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Diseño Centrado en el Usuario de una Herramienta para que Usuarios no Videntes Construyan Mapas Conceptuales
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Los mapas conceptuales han sido utilizados en las últimas décadas como una técnica efectiva para la construcción de significado. En la educación, por ejemplo, los mapas han sido clave para apoyar el aprendizaje significativo en el aula. Sin embargo, su naturaleza gráfica restringe la utilización por parte de aprendices con discapacidad visual. Por esta razón, basándonos en nuestra experiencia en el uso de tecnologías interactivas basadas en audio para apoyar el desarrollo cognitivo de aprendices ciegos, hemos desarrollado AudiodMC, un editor de mapas conceptuales basado en sonido para usuarios no videntes. En este trabajo se muestra cómo un diseño de software basado en el usuario permite construir una herramienta que se ajusta a las necesidades, intereses y formas de interacción de estos usuarios. Describimos, analizamos y discutimos las tres etapas que conformaron nuestra investigación: observación de usuarios, diseño de software y evaluación de usabilidad. Finalmente, discutimos las proyecciones del uso de AudiodMC como herramienta para apoyar la construcción de significados en aprendices ciegos.
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El propósito de este trabajo es dar a conocer los resultados preliminares de un estudio exploratorio cuyo propósito es por una parte validar el uso de editores de mapas conceptuales CmapTools y dMC en escuelas y liceos de Chile indagando sobre el impacto de la incorporación de estos software en el uso frecuente, diverso y eficiente de la técnica de mapas conceptuales, y por otra, si ello ayuda a que los profesores comprendan y estimulen el aprendizaje significativo de los aprendices. Para lograr los objetivos propuestos se diseñó e implementó el curso online sobre herramientas TICs para apoyar la construcción de mapas conceptuales, donde durante 3 meses, 25 profesores distribuidos en los diferentes sectores de aprendizaje (ciencias, lenguaje y matemática) y niveles escolares (5to año de Educación Básica a 2do año de Educación Media), compartieron conocimiento en contenidos básicos de aprendizaje significativo y mapas conceptuales, instalaron y utilizaron los editores de mapas conceptuales, diseñaron y aplicaron actividades para y con sus aprendices, y evaluaron la usabilidad de los editores utilizados en la experiencia. Una de las evidencias más importantes es que el software editor de mapas conceptuales fue más utilizado en escuelas en el área de ciencias y lenguaje, entre 7mo y 2do año de Educación Media). Asimismo, constatamos que el uso del software facilita el trabajo de los profesores con la técnica de mapas conceptuales y ayuda a diversificar los usos que otorgan a las actividades con mapas en beneficio del desarrollo de habilidades de alto orden como analizar, negociar, deducir, entre otras. Finalmente, a la luz de los hallazgos de nuestra exploración, es posible pensar que después de una aplicación sistemática, profesores y alumnos incorporarán con mayor frecuencia el trabajo con mapas conceptuales favoreciendo el aprendizaje significativo de los aprendices. INTRODUCCIÓN
There is today almost universal agreement that every learner must construct her/his own knowledge structure, or cognitive structure, through her/his own efforts. The commitment to building a powerful knowledge structure must be the learner's commitment. There is less universal recognition that knowledge structures are built primarily through meaningful learning, and by contrast, rote learning or simply memorizing information contributes little to building a person's knowledge structure. We believe that Ausubel's cognitive learning theory (Ausubel, 1963, 2000) provides a strong foundation on which to improve teaching and learning. We shall seek to illustrate this through efforts that employ constructivist epistemology and constructivist cognitive psychology, together with the use of the Internet and CmapTools, a software toolkit to aid in the construction of concept maps. CmapTools can serve as the foundation for a new kind of integration of Internet resources and all classroom, laboratory, and field experiences, and when used with "expert skeletal " concept maps to scaffold learning, they provide for a New Model for Education. Concept maps have been used in all facets of education and training. With the fundamental goal of fostering learning (Novak & Gowin, 1984), they have been shown to be an effective tool for -and we don't pretend to provide an exhaustive list- evaluation, displaying students' prior knowledge, summarizing what has been learned, note taking, aiding study, planning, scaffolding for understanding, consolidating educational experiences, improving affective conditions for learning, teaching critical thinking, supporting cooperation and collaboration, and organizing content (Coffey et al., 2003). We are aware that new technologies have failed to deliver on the false expectation of being the solution to education's problems, however, we propose that good theory-based use of the appropriate technology can increase the benefits of using concept maps in education and lead to dramatically improved education. In this paper we first explore the power of CmapTools and how these can support concept mapping and integration of a whole array of learning experiences, and then discuss how these tools and new ideas can lead to a New Model for Education.
In this paper a general purpose tool for editing Concept Maps (CM-ED) is presented. This tool exhibits the following features: templates, views and facilities for multilingual concept maps. The tool has been used in different tasks of the Computer Aided Teaching/Learning area. Concretely: domain representation, exercise design and student model visualization.
In this article we combine the use of a thematic approach and concept maps to propose a methodological approach for technology courses, in our case, computer networks. The thematic approach offers a good way to increase students ’ motivation and presents a new way of elaborating a curriculum. The concept maps, which are the principal tool of the assimilation theory, help in the organization of contents, facilitating the process of concept acquisition by learners. These ideas are synthesized in a Web application which can be used as an aid or guide for teachers and learners of computer networks to organize and to improve their educational activities. 1
The C-TOOLS project is developing and validating a new assessment tool, the Concept Connector, consisting of a web-based, concept mapping Java applet with automatic scoring. The Concept Connector tool is being designed to enable students in large introductory science classes at the university level to visualize their thinking online and receive immediate formative feedback. The Concept Connector's flexible scoring system, based on tested scoring schemes as well as instructor input, has enabled automatic and immediate online scoring of concept map homework.
Colour-blind computer users see things differently from most people, but this is seldom considered in the design of software or Web pages. This article offers a simple technique for simulating the differences, to help designers and developers avoid disadvantaging their users.