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Interactive Resume

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Interaction represents a multiple approaches in the course of communication between users of information and communication system. This phenomenon is more related to …

Interaction represents a multiple approaches in the course of communication between users of information and communication system. This phenomenon is more related to
repeat in time communication, full commitment of the participants, and continuous dialogue with the aim of
generating ideas in a scientific, educational or research areas.
According to the EU's Lisbon Strategy, education and training are the main factors for the receipt and transmission of knowledge and are an essential element of any innovation.

Human resources are the most important capital in the strategy stresses that investment in this field will determine the further development and productivity in the EU.
Some new search engines result for interactive technology
http://www.hakia.com/search?q=interactive%20media

Published in: Education, Business, Technology

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  • 1. Interactive e-learning for media education-problems and practice Rusi Marinov Interaction represents a multiple approaches in the course of communication between users of information and communication system. This phenomenon is more related to repeat in time communication, full commitment of the participants, and continuous dialogue with the aim of generating ideas in a scientific, educational or research area. According to the EU's Lisbon Strategy, education and training are the main factors for the receipt and transmission of knowledge and are an essential element of any innovation. Human resources are the most important capital in the strategy stresses that investment in this field will determine the further development and productivity in the EU. People must constantly update their knowledge, competence and qualifications. In March 2001 in Stockholm, the European Council adopted the 3 major strategic objectives for training and education and 13 specific tasks. Latter in 2002 was approved work program for implementing these objectives. Focus on integrated policy for education and training and information to citizens through communication programs, active involvement of universities in the initiative "Europe of Knowledge". One of the objectives of the strategy is transforming the educational system and training in medium or long-term process. Creating a
  • 2. society based on knowledge and knowledge-oriented economy. The new work programme called "Education & Training 2010". One of the tasks is - to create by 2005 d new systems for evaluating the quality of secondary education, more dynamic university programs, mobile teachers, and education has close connection with culture, science, values and the business sector of the EU. Build a communication platform is a special "role of universities in building a" Europe of Knowledge ". These ideas and orientations in an unequivocal way correspondence with current practices in interactive training and in particular in the training of students in the prevention of risks and threats inherent in 21 century. The eEurope 2002 Initiative dedicated one of three objectives to the issue of e-skills(Investing in people and skills). Actions which were directly related to skills in the information society included those listed under the action line “European youth into the digital age” and the following: • Give the labour force the chance to become digitally literate through life-long learning. • Significantly increase information technology training places and courses and promote gender equality in such courses (both in work and in educational institutions), using European Social funds where appropriate. Benchmarking in a Policy Perspective: Digital Literacy and ICT Skills empirica 2007 12 • Establish a European diploma for basic information technology skills, with decentralised certification procedures. The successor initiative eEurope 2005, which followed a more focused approach, dealt with e-skills under the action line “modern public online services”, containing the policy actions:
  • 3. • Implementation of a specific eLearning Programme; • Establishment of virtual campuses for all students (all universities to offer on-line access for students and researchers); • Establishment of a university and research computer-supported co-operative system (research and piloting actions to enable the deployment of Europe-wide computer-supported networks and platforms); • Re-skilling for the knowledge The eLearning Action Plan published in March 2001 follows on from the “eLearning. Designing tomorrow’s education” initiative started in May 2000 and is integral part of the eEurope Action Plan. The document includes suggestions for concerted key measures for each of its lines of action (infrastructure, training, services and content, cooperation December 2001. This Action Plan is primarily concerned with how to achieve a “skilled and adaptable labour force”, which is seen as essential for meeting the Lisbon objectives of “more and better jobs, greater social cohesion and a dynamic knowledge-based economy”. With regard to ICT-related skills, the Action Plan calls for • providing all citizens with access to the acquisition of ICT skills (making use of e-learning to assist a wider range of learning); • increase the numbers of students, especially girls and women, in ICT related fields of education; • improvements in the mobility of ICT specialists between companies countries. New interactive networks as a concept is more oriented towards services and not packaged software, and
  • 4. architecture, built on participation and collective intelligence. The perfect management system, knowledge- based interactive technologies, such as an end in itself, does not help to solve complex problems, but rather allows for their fixation and determination. It is therefore recommended practices that enable people to learn more about the process, briefings, meetings and informal discussions. Understanding the true nature of the organization, either with the help of modern research methods. Knowledge is more useful when it is distributed freely on the market. To solve these problems, it is possible to use three basic approaches: o Focus on improving educational practices, not technology. o Understand the nature of the organization. o Directing with examples of successfully imposed in practice. Interaction, by definition, involves the immediate active contact between students and their teachers, joint efforts in building a database related to the program and studied courses. The main elements of the new system are: . Introduction and the introduction of e-learning;
  • 5. . Basic and standard content; . Teaching and learning; . Guidance technology systems; . Cultural and organizational context; Components of training: technological resources; reliable telecommunications infrastructure and network; technical support; technological facilities for access to content; opportunities for virtual learning; administrative processes and operations. Important steps to building a system in e-Learning: analysis of the situation and knowledge needs; design of effective and relevant educational environment; production of all materials related to education; evaluation of the results and achievements; determining the frequency of updating the material. Interactive training must meet certain conditions: easy recognition, understanding of the nature / allows selection of training; solving problems / simulation and modeling; construction of cognitive base / makes it possible to develop projects, research, and creative activity. The system, it is necessary to provide feedback, testing of students, diagnostic process which has been involved in training. The information provided in the course of training to be balanced, easily access .Electronic training is based
  • 6. on certain shared by all the principles and oriented towards dialogue with the participants in the educational process. We’ll stop at several popular approaches in practice to carry out similar type of training:  Interactive web-pages and professional portal;  Discussions on-line/ning, twitter/;  Wikis publishing system/Wikimedia/;  Written projects in group discussions/e-book;  Chat rooms, boards and forums;  Educational Social networks/academici/;  Use of appropriate technology base and software, known to students in order to fully perceive the material and communicate with each other;  Forming groups to define complex risk issues and networking; The four hypermedia components that are used in creating eLearning content are/http://www.scribd.com/doc/2263579/eLearning-Interactive- Hypermedia-Neuroscience-and-Digital-Learning-Module-Creation
  • 7. • Hypertext (includes hyperlinks) • Graphics (Images, Photographs and Vector-based Drawings) • Digital Sound • Animation/Digital Video The interactivity can be added through the use of scripting languages. The existing ICT infrastructure allows creating and disseminating the digital content at a lower cost. The multiple copies of the digital content can be made with an ease without any additional cost. This provides a competitive edge for the use ICT in eLearning when compared with the traditional approach of teaching and learning. On the other hand the problems of the interactive education could be considered as; • The negative effect on the uniqueness of design education when the system is not used by all means; • The delicate quantity of design education could be decreased, when there is a wrong decision of these system whether for which lesson it has to be used or not, • Some problems could occur in education if the synchronization of the use of interactive methods with traditional ones in optimum relations, • This method could decrease the importance of hand drawing
  • 8. Skills. The Methods in Interactive Education Synchronous Interactive Education Interactive The lesson is given to all the students at the same time and the students are permitted to attend the lessons actively at the same time. Passive The lesson is given to all the students at the same time but the students are not permitted to attend the lessons actively at the same time. Non-synchronous Interactive Education Interactive The students are able to reach the information of the lessons whenever they want. The students are not able to reach the lesson at the same time. But they could communicate by websites afterwards. A European eLearning programme Information and communication technologies (ICT), properly used, contribute to the quality of education and training and to Europe’s move to a knowledge-based society. The European Commission has been very active in supporting and complementing the efforts of EU Member States in this field. Through the eLearning Initiative and Action Plan, it has
  • 9. gained considerable experience in encouraging co-operation, networking and exchange of good practice at a European level. The eLearning programme is a further step towards realising the vision of technology serving lifelong learning. It focuses on a set of actions in high priority areas, chosen for their strategic relevance to the modernisation of Europe’s education and training systems. The action lines of the eLearning programme are: Promoting digital literacy This will encourage the acquisition of new skills and knowledge that we all need for personal and professional development and for active participation in an information-driven society. It will also address ICT’s contribution to learning, especially for those who, due to their geographical location, socio-economic situation or special needs, do not have easy access to traditional education and training.