DisCo 2013: Turgay Bas and Mukaddes Erdem - A Study on the Information Liter...8th DisCo conference 2013
Quantitatively increasing information renders it important to possess the skills necessary for reaching the required information and using the information effectively in line with the requirements. These skills are discussed in the information literacy concept and educational institutions are expected to provide individuals with these skills. Within this scope, the study was conducted with university students and the effects of their education on the information literacy were sought. The study was performed on students at two different departments which are closely related to information and information technologies for the purpose of clearly explaining the relationship between the educational processes and information literacy. The two departments included in the study are the Department of Computer Education and Instructional Technology (CEIT) and the Department of Information Management (IM). The study aims to find the differences between these students regarding their levels of possessing information literacy skills. The analysis showed that, there are some significant differences in terms of information literacy skills between the students at the two different departments. The significant differences in the information literacy skills are related to synthesizing the information; or in other words, organizing the information.
DisCo 2013: Štogr - Identity Building Through Gamification And Digital Badges8th DisCo conference 2013
The lifetime of skills and particular knowledge is getting shorter and the new skills for new future positions are being currently obtained as part of lifelong learning process. Even if a part of these processes is actually recognized and fixed in a form of degrees, certificates and references, some of these achievements could become obsolete, some of them not useful in current practice and sometimes even weird. Nevertheless, these (learning) goals were reached; the learning process as such could be a fruitful life-lesson and the key factor for the future success. The huge potential of Mozilla Open Badge Infrastructure (MOBI) – and in general any system that provides digital badges as a kind of incentive or reward – is therefore in collaborative setting that allows comparison with other “players” and mapping the progress "against the others". Without the possibility of comparison, building of e-portfolio becomes much more about storytelling, creating diary or blog and adding a context to selected achievements. Any knowledge provider issuing badges should therefore be able to provide additional information about the complexity of learning environment (incl. statistics), not only short description of criteria as requested in MOBI. This paper further describes opportunities and possible practical usage of gamification and digital badges for stimulation of (lifelong) learning
Disco 2013: Selay Arkun - Evaluation of Draw Something App in Educational per...8th DisCo conference 2013
Vocabulary is considered to be one of the most important components for learning a foreign language. Research suggests that educational games could be used for vocabulary learning. In the literature, there are cases of playing Pictionary, a word guessing game, as a classroom activity to learn new vocabulary. Draw Something is an online and collaborative game in English, similar to Pictionary. It is a mobile application which is played in pairs with players trying to guess the word from their partner’s drawings. The purpose of this study is to evaluate Draw Something in an educational games perspective. This research is based on a questionnaire focusing on players’ experiences of vocabulary learning while playing Draw Something. The data is collected from players who are not native English speakers. Results show that 44 out of 52 (85%) players have learned new vocabulary by playing Draw Something. Players use a variety of strategies to learn the meaning of an unknown word; using a dictionary, using a translator, asking someone, and using cheating application developed for Draw Something. With some additions to strengthen the educational features; a vocabulary building game similar to Draw Something could be developed.
DisCo 2013: Sekret and Hrubý - Learning a Foreign Language for Academic Purpo...8th DisCo conference 2013
The paper deals with the issue of distance learning in the field of the foreign language training for academic purposes. The purpose of the article is to analyze achievements and current practices of distance language learning in order to present a unified model providing solutions for foreign language training of the academic staff by means of the distance learning.
DisCo 2013: Rohliková and Vejvodová and Zounek - Modern Technology and Univer...8th DisCo conference 2013
The paper is an outcome of a research project currently in progress, involving the Faculty of Arts, Masaryk University in Brno and the Faculty of Education, University of West Bohemia in Pilsen. The objective is to study the learning process of the current generation of students with focus on using modern technologies and electronic sources for their studies. It emerged from the previous qualitative research done at the Faculty of Arts of the Masaryk University in 2010 that significant diversity is distinctive for using modern technologies for university studies. Phenomena identified by qualitative methodology are now being verified quantitatively so as to catch the diversification frequency of these phenomena in population. Data collection was realized during 2012. The form of a printed questionnaire was used. Respondents included students from both universities and students in various programmes (in social and technical sciences) of the University of West Bohemia in Pilsen. We concentrated on how well students were equipped with electronic devices, what experience with technologies they had when they entered the university and how they utilized technologies and study support systems in everyday practice. The paper contains a presentation of selected research findings including a comparison with results of the previous qualitative research. Characterization of various types of respondent relationships to using modern technologies and presentation of the young generation’s opinions on e-learning and on the use of ICT for their studies is a considerable part of this presentation.
Educational strategies tend to move away from the pure accumulation of factual and intellectual knowledge and increasingly acknowledge the importance of the acquisition of competences. This general tendency applies, in particular, to the cross-cutting concern of communication. In this paper I illustrate the case of an academic course on communication for teacher candidates and computer- or service science master students. The course aims at providing experiential learning and besides the facilitator’s competences heavily relies on the inclusion of online media to enrich the active learning process. Students’ feedback will be provided to let readers grasp the kind of learning happening in the course. The paper is intended to inspire educators by good practice examples and to motivate the inclusion of a course on communication in curricula such as those for teacher education or computer science
This paper aims to examine current blended learning practice – where the concept of blended learning is seen as a synthesis of different approaches to the delivery of learning to create high impact learning. The paper looks at the development of blended learning over the years. New trends driving virtual learning prescribe a portfolio of new tools. Thus, changes in e-learning architecture are observed; the need for multi-device learning solutions is noted, as is the need to implement multimedia formats into virtual learning solutions. At the same time, focusing on educators, there has been a change in learning solutions’ design based on the emergence of a new type of self-determined and autonomous learner, as described by the concept of heutagogy. Customized e-learning courses tend to involve the use of multimedia - both for corporate clients and tertiary sector students. The complexities of creating an appropriate blend along with the most effective learning solutions for each learner - including the use of mobile platforms and social learning - have never been more challenging.
DisCo 2013: Hoffmann and Wefelnberg - Implementing a ‘Media Curriculum’ at th...8th DisCo conference 2013
The use of new media in teaching requires media literacy of both groups: Teachers have to be able to use the media in a didactic and in a technical way. On the other side, and against the popular saying of the ‘digital natives’, students need support to use media in learning as well. In our opinion, overrating of the ‘net generation’ hinders the realization of media-based learning arrangements, because teachers are not always aware that students on the average do not always sufficiently know how to apply digital media. This insight lead to the concept of a “media curriculum” (Hofhues 2012, Hoffmann 2012) at the faculty of Business and Social Science HAW Hamburg, To put this concept to the test a survey was undertaken to find out what students know about using digital media, how they use them and what kind of support they wish
The learning operations of a rhizomatic learner derive largely from new technologies that have now become commonplace to the ‘digital native’. A rhizome can be contrasted with a tree or shrub, which has a linear root system. Normal areas of study are thought to be tree-like when, after an initial point of focus, they develop a single body of content, which branches out as it extends upwards out of the soil. A rhizome, by contrast, begins anywhere and usually at any level and exits anywhere and usually at any level. It is virtually immortal. The focus of this paper is to ask about the literacy implications of rhizomatic learning. It notes three particularly relevant headings, namely, changes to the nature of knowledge with their implications for the challenge of learning, changes in psycho-social responses affecting the seriousness of the learning project, and changes in the character of being as a being-in-touch that affects the identity of young learners.
DisCo 2013: Danyliuk and Paschenko - Virtual Mobility of University Teaching...8th DisCo conference 2013
Globalization through the mediation of information and communication technologies influences greatly higher education (appearing transnational education, great amount of alternative providers of higher education and runaway staff mobility in virtual space). Virtual mobility attracts attention of politicians and experts in the field of education (“The Bologna Process and the European Higher Education Area” – Salamanca Convention, 2001, includes an idea of joint European approach to virtual mobility and transnational education; “Mobility for Better Learning” – Mobility strategy 2020 for the European Higher Education Area, 2011) and scientists (National Academy of Sciences of Ukraine project “International Education on the Basis of Flexible Centers of Distance Technologies and Computer-Tele-Communicational Networks”). Problem of mobility is one of the most disputable among higher education researchers in Europe. Development of virtual academic mobility transforms modern education into a social institution which could provide different educational services to humans for their lifelong learning. Modern situation demands attention to distance education development through creation of specialized informationaleducational courses and areas of e-learning, development of e-libraries and databases, support of “network lecturers” and e-courses developers. It should stimulate university staff media-educational training they could project educational environment using modern information technologies. Our task was to investigate Ukrainian academicians’ experience and e-competences necessary for participation in virtual mobility processes (sample – 710). The instruments of measurement and diagnostics were a specially constructed questionnaire and a method of self-evaluation of ecompetences necessary for effective participation in virtual academic mobility.
In order to define the role of media it is not enough to speak of the omnipresence of media in everyday life. Rather, this is a case of mediatization, understood as processes of a fundamental social and culture change (Krotz 2011: 24) that result in far-reaching competence requirements for everyone – even for the so-called Digital Natives (Prensky 2001): Although today’s adolescents grow into the use of digital media in the same way that they learn their mother tongue, thereby implicitly acquiring numerous media-related skills, a reversal of expertise only exists to a limited extent – if it exists at all. In fact, the competence advantage vis-à-vis many adults is generally limited to a few of the areas included in the definition of media literacy. All things considered, it still requires informed external stimulation – especially in contexts of academic education. However, reviews of the literature regarding adult media literacy suggest that teachers, who should be helping adolescents overcome the challenges posed by mediatization, can only do so to a limited extent (namely due to their own limited knowledge and skills passed on through parenting and education). A conceptual change in the training of school teachers is certainly an important step toward a new practice of media education in schools. But those who already are teachers, and who will be for many years to come, will no longer profit from it. In terms of lifelong learning their media education competence needs to be fostered on the job. Own pilot projects have shown that intergenerational on-the-job trainings that are guided externally and that include the pupils in their implementation are particularly successful, for it is meant to forge a reciprocal relation in which participants from different generations exchange and complement their knowledge, skills and individual experiences.
DisCo 2013: Aust and Bothe and Murata Arendt - Images and the Implementation ...8th DisCo conference 2013
This article reflects on a project at the University of Leipzig in teacher training education. The aim is to discuss the possibility of E-Portfolios in Higher Education and especially in teacher training education. At first the article provides a general overview about the changing processes of knowledge and information and more detailed the consequences for Higher Education. The main object or media for the project are images and the relevance in everyday life. Referring to that a solution would be discussed to address the consequences and the important role of images, particularly for aspiring teachers. Further the importance of evaluation will be present, related to the inherent evaluation aspect of E-Portfolio.
Contemporary teaching strategies in our country have become a trend for a considerable number of teachers, particularly those of the young age. New teaching strategies that are being implemented at the Faculty of Education, which is the institution that prepares future teachers, are applied through different techniques that make teaching more attractive and more successful.
However, there are still teachers who think that including games in teaching is a waste of time which distract students from learning the theoretical part of the lesson sufficiently.
DisCo 2013: Keynote presentation - Francesco Pisanu: Educational innovation a...8th DisCo conference 2013
Francesco Pisanu is a research fellow in educational research at IPRASE (Provincial Institute of Educational Research and Experimentation ), in the Province of Trento, Italy. He studies, among other topics, psychosocial aspect related to the use of technology in education and training, special educational needs and inclusion, innovation in teaching practices and organizational issues in educational context. He has always been interested in research methodology, mostly in computer mediated environments. He has studied (work and organizational) Psychology and he got a Ph.D. in Information Systems and Organization at the University of Trento. He taught Social Psychology of groups and he is currently teaching Educational and Guidance Psychology at the Faculty of Cognitive Sciences, University of Trento.
Abstract of presentation: Educational innovation and technology: a need for integration
The presence of technology in learning environments (school, university, vocational education and training, professional development, etc.) does not necessarily entail a direct change in pedagogical vision or teaching practices. The mere placing of computers, video projectors and IWBs in classrooms does not mark the ultimate attainment of a teaching innovation. For this reason, I believe it is important to discuss the concept of technology-based pedagogical innovation, connect this concept to a learning theory, clarify the role of technology as far as teachers and learning results are concerned and, thus, reflect on the different levels of analyses in the study of the relationship between technologies and development of competences, digital competences included.
DisCo 2013: Turgay Bas and Mukaddes Erdem - A Study on the Information Liter...8th DisCo conference 2013
Quantitatively increasing information renders it important to possess the skills necessary for reaching the required information and using the information effectively in line with the requirements. These skills are discussed in the information literacy concept and educational institutions are expected to provide individuals with these skills. Within this scope, the study was conducted with university students and the effects of their education on the information literacy were sought. The study was performed on students at two different departments which are closely related to information and information technologies for the purpose of clearly explaining the relationship between the educational processes and information literacy. The two departments included in the study are the Department of Computer Education and Instructional Technology (CEIT) and the Department of Information Management (IM). The study aims to find the differences between these students regarding their levels of possessing information literacy skills. The analysis showed that, there are some significant differences in terms of information literacy skills between the students at the two different departments. The significant differences in the information literacy skills are related to synthesizing the information; or in other words, organizing the information.
DisCo 2013: Štogr - Identity Building Through Gamification And Digital Badges8th DisCo conference 2013
The lifetime of skills and particular knowledge is getting shorter and the new skills for new future positions are being currently obtained as part of lifelong learning process. Even if a part of these processes is actually recognized and fixed in a form of degrees, certificates and references, some of these achievements could become obsolete, some of them not useful in current practice and sometimes even weird. Nevertheless, these (learning) goals were reached; the learning process as such could be a fruitful life-lesson and the key factor for the future success. The huge potential of Mozilla Open Badge Infrastructure (MOBI) – and in general any system that provides digital badges as a kind of incentive or reward – is therefore in collaborative setting that allows comparison with other “players” and mapping the progress "against the others". Without the possibility of comparison, building of e-portfolio becomes much more about storytelling, creating diary or blog and adding a context to selected achievements. Any knowledge provider issuing badges should therefore be able to provide additional information about the complexity of learning environment (incl. statistics), not only short description of criteria as requested in MOBI. This paper further describes opportunities and possible practical usage of gamification and digital badges for stimulation of (lifelong) learning
Disco 2013: Selay Arkun - Evaluation of Draw Something App in Educational per...8th DisCo conference 2013
Vocabulary is considered to be one of the most important components for learning a foreign language. Research suggests that educational games could be used for vocabulary learning. In the literature, there are cases of playing Pictionary, a word guessing game, as a classroom activity to learn new vocabulary. Draw Something is an online and collaborative game in English, similar to Pictionary. It is a mobile application which is played in pairs with players trying to guess the word from their partner’s drawings. The purpose of this study is to evaluate Draw Something in an educational games perspective. This research is based on a questionnaire focusing on players’ experiences of vocabulary learning while playing Draw Something. The data is collected from players who are not native English speakers. Results show that 44 out of 52 (85%) players have learned new vocabulary by playing Draw Something. Players use a variety of strategies to learn the meaning of an unknown word; using a dictionary, using a translator, asking someone, and using cheating application developed for Draw Something. With some additions to strengthen the educational features; a vocabulary building game similar to Draw Something could be developed.
DisCo 2013: Sekret and Hrubý - Learning a Foreign Language for Academic Purpo...8th DisCo conference 2013
The paper deals with the issue of distance learning in the field of the foreign language training for academic purposes. The purpose of the article is to analyze achievements and current practices of distance language learning in order to present a unified model providing solutions for foreign language training of the academic staff by means of the distance learning.
DisCo 2013: Rohliková and Vejvodová and Zounek - Modern Technology and Univer...8th DisCo conference 2013
The paper is an outcome of a research project currently in progress, involving the Faculty of Arts, Masaryk University in Brno and the Faculty of Education, University of West Bohemia in Pilsen. The objective is to study the learning process of the current generation of students with focus on using modern technologies and electronic sources for their studies. It emerged from the previous qualitative research done at the Faculty of Arts of the Masaryk University in 2010 that significant diversity is distinctive for using modern technologies for university studies. Phenomena identified by qualitative methodology are now being verified quantitatively so as to catch the diversification frequency of these phenomena in population. Data collection was realized during 2012. The form of a printed questionnaire was used. Respondents included students from both universities and students in various programmes (in social and technical sciences) of the University of West Bohemia in Pilsen. We concentrated on how well students were equipped with electronic devices, what experience with technologies they had when they entered the university and how they utilized technologies and study support systems in everyday practice. The paper contains a presentation of selected research findings including a comparison with results of the previous qualitative research. Characterization of various types of respondent relationships to using modern technologies and presentation of the young generation’s opinions on e-learning and on the use of ICT for their studies is a considerable part of this presentation.
Educational strategies tend to move away from the pure accumulation of factual and intellectual knowledge and increasingly acknowledge the importance of the acquisition of competences. This general tendency applies, in particular, to the cross-cutting concern of communication. In this paper I illustrate the case of an academic course on communication for teacher candidates and computer- or service science master students. The course aims at providing experiential learning and besides the facilitator’s competences heavily relies on the inclusion of online media to enrich the active learning process. Students’ feedback will be provided to let readers grasp the kind of learning happening in the course. The paper is intended to inspire educators by good practice examples and to motivate the inclusion of a course on communication in curricula such as those for teacher education or computer science
This paper aims to examine current blended learning practice – where the concept of blended learning is seen as a synthesis of different approaches to the delivery of learning to create high impact learning. The paper looks at the development of blended learning over the years. New trends driving virtual learning prescribe a portfolio of new tools. Thus, changes in e-learning architecture are observed; the need for multi-device learning solutions is noted, as is the need to implement multimedia formats into virtual learning solutions. At the same time, focusing on educators, there has been a change in learning solutions’ design based on the emergence of a new type of self-determined and autonomous learner, as described by the concept of heutagogy. Customized e-learning courses tend to involve the use of multimedia - both for corporate clients and tertiary sector students. The complexities of creating an appropriate blend along with the most effective learning solutions for each learner - including the use of mobile platforms and social learning - have never been more challenging.
DisCo 2013: Hoffmann and Wefelnberg - Implementing a ‘Media Curriculum’ at th...8th DisCo conference 2013
The use of new media in teaching requires media literacy of both groups: Teachers have to be able to use the media in a didactic and in a technical way. On the other side, and against the popular saying of the ‘digital natives’, students need support to use media in learning as well. In our opinion, overrating of the ‘net generation’ hinders the realization of media-based learning arrangements, because teachers are not always aware that students on the average do not always sufficiently know how to apply digital media. This insight lead to the concept of a “media curriculum” (Hofhues 2012, Hoffmann 2012) at the faculty of Business and Social Science HAW Hamburg, To put this concept to the test a survey was undertaken to find out what students know about using digital media, how they use them and what kind of support they wish
The learning operations of a rhizomatic learner derive largely from new technologies that have now become commonplace to the ‘digital native’. A rhizome can be contrasted with a tree or shrub, which has a linear root system. Normal areas of study are thought to be tree-like when, after an initial point of focus, they develop a single body of content, which branches out as it extends upwards out of the soil. A rhizome, by contrast, begins anywhere and usually at any level and exits anywhere and usually at any level. It is virtually immortal. The focus of this paper is to ask about the literacy implications of rhizomatic learning. It notes three particularly relevant headings, namely, changes to the nature of knowledge with their implications for the challenge of learning, changes in psycho-social responses affecting the seriousness of the learning project, and changes in the character of being as a being-in-touch that affects the identity of young learners.
DisCo 2013: Danyliuk and Paschenko - Virtual Mobility of University Teaching...8th DisCo conference 2013
Globalization through the mediation of information and communication technologies influences greatly higher education (appearing transnational education, great amount of alternative providers of higher education and runaway staff mobility in virtual space). Virtual mobility attracts attention of politicians and experts in the field of education (“The Bologna Process and the European Higher Education Area” – Salamanca Convention, 2001, includes an idea of joint European approach to virtual mobility and transnational education; “Mobility for Better Learning” – Mobility strategy 2020 for the European Higher Education Area, 2011) and scientists (National Academy of Sciences of Ukraine project “International Education on the Basis of Flexible Centers of Distance Technologies and Computer-Tele-Communicational Networks”). Problem of mobility is one of the most disputable among higher education researchers in Europe. Development of virtual academic mobility transforms modern education into a social institution which could provide different educational services to humans for their lifelong learning. Modern situation demands attention to distance education development through creation of specialized informationaleducational courses and areas of e-learning, development of e-libraries and databases, support of “network lecturers” and e-courses developers. It should stimulate university staff media-educational training they could project educational environment using modern information technologies. Our task was to investigate Ukrainian academicians’ experience and e-competences necessary for participation in virtual mobility processes (sample – 710). The instruments of measurement and diagnostics were a specially constructed questionnaire and a method of self-evaluation of ecompetences necessary for effective participation in virtual academic mobility.
In order to define the role of media it is not enough to speak of the omnipresence of media in everyday life. Rather, this is a case of mediatization, understood as processes of a fundamental social and culture change (Krotz 2011: 24) that result in far-reaching competence requirements for everyone – even for the so-called Digital Natives (Prensky 2001): Although today’s adolescents grow into the use of digital media in the same way that they learn their mother tongue, thereby implicitly acquiring numerous media-related skills, a reversal of expertise only exists to a limited extent – if it exists at all. In fact, the competence advantage vis-à-vis many adults is generally limited to a few of the areas included in the definition of media literacy. All things considered, it still requires informed external stimulation – especially in contexts of academic education. However, reviews of the literature regarding adult media literacy suggest that teachers, who should be helping adolescents overcome the challenges posed by mediatization, can only do so to a limited extent (namely due to their own limited knowledge and skills passed on through parenting and education). A conceptual change in the training of school teachers is certainly an important step toward a new practice of media education in schools. But those who already are teachers, and who will be for many years to come, will no longer profit from it. In terms of lifelong learning their media education competence needs to be fostered on the job. Own pilot projects have shown that intergenerational on-the-job trainings that are guided externally and that include the pupils in their implementation are particularly successful, for it is meant to forge a reciprocal relation in which participants from different generations exchange and complement their knowledge, skills and individual experiences.
DisCo 2013: Aust and Bothe and Murata Arendt - Images and the Implementation ...8th DisCo conference 2013
This article reflects on a project at the University of Leipzig in teacher training education. The aim is to discuss the possibility of E-Portfolios in Higher Education and especially in teacher training education. At first the article provides a general overview about the changing processes of knowledge and information and more detailed the consequences for Higher Education. The main object or media for the project are images and the relevance in everyday life. Referring to that a solution would be discussed to address the consequences and the important role of images, particularly for aspiring teachers. Further the importance of evaluation will be present, related to the inherent evaluation aspect of E-Portfolio.
Contemporary teaching strategies in our country have become a trend for a considerable number of teachers, particularly those of the young age. New teaching strategies that are being implemented at the Faculty of Education, which is the institution that prepares future teachers, are applied through different techniques that make teaching more attractive and more successful.
However, there are still teachers who think that including games in teaching is a waste of time which distract students from learning the theoretical part of the lesson sufficiently.
DisCo 2013: Keynote presentation - Francesco Pisanu: Educational innovation a...8th DisCo conference 2013
Francesco Pisanu is a research fellow in educational research at IPRASE (Provincial Institute of Educational Research and Experimentation ), in the Province of Trento, Italy. He studies, among other topics, psychosocial aspect related to the use of technology in education and training, special educational needs and inclusion, innovation in teaching practices and organizational issues in educational context. He has always been interested in research methodology, mostly in computer mediated environments. He has studied (work and organizational) Psychology and he got a Ph.D. in Information Systems and Organization at the University of Trento. He taught Social Psychology of groups and he is currently teaching Educational and Guidance Psychology at the Faculty of Cognitive Sciences, University of Trento.
Abstract of presentation: Educational innovation and technology: a need for integration
The presence of technology in learning environments (school, university, vocational education and training, professional development, etc.) does not necessarily entail a direct change in pedagogical vision or teaching practices. The mere placing of computers, video projectors and IWBs in classrooms does not mark the ultimate attainment of a teaching innovation. For this reason, I believe it is important to discuss the concept of technology-based pedagogical innovation, connect this concept to a learning theory, clarify the role of technology as far as teachers and learning results are concerned and, thus, reflect on the different levels of analyses in the study of the relationship between technologies and development of competences, digital competences included.
DisCo 2013: Keynote presentation - Francesco Pisanu: Educational innovation a...
DisCo 2013: Císařová and Kopetsche - moodle 3v1
1. E-LEARNING + STUDIJNÍ AGENDA + RICH MEDIA =
MOODLE 3v1
Klára Císařová, Igor Kopetschke
Technická univerzita v Liberci, ústavy MTI a NTI
http://www.mti.tul.cz
http://www.nti.tul.cz
2. Stav před rokem 2011
STudijní AGenda
Zápis studentů na předměty
Rozvrh studenta
Termíny zkoušek + známky
Autentizace bez integrace na centrální správu
Výukové materiály
Značná roztříštěnost na fakultách i katedrách
Nekompatibilní technologie
Různé verze e-portálů, Wiki, vlastní řešení
Autentizace částečně LDAP, částečně vlastní systém účtů
3. Stav před rokem 2011
Streamované přednášky
Zařízení Mediasite
Integrované úložiště EX Server
Uzavřené webové rozhraní
Autentizace bez možnosti jednoduché synchronizace s
LDAP univerzity
Každý předmět má vlastní přístupové údaje
4. Studentova krušná cesta za vzděláním
Streamované přednášky
DPG - jméno + heslo
PG2 - jméno + heslo
OPS - jméno + heslo
WEA - jméno + heslo
Prezentace
jméno + heslo
STudijní AGenda
jméno + heslo
5. Řešení ? Portál ALS
Advanced Learning Space
E-learningový portál za podpory ESF
Jednotné řešení pro celou fakultu / univerzitu
Těsné propojení výše uvedených služeb
Maximální automatizace procesů a přístupů
Dostupné a otevřené technologie
Postaven na Moodle 2.x
Vlastní sada rozšíření a modulů
6. Výběr ze stanovených cílů
Jednotné přihlášení ke všem službám
Portál rozpozná studenta / pedagoga
Automatické přidělení kurzu uživateli v kontextu
jeho role
Automatické vytvoření neexistujícího kurzu
Správné přiřazení pod fakultu , katedru a semestr
Vyplnění metadat dle syllabu ze STAGu
Historie průběhu studia
Integrace streamovaných přednášek do kurzů
7. Propojení se STAG – princip integrace
Uživatel se přihlásí k portálu pomocí údajů z LDAP
Přihlásí-li se poprvé, portál jej spáruje se STAG
Jednorázové vyžádání uživ. jména a hesla pro STAG
Ověření validity zadaných údajů
V případě úspěchu je STAG uživatelské jméno uloženo do profilu
v portálu. STAG heslo se neukládá
Po spárování je ověřena role uživatele – student či pedagog
Uživatel má možnost změny svého STAG uživatelského
jména kdykoli ve svém profilu bez ztráty studijní či
pedagogické historie
Řešení postaveno na vlastním modulu pro Moodle 2.x
8. Propojení se STAG – pedagog
Portál získá seznam předmětů s vazbou na pedagoga
Tento seznam mu nabídne k registraci pod jeho účtem
Pedagog si vybere z nabídnutého portfolia předměty, které chce v portálu
poskytnout
Pokud předmět neexistuje, je automaticky založen dle údajů ze STAG,
pedagog získá roli Učitel
Pokud předmět existuje, pedagog v něm získá roli Učitel
Při založení kurzu jsou automaticky vytvořeny skupiny odpovídající
rozvrhovým akcím ve STAGu
Kurzy jsou automaticky kategorizovány podle fakulty a katedry
Pedagog má přístup pouze a jen ke kurzům, které garantuje, vyučuje
nebo cvičí bez nutnosti zásahu správce
9. Propojení se STAG – student
Portál získá seznam předmětů s vazbou na
studenta
Seznam se porovnán se seznamem existujících a
zaregistrovaných předmětů v portále
Pokud předmět neexistuje, je v roli Student ignorován
Pokud předmět existuje, je student do kurzu přihlášen
Student je zároveň automaticky zapsán do skupiny dle
rozvrhové akce předmětu
Student má díky výše popsané logice přístup
K předmětům, na které je zapsán ve STAG,
Zároveň tyto předměty příslušný pedagog v portálu
zaregistroval
10. Propojení s EX serverem – princip
Vytvořen speciální virtuální účet s rozšířenou pravomocí přes celý
katalog EX serveru
Vyvinut vlastní modul pro Moodle 2.x využívající webové služby EX
serveru
V rámci kurzu lze přidávat nový typ studijního materiálu – Záznam
přednášky
Následně je nabídnut seznam všech streamů souvisejících s daným
kurzem (předmětem)
Pedagog má možnost přidat buď jednotlivou přednášku, nebo celou
kategorii
Následně student při kliknutí na odkaz v rámci kurzu získá přístup ke
streamu bez nutnosti dalšího přihlašování
Stream je přístupný POUZE v rámci svého kurzu v portálu
11. Výsledky provozu
Portál byl spuštěn na fakultě na začátku LS 2011
K dnešnímu dni jej aktivně využilo přes 2600
studentů, převážně z FM, FE a FP
Počet registrovaných pedagogů využívajících portál
na počátku května 2013 dosáhnul čísla 204
Registrováno bylo 289 předmětů a 551 kurzů
12. Kam hodláme pokračovat
Podpora mobilních zařízení (smartphony, tablety aj.)
K dnešnímu dni již máme k dispozici aplikaci pro
mobilní zařízení na platformě Android
Virtuální půjčovna skript včetně Osobní knihovny
uživatele
Prosazování formátu EPUB pro elektronické
publikace univerzity
Optimalizace modulu zabraňujícímu plagiátorství
Rozšíření služeb portálu na celou univerzitu