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Ingeniare. Revista chilena de ingeniería

versión On-line ISSN 0718-3305

Ingeniare. Rev. chil. ing. v.16 n.1 Arica jun. 2008

http://dx.doi.org/10.4067/S0718-33052008000100012 

 

Ingeniare. Revista chilena de ingeniería, vol. 16 No 1, 2008, pp. 220-231

ARTICLES

SCAFFOLDING TUTORING STRATEGY ON VIRTUAL ENVIRONMENTS FOR TRAINING

SCAFFOLDING COMO ESTRATEGIA DE TUTORIA EN ENTORNOS VIRTUALES DE ENTRENAMIENTO

 
Angélica de Antonio Jiménez1              Brunny Troncoso Pantoja1,2


1 Facultad de Informática. Universidad Politécnica de Madrid. Campus de Montegancedo s/n. CP 28660. Boadilla del Monte. Madrid, España. E-mail: angelica@fi.upm.es
2 Facultad de Ciencias Empresariales. Universidad del Bío Bío. Avda. Collao 1202. Concepción, Chile. E-mail: btroncos@ubiobio.cl 


RESUMEN

Las capacidades conversacionales de un agente pedagógico (la personificación del entrenador) permiten una interacción social con los aprendices; luego, su aplicación en entornos virtuales 3D para el entrenamiento permite mejorar esta interacción y da mayor realismo al entrenamiento virtual, permitiendo cambios en las estrategias de tutorías que acercan la experiencia virtual a una real.

Scaffolding emerge del trabajo de famosos educadores como un paradigma instruccional y cada se utiliza más en aplicaciones educativas soportadas por computadores. Por supuesto, la aplicación de scaffolding en entornos virtuales de entrenamiento es muy diferente de su concepción original y de su aplicación en la sala de clases. Las características de los entornos virtuales, la personificación del agente pedagógico y sus posibilidades de interacción virtual con el alumno hacen posible la utilización de esta estrategia caracterizada, entre otras cosas, por su adaptación al rendimiento del aprendiz y su utilización dinámica de las herramientas disponibles.

Este artículo presenta las ventajas de utilizar scaffolding en entornos virtuales de entrenamiento como estrategia de tutoría para agentes pedagógicos, centrándose en las características claves de scaffolding y en como éstas pueden ser aplicadas en las actividades del agente pedagógico. Para modelar la estrategia, se utiliza la Teoría de la Actividad, así como los roles y objetos de aprendizaje reutilizables diseñados por contrato. Finalmente, se presenta una propuesta para aplicar scaffolding como estrategia de tutoría para agentes pedagógicos en entornos virtuales de entrenamiento utilizando el denominado "Modelo para la Aplicación de Entornos Virtuales Inteligentes a la Formación".

Palabras clave: Scaffolding, estrategia de tutoría, agente pedagógico, entorno virtual para entrenamiento.


ABSTRACT

Because the conversational capabilities of pedagogical agents (embodiments of trainers) allow social interactions with learner(s), their application in 3D virtual environments for training, besides improving the interaction and giving more realism to virtual training, permits changes in tutoring strategies bringing closer the virtual experience to the real one.

Scaffolding emerges from the work of some famous educators as an instructional paradigm and it is becoming more and more used in computer-based education. Of course, scaffolding application on virtual environments for trainings is very different from its original conception, and its application in a classroom. Virtual environments for training features, the pedagogical agent embodiment, and its possibilities of virtual interaction make possible the use of this strategy characterized by its adjustment to learner's performance and its dynamic use of work tools, among others.

This article explores the advantages of using scaffolding on virtual environments for training as a tutoring strategy for pedagogical agents, focusing on the key features of scaffolding and how they can be applied in pedagogical activities. Activity Theory as well as roles and reusable learning objects design by contract are used to model our proposal. Finally, one procedure to apply scaffolding as a tutoring strategy for pedagogical agents in virtual environment for training designed using the "Model for Application of Intelligent Virtual Environments to Formation" is proposed.

Keywords: Scaffolding, tutoring strategy, pedagogical agent, virtual environments for training.


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Recibido el 14 de septiembre de 2006, aceptado el 26 de noviembre de 2007

 

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