagem: uma análise a partir dos princípios dos sistemas de hipertextos

Abstract

The learning paths can be considered a systematic and multimodal set of learning units, containing different navigation schemes, which can range from linear, prescriptive models, passing through more hierarchical models, in which choices are allowed, and arriving to network models, whose navigation is freer and aimed at developing skills. These navigation schemes can be customized, based on variables such as: objectives, student profile and learning characteristics. This article aims to present the results of one of the Master's research stages, which had as one of the objectives to outline a conceptual metamodel of representation of these learning paths. To achieve this goal, data analysis was conducted through the steps suggested in the content analysis method. The results indicated that, through the adopted methodology, it was possible to identify a variety of categories and entities that were used in the composition of the conceptual model for organization and representation of learning paths. However, there was a need to refine the identified elements, mainly from the point of view of terminological treatment, which highlights the importance of using a controlled vocabulary, aiming at semantic enrichment.