DIGIprof: uma proposta de design instrucional como ferramenta de gestão da aprendizagem adaptativa

Abstract

The information age is also the age of personalization, and the school cannot be apathetic to this phenomenon. The COVID-19 pandemic has opened the “curtains” and exposed the backstage of an educational system that has long been failing to achieve satisfactory results, especially in the areas of Portuguese and mathematics, which are fundamental to the formative process. Thus, DIGIprof positions itself as a methodological alternative, structured in the mold of instructional design, which assists the learner in managing their learning (personalized learning), based on methods of educational data science, with the aim of redefining the function of different evaluation models and the data generated and mined by them. It proposes that the student, in addition to accessing these data through visualization panels (dashboards), can follow a path of learning recomposition, mediated by technology, with different learning media and various evaluative methods, aiming for greater autonomy for the student and clarity in the data that will guide the teacher’s action.