The document describes a project to develop self-directed e-learning mathematics courses on an online platform to help students from diverse educational backgrounds succeed in their university studies, with features like entry tests, short instructional videos, interactive examples, and online exercises with personalized feedback to support learning both individually and collaboratively before classroom lessons.
VII Jornadas eMadrid "Education in exponential times". "Learning and teaching...eMadrid network
VII Jornadas eMadrid "Education in exponential times". "Learning and teaching introductory programming in Higher Education, strategies and tools". Antonio Mendes. Universidad de Coimbra. 03/06/2017.
Brouns, Firssova - Bootcamp EMMA MOOC Assessment for learning in practice - E...EUmoocs
This presentation by Francis Brouns and Olga Firssova was given at the EDEN conference. To know more visit http://project.europeanmoocs.eu/project/publications/
The document discusses selecting an ePortfolio solution for a university. It recommends taking a checklist approach to evaluate ePortfolio options based on basic tasks, prototypical usage scenarios, required functionalities, and usability ratings. The selection process should be framed as an innovation and software choice rather than just a pedagogical tool. Conceptual frames help bring focus, shared meaning, and coherence to the complex decision.
Utilizing Web-based programming learning environment in University teachingViope Solutions Ltd
This session presents user experiences from a web-based learning environment for computer programming. In this system, students write programs, which are then automatically tested and results are reported back to the students immediately showing their mistakes. The environment allows the teachers to follow student progress and react, when there are signals indicating problems in learning. It is also possible to compare the students’ program codes in order to detect plagiarism. The learning environment includes a theory part of each programming language making it possible for the students to study whenever they want and wherever they want. The system is fully web-based and locates on the service provider’s server, so the users do not need to install anything. In practice, traditional classroom is not necessarily needed and teaching or support can be provided globally. Surveys show that the students appreciate the freedom the system offers and also the immediate feedback.
The PROMIS project aimed to improve the quality and vocational focus of master's degrees in computer science in Central Asia. It sought to extend the existing ERAMIS academic network to additional countries, adapt teaching to students who work in parallel to their studies through flipped and work-integrated learning, improve relationships between universities and companies, and enhance the network through shared courses and materials. The project involved universities and companies from Central Asia, Europe, and Finland working together to strengthen informatics education in the region.
The document describes a project to develop self-directed e-learning mathematics courses on an online platform to help students from diverse educational backgrounds succeed in their university studies, with features like entry tests, short instructional videos, interactive examples, and online exercises with personalized feedback to support learning both individually and collaboratively before classroom lessons.
VII Jornadas eMadrid "Education in exponential times". "Learning and teaching...eMadrid network
VII Jornadas eMadrid "Education in exponential times". "Learning and teaching introductory programming in Higher Education, strategies and tools". Antonio Mendes. Universidad de Coimbra. 03/06/2017.
Brouns, Firssova - Bootcamp EMMA MOOC Assessment for learning in practice - E...EUmoocs
This presentation by Francis Brouns and Olga Firssova was given at the EDEN conference. To know more visit http://project.europeanmoocs.eu/project/publications/
The document discusses selecting an ePortfolio solution for a university. It recommends taking a checklist approach to evaluate ePortfolio options based on basic tasks, prototypical usage scenarios, required functionalities, and usability ratings. The selection process should be framed as an innovation and software choice rather than just a pedagogical tool. Conceptual frames help bring focus, shared meaning, and coherence to the complex decision.
Utilizing Web-based programming learning environment in University teachingViope Solutions Ltd
This session presents user experiences from a web-based learning environment for computer programming. In this system, students write programs, which are then automatically tested and results are reported back to the students immediately showing their mistakes. The environment allows the teachers to follow student progress and react, when there are signals indicating problems in learning. It is also possible to compare the students’ program codes in order to detect plagiarism. The learning environment includes a theory part of each programming language making it possible for the students to study whenever they want and wherever they want. The system is fully web-based and locates on the service provider’s server, so the users do not need to install anything. In practice, traditional classroom is not necessarily needed and teaching or support can be provided globally. Surveys show that the students appreciate the freedom the system offers and also the immediate feedback.
The PROMIS project aimed to improve the quality and vocational focus of master's degrees in computer science in Central Asia. It sought to extend the existing ERAMIS academic network to additional countries, adapt teaching to students who work in parallel to their studies through flipped and work-integrated learning, improve relationships between universities and companies, and enhance the network through shared courses and materials. The project involved universities and companies from Central Asia, Europe, and Finland working together to strengthen informatics education in the region.
Industrial E-Learning: innovation transfer from research into practicemetamath
IMC provides e-learning solutions and services. They discussed several of their R&D projects including the ROLE project, which combines formal and informal learning using a personal learning environment. They also discussed the Go-Lab project, an EU-funded initiative that provides online science labs for schools through an inquiry-based learning approach using virtual and remote labs. IMC has created MOOCs on the Go-Lab portal to train teachers on using online labs in the classroom through a combination of online coursework and hands-on lab activities, referred to as MOOL (MOOC + Online Lab).
Learner Modelling and Adaptation in Math-Bridgemetamath
The document discusses learner modeling and adaptation in the Math-Bridge intelligent tutoring system. It describes the main components of the system including the learner model, domain model, and pedagogical model. It provides details on how the learner model is updated based on evidence from student interactions and how this information is used to adapt instruction by selecting appropriate content and sequencing. The system aims to personalize course generation and annotation based on the individual student model.
Chemnistry and mathematics - the perfect couple?metamath
- Chemistry involves both experimentation and quantitative analysis using mathematical concepts and equations.
- Many chemistry students struggle with the required mathematics, either due to a lack of background knowledge or an aversion to mathematics.
- The author proposes using a "Math-Bridge" program to help students strengthen their mathematical skills before beginning chemistry courses. A previous attempt that offered extra credit for using an online math training program saw little participation.
- In the future, the Math-Bridge program could be directly incorporated into a bridge course before the start of lectures to help students better prepare for the quantitative aspects of chemistry.
This document provides an overview of mathematics curricula and courses at Saarland University in Germany. It describes the university's main fields of interest including partial differential equations, calculus of variations, and geometric analysis. It also outlines the university's teaching obligations, contact with universities in Russia, and awards and achievements of the mathematics department. Standard course structures are explained, including courses for bachelor's and master's degrees in mathematics as well as courses in mathematics for other STEM fields.
Use of e-Learning systems in math courses at HTWsaarmetamath
This document discusses the use of e-learning systems, specifically MathCoach, in mathematics courses at HTW Saar. It provides an overview of HTW Saar, introducing MathCoach as an interactive e-learning tool for automatic exercise generation and visualization. MathCoach has been integrated into the blended learning bridge course and regular courses at HTW Saar since 2006 to provide individual practice and testing. It allows exercises to be integrated into online classes and PDF documents. MathCoach supports various learning management systems and its use in regular on-campus classes, distance courses, and individual learning.
Teaching Mathematics at the University of the Future metamath
The document discusses the future of university teaching and learning. It describes how university infrastructure, teaching, and learning will change with new technologies. Key points include:
1. Infrastructure will include campus-wide wireless, new media centers, learning management systems, and web/mobile access to information.
2. Teaching will transition from traditional lectures to interactive classrooms using technologies like multitouch boards, walls, and virtual blackboards. Intelligent tutoring systems and mobile learning will also play a role.
3. Learning will become more collaborative, personalized, and lifelong through resources that are available anywhere and anytime on the internet, semantic web, and mobile devices.
This document summarizes the current progress and future plans of the MetaMath project. It is divided into six work packages (WP1-WP6). For each WP, it outlines the original timeline, current estimation, key tasks, deliverables, recommendations from meetings, and upcoming deadlines or events. The project aims to modernize math curricula and teaching materials in Russia through comparative case studies, curriculum development, tools and training, pilot implementation and evaluation, dissemination, and quality management over its duration from 2015-2017.
Sharing Interactive Geometry in a Multilingual Europemetamath
This document summarizes Paul Libbrecht's presentation on sharing interactive geometry resources in a multilingual Europe. The presentation introduced dynamic geometry as a tool for exploring mathematical constructions. It discussed the i2Geo platform's approach to enabling cross-curricular search of resources through an ontology of mathematical concepts. The presentation also covered i2Geo's focus on open educational resources, efforts to ensure resource quality, and challenges around encouraging reuse of resources across languages and cultures.
1. The DAAD (German Academic Exchange Service) is an organization that promotes international academic exchange with Germany. It provides scholarships for both foreign students studying in Germany and German students studying abroad.
2. Germany has a long tradition of higher education, dating back to the first universities established in the 13th-14th centuries. Today it has a diverse higher education system including universities, technical universities, and universities of applied sciences.
3. Studying in Germany offers opportunities to gain an internationally recognized degree, learn German, and receive career counseling and other support services for international students. Requirements for admission generally include a secondary school certificate, proof of German language proficiency, and financial support documentation.
This document summarizes a one-year research program in applied mathematics called "Maths in action: from concept to innovation". The program offers three specialized tracks in environment/geosciences, fluids/materials, or biology/medicine. Students take courses in applied analysis, stochastic modeling, and program-specific topics. They complete a 4-month internship and defend a thesis. The program prepares students for research careers in industry, government labs, or academia and has partnerships with schools and companies in those fields.
INSA de Lyon is a major engineering school located in Lyon, France that is known for its humanism and diversity. It has over 5,400 students annually and graduates around 1,300 engineers each year. INSA Lyon is part of a larger INSA Group that includes five other engineering schools in France. It is ranked highly in numerous national and international rankings and has strong industry connections through training programs, research collaborations, and graduate employment.
This document discusses topics related to image modeling and computing. It covers areas such as image processing, 3D modeling, animation and simulation, medical imaging, material imaging, visualization, and research introduction. For each topic, it provides information on related modeling, computing, programming, software, image data and companies. It also lists relevant courses, theories, fundamentals, job titles, activities and keywords.
The document discusses mathematics education and research in the Lyon area of France. It outlines the major universities and engineering schools that offer mathematics programs, including bachelor's, master's and PhD degrees. It also describes the two main research units, the Institut Camille Jordan and Unité de Mathématiques Pures et Appliquées. The Institut Camille Jordan has over 250 members across various partner institutions and focuses on areas like algebra, geometry, logic and more through multiple research teams.
The document summarizes the math curriculum at CPE Lyon. It discusses two tracks of applied math - one with less math focusing on differential equations and physics, and one with more math covering algebra, calculus and numerical analysis. It then outlines the fundamental math courses taught in the first year, including linear algebra, probability, transforms and decomposition methods. Finally, it describes the applied math courses in the Image, Modeling and Computing specialization, which involve modeling, processing, simulation and programming with a focus on image data.
This document summarizes the 1st year activities of the MetaMath project. It includes 4 main activities: 1) developing a methodology for case studies, 2) conducting study visits to learn about math curricula in EU universities, 3) holding workshops in Russia to collect experiences and describe national cases, and 4) writing and evaluating the case studies report. It also outlines the tasks, deliverables, mobility activities, and quality control framework for the project.
Subject Teacher Education and Developing of University Teaching at TUTmetamath
The document discusses subject teacher education at Tampere University of Technology (TUT) in Finland. It notes that TUT is the only technical university allowed to train subject teachers with an engineering degree in mathematics, physics, chemistry, and information technology. The structure of studies involves students obtaining a bachelor's degree from TUT in their major subject along with basic education studies, then a master's degree including intermediate education studies, allowing them to have both an engineering diploma and teacher qualification. It also describes a research project testing "languaging exercises" to develop students' mathematical communication skills at TUT and the University of Turku.
N.P. Ogarev Mordovia State University is a large public university located in Saransk, Russia. It was founded in 1931 and currently has over 22,000 students across 11 faculties and 7 institutes. The university conducts research in 22 areas and has partnerships with other universities and research centers both within Russia and internationally.
Strijker, A. (2005 12 06). Piloting Sakai In A Master Course Does It Really...Saxion
1) Dr. Allard Strijker conducted a pilot of the Sakai course management system in a master's program course at the University of Twente to evaluate if it could effectively support their educational needs.
2) The pilot encountered several usability issues like inconsistent interfaces, unclear relationships between functions, and technical problems accessing course materials.
3) While the basic functions worked, Dr. Strijker was ultimately disappointed as Sakai did not meet expectations for collaboration, educational support, mobile access, or interoperability for their needs. Improved documentation and interface consistency were seen as needed.
Piloting Sakai In A Master Course Does It Really WorkSaxion
1) Dr. Allard Strijker conducted a pilot of the Sakai course management system in a master's program course at the University of Twente to evaluate if it could effectively support their educational needs.
2) The pilot encountered several usability issues like inconsistent interfaces, unclear relationships between functions, and technical problems accessing student assignments.
3) While the basic functions worked, Dr. Strijker was ultimately disappointed as Sakai did not meet expectations for collaboration, educational support, mobile access, or interoperability for their needs. Improvements to the interface and documentation were needed.
Industrial E-Learning: innovation transfer from research into practicemetamath
IMC provides e-learning solutions and services. They discussed several of their R&D projects including the ROLE project, which combines formal and informal learning using a personal learning environment. They also discussed the Go-Lab project, an EU-funded initiative that provides online science labs for schools through an inquiry-based learning approach using virtual and remote labs. IMC has created MOOCs on the Go-Lab portal to train teachers on using online labs in the classroom through a combination of online coursework and hands-on lab activities, referred to as MOOL (MOOC + Online Lab).
Learner Modelling and Adaptation in Math-Bridgemetamath
The document discusses learner modeling and adaptation in the Math-Bridge intelligent tutoring system. It describes the main components of the system including the learner model, domain model, and pedagogical model. It provides details on how the learner model is updated based on evidence from student interactions and how this information is used to adapt instruction by selecting appropriate content and sequencing. The system aims to personalize course generation and annotation based on the individual student model.
Chemnistry and mathematics - the perfect couple?metamath
- Chemistry involves both experimentation and quantitative analysis using mathematical concepts and equations.
- Many chemistry students struggle with the required mathematics, either due to a lack of background knowledge or an aversion to mathematics.
- The author proposes using a "Math-Bridge" program to help students strengthen their mathematical skills before beginning chemistry courses. A previous attempt that offered extra credit for using an online math training program saw little participation.
- In the future, the Math-Bridge program could be directly incorporated into a bridge course before the start of lectures to help students better prepare for the quantitative aspects of chemistry.
This document provides an overview of mathematics curricula and courses at Saarland University in Germany. It describes the university's main fields of interest including partial differential equations, calculus of variations, and geometric analysis. It also outlines the university's teaching obligations, contact with universities in Russia, and awards and achievements of the mathematics department. Standard course structures are explained, including courses for bachelor's and master's degrees in mathematics as well as courses in mathematics for other STEM fields.
Use of e-Learning systems in math courses at HTWsaarmetamath
This document discusses the use of e-learning systems, specifically MathCoach, in mathematics courses at HTW Saar. It provides an overview of HTW Saar, introducing MathCoach as an interactive e-learning tool for automatic exercise generation and visualization. MathCoach has been integrated into the blended learning bridge course and regular courses at HTW Saar since 2006 to provide individual practice and testing. It allows exercises to be integrated into online classes and PDF documents. MathCoach supports various learning management systems and its use in regular on-campus classes, distance courses, and individual learning.
Teaching Mathematics at the University of the Future metamath
The document discusses the future of university teaching and learning. It describes how university infrastructure, teaching, and learning will change with new technologies. Key points include:
1. Infrastructure will include campus-wide wireless, new media centers, learning management systems, and web/mobile access to information.
2. Teaching will transition from traditional lectures to interactive classrooms using technologies like multitouch boards, walls, and virtual blackboards. Intelligent tutoring systems and mobile learning will also play a role.
3. Learning will become more collaborative, personalized, and lifelong through resources that are available anywhere and anytime on the internet, semantic web, and mobile devices.
This document summarizes the current progress and future plans of the MetaMath project. It is divided into six work packages (WP1-WP6). For each WP, it outlines the original timeline, current estimation, key tasks, deliverables, recommendations from meetings, and upcoming deadlines or events. The project aims to modernize math curricula and teaching materials in Russia through comparative case studies, curriculum development, tools and training, pilot implementation and evaluation, dissemination, and quality management over its duration from 2015-2017.
Sharing Interactive Geometry in a Multilingual Europemetamath
This document summarizes Paul Libbrecht's presentation on sharing interactive geometry resources in a multilingual Europe. The presentation introduced dynamic geometry as a tool for exploring mathematical constructions. It discussed the i2Geo platform's approach to enabling cross-curricular search of resources through an ontology of mathematical concepts. The presentation also covered i2Geo's focus on open educational resources, efforts to ensure resource quality, and challenges around encouraging reuse of resources across languages and cultures.
1. The DAAD (German Academic Exchange Service) is an organization that promotes international academic exchange with Germany. It provides scholarships for both foreign students studying in Germany and German students studying abroad.
2. Germany has a long tradition of higher education, dating back to the first universities established in the 13th-14th centuries. Today it has a diverse higher education system including universities, technical universities, and universities of applied sciences.
3. Studying in Germany offers opportunities to gain an internationally recognized degree, learn German, and receive career counseling and other support services for international students. Requirements for admission generally include a secondary school certificate, proof of German language proficiency, and financial support documentation.
This document summarizes a one-year research program in applied mathematics called "Maths in action: from concept to innovation". The program offers three specialized tracks in environment/geosciences, fluids/materials, or biology/medicine. Students take courses in applied analysis, stochastic modeling, and program-specific topics. They complete a 4-month internship and defend a thesis. The program prepares students for research careers in industry, government labs, or academia and has partnerships with schools and companies in those fields.
INSA de Lyon is a major engineering school located in Lyon, France that is known for its humanism and diversity. It has over 5,400 students annually and graduates around 1,300 engineers each year. INSA Lyon is part of a larger INSA Group that includes five other engineering schools in France. It is ranked highly in numerous national and international rankings and has strong industry connections through training programs, research collaborations, and graduate employment.
This document discusses topics related to image modeling and computing. It covers areas such as image processing, 3D modeling, animation and simulation, medical imaging, material imaging, visualization, and research introduction. For each topic, it provides information on related modeling, computing, programming, software, image data and companies. It also lists relevant courses, theories, fundamentals, job titles, activities and keywords.
The document discusses mathematics education and research in the Lyon area of France. It outlines the major universities and engineering schools that offer mathematics programs, including bachelor's, master's and PhD degrees. It also describes the two main research units, the Institut Camille Jordan and Unité de Mathématiques Pures et Appliquées. The Institut Camille Jordan has over 250 members across various partner institutions and focuses on areas like algebra, geometry, logic and more through multiple research teams.
The document summarizes the math curriculum at CPE Lyon. It discusses two tracks of applied math - one with less math focusing on differential equations and physics, and one with more math covering algebra, calculus and numerical analysis. It then outlines the fundamental math courses taught in the first year, including linear algebra, probability, transforms and decomposition methods. Finally, it describes the applied math courses in the Image, Modeling and Computing specialization, which involve modeling, processing, simulation and programming with a focus on image data.
This document summarizes the 1st year activities of the MetaMath project. It includes 4 main activities: 1) developing a methodology for case studies, 2) conducting study visits to learn about math curricula in EU universities, 3) holding workshops in Russia to collect experiences and describe national cases, and 4) writing and evaluating the case studies report. It also outlines the tasks, deliverables, mobility activities, and quality control framework for the project.
Subject Teacher Education and Developing of University Teaching at TUTmetamath
The document discusses subject teacher education at Tampere University of Technology (TUT) in Finland. It notes that TUT is the only technical university allowed to train subject teachers with an engineering degree in mathematics, physics, chemistry, and information technology. The structure of studies involves students obtaining a bachelor's degree from TUT in their major subject along with basic education studies, then a master's degree including intermediate education studies, allowing them to have both an engineering diploma and teacher qualification. It also describes a research project testing "languaging exercises" to develop students' mathematical communication skills at TUT and the University of Turku.
N.P. Ogarev Mordovia State University is a large public university located in Saransk, Russia. It was founded in 1931 and currently has over 22,000 students across 11 faculties and 7 institutes. The university conducts research in 22 areas and has partnerships with other universities and research centers both within Russia and internationally.
Strijker, A. (2005 12 06). Piloting Sakai In A Master Course Does It Really...Saxion
1) Dr. Allard Strijker conducted a pilot of the Sakai course management system in a master's program course at the University of Twente to evaluate if it could effectively support their educational needs.
2) The pilot encountered several usability issues like inconsistent interfaces, unclear relationships between functions, and technical problems accessing course materials.
3) While the basic functions worked, Dr. Strijker was ultimately disappointed as Sakai did not meet expectations for collaboration, educational support, mobile access, or interoperability for their needs. Improved documentation and interface consistency were seen as needed.
Piloting Sakai In A Master Course Does It Really WorkSaxion
1) Dr. Allard Strijker conducted a pilot of the Sakai course management system in a master's program course at the University of Twente to evaluate if it could effectively support their educational needs.
2) The pilot encountered several usability issues like inconsistent interfaces, unclear relationships between functions, and technical problems accessing student assignments.
3) While the basic functions worked, Dr. Strijker was ultimately disappointed as Sakai did not meet expectations for collaboration, educational support, mobile access, or interoperability for their needs. Improvements to the interface and documentation were needed.
The document discusses the use of electronic learning tools at Maastricht University. It describes how Blackboard is used to support problem-based learning, with groups of students meeting weekly to discuss cases and objectives. It also outlines plans to expand distance and part-time learning programs, requiring increased use of tools for asynchronous and synchronous interaction between students and teachers off-campus.
This document provides an overview of the computer engineering program at ULAB. It includes:
- The 4-year degree program requires completion of 140 credits across general education, major core/elective, project, and optional/minor courses.
- The Department of CSE is committed to providing quality education through modern technologies, industry partnerships, research opportunities, and nurturing creativity.
- Program outcomes include applying technical knowledge to solve problems, identifying and solving engineering issues, understanding ethics, effective communication, and teamwork skills.
This document provides an overview and introduction for a computer engineering orientation at ULAB. It includes the following key points:
- The 4-year bachelor's degree program in computer science engineering requires 140 credits across general education, core major, elective, project, and optional/minor courses.
- The department is committed to modern technologies like high-speed internet, campus-wide WiFi, software and computer labs, and online registration.
- The department aims to provide quality teaching, industry collaborations, research partnerships, and course curricula focused on industry requirements.
- Program outcomes include applying math and computing knowledge to solve problems, identifying and solving engineering problems, understanding ethics, effective communication, and
Technology Class presentation to class at Fordham Uniersity, It is meant for classroom teachers to broaden understanfing of integrating technology into teaching and learning.
This course is for 1st year master's degree students in digital signal processing, with about 12-15 students per group. The objectives are to improve English speaking skills and teach the basics of digital signal processing theory and equipment. Lectures will provide direction and topics for student reports. Online tests will monitor terminology knowledge. Classroom discussions will develop patterns for cross-checking reports. The course will use online tests on Moodle for assessment. It will include reading materials, tests, student reports, and cross-checking reports online. The online materials aim to help students study professional English better. The instructor has an existing Russian language digital signal processing course on Moodle and found some relevant English books. The plan is to blend face-
VII Jornadas eMadrid "Education in exponential times".Felix Buendia: "Instruc...eMadrid network
VII Jornadas eMadrid "Education in exponential times".Felix Buendia: "Instructional perspective using Learning Analytics in Computer Science education". 05/07/2017.
The document outlines a project to modernize math courses for computer science specialties in Russian universities. It discusses reasons for high dropout rates in STEM fields including students underestimating the math required and a lack of practical examples. The project involves comparative case studies of math education in Europe, and formulating main directions for modernization based on emphasizing practice over theory, incorporating more real-world examples, and using online tools and bridging courses. Specific modernization plans are outlined for several participating universities focusing on using e-learning platforms and adding applied content.
This document contains a summary of Belfrit Victor Batlajery's skills, qualifications, and work experience. It includes the following key points:
- Belfrit has strong analytical, organizational, communication, and time management skills developed through research, teaching, and volunteer experience.
- He holds a PhD in Computer Science from the University of Southampton, an MSc in Business Informatics from Utrecht University, and a BEng in Information Engineering from Duta Wacana Christian University.
- His current role is as a Demonstrator and Mentor at the University of Southampton, where he guides students and supports exams. Previously he has held roles in research, operations, software development,
Curriculum Vitae
I would like to introduce myself to you. My name is Jasmina Mušović. I am a native-born Swiss (Canton Appenzell). I successfully completed my studies in Environmental Engineering at the university of excellence RWTH Aachen, Germany. I am just finishing my extra-occupational MBA study in management and entrepreneurship at the university of applied sciences in Aachen. I´m currently working as consultant engineering in the division Business Engagement at Covestro Deutschland AG. This professionally and academic experienced background provides me to understand with a highly customer-orientated mindset diverse perspectives, strategic targets and individual needs of different stakeholders at the hub between engineering, business and IT in a polymer producing industry.
The document discusses e-learning and blended learning models used in Austrian schools. It describes how the E-Learning Cluster Austria was founded in 2002 as a network of over 50 schools using innovative e-learning practices supported by the Ministry of Education. The goals are to develop common e-learning models and sequences for classroom use, exchange learning objects, and implement blended learning approaches systematically. It provides an example of how one Austrian school uses the Microsoft Class Server platform for blended learning, including creating online courses, tests, and student progress tracking. Both advantages and challenges of blended learning approaches from a teacher and student perspective are summarized.
TELL ME MORE is an e-learning language solution that offers:
- Courses in 7 languages with over 2,000 hours of content per language
- Voice recognition technology to practice speaking skills
- Placement tests, progress reports, and tutoring support
- Flexibility to use anywhere and anytime on any device
- Administrative tools to manage students, courses, and reporting
Introducing Computational Thinking to K-5 in a French ContextVanea Chiprianov
Presentation at the 21st Annual Conference on Innovation and Technology in Computer Science Education (ITiCSE), 2016.07, Arequipa, Peru. More details about the paper at https://sites.google.com/site/vaneachiprianov/papers .
Structuring OER using learning trajectoriesRobert Schuwer
Presentation about the way which Wikiwijs uses to give a structure to a set of digital learning materials using learning trajectories. Presented @OpenEd 2010 Barcelona
This document discusses bringing machine learning education to secondary schools. It proposes that machine learning is well-suited for secondary education because it can explain basic techniques and applications without requiring programming. It recommends teaching basic machine learning methods like linear classifiers, k-nearest neighbors, and naive Bayes using existing software. More advanced applications could be introduced as black boxes. The goal would be to introduce concepts of computer science and machine learning to motivate students in these fields and address the declining enrollment in computing studies. Any project would need to address challenges of involving schools, developing curricula, and adapting materials for different educational systems and languages.
The document discusses the establishment of an online writing lab at a distance university in Germany to help students improve their academic writing skills. It describes setting up open online tutorials in Moodle on using the citation management software Citavi. Evaluations found students benefited from peer support, gaining competencies, and the flexibility of online learning. Integrating a virtual classroom provided additional social and motivational benefits. The writing lab was well-received, with over 2,500 students enrolled. Overall, the document advocates a holistic approach combining social, technical, and pedagogical aspects to support self-organized online learning.
3 Sphere Model for Knowledge ManagementPavel Kraus
The model allows fast clarification of terms and identification of knowledge management issues. Furthermore, it helps to pinpoint KM related techniques and tools. It puts them into the right perspective and shows where they bring the greatest benefits. This accelerates the understanding when defining outcomes of a knowledge management project.
The document discusses integrating technology into the curriculum. It provides reasons for using technology like motivating students and helping teachers be more productive. It describes attributes of information-age schools where students communicate digitally and learning is student-centered. Approaches discussed include teacher collaboration, teaching information literacy, and using software in connection with subjects. Both pros and cons of the integration are analyzed.
Similar to Teaching mathematics and statistics for business students: Challenges and experiences in a German University of Applied Sciences (20)
Probability Theory and Mathematical Statistics in Tver State Universitymetamath
Project MetaMath outlines a probability theory and mathematical statistics course offered at Tver State University. The course is offered over two semesters for a total of 9 credits. It includes lectures, laboratory work, seminars, course projects each semester, and exams. The goal of the course is to present basic information about probability models that account for random factors. Upon completing the course, students should have mastered key probability and statistics concepts and techniques. The course also discusses modernizing elements like pre-testing students and incorporating online homework assignments.
This document compares the Discrete Mathematics curricula and courses between OMSU (National Research Ogarev Mordovia State University) in Russia and TUT (Tampere University of Technology) in Finland. It analyzes the competencies, topics, and learning outcomes covered in the Discrete Mathematics courses based on three levels of difficulty. Overall, the OMSU course covers more topics like set theory, combinatorics, algebraic structures, and coding theory over a longer duration, while the TUT course focuses more on number theory over a shorter period. The document proposes increasing engineering applications and using an online learning system to help modernize the Discrete Mathematics courses.
This document outlines a course of calculus for IT students at Lobachevsky State University of Nizhni Novgorod. The course is divided into 3 terms covering sequences, differential calculus, integral calculus, and series. Tests and exams are given throughout each term to assess student competency in mathematical thinking and problem solving. The course aims to develop skills in applying modern mathematical tools. Plans are discussed to modernize the course by adding an introductory section to address low student preparation, using online tools like METAMATH to support independent work, and testing key concepts to address educational problems.
The document discusses the discrete mathematics curriculum at Saint-Petersburg Electrotechnical University. It provides an overview of which discrete math topics are covered in each year of study for different degree programs. It also compares course parameters like credits and hours between the university and TUT. Key modules covered in the second year Math Logic and Algorithm Theory course are outlined. Competencies addressed in the curriculum are mapped to SEFI levels, with additional competencies covered uniquely at the university. Suggested modifications to improve the curriculum structure are presented.
Probability Theory and Mathematical Statisticsmetamath
This document provides information about a Probability Theory and Mathematical Statistics course taught at KNITU, Russia. It includes details about the course such as the number of students, preliminary courses required, distribution of working time, topics covered in lectures and workshops/laboratories. It also compares the methodology and topics studied in this course to a similar course taught at TUT, Finland. Key differences highlighted include the use of Matlab at TUT and more emphasis on practical work/tutorials versus lectures. Overall competencies covered are also summarized and compared between the two courses based on the SEFI framework.
This document compares the optimization methods courses between KNITU (Russia) and TUT (Finland).
The KNITU course is mandatory, has fewer credits (3 vs 5), and less time spent (108 student hours vs 138). Key topics are similar but KNITU spends less time on lectures (10 vs 28) and nonlinear optimization.
The main difference is KNITU has fewer lectures, almost half that of TUT. This could be addressed by using an online math platform like Math-Bridge to provide additional lecture material and practice problems. Mid-term tests on Math-Bridge could help evaluate knowledge gained from the extra online content.
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Teaching mathematics and statistics for business students: Challenges and experiences in a German University of Applied Sciences
1. Teaching mathematics and statistics to business
students: Challenges and experiences in a German
University of Applied Sciences
Teresa Melo
Saarland University of Applied Sciences
Business School
Institute for Supply Chain and Operations Management (ISCOM)
Saarbrücken, Germany
2. 2
German Higher Education System
Saarland University of Applied Sciences (htw saar)
Business School
Degree programmes
Teaching challenges
Learning problems
Supporting activities in maths & statistics
Outlook
Outline
MetaMath/MathGeAr
Workshop, 11 Sept. 2014
3. 3
German Higher Education System
MetaMath/MathGeAr
Workshop, 11 Sept. 2014
2.5 Mio. students (2013)
47.6% female, 52.4% male
61% public higher education institutions, 39% private
Responsibility for education federal states
Common basic principles, different organisation (e.g. tuition fees charged
in Lower Saxony)
Universities
Universities
of Applied
Sciences
Colleges of
Art / Music
392
30.9% 54.8% 14.3%
German Rector‘s Conference, www.hrk.de
4. 4
Role of Higher Education Institutions
MetaMath/MathGeAr
Workshop, 11 Sept. 2014
Access to higher education: 12/13 years of schooling
‘Abitur’ or ‘Fachabitur’ certification
Universities
Universities
of Applied
Sciences
Colleges of
Art / Music
Wide range of academic disciplines
Theoretical and research-oriented studies
Application-oriented studies and research
Studies integrated in industry, companies
Studies in fine arts, performing arts and music
5. 5
Degrees at German Universities
MetaMath/MathGeAr
Workshop, 11 Sept. 2014
9,204 undergraduate degree programmes
6,940 postgraduate degree programmes
Bologna Process (European Union):
Bachelor’s degree, 3 - 4 years
Master’s degree, 1 - 2 years
Degree programme
Institution Bachelor Master Doctoral
Universities
Universities of
Applied Sciences
(in cooperation
with a university)
Colleges of
Art / Music
6. 6
Saarland University of Applied Sciences I
MetaMath/MathGeAr
Workshop, 11 Sept. 2014
History
1807 École pratique des mines
(mining school)
1971 School of Engineering +
Business School (Fachhochschule)
1991 Saarland University of Applied
Sciences (Hochschule für Technik
und Wirtschaft des Saarlandes)
Current figures
~5,700 students (37% female)
~120 professors
5 campuses
4 faculties
School of Engineering
School of Social Sciences
Business School
School of Architecture and Civil Engineering
7. 7
Saarland University of Applied Sciences II
MetaMath/MathGeAr
Workshop, 11 Sept. 2014
Practical experience through mandatory practical work in all degree
programmes
Intensive cooperation with companies: internships, invited lectures by
CEOs, exkursions, research partnerships
Cooperation (teaching & research) with more than 50 universities abroad:
Bulgaria, Denmark, Finland, France, Georgia, Iceland, Japan, Latvia, Luxemburg,
Mexico, Netherlands, Poland, Portugal, Rumania, Spain, Switzerland, UK, USA, …
Member of the European University Association (EUA)
Top position in R&D among the German Universities of
Applied Sciences (DFG statistics)
School of Engineering School of Social Sciences
Business SchoolSchool of Architecture and Civil Engineering
8. 8
Business School
MetaMath/MathGeAr
Workshop, 11 Sept. 2014
Students > 2,200
Professors 45
Assistant lecturers 22
Admin. staff 17
Invited lecturers
(industry, etc.)
> 80
Some impressions of Campus Rotenbühl
9. 9
Business School – Degree Programmes
MetaMath/MathGeAr
Workshop, 11 Sept. 2014
Bachelor programmes Master programmes
Aviation Business and Piloting*
Business Administration*
Marketing Science
Accounting and Finance
Supply Chain Management
International Business
Administration
International Management
International Tourism Management
Leisure, Sports and Tourism
Cultural Management
Industrial Engineering* Industrial Engineering
DFHI Programmes**:
Business Administration, Logistics
DFHI-Programme Management
Sciences**
**) Franco-German Institute of Higher Education: Joint degree programmes in
cooperation with University of Lorraine, Metz (F)
*)full-time/part-time
10. 10
Business School – Maths & Statistics
MetaMath/MathGeAr
Workshop, 11 Sept. 2014
3 professors, 4 assistant lecturers
Scope of courses dependent on degree programme, e.g.
Business Administration (Bachelor): 3 courses, 15 ECTS
International Business Administration (Bachelor): 2 courses, 10 ECTS
Industrial Engineering (Bachelor): 4 courses, 15 + 2.5 ECTS
European Credit Transfer and Accumulation System: 1 ECTS = 28 h
Mathematics Statistics Quantitative Methods
calculus descriptive stat operations research
algebra probability theory logistics
geometry inference stat
marketing &
accounting
financial maths multivariate stat simulation
software (computer algebra system, excel, SPSS, …)
11. 11
Challenges Posed by Business Students
MetaMath/MathGeAr
Workshop, 11 Sept. 2014
Low motivation to learn maths
Low/medium achievement at high school
Understanding: Mathematics = Arithmetic
No deep understanding of basic concepts
Generation Y (70’s – mid-90’s) and Generation Z (>mid-90’s):
use of communication and media technology
Internet, smartphones, instant
messaging, MP3 players,
social media (facebook, etc.), …
Response to loud and quick
visuals, audio, and music
Short attention span and lack of
concentration and application
Instant gratification
Easily frustrated
12. 12
Learning Problems I
MetaMath/MathGeAr
Workshop, 11 Sept. 2014
Learned Helplessness a student who experiences
continuous failure in math expects to fail
Passive Learner student does not actively make
connections between what he/she already knows and
what he/she is presently learning
Memory Problems `information storage problem’
Attention Problems important pieces of information are often missed
during teaching
Cognitive/Metacognitive Thinking Deficits students lack the ability to
monitor learning:
Evaluating whether they are learning
Employing strategies when needed
Knowing whether a strategy is successful
Making changes when needed
13. 13
Learning Problems II
MetaMath/MathGeAr
Workshop, 11 Sept. 2014
Low Level of Academic Achievement lack of basic math skills
Math Anxiety ‘math time’ is often an anxiety-ridden experience
What is the solution to these problems?
Increase motivation, decrease frustration
Provide success
Realise the need for mathematical thinking
14. 14
Teaching Maths & Stat at the Business School
MetaMath/MathGeAr
Workshop, 11 Sept. 2014
Small groups (< 40 students)
Lectures
Combination of traditional channels with new technology
Applications, case studies & assignments
Tutorials (some in addition to course schedule)
Weekly exercise sheets (without solutions), newsletters (with solutions)
Mock examinations assess learning progress
Revision courses (‘Repetitorium’) every semester
Courses in German, some in English
Library, large choice of e-books
16. 16
Additional Support I
MetaMath/MathGeAr
Workshop, 11 Sept. 2014
Maths Café
2 sessions every week (2 x 4 h)
supervision by tutors (students) and 1 assistant lecturer
informal atmosphere
Long Night of Mathematics / Long Night of Statistics
every semester (Fridays, after 6 pm)
supervision by tutors, assistant lecturers, professors
Additional exercises
17. 17
Additional Support II
MetaMath/MathGeAr
Workshop, 11 Sept. 2014
Preparatory courses
4 weeks (> 700 students in 2013)
‘refresh’ basic maths concepts
close ‘gaps’
groups built depending on level (based on initial test)
course contents aligned with degree programmes
courses given by maths students (Saarland University)
interactive web-based e-learning MathCoach
high school htw saar
18. 18
Cooperation with High Schools
MetaMath/MathGeAr
Workshop, 11 Sept. 2014
Project Mathe-MAX
Annual conference with high schools in Saarland (2013, 2014)
Preparatory meetings (working group)
Goal: identification of minimum skills in maths required for higher
education
Further training for academic staff at htw saar
mathematics (in cooperation with prof. A. Lambert, Saarland University)
seminars, workshops on teaching
high school htw saar
19. 19
Outlook
MetaMath/MathGeAr
Workshop, 11 Sept. 2014
Strong commitment to support students
Gradual assessment of supporting activities
Development & implementation of additional activities,
e.g. continuous assessment
Long road ahead …
Source:http://3.bp.blogspot.com/
Thank you for your attention!
contact: teresa.melo@htwsaar.de