MIPO MODEL

The clear definition of soft skills to be improved, beyond cognitive objectives, gives response to nowadays demands for today’s professionals and reflects the
modernity of the model. The alignment of those objectives with learning strategies avoids distractions and guides the path directed to the learning success.
The mipo name (Integration model by objectives) intends to enhance the importance of the referred objectives in order to guide the whole process.

Teachers require a model that helps them in the integration of web technologies in the teaching-learning processes. The existing models define the phases
and the tasks to be performed during the instruction planning, in a more or less interactive way. The mipo model adds to this macro vision the guidance to the
design of the b-strategies in a micro vision that is reflected on the learning activities.

The detailed approach of b-tasks (individual or participant) and b-activities (interactive) level helps the reflection and the specific planning which includes the
definition of each feature that represents the b-strategy. This is the major innovation brought up by the mipo model and resulted in the building of a large
database that has practical suggestions to be implemented as a learning b-strategy. The structure created allows the usage by other people who may get a
set of examples whenever making a simple query on the referred database that can be implemented in different contexts. The mipo model, besides guiding
the planning and development of the blended-learning instruction process, is a source of inspiration to the creation of new b-strategies due to the operational
diversity of learning situations it represents.
 CONTEXT
Name of Unit Information Systems
Course Accounting and Administration
School Year 2009/2010
Grade 2th

Class Environment (1, 2 ou 3) 3 (1) Room Without PC (2) Room with PC (3) Room With PC connect to the Internet
Duration (sum of hours)
Begin Date 08-03-2010
End Date 26-07-2010
Frequency (hours/week) 3h
Number of Students 25

LEARNER'S FEATURES
Age (in average) 21
(1) None (2) A few (3) Many (4) Majority (5) All
Access to the Internet 5 (0%) (<20%) (20%-80%) (>80%) (100%)

INSTRUCTION NEEDS

Students should develop the information

system analysis ability and be able to
Global Objectives implement a solution with the Microsoft Access
MII - Entity-
MII - DataBase Relationship MIV - Microsoft
Modules MI - Database Systems Models Diagram Access

SOFT SKILLS
SS1 – Learning to learn X
SS2 – Information processing and management X
SS3 – Deduction and analytical skills X
SS4 – Decision making skills X
SS5 – Communication skills, language skills X
SS6 – Teamwork, team based learning and teaching X
SS7 – Creative thinking and problem solving skills X
SS8 - Management and leadership, strategic thinking X
SS9 – Self-management and self-development X

E-CONTENTS
Name Slides, exercices, others
Location http://delicious.com/pperesalmeida/SIG

To create a
To send a file by e- PowerPoint
Prerequisites To construct a Word report mail presentation

WEB Technology Moodle Scribd de.li.ci.ous

Continuous Evaluation 20% Theorectical Exam (30 min) (Objectives 1, 2, 3, 4, 5, 6)
40% Practical Exam (1h) (Objectives 7, 8 , 9, 10)
20% Microsoft Access Exam (1h) (Objectives 11, 12, 13, 14, 15)
20% Workgroup The workgroup consists of a problem analysis and the respective Microsoft access implementation
It must include the sharing of Microsoft Access objects
Report of the project must include the ER diagram and the description of the program developed
The work description includes at least one question in each of the following categories:
A - Tables (validation of data, masks, type of data)
B- Relationships (simple and M:M)
C - Queries (parameters, cross reference, insert, delete, update)
D - Forms (with calculated fields, sub-forms)
E - Reports (with calculated fields)
F - Macros

Final Evaluation Duration (2h 30m)

Theorectical group (30 min) (Objectives 1, 2, 3, 4, 5, 6)
ER Diagram group (1h) (Objectives 7, 8 , 9, 10)
Microsoft Access group (1h) (Objectives 11, 12, 13, 14, 15)

Notes:
 MII - Entity-Relationship Diagram
NATURE OF THE QUESTIONS

MI - Database Systems

MIV - Microsoft Access

MII - DataBase Models
BLOOM'S LEVEL
SPECIFIC COGNITIVE OBJECTIVES

0
To understand the database concept 2 1 X
To understand the difference between file systems and database system 2 2 X
To enumerate the DBMS requisites and functions 1 1 X
to identify the arquitecture levels in a DBMS 2 1 X
To describe the role of each participant on a DBMS 2 1 X
To describe the database systems evolution 2 2 X
To understand the concepts related to relation mode 2 2 X
To analyse an IS in order to design the ER diagram 4 2 X
To use a software to support the design of an ER diagram 3 2 X
To criticize an ER solution 6 2 X
To use the Microsoft Access to implement a ER solution (tables with field validations, tyoes
of data and masks) 3 2 X
To build a Microsoft Access application with queries (simple, parameters, insert, delete,
update, cross reference) 6 2 X

To build a Microsoft Access application with forms (with calculated fields and sub-forms) 6 2 X
To build a Microsoft Access application with reports (with calculated fields 6 2 X
To build a Microsoft Access application with macros 6 2 X
 BLOOM'S LEVEL 2 2 1 2 2 2 2 4 3 6 3 6 6 6 6

To build a Microsoft Access application with queries (simple,

To use a software to support the design of an ER diagram

To build a Microsoft Access application with reports (with

To build a Microsoft Access application with forms (with
To use the Microsoft Access to implement a ER solution
(tables with field validations, tyoes of data and masks)
e syste s a d

To understand the concepts related to relation model

parameters, insert, delete, update, cross reference)

To build a Microsoft Access application with macros

To analyse an IS in order to design the ER diagram
To describe the role of each participant on a DBMS
To enumerate the DBMS requisites and functions
to identify the arquitecture levels in a DBMS

To describe the database systems evolution

bet ee
e e ceconcept

calculated fields and sub-forms)

database

To criticize an ER solution
ed
de sta d tthe
database systems

calculated fields)
understand
OBJECTIVES

ou
To
PROGRAM
1 - Database Systems
Database systems concept X
File systems versus database systems X
DBMS definition X
DBMS functions X
Requisites of a DBMS X
ANSI/SPARC Arquitecture X
DBMS intervenients X
2 - DataBase Models
Database evolution X
Relation model concept X
Codd rules X
Concepts of field, domain, relations type X
Super Key, candidate key, primary key, foreigner key X
Restrition of integrity (domain, entity and referential X
3 - ER diagram
ER concept X X
Chen notation X X
Types of relationships X X
Number of relationships X X
Types of Entity X X
Caracterization of entities X X
Designing ER diagrams X X
Microsoft Visio X
4 - Microsoft Access
Microsoft Access - Tables (data types, validations, maks) X
Microsoft Access - Relationships X
Microsoft Access - Queries (simple, parameters, insert, delete, update, crossreference X
Microsoft Access - Forms (calculated fields, sub-forms) X
Microsoft Access - Reports (calculated fields) X
Microsoft Access - Simple Macros X
 Role Play

Let's Play
Start Point
Let's clarify

Learning is fun
Unity is strength
DBMS - What for

Looking into the past

Hands on Access tables

Hands on Access Forms

ANSI_SPARC- What is it

Hands on Access Macros

Hands on Access Queries

Hands on Access Reports

Computer software-does it help
b-Stratagies (b-tasks/b-activities)

TITLE (max 31 caracters)

De

Details
Details
Details
Details
Details
Details

Details

Details
Details
Details
Details
Details
Details
Details
Details

Details
Details
Details
Details
Details

Details
Details
Details

talhe s

X
X
X
X
X
X
X
X
X
X

SS1

X
X
X
X
X
X
X
X
X
X
X
X

SS2

X
X
X
X

SS3

X
X

SS4

X
X
X
X
X
X

SS5
Soft Skills

X
X
X
X
X
X

SS6
X
X
X

SS7
X
X

SS8
X

SS9
X

M1
X
X
X
X
X
X
X
X
X
X
X
X

M2
X
X
X
X
Models

M3
Pedagogical

X
X
X
X
X
X
X
X
X
X
X
X

M4
PA
PA
PA
PA
PA
PA
PA
PA
PA
PA
PA
PA
PA
PA
PA

SUBJECTS
To understand the database
X

concept
2

To understand the difference

X

between file systems and database

2

systems
To enumerate the DBMS requisites
X

and functions
1

to identify the arquitecture levels in

X
COGNITIVE OBJECTIVES

a DBMS
2

To describe the role of each

X

participant on a DBMS
2

To describe the database systems

X

evolution
2

To understand the concepts related

X
X

to relation model
2

To analyse an IS in order to design

X
X
X

the ER diagram
4

To use a software to support the

X
X

design of an ER diagram
3

To criticize an ER solution
6

To use the Microsoft Access to

implement a ER solution (tables
X
X
X

with field validations, tyoes of data

and masks)
3

To build a Microsoft Access

application with queries (simple,
X
X
X

parameters, insert, delete, update,

cross reference)
6

To build a Microsoft Access

X
X
X

application with forms (with

calculated fields and sub-forms)
6

To build a Microsoft Access

X
X
X

application with reports (with

calculated fields)
6

To build a Microsoft Access

X
X
X

application with macros

6
 b-ACTIVITIES

Computer software-does it help

Hands on Access Queries

Hands on Access Reports

Hands on Access Macros

ANSI_SPARC- What is it

Hands on Access Forms

Hands on Access tables
Looking into the past
DBMS - What for

Unity is strength
Learning is fun
Let's clarify

Start Point
Let's Play
Role Play
PROGRAM Lesson

1 - Database Systems
Database systems concept 1 X
File systems versus database systems 1
DBMS definition 2 X
DBMS functions 2
Requisites of a DBMS 2
ANSI/SPARC Arquitecture 3 X
DBMS intervenients 4 X
2 - DataBase Models 4
Database evolution 5,6 X
Relation model concept 7 X
Codd rules 7
Concepts of field, domain, relations type 7
Super Key, candidate key, primary key, foreigner key 7
Restrition of integrity (domain, entity and referential) 7
3 - ER diagram
ER concept 8,9 X
Chen notation 9
Types of relationships 9
Number of relationships 9
Types of Entity 9
Caracterization of entities 9
Designing ER diagrams 10-12
Microsoft Visio 13-15 X
4 - Microsoft Access
Microsoft Access - Tables (data types, validations, maks) 16-17 X
Microsoft Access - Relationships 18 X
Microsoft Access - Queries (simple, parameters, insert, delete, update, crossreference) 19 - 21 X
Microsoft Access - Forms (calculated fields, sub-forms) 22 - 24 X
Microsoft Access - Reports (calculated fields) 25 - 27 X
Microsoft Access - Simple Macros 28 - 30 X
0 31 X
0 32 - 34 X
0
0
0
0
0
The implementation phase refers to the delivery of the course. The purpose of this phase is to
promote an effective and efficient delivery of instruction. This phase must encourage learner’s
understanding of contents. It is important to provide a good support in order to achieve the

Observations
The evaluation phase measures the effectiveness and efficiency of instruction. Evaluation should
occur throughout the entire design process, within the phases, between the phases and after
implementation.
On the formative evaluation we should answer questions such as “do the b-tasks and b-activities
cover all learning objectives?”; “are there activities that are not covering any objectives?”; “do
students have all the information necessary?” etc.

The summative evaluation is made at the end of the process and the results should be used on
further course editions.

Observations
 TITLE Looking into the past
Each group is responsible for one DBS model, reads the slides, the adopted book section and
searches in the Internet information about the DB model assigned
Each group prepares a 15 min presentation about the subject in order to explain to the entire
class.
All groups listen to the presentations and should prepare one question to make at the end
The chair of each group answers to the questions received
DESCRIPTION The conclusions are presented based on theoretical slides and the adopted book
TOOLS Scribd
PowerPoint Slides
Adopted Book
How to search in the Internet
E-CONTENTS PowerPoint lesson

Lesson 1:
P1 - Creation pf the groups to assume one DB model
P2 - Each group searches in the Internet information and prepares the presentation about the
database model assigned(30 min)
P3 - The teacher exemplifies the use of the Scribd (15 min)
P4 - Each group makes its presentation available on the Scribd (15 min)

Lesson 2:
P5 - Each group makes its presentation and at the same time the other groups prepare one
question to be made (15 min each presentation)
P6 - Each group answers to the questions made (20 min)
PHASES P7 - The conclusions are presented based on theoretical slides and on the adopted book (15 min)

Teacher makes the groups in a random way

Teacher describes, motivates and involves students in the activity
Teacher accomplishes the process on a management, social, pedagogical and technical dimension
DIVISION OF LABOR Students interact during the suggested activity
RULES The questions made by each group should demand more than a simple answer like Yes/no
 TITLE Computer software-does it help?
Each student answers one question from the exercise book. The solutions are designed with Visio
DESCRIPTION software
TOOLS Moodle glossary
E-CONTENTS Visio tutorial, exercise book about ER diagram, adopted book

P1 - Teacher presents and shows the main vision features as a tool to design ER diagrams (15
min)
P2 - Students solve the ER diagrams exercises
P3 - Students insert in the moodle glossary one of their solutions, that continues without any
answer, built on the visio.
P4 - Discussion /critique of the solutions given. Each group checks one of the solutions given
PHASES P5 - Insertion of the correction in the moodle glossary

Teacher describes, motivates and involves students in the activity

Teacher accomplishes the process in a managerial, social, pedagogical and technical dimension
DIVISION OF LABOR Students are not allowed to duplicate answers and checkings
RULES Students should check the colleagues answer with respect
RESULTS Set of exercises about ER diagram with the solutions
 TITLE Start point
After the teacher lecture on the ER diagram concepts
DESCRIPTION Students should answer the exercises suggested
TOOLS Forum
List of basic exercises about ER diagram
E-CONTENTS Book adopted
P1 - Teacher lectures about ER diagrams concepts (30 min)
P2 - Examples given by the teacher and class resolution (30 min)
P3 - Exercises resolution (20 min)
P4 - Students analyse the resolution presented and write down theirs doubts on the forum (15
min)
P5 - Verbal discussion and doubts clarification (15 min)
PHASES P6 - Registration of the doubts clarified on the forum (10 min)
DIVISION OF LABOR Students answer the exercises
Any doubts should be registered on the forum
RULES The teacher provides possible solutions for the exercises proposed
RESULTS Set of FQA about the initial phase of designing ER diagrams
 TITLE ANSI_SPARC? What is it?
Each group works on one databse (Oracle, Access, SQL server, db2 informix)
Describes each element and identifies the internal, external and conceptual levels
At the end, each group presents the work produced
DESCRIPTION The conclusion is carried out supported by the theoretical slides and by the adopted book
TOOLS Mooodle glossary, forum
PowerPoint Slides
E-CONTENTS Book adopted

F1 - Teacher creates the groups on Moodle

F2 - Each group searches in the Internet information about the ANSI/SPARC architecture and
writes down its results in the forum (15 min)
F3 - Verbal discussion to promote the commom ANSI/SPARC architecture comprehension (15 min)
F4 - Each group searches in the Internet information about the DB assigned in order to build a
description based on the ANSI/SPARC architecture(15 min)
F5 - Discussion about each group results (15 min)
PHASES F6 - Conclusion by putting the support materials available online (5 min)
DIVISION OF LABOR Teacher creates the groups in a random way

The description of each database should include:

Name:
Enterprise:
Description:
Portuguese enterprises that are using the database referred
URL, Description of external, internal and conceptual level
RULES Students are not allowed to make copies from Internet, they should register their understandings
RESULTS A technical report form for the main database product.
 TITLE DBMS? What For?
Each student analyses a DBS example and identifies the concrete problems that may occur in its
use and may put both the database integrity and consistence in risk
After that, students discuss each registered problem and try to identify the DBMS sunction and
DESCRIPTION requisites
TOOLS Forum
PowerPoint Slides
Adopted book
E-CONTENTS DBS scheme
F1 - Students analyse the scheme of an DBS (5 min)
F1 - Students write down in the forum the problems that may come up whenever that DBS is used
(15 min)
F2 - Verbal discussion about the problems found (30 min)
F3 - Conclusion and summing up of the DBMS function and requisites and putting the support
PHASES material available online (15 min)

Teacher describes, motivates and involves students in the activity

Teacher accomplishes the process in a managerial, social, pedagogical and technical dimension
DIVISION OF LABOR Students interact on the suggested activity
RULES Students should access the Internet only to participate in the activity
RESULTS A list of the requisites and function of a DBMS supported by an example given
 TITLE Learning is fun
DESCRIPTION Online games about Access
TOOLS Online games about Access, forum
E-CONTENTS Access tutorial
P1 - Teacher explains how the online access game works (5 min)
P2 - Students play the game (20 min)
P3 - Students write down theirs doubts (10 min)
P4 - Verbal doubts clarification (15 min)
PHASES P5 - Registration of individual doubts and explanation (10 min)
Teacher explains how the game works and clarifies doubts
DIVISION OF LABOR Students play the game and insert their doubts in the moodle forum
RULES Students are not allowed to search the game answers in the internet
RESULTS Set of FQA about microsoft access
 TITLE Unity is strength
The same exercise description but different questions directed to different groups. Each group
element should answer one question on the level A, other on the level B, etc. and carry out the
respective procedure explanation.
Each group element asks for one question from Level A and after that answers it. The teacher
checks the answer given. If it is correct, the students should prepare a report explaining how to
get the solution and continue up to the next level. If it does not happen, the student should ask
DESCRIPTION for a new question from the same level.
TOOLS Forum and chat groups
E-CONTENTS Exercise description about ER diagram and Microsoft Access
3 classes (1 class ER diagram and 2 Access) + 2 Presentations
P1 - Teacher presents and explains the teamwork and groups a set of questions by category ( A-
tables, B - Relationships, C - Queries, D - Forms, E - Reports, F- Macros)
P2 - Each group presents their ER solution
P3 - Discussion of the solutions given
P4 - Each group element answers one question from each category (A-F)
P5 - Then, each group element prepares an explanation about the procedures made to solve the
problem, this may include images, videos, text, etc.
P6 - At the end, students include the created access object in the database of their group (query,
form, etc)
P7 - Workgroups presentation (15 min each)
PHASE P8 - Intergroup and intragroup evaluation
Teacher puts the questions and checks the answers given
Students answer the questions given and should help the group colleagues to answer the
DIVISION OF LABOR questions
Each procedure explanation should include:
The results to obtain
The step by step explanation
RULES The explanation may include images, videos or text
An Access program including the ER model
RESULTS A set of guided access complete exercises
 TITLE Role Play
Each student identifies the main intervenients to make a good use of a databse system and writes
it down in a chat
After that, the group discusses in order to get the agreement of the elements who participated in
a database system, each group selects one person to represent it
Each group/Intervenient participates in a chat to make an agreement on what they will do in case
they need to implement a Database system in an accounting enterprise
At the end, students discuss the support dialogue created on the roles of each database system
intervenient
DESCRIPTION The conclusions are presented based on theoretical slides and on the book adopted
TOOLS Chat
PowerPoint Slides
E-CONTENTS Book adopted
P1 - Chat session in order to identify the intervenients on a database system (10 min)
P2 - Look for agreement in the database system intervenients (10 min)
P3 - Assing the groups to the role play
P4 - Creation of a dialogue in order to identify the main roles of each database system
intervenient (15 min)
P5 - Discussion of the created dialogue (15 min)
P6 - Conclusion - creating a list of database system intervenients and the respective roles (10
PHASES min)

Teacher divides the groups in a random way

Teacher describes, motivates and involves students in the activity
Teacher accomplishes the process in a managerial, social, pedagogical and technical dimension
DIVISION OF LABOR Students interact on the suggested activity
RULES Students should access to the Internet only to participate in the activity
RESULTS A list of the database system intervenients and their functions
 TITLE Let's clarify
What is the difference between DBS and a file system?

A student group writes its perception about DBS and other about file system.
Then, they search in the internet to get help to check/verify their initial perceptions.
At the end, they discuss the problems and the solutions found
The summary is made by making available the final version of the DBS and the file system
definition
One group of students inserts in the forum an example of the DBS' mechanism and other an
example of the file system mechanism (the groups of students should be opposite when
comparing to initial groups)
DESCRIPTION To conclude and sum up, the slides and the references of the book adopted are underlined
TOOLS Chat, forum
How to make an Internet search
PowerPoint Slides
E-CONTENTS Book adopted

F1 - Two groups are created

F2 - Students discuss and write on the chat their perception about DBS and file system (10 min)
F3 - Search in the Internet to help to check/complete(correcte forum the initial perceptions). The
results are registered on the forum (15 min)
F4 - Verbal discussion about the solution and problems found (15 min)
F5 - Insertion of examples of DBS and file system mechanism (10 min)
PHASES F6 - Conclusion and putting the support materials available (10 min)

Teacher describes, motivates and involves students in the activity

Teacher accomplishes the process on a managerial, social, pedagogical and technical dimension
DIVISION OF LABOUR students interact in the suggested activity
Students are not allowed to copy text from Internet. They may use an example extracted from
RULES the internet but they should adapt it to another context to show the mechanism
A summing up of the DBS and file system concepts and the differences between them
RESULTS A set of examples of DBS and file system mechanism
TITLE Let's play
DESCRIPTION Students play the online games support on the teacher lecture materials about ER model
TOOLS Forum
PowerPoint Slides
Book adopted
E-CONTENTS ER Game
P1 - Lecture about ER model concepts (20 min)
P2 - Interaction in the ER game and writing of the doubts in the forum (20 min)
PHASES P3 - Discussion of the doubts registered (20 min)
Teacher explains the ER model concept and how students should participate in the game
DIVISION OF LABOR students participate in the online game and write down their doubts in the forum
RULES Students should access the Internet only to participate in the activity
RESULTS A set of FQA about the ER model
TITLE Hands on Acces tables and relationships
DESCRIPTION Students solve the Access exercises related to the tables and relationships
TOOLS Moodle glossary
E-CONTENTS Book adopted, access tutorial
P1 - Teacher explains and exemplifies the Access tables and relationships mechanism making
reference to the data types, masks and field validations
P2 - Each student answers one question on the example description and puts the question and its
answer in the moodle glossary
P3 - Discussion about the solutions given
P4 - Insertion of the checkings in the moodle glossary
PHASE P5 - Conclusion made based on the book adopted
Teacher gives explanations, exemplifications and answers the students' doubts
DIVISION OF LABOR Students solve the exercises and insert their resolutions in the moodle glossary
RULES Each student should answer at least one question about Access tables and relationships
RESULTS Set of questions and answers about Access tables and relationships
TITLE Hands on Access Queries
DESCRITION Students solve the Access exercises related to the queries
TOOLS Moodle glossary
E-CONTENTS Book adopted, access tutorial
P1 - Teacher explains and exemplifies the Access queries mechanism making reference to
parametres, insertion, delete, update queries
P2 - Each student answers one question about the example description and puts the question and
its answer in the moodle glossary
P3 - Discussion about the solutions given
P4 - Insertion of the checkings in the moodle glossary
PHASES P5 - Conclusion made based on the book adopted
Teacher gives explanations, exemplifications and answers the students' doubts
DIVISION OF LABOR Students solve the exercises and insert their resolutions in the moodle glossary
RULES Each student should answer at least one question on Access queries
RESULTS Set of questions and answers about Access queries
TITLE Hands on Access Forms
DESCRIPTION Students solve the Access exercises related to the forms
TOOLS Moodle glossary
E-CONTENTS Book adopted, access tutorial
P1 - Teacher explains and exemplifies the Access queries mechanism with calculated fields and
sub-forms
P2 - Each student answers one question about the example description and puts the question and
its answer in the moodle glossary
P3 - Discussion about the solutions given
P4 - Insertion of the checkings in the moodle glossary
PHASES P5 - Conclusion made based on the book adopted
Teacher gives explanations, exemplifications and answers the students' doubts
DIVISION OF LABOR students solve the exercises and insert their resolutions in the moodle glossary
RULES Each student should answer at least one question about Access forms
RESULTS Set of questions and answers about Access forms
TITLE Hands on Access Reports
DESCRITION Students solve the Access exercises related to the reports
TOOLS Moodle glossary
E-CONTENTS Book adopted, access tutorial
P1 - Teacher explains and exemplifies the Access queries mechanism with calculated fields
P2 - Each student answers one question about the example description and puts the question and
its answer in the moodle glossary
P3 - Discussion about the solutions given
P4 - Insertion of the checkings in the moodle glossary
PHASES P5 - Conclusion made based on the book adopted
Teacher gives explanations, exemplifications and answers the students' doubts
DIVISION OF LABOR students solve the exercises and insert their resolutions in the moodle glossary
RULES Each student should answer at least one question about Access reports
RESULTS Set of questions and answers about Access reports
TITLE Hands on Access Macros
DESCRITION Students solve the Access exercises related to the macros
TOOLS Moodle glossary
E-CONTENTS Book adopted, access tutorial
P1 - Teacher explains and exemplifies the Access simple macros mechanism
P2 - Each student answers one question about the example description and puts the question and
its answer in the moodle glossary
P3 - Discussion about the solutions given
P4 - Insertion of the checkings in the moodle glossary
PHASES P5 - Conclusion made based in the book adopted
Teacher gives explanations, exemplifications and answers the students' doubts
DIVISION OF LABOR students solve the exercises and insert their resolutions in the moodle glossary
RULES Each student should answer at least one question about Access reports
RESULTS Set of questions and answers about Access macros