Proposição de modelo instrucional para suporte à capacitação de operadores de sistemas elétricos em ambientes de e-learning.

Abstract

Designing effective learning experiences for the implementation of complex tasks demands the selection of different learning styles. An instructional design should specify the learning objective and point to the most appropriate instructional strategies. This is a complex activity for professionals in charge of planning training programs in the industry, who have no background in didactic and pedagogical issues. In those circumstances, they apply training models that do not favor the development of skills and competencies and therefore do not significantly alter the existing performance indicators. One of the challenges in developing the instructional design for e-learning environments is the selection of adequate strategies and resources to build quality learning modules. On the other hand, technological advances have introduced new training resources, both for the classroom and distance learning in e-learning environments. These technologies extend the conditions for implementing the teaching process and offer the opportunity of an independent and autonomous learning, reducing the classroom training costs. The objective of this research is to support the development of theoretical and practical training for electrical system operators, with the support of e-learning environments, simulators and virtual labs. In this study Learning Modules Models were created based on facts collected during this study and in the literature. The models built were aimed at training in routine operations as well as during contingency situations. As a result of this research it was proposed a methodology to support the selection of strategies and the recommendation of models for learning modules. The methodology is based on an ontology of learning modules, which relates learning styles and strategies to: the domain knowledge, task context, learning objectives, instructional resources and computational tools to formalize the modules’ models, and to incorporate the knowledge about: the cognitive processes, perception, action and communication, all fundamental to task execution during training. In this text are also presented sixteen learning modules models as well as the respective evaluation systems of learning and performance. As a result of the guidance during the selection of instructional strategies and model building, it was observed a decrease in the time spent on building the learning modules instructional design.