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KMEP, Bratislava 2002
E- dilemmaE-learning: fashion, necessity or reality?
Jaroslava Mikulecká
University of Hradec Králové
Peter Závodný
University of Economy, Bratislava
KMEP, Bratislava 2002 2
Learning Architecture
Design, Sequencing, Integrating,
of all electronic and non-electronic components of learning to deliver the optimum improvement in competence and performance of students and teachers.
KMEP, Bratislava 2002 3
Why New Learning Architecture?
It is not the strongest of the species who survive, nor the most intelligent, but the ones most responsible to change
Charles Darwin
KMEP, Bratislava 2002 4
New Tools
From classroom teaching to e-learning: modern presentation equipment digital cameras digital libraries (as ACM and IEEE digital
library - http://www.acm.org ) e-books CD ROMs with CBT
KMEP, Bratislava 2002 5
New Tools
distance learning management software (e-learning systems as WebCT, LOTUS Learning Space, Blackboard, eDoceo)
e-packs (as on http://www.WebCT.com) authoring tools software (as Macromedia
Flash or Autorware) web based schedulers and course
planners as Syllabus Plus from Scientia
KMEP, Bratislava 2002 6
New Methodology
Mixed mode:
– Limited number of contact hours combined with web-based learning
Critical activities:
– Feedback
– Assessment
KMEP, Bratislava 2002 7
Finance: 1500 students, 80 teachers
Communication (Cesnet, HK net) 20 000 EUR / YHW (servers, PC for every teacher) - 40 000 EURSW (MS Campus Agreement, WebCT Campus
Edition, specialised SW) - 17 000 EUR/YTechnical support 4000 EUR/ YTraining of teachers (ECDL, DL methodology,
WebCT) Study materials - 3 months sallary 60 000 CZK/Course
TOTALLY: 120 000 EUR
KMEP, Bratislava 2002 8
Financial Resources - FIM UHK
TEMPUS project S-JEP 12339-97: Multimedia and Distance Learning for Teachers.
SOCRATES/MINERVA project No. 90683-CP-1-2001-1-CZ: E-DILEMA - E-resources and Distance Learning Management
Research stream CEZ: J20/98:184500001 “Knowledge Management for Information Society”, 1999-2003
Research stream CEZ: J20/98:184500002 “ICT in the global education”, 1999-2003
Special funds of the Ministry of Education
KMEP, Bratislava 2002 9
Possible way to e-learning
using of Application Service Provider sharing of learning objects cooperation among universities/faculties
eDILEMA project: e-resources and Distance Learning Management (Socrates/MINERVA Programme)
The main goal: DILLEO
KMEP, Bratislava 2002 10
Digital Library of Learning Objects
Learning Object is any entity, digital or non-digital, that may be used for learning, education or training
Metadata for learning object describe relevant characteristics of the learning object
DL – controlled set of digital information objects – special type of information system fulfilling the role of library
KMEP, Bratislava 2002 11
DL is not …
web – is not controlled multimedia database – does not provide library
services on-line information resource – need not to be
on-line
KMEP, Bratislava 2002 12
Metadata Standardisation
IMS - has produced a wide range of specifications for learning technologies; recently Digital Repositories White Paper - http://www.imsglobal.org
Dublin Core – developing a widely used resource discovery specifications - http://www.purl.org/dc
ARIADNE – developing concepts and tools for e-learning with a strong emphasis on the sharing and reuse of e-resources - http://www.ariadne-eu.org/main.html
KMEP, Bratislava 2002 13
Metadata for our DILLEO
1. general information on the resource itself
2. semantics of the resource
3. pedagogical attributes
4. technical characteristics
5. conditions for use
6. meta-meta data
14KMEP, Bratislava 2002
Client Client
Application serverDB server
DILLEO - physical view
15KMEP, Bratislava 2002
Database server
Web browser
Web server (IIS)
MS SQL Server 2000
DHTML & JavaScript
User
ASP .NET
Application objects
Stored procedures
Database
Object f iles
MS Index Server
DILLEO – logical view
KMEP, Bratislava 2002 16
DILLEO – basic functions
Fulltext searchSelective search dependent on type of objectPossibility to view each object Support for metadata creationEvaluation of every learning objectPossibility to download the objectDifferent access rights
KMEP, Bratislava 2002 17
Motivation for cooperation
Competition of distance courses
The main aim of the competition isto stimulate cooperation among Czech (and
Slovak) universitiesto motivate development and deployment of on-
line coursesto evaluate quality of on-line courses materialsto demonstrate on-line teaching methodology,
problems and achievements
KMEP, Bratislava 2002 18
Evaluation procedure
The evaluation procedure has two-steps:
1. The jury grades course materials (1 to 9, the more the better) according to the criteria given in the table below.
2. A workshop is organised where the authors of the best courses demonstrate their products to the jury and to all interested people.
KMEP, Bratislava 2002 19
Evaluation Criteria
The basic features (35% of all points)– Mesurable and testable course objectives– Intuitiveness of course control– The overall design of the course– Course graphics– Usage of multimedia– Response time of the system– Quality of supplementary materials
KMEP, Bratislava 2002 20
Evaluation criteria
Motivation of the students (27% of all points)– Discussion groups and whiteboard
– Workgroups
– Practical examples
Planning and organising of learning process (8%)– Support with calendar, vocabulary, index, search
possibilities
Feedback (30%)– Monitoring of student’s progress
– Autotests
– Tests, assessments, assignments, exams
KMEP, Bratislava 2002
Thank you for your attention