Collaborative Development of Educational Modules - E-Infrastructures and Technologies for Lifelong Learning - page 204

interface of the module; (3) navigation aspects;
and (4) overall aspects about the module. Sections
1, 2 and 3 were composed of objective questions
while section 4 consisted of subjective questions.
By analyzing the results from the survey, we
remark the following:

of having defined the sequences of navigation
through the module during the “execution time”,
based on the learner's understanding and feedback,
was a significant point highlighted.
Although preliminary, one significant result ob-
served by applying SoftTest was the very positive
attitude, from the students and from the instructor,
toward the flexibility provided by the module. In
the case of students, particularly, even without
an active participation on using the module, they
were able to realize the different possibilities of
navigation explored by the instructor. Such flex-
ibility, achieved by modeling the content as an
open specification, was considered the key factor
for better motivating and engaging instructor and
students in the course.
From the developers' viewpoint, one benefit
observed from applying SP-DEM in the collab-
orative development of SoftTest was the resulting
available documentation, mainly in terms of the
IMA-CID models. Besides helping to structure
and organize the concepts and related informa-
tion, such models were used as the instructional
design rationale, playing a key role to easier evolve
and maintain the module after its delivery. In a
related perspective, IMA-CID was also useful to
help detecting faults and omissions during the
development process. For instance, when a concept
definition was missing, such an omission could be
easily detected by constructing the instructional
model. Actually, an important characteristic of
IMA-CID is the possibility to always return for
reviewing and revising the models, contributing
for the quality of the materials being produced.
SofTest was also applied in two one-semester
undergraduate courses at University of São Paulo
(Brazil). The main goal of both courses was to
explore the fundamentals of V&V (Verification
and Validation). The module was delivered in ex-
positive classes, exploring the theoretical aspects
of testing activities and related supporting tools.
At the end of each class, practical exercises were
proposed. Aiming at evaluating the module, we
replicated an extended version of the Basili &

• Content: Students pointed out as positive

aspects the way the module was structured
and how it addressed the topics discussed.
Connections between concepts were high-
lighted and the examples and additional
information was considered appropriate.
In terms of the proposed exercises, we no-
ticed some expectation for practical tasks
where the students could actively partici-
pate. Although practical exercises involv-
ing the use of testing tools had already
been integrated to the module, the short
time available to the course made them
trackless. The results pointed to the need
of more concise exercises, which can be
explored in such particular kind of course.

• Usability: The schema of colors, the dis-

tribution of information through the pages/
slides and the representation of the inter-
face functions (icons, links, and so on)
were, in general, well accepted by the stu-
dents. Specific comments indicated some
disappointment with respect to the size of
fonts and figures.

• Navigation: Students pointed out a very

positive attitude toward the flexibility on
choosing the sequences of presentation.
Despite the large amount of information
available, the students did not “get lost” in
the module.

• Overall: Aspects such as instructor's en-

ergy, enthusiasm and objectiveness were
also noticed by the students.

Besides the students' evaluation, the instruc-
tor's responses were also observed by his com-
ments after using the module. The possibility