Universidad Nacional de Santiago del Estero (ARGENTINA)
About this paper:
Appears in: EDULEARN15 Proceedings
Publication year: 2015
Pages: 4589-4596
ISBN: 978-84-606-8243-1
ISSN: 2340-1117
Conference name: 7th International Conference on Education and New Learning Technologies
Dates: 6-8 July, 2015
Location: Barcelona, Spain
E-learning environments should generate spaces apt to facilitate the teaching-learning process; hence the importance of having usable systems which aim at attaining the desired educational goals. As much of the learning environment as the educational materials are designed in perfect articulation with a set of technological and educational requirements [1].
In the area of collaborative learning mediated by technology it is clear that this system promotes the collaborative work, develops new cognitive processes and modifies certain attitudes. That is why it is considered as a “preparation with the netware and for the netware, allowing the social construction of the knowledge through the development of competences for knowledge construction and elaboration” [2].In this perspective, collaborative usability is defined from the process point of view, as the effectiveness and satisfaction which a certin product facilitates the attainment of user group specific objectives in a specific use context; and, from the point of view of the product is defined as the software capacity of being understood, learned and used, being friendly for a user group, in specific conditions of use [3].

Methodology, Objetives and Results:
A specification of usability and communicability of e-learning interfaces is proposed. The evaluations of attributes are made according to the analysis of the apprentice user and the analysis of the collaborative type group tasks, made by a specialized apprentice called cooperative apprentice.
The user requirements and defined tasks will be used as a guide for the design stage and prototype creation, and the output product will be evaluated as a function of the usability and communicability. A model is introduced, which includes user centered design activities (analysis, design and evaluation), and also the techniques that can be applied in each activity.
When a software project is initiated, usability specifications [4] should be elaborated, trying to actually reflect the usability level of the system in those specific issues that are of more importance.
Between the position of a tutor and an apprentice as final user, it is proposed here a more expert cooperant, as a designer and interpreter of the educational message, operating with these principles. Understanding the human mind and memory, the way information is processed, and also knowing and applying the multimedia learning principles is fundamental to design, develop and enable a virtual environment or an educational multimedia system.

[1] Jonassen, D., Howland, J., Moore, J. y Marra, M. R. Learning to Solve Problems with Technology. A Costructivist Perspective. 2nd Edition. 2003.
[2] Gros, B. Aprendizaje, conxiones, y artefactos: “La producción colaborativa del conocimiento”. Barcelona. Editorial Gedisa. 2008.
[3] Tobarra M., Montero F. y Gallud J. A. Usabilidad Colaborativa: Caracterizando la Usabilidad en Entornos Colaborativos. Grupo de investigación LoUISE. Universidad de Castilla-La Mancha. Albacete. España. IX Congreso Internacional Interacción, Albacete 9-11 de Junio de 2008.
[4] Ferré Grau, X. Integration of usability techniques into the software development process. International Conference on Software Engineering (Bringing the gaps between software engineering and human-computer interaction). 28-35, 2003.
e-learning, virtual education, user centered design, usabilty, apprentice.