Quant Meth

533 views

Published on

Fashion, apparel, textile, merchandising, garments

Published in: Business, Lifestyle
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
533
On SlideShare
0
From Embeds
0
Number of Embeds
5
Actions
Shares
0
Downloads
4
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

Quant Meth

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

×