Collaborative planning for problem solution in distance learning

Abstract

Today, in a great number of situations and teaching experiences aided by a computer (distance or present), such computer is only a passive element. During the teaching session, the work plan is designed by the teacher. The teacher selects the appropriate environment for the concepts to study. This way of work does not envisage the possibility of the learner being alone acting with the computer. With the use of design environments, a fusion of the monitoring of the learner together with the learning by discovery is achieved. We establish a pedagogic organisation of the domain that will be based on the structuring of the domain concepts, the relationships between them, the adaptability of the cognitive abilities of the learner (difficulty levels on learning), abstraction of the knowledge, and so on. This structuring makes planning of the teaching-learning session possible. In this paper we present some tools that facilitate the planning design in a collaborative way in learning communities, where the students provide their partial view of the problem and of the solution. We employ as study domain the design of domotic installations, that is to say, the design of installations for the integral building automation.