Abstract: Most Virtual Learning Environments do not provide support mechanisms for the integrated planning, construction and follow-up of Instructional Design supported by Learning Analytic results. The present work aims to present an authoring tool that will be responsible for constructing the structure of an Instructional Design (ID), without the data being altered during the execution of the course. The visual interface aims to present the critical situations present in this ID, serving as a support tool for the course follow-up and possible improvements, which can be made during its execution or in the planning of a new edition of this course. The model for the ID is based on High-Level Petri Nets and the visualization forms are determined by the specific kind of the data generated by an e-course, a population of students generating sequentially dependent data.
Abstract: Concept maps can be generated manually or
automatically. It is important to recognize differences of the two
types of concept maps. The automatically generated concept maps
are dynamic, interactive, and full of associations between the terms
on the maps and the underlying documents. Through a specific
concept mapping system, Visual Concept Explorer (VCE), this paper
discusses how automatically generated concept maps are different
from manually generated concept maps and how different
applications and learning opportunities might be created with the
automatically generated concept maps. The paper presents several
examples of learning strategies that take advantages of the
automatically generated concept maps for concept learning and
exploration.