Abstract
There is a quest to provide education from anywhere, at any time and for anyone, using digital information and communication technologies. However, there is no equivalent increase in support for the instructors responsible for maintaining such courses, which is evidenced by the large number of dropouts and failures in such courses, to which learners justify as a lack of support from instructors. Instructors, however, complaint about the huge effort to manage such courses. In order to provide this support, instructors would have to: (1) to discover situations of pedagogical interest occurring in their courses; (2) understand these situations; (3) make decisions to address them; (4) monitor and evaluate the impact of the decision made. However, instructors do not master these abilities, nor is it practical or appropriate to ask them to do so. We propose a process, and an authoring solution that implements it, to guide pedagogical decision-making in online learning environments. Our proposal is based on decision-making informed by educational data and data visualization, with the assistance of an authoring system to promote cooperation between artificial intelligence and human intelligence. We conducted experiments, using a MOOC named MeuTutor-ENEM, to evaluate the process and the authoring solution, and the results indicate that the process helped instructors make better pedagogical decisions, and the authoring solution was positively perceived by the instructors.
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Notes
- 1.
MOOCs: Massive Open Online Courses.
- 2.
- 3.
Due to limitations in the number of pages for this chapter, we had to focus on the essentials. This way, the description of the proposal, the description of the experiments and the results were summarized to their core.
- 4.
More information about the PDMP can be found in [22].
- 5.
Teachers’ Partner.
- 6.
Educational resources are resources for teaching and learning, including complete courses, teaching material, modules, textbooks, videos, quizzes, educational software and any other tools or techniques used to support access to knowledge [12].
- 7.
The percentage of students that followed the instructors’ recommendation.
- 8.
At least 26 learners followed the recommendation.
- 9.
Named in the learning environment as “Missions”.
- 10.
The learners avoiding problem solving were recommended to do so, that is why we saw an increase in problem solving (both correctly and incorrectly), which means learners were doing what they were asked to.
- 11.
There was a small difference in step 4, regarding the utility perception and the intention to use.
- 12.
We used the colors Red, Amber and Green to categorize learners according to their performance/pedagogical situation (inadequate: red; insufficient: amber/yellow and adequate: green).
- 13.
Inadequate, insufficient and adequate.
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Paiva, R., Bittencourt, I.I. (2018). Helping MOOC Teachers Do Their Job. In: Cristea, A., Bittencourt, I., Lima, F. (eds) Higher Education for All. From Challenges to Novel Technology-Enhanced Solutions. HEFA 2017. Communications in Computer and Information Science, vol 832. Springer, Cham. https://doi.org/10.1007/978-3-319-97934-2_4
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