Policies, strategies and models for online and distance learning at the AGH University of Science and Technology Zbigniew Kąkol Krakow 2014

1. Zbigniew Kąkol
POLICIES, STRATEGIES AND MODELS
FOR ONLINE AND DISTANCE
LEARNING AT THE AGH UNIVERSITY
OF SCIENCE AND TECHNOLOGY
Good practices and outline for the future
Kraków 23.10.2014
www.agh.edu.pl
AGH University of Science
and Technology

2. 25 years of transformation 1989 – 2014
1989
 insufficient infrastructure
 lack of teaching staff
 lack of legal frameworks + European Commission
requirements
 parallel technological and demographical changes

3. 25 years of transformation 1989 – 2014
0
112
326
141
private
public
Number of universities
1990 2013
1 676 927
Number of students
1990 2013
403 000
400% growth
400% growth

4. 25 years of transformation 1989 – 2014
5113
12 000
7200
20 000
1990 2000
Gross domestic product per capita in USD
2010
Poland
EU
average
19 000
35 000
2004
2013
23 000
35 000

5. 25 years of transformation 1989 – 2014
22 42
1990 2000
Enrollment rate for university education
2010
Poland
EU
average
53
60
2004
2013
51
60

6. AGH activity - 25 years of transformation 1989 – 2014
Key factors in high quality education
of engineers from AGH UST perspective:
□ Research driven education (2013 - 640 scientific projects)
you can’t guarantee high quality education without high quality
scientific research
□ Cooperation with industry (2013 – 840 joint projects)
we must ensure real quality and usability of knowledge gained at
the university

7. 16 faculties, 57 fields of study, 36 000 students, 170 000 graduates
□ Acoustic engineering
□ Biomedical engineering
□ Ceramic engineering
□ Foundry engineering
□ Geophysics
□ Mechatronics
□ Medical physics
□ Mining and Geology
□ Oil and gas engineering
□ Power engineering
□ …..
Unique Fields of study
Need for OPEN educational resources
and technology- enhanced learning
AGH activity - 25 years of transformation 1989 – 2014

8. Legal framework for technology- enhanced learning
The Legal Act July 2014
Autonomy for the universities with the view to technology-
enhanced learning
„Ministry regulations on the conditions to be fulfilled in
order to deliver courses using the methods and techniques
of distance education”
□ accepted number of online teaching hours >60%
□ training for staff and students
□ consultations for students face2face

9. Legal framework for technology- enhanced learning
AGH UST internal regulations (Rector’s Executive
Act) 2012 (amendment in 2014)
Certified and obligatory training for staff focused on
technology-enhanced learning
Reflections after 2 years of training:
□ Training focused on organization of the teaching process
□ Need of change towards pedagogy-driven course design
(which is a common national challenge)

10. AGH UST good/best practices
OPENNESS
STRATEGY for e-learning
□ e-learning infrastructure based on Open Source
(Moodle, RedMine, Mahara, OpenMeetings)
□ Open Resources

11. Open academic e-textbooks for STEM
www.agh.edu.pl
2010
Open Educational
Resources
2014
Open academic
e-textbooks

12. Open academic e-textbooks for STEM
www.agh.edu.pl
Open content
for modules & e-textbooks
(EQF physics & math)
Open source platform
(for development, publishing,
use)

13. Open AGH - building e-textbooks from modules
www.agh.edu.pl
AGH curriculum based on EQF
(or curriculum of any other university in Poland)
Academic teacher

14. Open AGH - flexible use & adaptation of e-textbooks
www.agh.edu.pl
PDF, DjVu ePUB, MOBI, AZW3 ODT, LaTeX

15. Open AGH - openness of e-textbooks
www.agh.edu.pl
Creative Commons
Attribution – Share Alike 3.0 Poland

16. Open AGH - future
www.agh.edu.pl
2010
Repository of Open
Educational Resources
2014
Open e-textbooks
for STEM
201...
MOOCs
Near Future

17. Educational Cloud - AGH initiative
AGH newest initiative for modern educational
system based on technology- enhanced learning
It is aimed to build optimal education conditions
for secondary school students in our region
(Małopolska) based on direct cooperation with
Kraków Universities

18. Educational Cloud
Motivation – there is an inconsistency between
secondary school and university education
We need to implement new, effective
methods supporting high school education
It concerns teaching students but also
teachers training.

19. Educational Cloud
□ New channel for delivering educational services and
educational applications,
□ System for interactive cooperation between schools
and universities,
□ Multimedia communication system for schools and
universities,
□ Genuine implementation of „Digital school” program

20. Educational Cloud
User
infrastructure
applications
VPC/VDC
on demand:
computer
resources,
mass storage,
network
Cloud provider
Flexibility, scalability, access for all,
reduced installation and maintenance costs
To provide products, resources and services

21. Educational Cloud
S1
….….
S2 S3
Universities
schools
new on-line, interactive
education model
AGH
lecturers
in schoolsCloud

22. Educational Cloud
…
S1
…
S2 S3
AGH
school
students at
universities
Cloud
Universities
schools
new on-line, interactive
education model

23. Educational Cloud
S1
……
S2 S3
AGH
virtual
laboratory
in school
Cloud
Universities
schools
new on-line, interactive
education model

24. Educational Cloud
S1
PKUJ
S2 S3
AGH
real
laboratory
in school
Cloud
Universities
schools
new on-line, interactive
education model

25. Educational Cloud
Challenge !!!
Cloud = +
new technologiesnew educational model
interactive
on-line
remote, direct
access
telepresence
multimedia
video
mobile access
Education Technology
New educational system based on
technology- enhanced learning

26. Educational Cloud
Advantages:
 cooperation between schools and universities,
 digital competence development,
 equal educational opportunities for all,
 effective, low-costs model for digital
infrastructure for schools.

27. Educational Cloud
We introduce new educational paradigm
using capabilities provided by the
leading Universities based on
technology-enhanced
learning

28. Zbigniew KąkolKraków 23.10.2014
AGH University of Science
and Technology
Thank you
I would like to express my thanks to prof. Jan Kusiak
for his valuable contribution to this presentation