The document discusses e-learning applications at Anadolu University's open education system in Turkey. It describes how over 1 million students are enrolled in various open education programs. It outlines traditional and new educational technologies used, including textbooks, TV programs, computer labs, internet-based trial exams, multimedia software, and online drill and practice programs. The goal is for most courses to be delivered online by 2006 to reach over 1 million distance students.
Load balancing clustering on moodle LMS to overcome performance issue of e-le...TELKOMNIKA JOURNAL
In dealing with the rapid growth of digitalization, the e-learning system has become a mandatory component of any Higher Education (HE) to serve academic processes requests. Along with the increasing number of users, the need for service availability and capabilities of eLearning are increasing day by day. The organization should always look for strategies to keep the eLearning always able to meet these demands. This report presents the implementation of Load Balancing Clustering (LBC) mechanism applied to Moodle LMS in an HE Institution to deal with the poor performance issues. By utilizing existing tools such as HAProxy and keepalived, the implemented LBC configuration delivers a qualified e-learning system performance. Both qualitative and quantitative parameters convince better performance than before. In four months of the operation there is no user complaint received. Meanwhile, in the current semester has been running for two months, the up-time is 99.8 % of 52.685 minutes operational time.
Load balancing clustering on moodle LMS to overcome performance issue of e-le...TELKOMNIKA JOURNAL
In dealing with the rapid growth of digitalization, the e-learning system has become a mandatory component of any Higher Education (HE) to serve academic processes requests. Along with the increasing number of users, the need for service availability and capabilities of eLearning are increasing day by day. The organization should always look for strategies to keep the eLearning always able to meet these demands. This report presents the implementation of Load Balancing Clustering (LBC) mechanism applied to Moodle LMS in an HE Institution to deal with the poor performance issues. By utilizing existing tools such as HAProxy and keepalived, the implemented LBC configuration delivers a qualified e-learning system performance. Both qualitative and quantitative parameters convince better performance than before. In four months of the operation there is no user complaint received. Meanwhile, in the current semester has been running for two months, the up-time is 99.8 % of 52.685 minutes operational time.
e-Learning Practices in the Open Education System of Anadolu UniversityMehmet Emin Mutlu
M.E. Mutlu, “e-Learning Practices in the Open Education System of Anadolu University”, Japonya Türkiye işbirliğiyle Anadolu Üniversitesinde video konferans ile düzenlenen “International Panel Discussion - Advancement of International Distance Education: Towards Japan-Turkey Collaboration” isimli çalıştayda yapılan sunum, 23 Şubat 2006.
Microlearning based mobile application for preparation to CCNA examinationronan messi
2014 11th International Conference on Electronics, Computer and Computation (ICECCO) - Microlearning based mobile application for preparation to CCNA examination
E-Learning Project Write Up Case Study Ogun State Institute Of Technologydamilola isaac
Over the last decade, researchers and practitioners have developed a wide range of knowledge related to electronic learning or e-learning. This movement has affected different elements and components; infrastructures, tools, content-oriented applications, human-computer interactions, pedagogical issues, methodologies and models, case studies and projects. This chapter briefly describes the overall idea of the development of e-learning system for OGITECH by using Apache, PHP and MySQL. This chapter includes objectives of the project, scope of work, problem statement and features of project before developed the own sites.
E-Learning has its historical background in about 30 years of development in computer based on the training and education. With the growth of the internet this kind of training became much more accepted and the creation of multimedia contents and systems to manage learning activities went on faster. Additional e-learning is based on a long tradition of teaching and learning experience. The larger worlds Information Technology and Education and Training influenced the new term e-learning and so e-learning became a subset of both of them.
Nowadays, e-learning refers to learning that is delivered or enabled via electronic technology. It encompasses learning delivered via a range of technologies such as the internet, television, videotape, and computer-based training. In principle, e-learning is a kind of distance learning. Learning materials can be accessed from the web or intranet via a computer and tutors and learners can communicate with each other using e-mail, chat or discussion forums.
Therefore, it can be used as the main method of delivery of training or as a combined approach with classroom-based training. It can be valuable when used as a part of well-planned and properly supported education and training environment, but e-learning is not a magic bullet that replaces existing pedagogical theories and approaches.
Nevertheless, it has almost everything that those theories need to get implemented.
Many learning and technology professionals believe that e-learning will have become state of the art when we will stop referring to it by a separate name and begin considering it as an integral part of a complete learning environment.
A gamification framework to enhance students’ intrinsic motivation on MOOCTELKOMNIKA JOURNAL
Technological development supports the distribution of education to various parts of the world through online education. One of the learning media that supports the distribution of learning is the Massive Open Online Course (MOOC). However, MOOC has a low number of students who complete the course. Therefore, this research proposes a "gamification framework" through studies and various approaches in the field of games, intrinsic motivation elements, social learning, and interactive learning environments to overcome the low motivation of students. The proposed framework has been evaluated through validation by experts. The results found that the framework fulfilled the rules and suitability of the instruments and game elements used to increase the intrinsic motivation of students in online learning. Although there are some changes in the function and type of game elements used. For further research, the framework will be used as a guideline to build the Gamified MOOC Platform.
Topic: Modes of education
Course Name: Foundation of Education
Course Code:831
Date:05-09-2016
4:30 to 5:30
workshop facilitator:
Zulfiqar Behan
Principles and significance (need) of curriculum design
Course: Curriculum development
C.C.838
Date :06-09-2016
4:30 to 5:30
Course facilitator : Zulfiqar Behan
Date:06-09-2016
5:30 to 6:30
Facilitator: Zulfiqar Behan
Title: Selection of content and organization of learning experiences
C.CODE 6553 PM
Date: 25-09-2016 (Sunday)
Course Name:
TEXTBOOK BOOK DEVELOPMENT II
1-TOPIC:
BASIC MODEL OF LANGUAGE TEXT BOOK DESIGN
TIME: 3-4 PM
2-Topic: Evaluation & rating of religious text book
Timing: 4-5 PM
The course Code No 855 Computer in Education is offered in M.A and M.Ed in AIOU. It is half credit course
Date:28-9-2016
C.CODE :855
Course Name:
Computer in Education
1-TOPIC:
computer application in content areas
TIME :3-4 PM
2-Topic :Role of computers in different modes of education
Timing :4-5 PM
A vast majority of students in computing and related disciplines expect to interact with their systems and computing devices using a graphical user interface. Any other means of interacting with a device is deemed unseemly and is quickly met with frustration and rejection. This can partly be attributed to the fact that most operating systems and the tools that run on these platforms offer a rich “point-and-click” interface in an effort to make their systems user friendly. However, in contrast, when it comes to the study of system and cyber security, a mastery over the console and the command-line interface is imperative. In our experience in teaching most courses on system and cyber security, students seem to have the greatest difficulty in using the console/command-prompt/shell. This issue is further exacerbated since many security and related open source forensics tools are designed to run in a Unix-based environment, typically a shell, and even fewer students are familiar with the UNIX environment and find the entire experience all the more daunting. Even the simple command-prompt, ubiquitous on all Microsoft Windows operating systems, is met with significant disdain by today's students, both at the graduate and undergraduate levels. There are several solutions that have been proposed and designed to alleviate this exact issue in the field of computer programming. Video tool, Dragon Drop Pictorial Programming, Alice and Jpie are various stand-alone tools introduced to ease the inherent challenges in learning a new programming language and environment. To alleviate this situation, in this paper, we propose the first tool of its kind, to the best of our knowledge, which aims to tutor a console application using a graphical interface and adapts to the students' progress. The ultimate aim is to eliminate students' dependence on graphical interfaces and convert her to a power user of a system. Our tool, called Interactive Bash Shell Adaptive Tutoring System (iBaTs), enables students to familiarize themselves with the UNIX environment and the Bash Shell on a Windows operating system. In this work, we discuss the architecture of our tutoring program and demonstrate that our system sports several innovative pedagogical features that makes it a unique, fun, encouraging and adaptive learning environment. To the best of our knowledge, this is the first such effort that aims to address this issue.
MOOC and Serious Game An Educational Approach on Transfer and ActionOlivier Bernaert
IFP School is a specialized engineering school that offers applied graduate programs
in engineering for the energy and transportation sectors. The school provides
students and young professionals with education in the fields of energy which meets
the needs of industry and the demands of society with particular emphasis on
sustainable development and innovation.
The unique aspect of IFP School is that it is an applied and industry-oriented school.
The educational approach is based on the application and development of "knowhow"
and of adapted behaviours in a professional context: it is "learning-by-doing"!
The school already uses a lot of learning activities to facilitate development of skills,
such as, collaborative exercises, practical work, projects, real case studies from the
industry, and role playing scenarios. In this context, IFP School decided to apply the
same approach to its first Massive Open Online Course (MOOC), entitled
"Sustainable mobility".
Selection of Learning Materials Based on Students’ Behaviors in 3DMUVLETELKOMNIKA JOURNAL
Learning in 3-dimensional virtual environments has been widely used as a complement to traditional learning. Multi User Virtual Learning Environment in 3 Dimensions (3DMUVLE) provides many benefits and can support lifelong learning. In its implementation, this learning has not supported personal learning. This study aims to build a 3DMUVLE with personalized materials based on students' models. The system development model uses the Linear Sequence model by integrating MOODLE, SLOODLE and OPENSIM. Student's model in this research is Myer Briggs Type Indicator (MBTI) and determination of type uses fuzzy logic. The results of this study are 16 types of students and each type consists of 3 levels: low, medium and high. Each level has a specific learning material. The implication of this research is the level of MBTI type so that the learning material is more specific.
Promoting quality of e-learning and ICT use in Mongolian education: NGO invo...Mr Nyak
ABSTRACT
Since 1992 distance education (DE), especially e-learning, has found wider usage in the field of
higher, formal and vocational education in Mongolia as available technologies, including the Internet,
have greatly facilitated teaching and learning methods. In recent years some NGOs and higher education
institutions have been collaborating with foreign partners in developing and delivering quality e-learning
programmes in Mongolia. This paper will discuss how an NGO, Mongolian e-Knowledge (MeK) has
assured the quality of its e-learning development and delivery. It will look at the MeK’s quality assurance
(QA) mechanism, analyze various QA measures taken during the e-learning process, and discuss issues
and challenges of QA in e-learning.
M.E. Mutlu, “Uzaktan Öğretimde Farklı Yaklaşımlar – Bilgi Yönetimi Önlisans Programı”, “E-Eğitim: Türkiye Denemeleri” Panelinde yapılan sunum, İnet-Tr 2002: VIII. Türkiye’de İnternet Konferansı, Harbiye Askeri Müze ve Kültür Sitesi, İstanbul, 19-21 Aralık 2002.
e-Learning Practices in the Open Education System of Anadolu UniversityMehmet Emin Mutlu
M.E. Mutlu, “e-Learning Practices in the Open Education System of Anadolu University”, Japonya Türkiye işbirliğiyle Anadolu Üniversitesinde video konferans ile düzenlenen “International Panel Discussion - Advancement of International Distance Education: Towards Japan-Turkey Collaboration” isimli çalıştayda yapılan sunum, 23 Şubat 2006.
Microlearning based mobile application for preparation to CCNA examinationronan messi
2014 11th International Conference on Electronics, Computer and Computation (ICECCO) - Microlearning based mobile application for preparation to CCNA examination
E-Learning Project Write Up Case Study Ogun State Institute Of Technologydamilola isaac
Over the last decade, researchers and practitioners have developed a wide range of knowledge related to electronic learning or e-learning. This movement has affected different elements and components; infrastructures, tools, content-oriented applications, human-computer interactions, pedagogical issues, methodologies and models, case studies and projects. This chapter briefly describes the overall idea of the development of e-learning system for OGITECH by using Apache, PHP and MySQL. This chapter includes objectives of the project, scope of work, problem statement and features of project before developed the own sites.
E-Learning has its historical background in about 30 years of development in computer based on the training and education. With the growth of the internet this kind of training became much more accepted and the creation of multimedia contents and systems to manage learning activities went on faster. Additional e-learning is based on a long tradition of teaching and learning experience. The larger worlds Information Technology and Education and Training influenced the new term e-learning and so e-learning became a subset of both of them.
Nowadays, e-learning refers to learning that is delivered or enabled via electronic technology. It encompasses learning delivered via a range of technologies such as the internet, television, videotape, and computer-based training. In principle, e-learning is a kind of distance learning. Learning materials can be accessed from the web or intranet via a computer and tutors and learners can communicate with each other using e-mail, chat or discussion forums.
Therefore, it can be used as the main method of delivery of training or as a combined approach with classroom-based training. It can be valuable when used as a part of well-planned and properly supported education and training environment, but e-learning is not a magic bullet that replaces existing pedagogical theories and approaches.
Nevertheless, it has almost everything that those theories need to get implemented.
Many learning and technology professionals believe that e-learning will have become state of the art when we will stop referring to it by a separate name and begin considering it as an integral part of a complete learning environment.
A gamification framework to enhance students’ intrinsic motivation on MOOCTELKOMNIKA JOURNAL
Technological development supports the distribution of education to various parts of the world through online education. One of the learning media that supports the distribution of learning is the Massive Open Online Course (MOOC). However, MOOC has a low number of students who complete the course. Therefore, this research proposes a "gamification framework" through studies and various approaches in the field of games, intrinsic motivation elements, social learning, and interactive learning environments to overcome the low motivation of students. The proposed framework has been evaluated through validation by experts. The results found that the framework fulfilled the rules and suitability of the instruments and game elements used to increase the intrinsic motivation of students in online learning. Although there are some changes in the function and type of game elements used. For further research, the framework will be used as a guideline to build the Gamified MOOC Platform.
Topic: Modes of education
Course Name: Foundation of Education
Course Code:831
Date:05-09-2016
4:30 to 5:30
workshop facilitator:
Zulfiqar Behan
Principles and significance (need) of curriculum design
Course: Curriculum development
C.C.838
Date :06-09-2016
4:30 to 5:30
Course facilitator : Zulfiqar Behan
Date:06-09-2016
5:30 to 6:30
Facilitator: Zulfiqar Behan
Title: Selection of content and organization of learning experiences
C.CODE 6553 PM
Date: 25-09-2016 (Sunday)
Course Name:
TEXTBOOK BOOK DEVELOPMENT II
1-TOPIC:
BASIC MODEL OF LANGUAGE TEXT BOOK DESIGN
TIME: 3-4 PM
2-Topic: Evaluation & rating of religious text book
Timing: 4-5 PM
The course Code No 855 Computer in Education is offered in M.A and M.Ed in AIOU. It is half credit course
Date:28-9-2016
C.CODE :855
Course Name:
Computer in Education
1-TOPIC:
computer application in content areas
TIME :3-4 PM
2-Topic :Role of computers in different modes of education
Timing :4-5 PM
A vast majority of students in computing and related disciplines expect to interact with their systems and computing devices using a graphical user interface. Any other means of interacting with a device is deemed unseemly and is quickly met with frustration and rejection. This can partly be attributed to the fact that most operating systems and the tools that run on these platforms offer a rich “point-and-click” interface in an effort to make their systems user friendly. However, in contrast, when it comes to the study of system and cyber security, a mastery over the console and the command-line interface is imperative. In our experience in teaching most courses on system and cyber security, students seem to have the greatest difficulty in using the console/command-prompt/shell. This issue is further exacerbated since many security and related open source forensics tools are designed to run in a Unix-based environment, typically a shell, and even fewer students are familiar with the UNIX environment and find the entire experience all the more daunting. Even the simple command-prompt, ubiquitous on all Microsoft Windows operating systems, is met with significant disdain by today's students, both at the graduate and undergraduate levels. There are several solutions that have been proposed and designed to alleviate this exact issue in the field of computer programming. Video tool, Dragon Drop Pictorial Programming, Alice and Jpie are various stand-alone tools introduced to ease the inherent challenges in learning a new programming language and environment. To alleviate this situation, in this paper, we propose the first tool of its kind, to the best of our knowledge, which aims to tutor a console application using a graphical interface and adapts to the students' progress. The ultimate aim is to eliminate students' dependence on graphical interfaces and convert her to a power user of a system. Our tool, called Interactive Bash Shell Adaptive Tutoring System (iBaTs), enables students to familiarize themselves with the UNIX environment and the Bash Shell on a Windows operating system. In this work, we discuss the architecture of our tutoring program and demonstrate that our system sports several innovative pedagogical features that makes it a unique, fun, encouraging and adaptive learning environment. To the best of our knowledge, this is the first such effort that aims to address this issue.
MOOC and Serious Game An Educational Approach on Transfer and ActionOlivier Bernaert
IFP School is a specialized engineering school that offers applied graduate programs
in engineering for the energy and transportation sectors. The school provides
students and young professionals with education in the fields of energy which meets
the needs of industry and the demands of society with particular emphasis on
sustainable development and innovation.
The unique aspect of IFP School is that it is an applied and industry-oriented school.
The educational approach is based on the application and development of "knowhow"
and of adapted behaviours in a professional context: it is "learning-by-doing"!
The school already uses a lot of learning activities to facilitate development of skills,
such as, collaborative exercises, practical work, projects, real case studies from the
industry, and role playing scenarios. In this context, IFP School decided to apply the
same approach to its first Massive Open Online Course (MOOC), entitled
"Sustainable mobility".
Selection of Learning Materials Based on Students’ Behaviors in 3DMUVLETELKOMNIKA JOURNAL
Learning in 3-dimensional virtual environments has been widely used as a complement to traditional learning. Multi User Virtual Learning Environment in 3 Dimensions (3DMUVLE) provides many benefits and can support lifelong learning. In its implementation, this learning has not supported personal learning. This study aims to build a 3DMUVLE with personalized materials based on students' models. The system development model uses the Linear Sequence model by integrating MOODLE, SLOODLE and OPENSIM. Student's model in this research is Myer Briggs Type Indicator (MBTI) and determination of type uses fuzzy logic. The results of this study are 16 types of students and each type consists of 3 levels: low, medium and high. Each level has a specific learning material. The implication of this research is the level of MBTI type so that the learning material is more specific.
Promoting quality of e-learning and ICT use in Mongolian education: NGO invo...Mr Nyak
ABSTRACT
Since 1992 distance education (DE), especially e-learning, has found wider usage in the field of
higher, formal and vocational education in Mongolia as available technologies, including the Internet,
have greatly facilitated teaching and learning methods. In recent years some NGOs and higher education
institutions have been collaborating with foreign partners in developing and delivering quality e-learning
programmes in Mongolia. This paper will discuss how an NGO, Mongolian e-Knowledge (MeK) has
assured the quality of its e-learning development and delivery. It will look at the MeK’s quality assurance
(QA) mechanism, analyze various QA measures taken during the e-learning process, and discuss issues
and challenges of QA in e-learning.
M.E. Mutlu, “Uzaktan Öğretimde Farklı Yaklaşımlar – Bilgi Yönetimi Önlisans Programı”, “E-Eğitim: Türkiye Denemeleri” Panelinde yapılan sunum, İnet-Tr 2002: VIII. Türkiye’de İnternet Konferansı, Harbiye Askeri Müze ve Kültür Sitesi, İstanbul, 19-21 Aralık 2002.
M.E. Mutlu, C. Öztürk, III. International Educational Technologies Symposium and Fair konferansı dahilinde "Proceedings of Third International Educational Technologies Symposium Vol:1" bildiri kitapçığındaki "İnternet Ortamında Takım Çalışmasına Dayalı Eğitim", 531-540 pp., Gazi Magosa, KKTC, 28-30 May 2003
A Different Approach to Managing an e-Certificate Program in Language TeachingMehmet Emin Mutlu
M.E. Mutlu, "A Different Approach to Managing an e-Certificate Program in Language Teaching", AECT - Association for Educational Communications and Technology Annual International Convention, Jacksonville, Florida, USA, 2011.
M.E. Mutlu, C. Öztürk, Ö. Özöğüt, R. Yılmaz, N. Çetinöz, TBD 20. Ulusal Bilişim Kurultayı konferansı dahilinde "20. Ulusal Bilişim Kurultayı Bildiriler Kitabı" bildiri kitapçığındaki "Açıköğretimde e-Öğrenme", 58-68 pp., İstanbul, Türkiye, 2-5 Eylül 2003
M.E. Mutlu, M.F. Gülen, G.D. Dinçer, “Açıköğretim e-Öğrenme Yapım ve Sunum Altyapısı", Akademik Bilişim 2007, Dumlupınar Üniversitesi, 31 Ocak-2 Şubat 2007.
M.E. Mutlu, I. Kabakçı, "TBD Eskişehir Oluşumu", Anadolu Üniversitesi'nde düzenlenen "4. Bilişim ve Teknoloji Günleri" etkinliğinde yapılan sunum, 19 Nisan 2004.
Yaşam Günlüğüne Dayalı Bir Kişisel Bilgi Tabanı Sistemi TasarımıMehmet Emin Mutlu
Kişisel bilgi tabanları bireyin kişisel bilgisini ifade edebilmesine, yakalayabilmesine ve daha sonra erişebilmesine olanak sağlayan elektronik araçlardır. Kişisel bilgi tabanları Nonaka ve Tageuchi’nin SECI modelindeki örtük bilgi ile açık bilgi arasındaki dönüşümleri belirleyen “dışsallaştırma”, “içselleştirme”, birleştirme” ve “ sosyalleştirme” adımlarına ait kayıtları da tutabilmelidirler. Bu amaçla bu çalışmada bireyin bütün bilgi çalışması deneyimlerinin ekran görüntüsü ve kamera görüntüsü ile kaydedilmesini sağlayan bir yaşam günlüğü sistemiyle bütünleşik bir kişisel bilgi tabanı tasarımı gerçekleştirilmiştir. Tasarlanan sisteme ait bir yazılım geliştirilmiş ve beş ay süreyle uygulanarak elde edilen deneyimler yorumlanmıştır. Çalışmada ayrıca tasarlanan sistemin gelecekteki geliştirilmesine yönelik tartışmalara yer verilmiştir.
Futureshift Consulting has a social mission to bridge digital divide in communities, schools and governments that we participate in.
Towards realizing this mission, we has compiled a consolidated link to web resources that provide downloadable training programs on computer literacy and popular desktop applications.
We encourage individuals and social organizations to leverage the links and contents to help benefit the community.
Тhe study of foreign languages plays an important role in the modern world. This article explores the use of Internet resources during English lessons, as well as working with information and communication technologies (ICT) and the use of multimedia teaching methods. Therefore, it is so important to improve the method of using computer information technologies in teaching English Ziyayeva Kamola Ziyaiddinovna. (2020). Use of internet resourсes during lessons. International Journal on Orange Technologies, 2(11), 47-50. https://doi.org/10.31149/ijot.v2i11.892 Pdf Url: https://journals.researchparks.org/index.php/IJOT/article/view/892/845 Paper Url: https://journals.researchparks.org/index.php/IJOT/article/view/892
Тhe study of foreign languages plays an important role in the modern world. This article explores the use of Internet resources during English lessons, as well as working with information and communication technologies (ICT) and the use of multimedia teaching methods. Therefore, it is so important to improve the method of using computer information technologies in teaching English. Ziyayeva Kamola Ziyaiddinovna. (2020). Use of internet resourсes during lessons. International Journal on Orange Technologies, 2(11), 57-60. https://doi.org/10.31149/ijot.v2i11.935 Pdf Url: https://journals.researchparks.org/index.php/IJOT/article/view/935/880 Paper Url: https://journals.researchparks.org/index.php/IJOT/article/view/935
Interactive Technologies for Improving Quality of Education to Build Collabor...ijsrd.com
Today with advancement in Information Communication Technology (ICT) the way the education is being delivered is seeing a paradigm shift from boring classroom lectures to interactive applications such as 2-D and 3-D learning content, animations, live videos, response systems, interactive panels, education games, virtual laboratories and collaborative research (data gathering and analysis) etc. Engineering is emerging with more innovative solutions in the field of education and bringing out their innovative products to improve education delivery. The academic institutes which were once hesitant to use such technology are now looking forward to such innovations. They are adopting the new ways as they are realizing the vast benefits of using such methods and technology. The benefits are better comprehensibility, improved learning efficiency of students, and access to vast knowledge resources, geographical reach, quick feedback, accountability and quality research. This paper focuses on how engineering can leverage the latest technology and build a collaborative learning environment which can then be integrated with the national e-learning grid.
Dr Garry Allen, Principal Advisor Academic ICT Integration, RMIT
At the end of 2010 RMIT will complete a three year program addressing strategic development in its elearning capability. The program, which is described at: www.rmit.edu.au/reap has been undertaken in three phases across
1. Minimum online presence,
2. Enhanced learning environments and
3. Active learning.
This presentation will cover the outcomes from REAP that are relevant to other University contexts, along with trend directions for learning technologies that influence university-level planning.
Online Learning Management System and Analytics using Deep LearningDr. Amarjeet Singh
During this pandemic we have seen rise in popularity of online learning platforms. In this paper, we are going to discuss E-Learning using analytics and deep learning focusing on mainly four objectives which are login systems for teachers and students, Gamification to engage learners, AR contents to increase the involvement of learners and learning analytics to develop competency. We will use Data Mining and Buisness Intelligence to extract high level knowledge from the raw data of students. To predict engagement of students we have used several ML algorithms. This study provides an introduction to the technology of AR and E-Learning systems. The main focus of this paper is to use research on augmented reality and integrate it with Buisness Intelligence and Data Mining(DM).
Engaging student till the end of the course became really difficult for traditional E-Learning Platform. Therefore, Gamification in E-learning is good way to solve this problem.
Açıköğretimde e-Öğrenmenin Yükselişi - Bilgisayar Destekli Eğitim DönemiMehmet Emin Mutlu
Anadolu Üniversitesi Bilgisayar Destekli Eğitim (BDE) Birimi BDE alanında araştırma, tasarım ve geliştirme yapmak amacıyla Açıköğretim Fakültesi bünyesinde 1989-90 öğretim yılında oluşturulmuştur. İlk dönemde ağırlıklı olarak Milli Eğitim Bakanlığına yönelik BDE malzemelerinin üretimi ve eğitim hizmetlerinin sunumu gerçekleştirilirken 1993’den itibaren BDE Biriminde geliştirilen Açıköğretim Alıştırma Yazılımları çeşitli illerde kurulan AÖF BDE Laboratuvarlarında açıköğretim öğrencilerine sunulmuştur. Aynı dönemde ses ve video barındıran çokluortam ders yazılımları hazırlanarak öğrencilere CD-ROM ortamında dağıtılmıştır. BDE Biriminde e-öğrenme hizmetlerinin ve içeriğinin yapımında öğretim tasarımcıları, yazılım ve sistem uzmanları, eğitim teknologları, ses-görüntü-video-canlandırma tasarımcıları görev almaktadırlar. BDE Birimi sunduğu eğitsel içeriğin tasarımını, geliştirilmesini ve uygulanmasını kendi bünyesindeki uzmanların yanı sıra Açıköğretim Kitap Birimi, Açıköğretim Televizyon Yapım Merkezi, Açıköğretim Test Araştırma Birimi, Bilgisayar Araştırma ve Uygulama Merkezi ile çok sayıda editör, yazar, sunucu ve tasarımcının desteği ile geçekleştirmektedir. Bu çalışmada Anadolu Üniversitesi Açıköğretim sisteminde 1989-2000 yılları arasındaki BDE dönemindeki e-öğrenme uygulamalarının tasarlanması, geliştirilmesi, uygulamaya konulması ve değerlendirilmesi amacıyla gerçekleştirilen yayınlar taranmış ve Açıköğretim sisteminde BDE dönemindeki e-öğrenmenin gelişimine yönelik kapsamlı bir çerçeve elde edilmeye çalışılmıştır.
Öğrenme deneyimleri yaşam deneyimlerinin içerisine serpilmişlerdir ve dijital yaşam günlüğü kullanılarak kişisel deneyimlerin yakalanmasıyla öğrenme deneyimleri de yakalanabilmektedir. Yaşam günlüğü araştırmalarında, yakalanan kişisel deneyimlerin bireyler tarafından etkinlikler/olaylar, epizodlar ve öyküler biçiminde hiyerarşik olarak yorumlanabileceği gösterilmiştir. Aynı yaklaşım öğrenme deneyimlerinin yorumlanmasında da uygulanabilmektedir. Bu çalışmada biçimsel olmayan öğrenme deneyimlerinin yorumlanmasında elde edilen sonuçlar genişletilerek, yaşam genişliğinde öğrenme deneyimlerinin yakalanması ve yorumlanmasını kapsayan bir çerçeve oluşturulması amaçlanmıştır. Bu amaçla, çoklu cihaz ve çoklu algılayıcılarla deneyimlerin pasif ve aktif olarak yakalanması ele alınmış, “öğrenme deneyimleri” kavramına ağırlıklı olarak yer veren öğrenme kuramları gözden geçirilmiş, “genişletilmiş” yaşam genişliğinde öğrenme modelinden yararlanılmış ve sonuç olarak biçimsel, yarı biçimsel ve biçimsel olmayan öğrenme deneyimlerinin sistematik biçimde yorumlanmasını sağlayacak bir yaklaşım geliştirilmiştir. Elde edilen yaklaşım yaşam boyu öğrenme ve yaşam derinliğinde öğrenme açısından da tartışılmıştır. Öğrenme deneyimlerinin bireyler tarafından etkili bir biçimde yorumlanmasını sağlayacak yaklaşımın, önceden kaydedilmiş deneyimlerin gözden geçirilerek yorumlanabilmesinin yanı sıra, bireylere deneyimleri kaydederken eş zamanlı olarak yorumlayabilme ve gelecekteki öğrenme deneyimlerini ön-yorumlama olanaklarına da yer vermesi gerektiği görülmüştür.
Experience API ile Yaşam Günlüğüne Dayalı Öğrenme Deneyimlerinin KaydedilmesiMehmet Emin Mutlu
Bireylerin biçimsel ve yarı biçimsel öğrenme deneyimlerinin olduğu kadar biçimsel olmayan öğrenme deneyimlerinin de yakalanması ve değerlendirilmesi giderek daha fazla önem kazanmaktadır. Advanced Distributed Learning (ADL) tarafından geliştirilen ve başlıca e-öğrenme standartı olan SCORM mimarisi ile bireylerin öğrenme yönetim sistemleri (ÖYS) üzerinde gerçekleştirdikleri öğrenme deneyimlerini izlemek ve tamamlanma düzeyi ve test sonuçları gibi verileri kaydetmek mümkün olabilmektedir. ADL yakın zamanda bireylerin ÖYS dışındaki öğrenme etkinliklerini de izleyebilecek ve depolayabilecek bir mimarinin geliştirilmesinde öncülük etmektedir. Experience API adı verilen yazılım kitaplığı ile bireylerin ve grupların gerçek ve sanal dünya deneyimleri yakalanabilmekte ve bir öğrenme kayıtları deposuna kaydedilerek raporlanabilmektedir. Bu çalışmada öğrenme deneyimleri yönetimi yaklaşımını uygulamak amacıyla geliştirilen ve yaşam günlüğü sistemiyle yakalanan deneyimlerin işlenmesine olanak sağlayan bir yazılımda öğrenme deneyimlerinin Experience API yardımıyla tanımlanması ve bir öğrenme kayıtları deposuna kaydedilmesi olanağı araştırılmıştır. Kaydedilen öğrenme deneyimlerinin sorgulanmasıyla kişisel öğrenme analitiklerine ait raporlar elde edilebilmiştir.
Anadolu Üniversitesi Açıköğretim Sistemi Öğrencileri İçin Bir Kişisel Öğrenme...Mehmet Emin Mutlu
Kişisel öğrenme ortamları yaşam boyu öğrenenlerin öğrenme hedeflerine erişmeleri amacıyla kendileri tarafından tasarlanan, geliştirilen ve yönetilen ve ağırlıklı olarak web 2.0 teknolojilerine dayalı olan ortamlardır. Sürekli beta sürümü durumunda olan bu ortamlar teknolojik araçların çeşitlenmesine ve öğrenenlerin teknolojik becerilerinin artmasına paralel olarak gelişirler. Kurumların sadece belirli bir dönem hizmet veren öğrenme yönetim sistemleri ve sanal öğrenme ortamlarından farklı olarak bireyin yaşam boyu öğrenme süreci boyunca yaşadığı öğrenme deneyimlerine ait içerik ve iletişimin büyük bir bölümünü barındırırlar. Anadolu Üniversitesi Açıköğretim Sistemi kurulduğu 1982 yılından günümüze ülkemizdeki en fazla öğrenciye sahip uzaktan eğitim kurumudur. Açıköğretim Sistemi öğrencilerinin Anadolu Üniversitesinin onlara öğrencilik süresi boyunca sağladığı e-öğrenme hizmetleriyle yetinmemeleri, kendilerine ait kişisel öğrenme ortamlarını oluşturmaları ve kullanmaları yaşam boyu öğrenme süreçleri için önem kazanmaktadır. Bu çalışmada Anadolu Üniversitesi Açıköğretim Sistemi öğrencilerinin kendi kişisel öğrenme ortamlarını oluşturmaları için literatürden ve Açıköğretim Sistemine ait öğrenme kaynaklarından yararlanarak uygulanabilir ve sürdürülebilir bir çerçeve önerisinde bulunulmuştur.
Bu çalışmada kişisel bilgi yönetimi için üç katmanlı bir mimari önerilmiştir. Bu mimariye göre en altta bireylerin değişik fiziksel ve sanal ortamlarda bilgi çalışmasını gerçekleştirdikleri bir “kişisel bilgi çalışması ortamları katmanı” bulunmaktadır. Mimarinin ikinci katmanında bilgi çalışması ortamlarındaki deneyimlerin çoklu cihaz tabanlı yaşam günlüğü sistemiyle kaydedildiği bir “deneyim kaydetme katmanı” yeralmaktadır. Mimarinin en üst katmanında ise bireyin kişisel veri ve enformasyon kaynaklarından sistematik bir biçimde derlediği kişisel bilgilerini barındırabildiği ve üzerinde çalışabildiği “kişisel bilgi tabanı katmanı” bulunmaktadır. Bireyler bu üç katmanlı yapı üzerinde çalışmada önerilen süreçleri uygulayarak, kişisel bilgi çalışması ortamlarındaki deneyimlerini planlayabilecek, denetleyebilecek ve değerlendirebileceklerdir.
Yaşam Deneyimlerinin Yönetimi İçin Bir Sistem ÖnerisiMehmet Emin Mutlu
Bireylerin yaşam deneyimlerinin bir bölümü önceden planlanmış ve bilinçli olarak gerçekleşirken, çoğu deneyim önceden planlanmadan ve bilincinde olmadan yaşanmaktadır. Yaşam deneyimlerinin farkında olmak ve gerçekçi biçimde değerlendirebilmek etkili bireysel yol haritaları oluşturabilmek için gereklidir. Bu çalışmada bireylerin yaşam deneyimlerini yönetebilmeleri amacıyla yararlanabilecekleri bir sistem önerisi geliştirilmiştir. Bu amaçla fiziksel ve sanal ortamlardaki yaşam deneyimlerini ekran görüntüleri ve kamera görüntüleri ile kendiliğinden ve sürekli olarak kaydeden bir yaşam günlüğü katmanı ile yaşam günlüğü kayıtlarını değişik zaman düzlemlerinde yorumlama ve deneyimleri planlama, denetleme, değerlendirme olanağı sağlayan deneyim işleme katmanından oluşan bir sistem tasarlanmıştır. Sistemi denemek amacıyla bir prototip uygulama geliştirilmiş ve beş aylık bir deneme sonucunda elde edilen ilk bulgular tartışılmış, gelecekteki olası geliştirmeler için önerilerde bulunulmuştur.
Öğrenme Deneyimlerinin Kaydedilmesi için Çoklu Cihaz Tabanlı Bir Yaşam Günlüğ...Mehmet Emin Mutlu
Bu çalışmada bireylerin yaşam boyu öğrenme süreçlerindeki öğrenme deneyimlerinin kaydedilebilmesi için bir sistem geliştirilmiştir. Bu amaçla öğrenme deneyimlerinin yaşandığı fiziksel ve sanal ortamlar göz önüne alınmış ve bu ortamlarda gerçekleşen öğrenme deneyimlerinin kendiliğinden ve sürekli olarak kaydedilmesi amacıyla bir yaşam günlüğü sistemi tasarlanmıştır. Tasarım tabanlı araştırma yaklaşımı kullanılarak, masaüstü, diz üstü, tablet, akıllı telefon ve giyilebilir kamera gibi birden fazla cihazda çalışabilecek ekran görüntüsü yakalama yazılımları ile kamera görüntüsü yakalama yazılımları geliştirilmiş ve yakalanan görüntülerin bulut altyapısı üzerinden taşınarak çalışma bilgisayarında bir araya getirilmesi sağlanmıştır. Geliştirilen sistem dokuz ay süreyle denenmiş ve öğrenme deneyimlerini hatırlama ve değerlendirme açısından etkili olduğu görülmüştür.
Akademik Personelin Akademik Sosyal Ağları Kullanım Düzeyi - Anadolu Üniversi...Mehmet Emin Mutlu
Bu çalışmada Akademik Sosyal Ağlar ele alınarak, Anadolu Üniversitesi öğretim elemanlarının akademik sosyal ağları kullanımı üzerinde bir araştırma gerçekleştirilmiştir.
Kitlesel Açık Çevrimiçi Derslerin Anadolu Üniversitesinde UygulanabilirliğiMehmet Emin Mutlu
Bu çalışmada kitlesel açık çevrimiçi derslerin gelişimi ele alınarak Anadolu Üniversitesi açıköğretim sisteminde uygulanabilirliği tartışılmıştır. Yunusemre Açık Öğrenme Portalı hizmetinin kitlesel açık çevrimiçi ders yapısına dönüştürülmesi için gerekli işlemler önerilmiştir.
Platform Bağımsız Kişisel Öğrenme Ortamlarının TasarımıMehmet Emin Mutlu
Bu çalışmada öğrenenlerin kişisel öğrenme ortamlarını oluşturmaları için tarayıcı tabanlı uygulamaları kullanarak başlangıç sayfaları oluşturmaları için bir tasarım modeli önerilmiştir.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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E-Learning Applications in the Open Education Faculty of Anadolu University
1. e-Learning Applications
in Open Education Faculty
of Anadolu University
Dr. M. Emin Mutlu
19th EADL Conference,
26-28 May, 2004, Istanbul
2. Open Education System of Turkey
In Turkey, there are over one million students in
the Open Elementary, Open High School and
Anadolu University Open Education System in
the 2003-2004 school year.
3. Reasons
There are various reasons for the students to enroll
any open education system in Turkey:
1) having a job,
2) being elder age,
3) having to do military services (for men),
4) being physically handicapped, and
5) being in the prison.
4. Open Education System of Anadolu
University
Open Education System of Anadolu University
Founded in 1982, 29K students enrolled to this
system in first year.
Today over 850K students enrolled.
One of the mega universities in world.
5. Traditional Components of Open
Education System
Books (over 5M copy)
Television Programs (over 1.000 programs)
Face to face Academic Advising Services (in 65
center, 600 professors)
Bureau Services (87 bureaus in Turkey, NCTR,
Germany)
Exams (60K saloons, 190K staff, 20K test
questions)
6. New Educational Technologies in
Open Education System
1) Computer based academic advising centers,
2) Multimedia drill and practice software,
3) Internet-based trial exams,
4) Internet-based information management
program, and
5) Internet-based drill and practice software.
7. Computer Based Education Center
(1989-1990)
Founded to develop educational software and
do researches on CBE area in the 1989
20 full-time and 20 part-time designers
400-500 units multimedia courseware produced
for labs, CD-ROMs and internet
The produced course software is delivered on
the Internet via the web server park of CBE
Center.
http://bde.anadolu.edu.tr
8. Computer Labs and CBE Software
(1993-1994)
E-learning applications in
Open Education were started
to produce computer-based
education software and service
the distance students from
different cities via the
established computer labs in
1993.
In this project, the new
computer labs were founded
in the 15 different cities.
By taking appointment,
students can interact with the
multimedia environment to
study their courses in these
labs.
Today, these labs are
transformed the Internet cafes
and the students can use these
centers to access the e-learning
applications in the Internet
9. Internet Based Trial Exams
(1999-2000)
The Internet-based education service
of the open education system was
started with the trial exams in the
1999-2000.
The students can take the trial exams
on the Internet to learn their learning
levels with this application before the
exams.
Over 300K students have taken the 13
million trial exams on the Internet so
far.
Internet-based trial exams cover
nearly all courses in the open
education system, and are supported
by the rich question bank.
The students can take the trial exams
randomly from the question bank. It is
given specific time to the students to
complete the trial exams and at the
end of the session, it is given an
evaluation report to them.
The students taking many trial exams
can have information about their
learning levels and the problematic
units for them.
http://ds.anadolu.edu.tr
http://ds.aof.edu.tr
10. Multimedia CD-ROMs (2000-2001)
Having own her/his own
computer at the end of the
1990s had increased
obviously among the open
education students. By taking
of this improvement, open
education multimedia course
software was produced with
coming together e-textbooks
copies and the digital videos
of TV programs on the CD-
ROMs.
In the 2000-2001 school year,
the 250K copies of this
course software were
produced and delivered with
the textbooks to the students.
The following years, the
produced CD-ROMs were
installed the computers in the
labs to serve students.
11. Multimedia CD-ROMs (2000-2001)
The most important
feature of the open
education multimedia
software can
integrate different
learning
environment, such as
textbooks, TV
programs, drill and
practice software,
trial exams, etc.
With TV programs in
the CD-ROMs,
students do not have
to watch TV at the
determined times and
they have find
chances to watch
them a lot of times
when they want
12. Information Management Program
(2001-2002)
Information Management Program is
the program to train the middle human
resources who have advanced
experiences with computers.
The main goal of this program is to
produce the effective solutions for the
knowledge-based problems in the
corporations, and also
to improve collaboration skills in
bureau applications to increase
effectiveness,
learn how to improve the Internet-
based enterprise communications,
to become experts on popular
application software, and
to learn Internet-based administration
and enterprise.
http://bilgi.anadolu.edu.tr
http://www.bilgi.aof.edu.tr
13. Information Management Program
(2001-2002)
Information Management
Program is a two-year program
and has 16 courses.
The main topic of the first year is
Business Experiences. The
students in this class play different
roles in a virtual company, and
they can gain experiences to find
new solutions for knowledge-
based problems in companies via
numerous applications, and
transfer their knowledge to similar
situations.
The main purpose of the second
class is team working. In this
class, students are divided in
groups, and each group uses its
own portal, does all assignments
in the group, develops
comprehensive Intranet
applications and gain new skills to
use modern software in enterprise
knowledge management.
14. Information Management Program
(2001-2002)
The courses delivered on the
Internet have 25 units.
Each unit is delivered on the
Internet weekly
The content delivered on the
Internet has two main parts:
1) Subjects (teaching
software of the course),
2) Applications (gain skills
on real life problems).
In Information Management
program, besides the course
contents on the Internet, the
educational materials, such as
supplementary textbooks,
licensed application software,
application videos, etc. are
sent to students
15. Information Management Program
(2001-2002)
Various numbers of academic
staff provide academic advising
services to students. This
service is given for each course
five days in a week. Academic
advisers, besides, evaluate
individual assignments and
group projects of students given
each week.
For each course, one mid-term,
one final and one make-up
exam are held at the eleven
centers in Turkey, in Germany
and Switzerland. Moreover, the
content providers in this
program meet students in
person to get their opinions
before the exams.
16. Internet-Based Drill & Pratices
Software (2002-2003)
Internet-based drill
and practice
software project was
founded in Open
education Faculty by
the computer based
education center in
the 2002-2003
school year. http://dersler.anadolu.edu.tr
http://dersler.aof.edu.tr
17. Internet-Based Drill & Pratices
Software (2002-2003)
Components of Internet
based drill and
practice software:
1) questions
(multiple-choice tests
with the correct
answer),
2) examples (ill-
structured problems
provided with cases
related with subject),
3) tests (multiple-
choice tests with no
answers), and
4) subject (summary
of the content)
18. Internet-Based Drill & Pratices
Software (2002-2003)
Internet based drill and
practice software is
designed with the
cutting-edge
technologies and
industrial quality
standards.
In the year 2003, 60
content experts and 40
designers collaborate
together to develop this
software. It is expected
that more content
experts and designers
will charge the project in
2004.
20. The Percentage of Some Internet-Based
Courses of Open Education System
Number of 2003-2004 2004-2005
Faculty
Students Verified Planning
Business Faculty Business Department 237.179 %35 %78
Business Faculty Economic Department 45.887 %28 %60
Economic Faculty Public Administration De. 101.378 %28 %71
Economic Faculty Financing Department 18.492 %28 %60
Economic Faculty Work Eco. & Ind. Rel. 17.153 %28 %64
Accounting Program 23.396 %31 %75
Local Administrations Program 4.623 %31 %68
Banking and Insurance 10.069 %37 %56
Health Institution Business 13.826 %37 %56
Turism and Business 10.113 %31 %50
Information Program 202 %87 %87
The Internet based drill and practice software project of the open education system
of Anadolu University is the biggest elearning project in Turkey in terms of the quantity
of the provided contents.
21. Target Audiences of Internet Based
Courses of OpenEducation System
Total Student –
Target Audience
Percentage of
School Year (Student – Number
Number of Course
of Course)
(2003)
2003-2004 (Verified) 1.447.000 %33
2004-2005 Planning 3.153.000 %72
2005-2006 Planning 3.860.000 %88
In also, the Internet based drill and practice software project of the open education
system of Anadolu University is the biggest elearning project in Turkey in terms of
targeting and reaching numbers of students.
22. Textbooks and TV Programs on the
Internet (2003-2004)
In the 2003-2004
school year, the
textbooks and TV
programs are delivered
on the Internet.
Therefore, the
students can easily
access the textbooks
and TV programs.
http://tv.anadolu.edu.tr
http://tv.aof.edu.tr
23. Textbooks and TV Programs on the
Internet (2003-2004)
Students can access
the courses from
their works or
Internet cafes, and
also have a chance
to watch TV
programs, study
with multimedia
software, test
themselves via trial
exams, and examine
textbooks.
http://kitaplar.anadolu.edu.tr
http://kitaplar.aof.edu.tr
24. The Investments for the Internet
Substructure
There is a huge demand to access the trail exams, drill and
practices software, textbooks and TV programs delivered on the
Internet, especially before the exams.
The computer based education center was completed all
investments for the Internet substructure to meet this demand
effectively.
These services are delivered via three big server having 30
processors. F
For this reason, it is used 32 Mbit bandwidths on the Ulaknet
and 4 Mbit on TT-NET.
It is planning to reach 90 % of the target audience of Internet-
based education of Anadolu University at the end of the year
2006. In this case, over one million students will be using the
Internet as an educational environment by the time.
25. Conclusions
The portion of open education in total education demand of
Turkish education system is gradually increased.
Anadolu University provides new educational technology
environments for the students in distance education.
While TV is the most important learning setting for Anadolu
University in the first ten years, computer based technologies is
the most dominant learning environments at the last ten years.
The Internet will be the main teaching setting in the coming ten
years in Anadolu University, because of Internet based trial
exams, Information Management Program and Internet based
drill and practice software.