Track 11 - Project presentations
Authors: André Fidalgo, Manuel Gericota, Paulo Ferreira, Denis Barataud, Guillaume Andrieu, Renaat De Craemer, Mihail Cristea, Abdelhalim Benachenhou, Mohammed Ankrim and Karim Bouchlaghem
https://www.youtube.com/watch?v=mlMff7M3o0E&list=PLboNOuyyzZ867BwkvLFh1dw-Unlut9Uhe&index=4
This document summarizes Judith Barna's presentation on teacher education in computer-assisted language learning and computer-mediated communication. It discusses the current teacher training curriculum in France, which includes some instruction on information and communication technologies but lacks practical experience using ICT in schools. A survey of local schools found basic computer resources but insufficient infrastructure. Analysis of trainee teachers' research projects found that while they acquired basic ICT skills, the link between technology-based language teaching and computer-mediated communication requires further examination, as does cooperation among teachers. However, trainee teachers reported that using ICT enhanced communication, group work, and student autonomy in heterogeneous classes.
UFP ongoing experience with Sakaithe last three years
Presentation at ISCAP, Porto within the Learning Management Systems (LMS) usage in Higher Education Institutions´ Meeting
Online courses delivered through platforms like NPTEL, SWAYAM, MOOCs and Coursera are revolutionizing education. NPTEL offers video and web courses created by IITs and IISc in engineering and science. SWAYAM initiated by the Government of India aims to provide access, equity, and quality in education through online courses from school to postgraduate level. MOOCs provide massive open online courses accessible to anyone for free through platforms like Coursera, which partners with universities to offer online courses, programs, and degrees to over 33 million registered users worldwide.
This document summarizes Polish educational policy regarding the integration of information and communication technologies (ICT) in schools. It discusses standards for teacher training in ICT, the introduction of ICT elements across all education levels and subjects, and several projects aimed at improving ICT infrastructure and skills in schools. Key projects mentioned include E-School, Innovative Vocational School, E-Academy of Future, and School 2.0. However, the document also notes that there are still problems to overcome, such as a lack of clear legal regulations, insufficient funding, outdated equipment and internet access, and inadequate teacher training.
This document discusses distance learning and learning management systems. It defines distance learning as education where teachers and students are separated in place and time, with technology used to bridge the gap. Key advantages of distance learning include flexibility, accessibility, and convenience. The document then discusses learning management systems, defining them as web-based applications for e-learning programs. It provides screenshots of example LMS interfaces, showing features like courses, lessons, exams, assignments, news/updates, and messaging. The conclusion states that distance learning provides a convenient option for many students.
This document summarizes Judith Barna's presentation on teacher education in computer-assisted language learning and computer-mediated communication. It discusses the current teacher training curriculum in France, which includes some instruction on information and communication technologies but lacks practical experience using ICT in schools. A survey of local schools found basic computer resources but insufficient infrastructure. Analysis of trainee teachers' research projects found that while they acquired basic ICT skills, the link between technology-based language teaching and computer-mediated communication requires further examination, as does cooperation among teachers. However, trainee teachers reported that using ICT enhanced communication, group work, and student autonomy in heterogeneous classes.
UFP ongoing experience with Sakaithe last three years
Presentation at ISCAP, Porto within the Learning Management Systems (LMS) usage in Higher Education Institutions´ Meeting
Online courses delivered through platforms like NPTEL, SWAYAM, MOOCs and Coursera are revolutionizing education. NPTEL offers video and web courses created by IITs and IISc in engineering and science. SWAYAM initiated by the Government of India aims to provide access, equity, and quality in education through online courses from school to postgraduate level. MOOCs provide massive open online courses accessible to anyone for free through platforms like Coursera, which partners with universities to offer online courses, programs, and degrees to over 33 million registered users worldwide.
This document summarizes Polish educational policy regarding the integration of information and communication technologies (ICT) in schools. It discusses standards for teacher training in ICT, the introduction of ICT elements across all education levels and subjects, and several projects aimed at improving ICT infrastructure and skills in schools. Key projects mentioned include E-School, Innovative Vocational School, E-Academy of Future, and School 2.0. However, the document also notes that there are still problems to overcome, such as a lack of clear legal regulations, insufficient funding, outdated equipment and internet access, and inadequate teacher training.
This document discusses distance learning and learning management systems. It defines distance learning as education where teachers and students are separated in place and time, with technology used to bridge the gap. Key advantages of distance learning include flexibility, accessibility, and convenience. The document then discusses learning management systems, defining them as web-based applications for e-learning programs. It provides screenshots of example LMS interfaces, showing features like courses, lessons, exams, assignments, news/updates, and messaging. The conclusion states that distance learning provides a convenient option for many students.
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.
Plagiarism detection and prevention experiences from the Open University of C...Christos Rodosthenous
The introduction of eLearning led to a number of advancements in student assessment and evaluation. Conventional methods of assignment submission, evaluation and feedback were substituted by online workflows and were enhanced with plagiarism detection tools to assist tutors in evaluating large numbers of assignments. The increasing number of eLearning students along with the huge amount of freely accessible information on the Internet, require tools and services for tutors, to assist the grading of student assignments and check the originality of their work. In this paper, we present the methodology used for introducing and delivering a plagiarism detection service in the Open University of Cyprus eLearning platform and integrating it with the assignment submission process. Additionally, we describe the challenges faced during and after the implementation and the actions taken to train tutors in using the service in a proper way. We conclude by presenting an evaluation of the service, both for its educational and technical soundness, along with statistics of its usage during the last four years.
Information and communications technology (ICT) in education involves using digital technology, computers, and communication tools in educational systems and learning processes. ICT in education programs were recently launched in Suriname to train teachers to incorporate technology into the classroom. A two-year ICT in Education program was started for teachers at the basic education level, and a three-year program was launched leading to a Bachelor's degree in ICT in Education. The goal is to educate and professionalize teachers to better prepare students for the technological world. The first class of 69 students recently graduated from the ICT in Education bachelor's program.
Keynote presentation at IEEE TALE 2013 conference - A Second Step Ahead in the Future of Labs and Learning: MOOCs, Widgets, Ubiquity and Mobility - Bali, Indonesia, August 2013 http://www.tale-conference.org/tale2013/
Presentation of the PhD Thesis "Fostering Experimental Competences Using Complementary Resources". Natercia Lima.
DIrectors:
- Professor Maria Clara Neves Cabral da Silva Moreira Viegas
- Professor Francisco José García Peñalvo
This document summarizes Engin Kursun's experience with the OLnet Journey and open educational resources (OER). It discusses his work in the Turkish context on developing an OER model. It outlines his participation in OLnet which increased his motivation and introduced him to new tools. It provided outputs like conference papers and workshops. The experience helped with his language development and cultural exchange. His future work will focus on the second phase of developing an OER conceptual model for Turkey.
Cloud-based Digital Technologies for Opening Up Education: Keep On Learning ...Demetrios G. Sampson
Demetrios G Sampson, “Cloud-based Digital Technologies for Opening Up Education: Keep Up Learning beyond the Physical Classroom at the Digital Cloud”, 1st International Summit on Education in the Cloud, Athens, Greece, 22 March 2014.
The document discusses the services provided by the Office of Instructional Technology (OIT) at the University. OIT supports classroom technology, provides audiovisual equipment loans, and assists faculty with integrating technology into courses. It outlines the equipment available through OIT, how to request services, and details the newly established Academic Technology Center which aids faculty with web development, PowerPoint, and other multimedia resources.
Minh-Tri-Tue LE has over two years of experience applying machine learning and deep learning techniques for computer vision problems. He has a master's degree in data science from Télécom Paristech with a GPA of 3.95/4.00. His past projects include using convolutional neural networks for food image classification and building recommendation systems using machine learning on Spark. He is proficient in Python, C/C++, and Matlab.
Wireless Communications courses and research at COMNET ProjectENhANCE
The document discusses wireless communications education and research at Aalto University. It describes the structure of the Master's Programme in Communications Engineering, including basic, intermediate and advanced modules in areas like radio communications. It also discusses the master's thesis process and examples. For doctoral education, it outlines the general structure including theoretical studies in the research field and scientific principles. It provides examples of completed doctoral theses. Finally, it gives an overview of the research areas and projects in the Comnet department, including communications and information theory, advanced radio systems, performance analysis and more.
The document summarizes a project that used podcasts and multimedia messages (MMS) to provide learning opportunities for immigrant citizens in Italy and France. The project aimed to promote cultural and social integration using widely available technologies like mobile phones, MP3 players, and netbooks. Podcasts containing micro-lessons were created for students on topics like European citizenship, while parents received MMS messages. The goals were to design easy to use and familiar formats based on principles of cognitive learning theory. An experiment involved students and parents from China and North Africa in Italy and France.
This document discusses opening up education through digital technologies. It is presented by Professor Demetrios Sampson, who holds several academic positions related to digital learning technologies. The presentation will cover digital technologies for learning, including how they enable personalized learning and transformations to education. It will also discuss opening up education through open educational resources and practices, and how technologies like cloud computing can facilitate sharing beyond physical classrooms.
2014 10 23 (fie2014) emadrid uc3m a multidimensional analysis of trends in ed...eMadrid network
This document analyzes trends in educational technology through a multidimensional framework. It discusses how MOOCs and SPOCs represent different points within the educational technology design space and have increased awareness of these tools. The framework examines technology through physical-digital, local-global, and formal-informal dimensions and explores how educational technologies are evolving in these areas from tools like augmented reality and learning analytics to issues around open education.
Presentation at the London Blackboard User Group meeting, 3rd April 2009. Reports on the IOE TQEF project on ePortfolios, including a comparison of Blackboard internal portfolios, Expo LX and Mahara.
The document discusses meeting the technological needs of students by closing the gap between available technologies and access to them in schools. It notes that teachers need to act as facilitators for integrating technology into learning, with an emphasis on using technology to enhance learning rather than just having access to it. The document also references a school technology plan showing goals around instructional technology use, content connections, applications used, and online learning.
The document summarizes Taiwan Tech University's education system, achievements, research centers, and internationalization efforts. Taiwan Tech is a top technical university in Taiwan, with over 10,000 students and 400 faculty members. It has numerous research centers focusing on areas like robotics, communications, and building technology. Taiwan Tech also has extensive international partnerships and programs to promote student and faculty exchange and research collaboration around the world.
Mobilising Remote Student Engagement (MoRSE) using mobile and web2.0 technolo...Richard Hall
Our first dissemination session at the IADIS International Conference on Mobile Learning February 2009. A paper entitled "Mobilising Remote Student Engagement (MoRSE) using mobile and web2.0 technologies: initial perspectives" was presented by Malcolm Andrew, of the Leicester School of Pharmacy at DMU.
Western Kentucky University deployed a Microsoft Unified Communications solution including Office Communications Server and Exchange Server to provide students, faculty and staff with instant communication and collaboration capabilities. This allowed the university to improve distance learning programs and ensure students could collaborate from anywhere. Benefits included more instant communication options for students and increased collaboration across campuses.
6th International Workshop on Software Engineering for E-learning (ISELEAR’15)
Authors: P. Molins-Ruano, F. Jurado, P. Rodríguez, S. Atrio and G. M. Sacha
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.
Plagiarism detection and prevention experiences from the Open University of C...Christos Rodosthenous
The introduction of eLearning led to a number of advancements in student assessment and evaluation. Conventional methods of assignment submission, evaluation and feedback were substituted by online workflows and were enhanced with plagiarism detection tools to assist tutors in evaluating large numbers of assignments. The increasing number of eLearning students along with the huge amount of freely accessible information on the Internet, require tools and services for tutors, to assist the grading of student assignments and check the originality of their work. In this paper, we present the methodology used for introducing and delivering a plagiarism detection service in the Open University of Cyprus eLearning platform and integrating it with the assignment submission process. Additionally, we describe the challenges faced during and after the implementation and the actions taken to train tutors in using the service in a proper way. We conclude by presenting an evaluation of the service, both for its educational and technical soundness, along with statistics of its usage during the last four years.
Information and communications technology (ICT) in education involves using digital technology, computers, and communication tools in educational systems and learning processes. ICT in education programs were recently launched in Suriname to train teachers to incorporate technology into the classroom. A two-year ICT in Education program was started for teachers at the basic education level, and a three-year program was launched leading to a Bachelor's degree in ICT in Education. The goal is to educate and professionalize teachers to better prepare students for the technological world. The first class of 69 students recently graduated from the ICT in Education bachelor's program.
Keynote presentation at IEEE TALE 2013 conference - A Second Step Ahead in the Future of Labs and Learning: MOOCs, Widgets, Ubiquity and Mobility - Bali, Indonesia, August 2013 http://www.tale-conference.org/tale2013/
Presentation of the PhD Thesis "Fostering Experimental Competences Using Complementary Resources". Natercia Lima.
DIrectors:
- Professor Maria Clara Neves Cabral da Silva Moreira Viegas
- Professor Francisco José García Peñalvo
This document summarizes Engin Kursun's experience with the OLnet Journey and open educational resources (OER). It discusses his work in the Turkish context on developing an OER model. It outlines his participation in OLnet which increased his motivation and introduced him to new tools. It provided outputs like conference papers and workshops. The experience helped with his language development and cultural exchange. His future work will focus on the second phase of developing an OER conceptual model for Turkey.
Cloud-based Digital Technologies for Opening Up Education: Keep On Learning ...Demetrios G. Sampson
Demetrios G Sampson, “Cloud-based Digital Technologies for Opening Up Education: Keep Up Learning beyond the Physical Classroom at the Digital Cloud”, 1st International Summit on Education in the Cloud, Athens, Greece, 22 March 2014.
The document discusses the services provided by the Office of Instructional Technology (OIT) at the University. OIT supports classroom technology, provides audiovisual equipment loans, and assists faculty with integrating technology into courses. It outlines the equipment available through OIT, how to request services, and details the newly established Academic Technology Center which aids faculty with web development, PowerPoint, and other multimedia resources.
Minh-Tri-Tue LE has over two years of experience applying machine learning and deep learning techniques for computer vision problems. He has a master's degree in data science from Télécom Paristech with a GPA of 3.95/4.00. His past projects include using convolutional neural networks for food image classification and building recommendation systems using machine learning on Spark. He is proficient in Python, C/C++, and Matlab.
Wireless Communications courses and research at COMNET ProjectENhANCE
The document discusses wireless communications education and research at Aalto University. It describes the structure of the Master's Programme in Communications Engineering, including basic, intermediate and advanced modules in areas like radio communications. It also discusses the master's thesis process and examples. For doctoral education, it outlines the general structure including theoretical studies in the research field and scientific principles. It provides examples of completed doctoral theses. Finally, it gives an overview of the research areas and projects in the Comnet department, including communications and information theory, advanced radio systems, performance analysis and more.
The document summarizes a project that used podcasts and multimedia messages (MMS) to provide learning opportunities for immigrant citizens in Italy and France. The project aimed to promote cultural and social integration using widely available technologies like mobile phones, MP3 players, and netbooks. Podcasts containing micro-lessons were created for students on topics like European citizenship, while parents received MMS messages. The goals were to design easy to use and familiar formats based on principles of cognitive learning theory. An experiment involved students and parents from China and North Africa in Italy and France.
This document discusses opening up education through digital technologies. It is presented by Professor Demetrios Sampson, who holds several academic positions related to digital learning technologies. The presentation will cover digital technologies for learning, including how they enable personalized learning and transformations to education. It will also discuss opening up education through open educational resources and practices, and how technologies like cloud computing can facilitate sharing beyond physical classrooms.
2014 10 23 (fie2014) emadrid uc3m a multidimensional analysis of trends in ed...eMadrid network
This document analyzes trends in educational technology through a multidimensional framework. It discusses how MOOCs and SPOCs represent different points within the educational technology design space and have increased awareness of these tools. The framework examines technology through physical-digital, local-global, and formal-informal dimensions and explores how educational technologies are evolving in these areas from tools like augmented reality and learning analytics to issues around open education.
Presentation at the London Blackboard User Group meeting, 3rd April 2009. Reports on the IOE TQEF project on ePortfolios, including a comparison of Blackboard internal portfolios, Expo LX and Mahara.
The document discusses meeting the technological needs of students by closing the gap between available technologies and access to them in schools. It notes that teachers need to act as facilitators for integrating technology into learning, with an emphasis on using technology to enhance learning rather than just having access to it. The document also references a school technology plan showing goals around instructional technology use, content connections, applications used, and online learning.
The document summarizes Taiwan Tech University's education system, achievements, research centers, and internationalization efforts. Taiwan Tech is a top technical university in Taiwan, with over 10,000 students and 400 faculty members. It has numerous research centers focusing on areas like robotics, communications, and building technology. Taiwan Tech also has extensive international partnerships and programs to promote student and faculty exchange and research collaboration around the world.
Mobilising Remote Student Engagement (MoRSE) using mobile and web2.0 technolo...Richard Hall
Our first dissemination session at the IADIS International Conference on Mobile Learning February 2009. A paper entitled "Mobilising Remote Student Engagement (MoRSE) using mobile and web2.0 technologies: initial perspectives" was presented by Malcolm Andrew, of the Leicester School of Pharmacy at DMU.
Western Kentucky University deployed a Microsoft Unified Communications solution including Office Communications Server and Exchange Server to provide students, faculty and staff with instant communication and collaboration capabilities. This allowed the university to improve distance learning programs and ensure students could collaborate from anywhere. Benefits included more instant communication options for students and increased collaboration across campuses.
6th International Workshop on Software Engineering for E-learning (ISELEAR’15)
Authors: P. Molins-Ruano, F. Jurado, P. Rodríguez, S. Atrio and G. M. Sacha
Rajesh Parate has 20 years of experience in the Indian Air Force in administrative, fire and safety, and security management roles. He has managed office administration, stores, barracks inventory, and was responsible for discipline and security. Parate also has experience operating fire appliances and training personnel in firefighting. He is proficient in English, Hindi, and Marathi and holds a BA and MA in Sociology along with a computer diploma.
Keith McGuigan is seeking new employment. He has over 15 years of experience in engineering roles. He holds a Bachelor's degree in Mechanical Engineering and qualifications in welding, plumbing, and health and safety. Currently he works as a site engineer, having previously worked as a fitter installing windows, doors, and cladding on commercial projects. He is skilled in areas like CAD, automation control systems, and facade installation techniques. References are available upon request.
Este documento describe el origen y desarrollo de la Navidad. Explica que aunque no se conoce la fecha exacta del nacimiento de Jesús, la Iglesia católica lo celebra el 25 de diciembre. Este día fue adoptado para coincidir con fiestas paganas del solsticio de invierno y facilitar la conversión. También analiza cálculos bíblicos que sitúan el nacimiento entre septiembre y octubre, y cómo la celebración fue prohibida por algunas iglesias protestantes que la veían como una tradic
EveryL is an app designed to help people with learning disabilities by providing lessons in a slow, easy-going format. It focuses on areas like reading, writing, math, listening and speaking. Each subject area has its own app that is broken into 10 levels of difficulty. When a user takes a short test, the app determines their level and sets the lessons accordingly. It aims to create an accommodating learning environment and decrease the number of people with learning disabilities. The app is being developed for release on Apple products in 2014 for $5 per app.
Este documento presenta 10 preguntas sobre conceptos básicos de fuerzas y movimiento como la gravedad, la fricción, las máquinas simples como la polea y la palanca, y la velocidad. La gravedad atrae los objetos hacia la Tierra, la fricción se opone al movimiento, y las máquinas simples pueden cambiar la dirección o magnitud de una fuerza aplicada.
Mobility in a digital time: Virtual mobility as an alternative for or a compl...Ilse Op de Beeck
Virtual mobility involves using information and communication technologies to facilitate international collaborative experiences in teaching and learning. It provides an alternative or complement to physical student mobility. Virtual mobility activities can help prepare students for physical exchanges, enable virtual internships, or internationalize parts of courses through online collaboration between institutions. Success requires thorough planning, appropriate technologies, intercultural skills development, and support for students. Virtual mobility is not a substitute for physical mobility but offers different ways to gain international experiences.
E-tutoring involves teaching, supporting, managing, and assessing students in online or virtual environments where teachers and learners are separated by time and space. It requires competencies in the subject matter, pedagogy, and understanding technology's limitations. Traditional tutoring has drawbacks like not optimizing learning time, inability to tailor lessons, and difficulty monitoring progress. Present-day e-tutoring offers many online courses from various sites and signals a paradigm shift by allowing open access to diverse curricula. MOOCs and NPTEL further this trend by hosting free massive open online courses from top universities worldwide and providing online engineering and science courses through Indian institutions. E-tutoring represents the next step in
The document describes two new open online courses on microelectronics developed by the Spanish University for Distance Education (UNED) as part of the Erasmus+ Knowledge Alliance MECA project. The courses are Microelectronics Literacy and Technologies (MLT) and Integrated Circuits and Design (ICD). They provide students with fundamental knowledge of microelectronics and technologies, and skills to classify materials, understand manufacturing processes, and design integrated circuits. A remote laboratory called VISIR was integrated to allow students to conduct experiments without temporal or geographic restrictions. A pilot test was conducted with 25 participants, and feedback indicated that the courses were well designed and facilitated learning, while the remote lab improved the educational experience.
The VMCOLAB project aims to promote virtual mobility in European higher education. It has developed support materials and run pilots integrating virtual exchange into courses on open educational resources, water management, and career services staff training. The document outlines the project partners and objectives, defines virtual mobility, and describes three pilot programs integrating virtual exchange into existing university courses and staff professional development.
This document summarizes a virtual mobility exchange program on "Open Educational Resources" organized by researchers from Lithuania, Italy, and Spain. The exchange involved 18 participants from 6 European countries taking a 3 ECTS course on open educational resources. Key success factors included strong leadership and coordination, motivated participants, thorough preparation and planning, and an attractive topic. Recommendations for future virtual mobility programs include clarifying roles, preparing technical aspects, providing information to learners, and ensuring engagement through group activities.
Open University of The Netherlands: Educational models, virtual learning envi...Steven Verjans
Presentation about the educational models, virtual learning environments and e-learning support at the Open University in The Netherlands. This presentation was held on June 2nd 2014 at an International workshop at K.U.Leuven with participants from Armenian and Georgian universities within the framework of the European Tempus IV project Armazeg.
This document discusses technologies used for distance education. It explains that distance education technologies can be categorized into telecommunications technologies that connect teachers and learners, and classroom technologies that record and present instructional information. Some examples of distance education technologies mentioned include correspondence studies, prerecorded media, two-way audio, one-way live video, and desktop two-way audio/video. The document also provides a taxonomy of distance education technologies and discusses strategies for online delivery of instruction, including linear programmed instruction.
This project aims to provide professional development courses on digital teaching methods like synchronous hybrid, blended, and online learning. Led by EADTU and involving several European universities, the project will design and implement three cycles of courses on these topics over two years. The courses will help educators adapt to digital education needs arising from the pandemic and will empower students for digital learning. The project seeks to advance quality and inclusion in digital education across Europe.
The document provides information about distance learning (DL). It begins by defining DL as an educational field focused on integrating pedagogy, technology, and educational system design to effectively teach students remotely where teachers and students can communicate asynchronously and synchronously. It then discusses three usage scenarios for DL: 1) providing theoretical and methodological information, 2) allowing communication between students and tutors, and 3) providing access to virtual online laboratories. The document also discusses different forms of DL, including e-learning which delivers content electronically via the internet or other means, and m-learning which utilizes mobile devices.
E-SLP final policy forum by alessandro caforio and nicola paravati (uninettuno)EADTU
The document discusses three cases of collaboration on continuing professional development courses between UNINETTUNO University and other organizations. Case 1 involves designing an inclusive education master's program between UNINETTUNO and three other universities. Case 2 involves co-creating aviation workforce training programs between UNINETTUNO and industry partners. Case 3 involves modularizing existing university degree programs for a corporate partner to upskill mid-career workers.
The Up2U Project is an EU-funded initiative that aims to bridge the gap between secondary schools and higher education by developing teachers' and students' digital skills. It involves piloting a Next Generation Digital Learning Environment (NGDLE) in secondary schools. The project expects teachers and students to use the Up2U Application Toolbox to support learning through activities like project-based learning. Teachers will participate in continuous professional development courses to learn how to incorporate the Up2U tools into their teaching practices. Students and teachers will complete surveys before and after using the toolbox and students may collaborate on assignments using the Up2U tools.
The document summarizes a Finnish consortium and web portal for teaching mathematical modeling. It discusses the creation of a network of expertise across 7 Finnish universities to develop a standardized study module in mathematical modeling. Basic and advanced modeling courses were created using a blended approach with video lectures, online assignments, project work, and group discussions supported by a learning management system. Student feedback was positive about group work but mixed about the online delivery. The consortium aims to further improve online teaching and expand international collaboration on computational modeling education.
The Finnish Consortium and Web Portal for Modelling Educationmathgear
The document summarizes a Finnish consortium and web portal for teaching mathematical modeling. It discusses the creation of a network of expertise across 7 Finnish universities to develop a standardized study module in mathematical modeling. Basic and advanced modeling courses were created using a blended approach with video lectures, online assignments, project work, and group discussions supported by a learning management system. Student feedback was positive overall, though some preferred traditional courses. The consortium aims to further improve online teaching and expand international collaboration.
Online Teacher Training in European Science Education ProjectsBrussels, Belgium
This document discusses online teacher training provided through European science education projects. It summarizes that over 30 online courses have been published on the Scientix Moodle platform, with more coming, covering topics in STEM, science and society, and ICT in education. The courses range from 2 hours to 5 months long and are offered both for students and teachers. Most courses are in English, with some localized to other European languages.
The Inter-Orthodox Center of the Church of Greece (DKEE) online courses using...mrc12
The document describes an online teacher training program developed by the Inter-Orthodox Center of the Church of Greece (DKEE). [1] It used the ADDIE model to design courses on the Moodle platform for primary and secondary teachers. [2] Surveys of teacher needs informed the design of interactive online modules and use of technologies like videoconferencing. [3] Evaluations found the courses effectively met teacher needs and improved their digital skills and teaching practices.
The document discusses the EU4ALL project which aims to develop an open architecture of services to support lifelong learning for all learners. It outlines two scenarios of a student named David accessing and being provided customized educational content and assistive technologies. It then provides overviews of the EU4ALL framework, content personalization, e-services, research directions, and concludes that the framework can help institutions improve accessibility through personalized content and support services using different systems and technologies.
Track 4. New publishing and scientific communication ways: Electronic edition, Information metrics and digital educational resources
Authors: Antonio Jose Rodrigues Neto, Maria Manuel Borges and Licinio Roque
This study analyzes the use of social networks like Facebook and Twitter by two major Spanish radio stations, Cadena SER and COPE, to promote their on-demand programming content. The study uses quantitative methods to analyze the number of followers and level of interaction for selected radio programs on each network's social media accounts. The results show that Twitter tends to have more impact than Facebook. The most followed COPE programs are about football on Facebook and cycling on Twitter, while the most followed SER programs are about football on Facebook and basketball on Twitter. In general, radio programs' use of social networks is heterogeneous, but social media can be a useful promotional tool, though not all programs maximize this potential.
This document presents a three-step process for analyzing the communication strategies of top-ranked higher education institutions on Facebook. The first step characterizes each institution's editorial policy and audience response patterns. The second step compares the institutions using created metrics. The third step uses random forests to predict future engagement, sentiment, and response based on past posts. The process was applied to the top 5 universities in the QS World University Rankings and found accuracy above 80% for predictions, allowing recommendations on effective communication strategies.
This document discusses multimedia texts in social networks and media aesthetics. It begins by noting that 97 million people in Russia use VKontakte each month. New media is changing how mass communication works by forming media aesthetics - both how aesthetic values are interpreted in media culture and how communication is constructed using multimedia. Multimedia texts on social networks combine different sign systems like text, pictures, audio and video. Users learn to communicate and create complex multimedia texts through practices like language play, precedents, irony and collages. A case study analyzed two news messages on VKontakte about an expedition, finding the multimedia one was more engaging and interactive for users. The conclusion is that multimedia texts are native to media aesthetics and social
Track 15. Communication, Education and Social Media
Authors: Diego Cachón, Juan José Igartua, Magdalena Wojcieszak, Iñigo Guerrero and Isabel Rodríguez-de-Dios
The document summarizes an experimental study that tested the effects of direct online political communication on civic participation in Spain. It describes a 2x2 experiment that manipulated levels of conflict and interactivity in online political messages. Results showed that highly interactive messages had a greater impact on attention to elections when conflict was high versus low. Additionally, political interest mediated the relationship between interactivity and civic engagement. However, levels of conflict did not significantly influence political interest or civic participation. The study partly supported the hypothesis that political interest moderates effects of online communication on participation.
The document analyzes university media in Ecuador, including their models, types, functions, and self-determination. It identifies the most common models as institutional media managed by communication departments or faculties for student participation. The primary functions of Ecuadorian university media are to provide practical learning, promote the university brand, disseminate knowledge, support education, and address social issues. Results found the majority consider themselves public or mixed community-public/private, with self-determination being an important aspect.
The document discusses how researchers have used framing theory in studies analyzing environmental information in press/media. It reviews 9 relevant articles on this topic. Most commonly referenced authors on framing theory are Entman, Tankard, Scheufele, and De Vreese. The studies integrate framing theory by analyzing framing elements like actors and sources in news coverage. Definitions of framing theory focus on how text can define issues and shape debate. Key elements accompanying framing theory discussed are frameworks and interpretation.
Track 14. 9th International Workshop on Software Engineering for E-learning (ISELEAR’18)
Authors: Andrea Vázquez-Ingelmo, Francisco José
García-Peñalvo and Roberto Theron
https://youtu.be/4T87QwwQSgQ
Track 14. 9th International Workshop on Software Engineering for E-learning (ISELEAR’18)
Authors: Alicia García-Holgado and Francisco José García Peñalvo
https://youtu.be/e1etRHqIjCo
This document proposes a tag-based browsing system for digital collections that uses inverted indexes and a browsing cache to improve performance. Tags representing element-value pairs are used to filter resources. A browsing cache stores browsing states like filtered resources and selectable tags to speed up navigating when tag filters change. Preliminary experiments show the cache can substantially improve browsing speed over an uncached system using just inverted indexes, though with increased memory usage. Future work aims to integrate browsing automata and links between resources.
Track 14. 9th International Workshop on Software Engineering for E-learning (ISELEAR’18)
Authors: Mary Sánchez-Gordón and Ricardo Colomo-Palacios
https://youtu.be/W6oAObExar8
Track 14. 9th International Workshop on Software Engineering for E-learning (ISELEAR’18)
Authors: Joaquín Gayoso-Cabada, Antonio Sarasa-Cabezuelo and José-Luis Sierra
https://youtu.be/_-kkPLGPPPI
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1. EOLES Project...
Teaching Unit experiences
Manuel Gericota, A. Fidalgo, P. Ferreira - School of Engineering/Polytechnic
of Porto, Portugal
Denis Barataud, Guillaume Andrieu - Université de Limoges, France
Renaat De Craemer - KU Leuven University, Ostend, Belgium
Mihai Cristea - University Politehnica of Bucharest, Romania
Abdelhalim Benachenhou - University of Mostaganem, Algeria
Mohammed Ankrim - University Cadi Ayad of Marrakech, Morocco
Karim Bouchlaghem - University of Kairouan, Tunisia
1This project has been funded with support from the European Commission. This publication reflects the views only of the author,
and the Commission cannot be held responsible for any use which may be made of the information contained therein.
2. The EOLES project
• a 3-year European TEMPUS project
• from October 2012 to October 2015
• 15 institutions
• 4 from Europe – France, Portugal, Belgium and Romania
• 11 from North Africa - Algeria, Morocco, and Tunisia
• the goal
L3-EOLES (Electronics and Optics e-Learning for Embedded
Systems) course
a fully on-line 3rd year Bachelor’s degree in Electronics and
Optics for Embedded Systems
2
3. Course preparation
• Program definition
• Technical units content and schedule definition
• Functional e-Learning 2.0 framework definition
• Development of the virtual and remote labs
• Preparatory courses for instructors and technicians
• Preparation of class and study materials
• Preparation of the practical and lab assignments
• Course accreditation
• Students’ selection and enrolling
3
4. Technical units content and schedule
definition
• 14 technical units (TUs) divided in three groups
• fundamental sciences – including mathematics and physics
• applied sciences - digital and analogue electronics,
electromagnetic waves, digital signal processing, instrumentation
and optics
• complementary soft skills - communication techniques in English
and business management
• 3 optional units
• preparatory TUs to level students’ knowledge in critical topics for
the course
• students with very different knowledge backgrounds may apply to
be enrolled in this program
4
5. Preparation of class and study materials
5
• asynchronous (prerecorded video) lectures
• instructor explains the theoretical basis of a subject
• interspersed with self-evaluation questions
• multiple-choice, fill-in-the-blanks, matching exercises
• main goal to keep students’ attention
• students may review the material anytime, any number of
times, without restrictions
• different sources of information
• supporting materials for lectures
• freely downloadable companion book
• web links → specialized information + complementary data
6. TU05-Digital Electronics for
Embedded Systems
• 21 pre-recorded asynchronous classes with a duration never
exceeding 20 minutes
• Interspersed with self-evaluation quizzes, composed of
multiple-choice, fill-in-the-blanks, matching exercises.
6
7. TU05-Digital Electronics for
Embedded Systems
• A range of other materials is also available to support the study
• Tutorial classes were synchronous classes based on the use of
a web conferencing tool.
7
8. TU05-Digital Electronics for
Embedded Systems
• Students are more used to interactive classes
• Recorded classes are more time efficient
• Interactive classes are required to clarify doubts
• Student participation in interactive classes is very diverse,
• Additional asynchronous resources (forums, emails) are
necessary
8
9. Development of the virtual and remote
labs
• remote laboratory → two kinds of Practical Works
• virtual experimentation using professional software
accessible in an application server or in open access
• real remote laboratory experiments → real-time monitoring
and control of technical equipment at distance
• the most innovative part of the remote laboratory
• each hardware setup (function generator or oscilloscope, for
instance) is connected to the internet
• from TU’s Moodle page students have access to the related
lab’s webpage and to the TUs’ proposed lab works
9
10. Development of the virtual and remote
labs
• students change the hardware configuration in real-time,
having an immediate feedback of their actions
10
• via remotely
deployed
virtual
instrument
interfaces
• through a
high-definition
camera (or
other
interface)
11. Course accreditation
• L3-EOLES course was accredited by the national
educational authorities of France, Morocco and
Tunisia
11
12. Students’ selection and enrolling
• number of applicants for the first edition
• 660 candidates from Morocco, 15 from Tunisia, 10 from
Algeria, one from Senegal and one from France
• all students are enrolled in the University of Limoges
+ one of the accredited Universities of their choice in
their home countries all successful students
received receive the Joint Diploma
12
13. The first edition 2014-15
• 24 students from Morocco
and 1 student from Tunisia
enrolled on the course
• 11 students successfully
concluded the courses and
got the diploma
• 42 teachers were involved
13
14. Conclusions
• L3-EOLES course
• first fully on-line undergraduate course in Electronics and
Optics for Embedded Systems recognized by the educational
authorities in several countries at the same time
• first to deliver a Joint Diploma recognized in the whole
European Higher Education Area
• EOLES consortium successfully addressed the lack of
a framework for remote experimental labs
• enables on-line undergraduate degree courses in Electrical
and Computer Engineering
14
15. Conclusions
• the official recognition of L3-EOLES course
• permits to ensure its financial sustainability
• with the accreditation it became part of the educational
system for which institutional funds are available
• agreement signed by all partners of the EOLES
consortium established the rules regarding
• the Joint Diploma
• the access to the learning resources
• the use of the remote laboratory
• the maintenance of the equipment
15
beyond the
end of the
EOLES
project
Hello, thank you for the presentation Mr. chair.
I’m here to present the EOLES course, as far as we know, the first accredited on-line degree course in Electronics and Optics for Embedded Systems.
The EOLES course was developed by a consortium of 15 Universities, 4 from Europe, France, Portugal, Belgium and Romania, and 11 from the North African countries of Morocco, Tunisia and Algeria, under a 3-year TEMPUS project that will finish next October.
The development of the EOLES course, a fully on-line 3rd year Bachelor’s degree in Electronics and Optics for Embedded Systems, is the main goal of this project financed by the European Commission under the TEMPUS program.
The preparation of the course was divided in several tasks that I’m going to describe a little bit:
Program definition
Technical units content and schedule definition
Functional e-Learning 2.0 framework definition
Development of the virtual and remote labs
Preparatory courses for instructors and technicians
Preparation of class and study materials
Preparation of the practical and lab assignments
Course accreditation
Students’ selection and enrolling
The program is divided in fourteen technical units (TUs) and in three optional units.
The optional units are preparatory TUs provided at the beginning of the 1st semester to level students’ knowledge in critical topics for the course – electronics and optics, since students with very different knowledge backgrounds may apply to be enrolled in this program.
The TUs cover a broader list of topics.
The first mandatory TU - Virtual Learning environment – is aimed to introduce the student to the learning environment platform and to the interactive tools that supports the course dynamics.
The remaining thirteen TUs may be divided in three groups:
fundamental sciences – including mathematics and physics
applied sciences - digital and analogue electronics, electromagnetic waves, digital signal processing, instrumentation and optics, and
complementary soft skills units, like communication techniques in English and business management
The lectures are mainly pre-recorded asynchronous classes with a duration never exceeding 20 minutes and where an instructor explains the theoretical basis of a subject supported by different types of visual materials, interspersed with self-evaluation questions – multiple-choice, fill-in-the-blanks, matching exercises –, whose aim is to keep students’ interest and attention, breaking long expositive classes.
Additionally, these self-evaluation questions provide students with an immediate feedback about their degree of understanding of the subjects being taught.
Students may progress at their own pace, viewing or reviewing this visual material anytime, any number of times, without restrictions.
However, the student may only proceed to the next lecture after the successful completion of the self-evaluation questions associated to the previous one.
A range of other materials is also available to support the study, including:
companion books freely downloadable from Internet
web links to other sites containing specialized information and other complementary data, depending on the TUs subject
The program is divided in fourteen technical units (TUs) and in three optional units.
The optional units are preparatory TUs provided at the beginning of the 1st semester to level students’ knowledge in critical topics for the course – electronics and optics, since students with very different knowledge backgrounds may apply to be enrolled in this program.
The TUs cover a broader list of topics.
The first mandatory TU - Virtual Learning environment – is aimed to introduce the student to the learning environment platform and to the interactive tools that supports the course dynamics.
The remaining thirteen TUs may be divided in three groups:
fundamental sciences – including mathematics and physics
applied sciences - digital and analogue electronics, electromagnetic waves, digital signal processing, instrumentation and optics, and
complementary soft skills units, like communication techniques in English and business management
The program is divided in fourteen technical units (TUs) and in three optional units.
The optional units are preparatory TUs provided at the beginning of the 1st semester to level students’ knowledge in critical topics for the course – electronics and optics, since students with very different knowledge backgrounds may apply to be enrolled in this program.
The TUs cover a broader list of topics.
The first mandatory TU - Virtual Learning environment – is aimed to introduce the student to the learning environment platform and to the interactive tools that supports the course dynamics.
The remaining thirteen TUs may be divided in three groups:
fundamental sciences – including mathematics and physics
applied sciences - digital and analogue electronics, electromagnetic waves, digital signal processing, instrumentation and optics, and
complementary soft skills units, like communication techniques in English and business management
The program is divided in fourteen technical units (TUs) and in three optional units.
The optional units are preparatory TUs provided at the beginning of the 1st semester to level students’ knowledge in critical topics for the course – electronics and optics, since students with very different knowledge backgrounds may apply to be enrolled in this program.
The TUs cover a broader list of topics.
The first mandatory TU - Virtual Learning environment – is aimed to introduce the student to the learning environment platform and to the interactive tools that supports the course dynamics.
The remaining thirteen TUs may be divided in three groups:
fundamental sciences – including mathematics and physics
applied sciences - digital and analogue electronics, electromagnetic waves, digital signal processing, instrumentation and optics, and
complementary soft skills units, like communication techniques in English and business management
The main originality of the L3-EOLES course is the remote laboratory used to perform on-line practical works.
Two kinds of practical works are included in the remote laboratory:
• Virtual experimentation using professional software accessible in the application server or in open access from different companies and universities
• Real remote laboratory experiments intended for students to perform real-time monitoring and control of technical equipment at distance.
The remote lab is the most innovative part of the project and of the course.
Each hardware setup (function generator or oscilloscope, for instance) is connected to the internet.
From each TU webpage, students have access to the lab’s webpages and to the proposed lab works.
Students are able to change the hardware configuration in real-time, having have an immediate feedback of their actions, via the virtual instrument interfaces that are deployed remotely and through a high-definition camera or other interface, depending on the specificities of each lab work.
A multi-user approach is implemented allowing a group of students to work and interact in real time over the same practical work, guaranteeing a strong collaboration among them during the training.
This article was published in “The New York Times” two-weeks ago and talks about the need for course accreditation for courses to succeeded.
In early 2012, leading scientists from Harvard, Stanford and M.I.T. started three companies to provide Massive Open Online Courses to anyone in the world with an Internet connection.
The courses are free. Millions of students are signing up everyday. A true revolution.
But today, enrollment in traditional colleges remains robust, and undergraduates are still paying high tuition fees. Why?
The failure of MOOCs to disrupt higher education has nothing to do with the quality of the courses themselves, many of which are very good and getting better.
However, the only thing MOOCs provide is access to world-class professors at an unbeatable price.
But they don’t offer official college degrees, the kind that can get you a job.
And that is mostly what college students are paying for.
So, having the EOLES course accredited was essential for its success. And we managed to have it accredited by the national educational authorities of France, Morocco and Tunisia.
The number of applicants for the first edition of the course, albeit highly concentrated in one of the EOLES partner countries, largely exceeded the initial expectations with a total of 660 candidates from Morocco, 15 from Tunisia, 10 from Algeria, one from Senegal and one from France.
After a careful selection 24 students from Morocco and 1 student from Tunisia are currently attending the course.
All students are simultaneously enrolled in the University of Limoges and in one of the accredited Universities of their choice in their countries of origin, and thus, in this first year, all successful students will receive the Joint Diploma.
The first semester is now over, and the second semester started a month ago.
Therefore, it is already possible to analyze the first semester results.
25 students started the course in September. Thirteen successfully concluded the 1st semester, roughly 50% of them.
9 may try to conclude it during the make-up session in July, albeit some are in great trouble.
3 abandoned the course for different reasons.
We expect that between 14 and 16 students will be able to conclude the course and get their joint diplomas, a percentage of around 60% of the initial students.
Conclusions
As far as we know, this course is the first fully on-line undergraduate course in Electronics and Optics for Embedded Systems to be recognized by the educational authorities in several countries at the same time, and the first to deliver a Joint Diploma recognized in the whole European Higher Education Area
The EOLES consortium successfully addressed the lack of a framework for remote experimental labs, something that now enables the existence of on-line undergraduate degree courses in Electrical and Computer Engineering.
The sustainability strategy of the project relied on the diploma accreditation process.
The official recognition of the course permits to ensure its financial sustainability since with the accreditation it became part of the educational system of each country, and for which institutional funds are available.
An agreement signed by all partners of the EOLES consortium established the rules regarding
the joint diploma
the access to the learning resources
the use of the remote laboratory and
the maintenance of the equipment
beyond the end of the EOLES project
And that’s all I had to say.
Thank you very much for your attention!