The Power of Learning

Computer-Collaboration-Learning: Figure 2 by Johann W. Sarmiento-Klapper, "Sustaining Collaborative Knowledge Building: Continuity in Virtual Math Teams", A Thesis of Ph.D. , Drexel University, 2009 (download-pdf, Link)

 

Education and problem-solving versus Reduced biological stress

"Education may also promote problem-solving skills leading to reduced biological stress responsivity, with favorable consequences for biological aging. Lower educational attainment is associated with shorter leukocyte telomere length in healthy older men and women, and may reflect more rapid cellular aging in lower socioeconomic status individuals.” , Andrew Steptoe (University College London), “Educational attainment but not measures of current socioeconomic circumstances are associated with leukocyte telomere length in healthy older men and women.", In Brain, Behavior, and Immunity, (Original Research Article), Elsevier Inc.,  April 2011 (LINK).

Improve your brain health and performance

Build your Personalized Training Program     Enhance memory and attention     Web-based personalized training program     Track changes in brain performance Source: http://www.lumosity.com/app/v4/personalization CONNECTING EDUCATION & TECHNOLOGY:http://edudemic.com

IMAGINATION: “Imagination is everything. Imagination is more important than knowledge. For knowledge is limited to all we now know and understand, while imagination embraces the entire world, and all there ever will be to know and understand.“(Albert Einstein)

WISDOM: "Wisdom is the daughter of experience."  (Leonardo da Vinci)

WISDOM & DEFINITION: "The beginning of wisdom is the definition of terms." (Socrates)

SUCCESSES: "Learning from our successes not our failures" (2009, MIT- E. Miller, M. Histen, A. Pasupath)

THINKING: "All what is correct thinking is either mathematics or feasible to be transposed in a mathematical model." (Grigore C. Moisil)

LEARNING & KNOWLEDGE: ”Learning is evolution of knowledge over time”  (Roger E. Bohn)

LEARNING: "Human development is accomplished by knowledge and learning." (ICVL 2006, Vlada and Ţugui)  

POWER & LEARNING:“Learning is power” (CNIV 2007, M. Vlada and R. Jugureanu)

TRUTH: “You can not teach someone everything. You can only help him discover the truth in himself."  (Galileo Galilei)

TRUTH & UNDERSTAND: "All truths are easy to understand once they are discovered; the point is to discover them." (Galileo Galilei)

SCIENCES: "Sciences are models and virtual representations of knowledge." (CNIV 2008, M. Vlada)

PICTURE: "A picture is worth ten thousand as the words" (Chinese proverb)

CHARACTERS: “The book of nature is written in the characters of geometry". (Galileo Galilei)

LANGUAGES: "Natural environments are ruled by languages. Computer Science use artificial languages. Languages exist therefore, not for communication purposes alone, but particullarily for knowledge and processing.” (eLSE 2005, M. Vlada)

IMAGINE: “And to imagine a language means to imagine a form of life.”  (Ludwig Wittgenstein , Philosophical Investigations, 1953)

NATURE & MATHEMATICS: "Laws of Nature are written in the language of mathematics"  (Galileo Galilei)

INFORMATICS: „The informatics/computer science re-establishes not only the unity between the pure and the applied mathematical sciences, the concrete technique and the concrete mathematics, but also that between the natural sciences, the human being and the society. It restores the concepts of the abstract and the formal and makes peace between arts and science not only in the scientist' conscience, but in their philosophy as well.” (Grigore C. Moisil)

MATHEMATICS: “If Mathematics was not "nothing would have been" no wheel and no computer, no press and no phone, no Computer Science or Cybernetics. But to all these entities materials invented by man, Mathematics helps man to think about life, create and imagine, to love nature and his fellows, to be emotional and brave, to be consistent and ordinary, to dream and be happy.” (January 31, 2010, M. Vlada)

TEACHER: “A key role in promoting discipline among young people it is the teacher. It must fulfill its mission of teaching and teacher pedagogue using methods most appropriate discipline discovery by studying as many students. Teacher must his students not seeing the "good students" and "weak students", but "students" have to be guided to discover the knowledge and skills are encouraged to go through “step by step" learning and discovering the secrets of scientific knowledge.” (February 1, 2010, M.Vlada)

TECHNOLOGY & MAGIC: “Any sufficiently advanced technology is indistinguishable from magic.” (Arthur C. Clarke)

NEORONS & STARS: “10¹¹ = The number of neurons in the Human Brain = The number of stars in the Galaxy”. (2010, Source: The Picower Institute for Learning and Memory at Massachusetts Institute of Technology (MIT), Cambridge, USA , http://web.mit.edu/picow)

Ref-1.: http://mvlada.blogspot.com/    Ref-2.: M. Vlada, CNIV 2003:  Definitii-CNIV2003-vlada   Gandire algoritmica

"Learning is a process. And, an intricate one at that!"

 

"Learning is a treasure that will follow its owner everywhere." (Chinese Proverb)

"To learn is to change. Education is a process that changes the learner."  George B. Leonard

"The important thing is not to stop questioning." Albert Einstein

"Knowledge increases in proportion to its use - that is, the more we teach the more we learn." H. P. Blavatsky

"We need to bring learning to people instead of people to learning." Elliott Masie

"The ability to learn faster than your competitors may be the only sustainable competitive advantage" Peter Senge

"The next big killer application on the internet is going to be education. Education over the internet is going to be so big it is going to make e-mail usage look like a rounding error."  John Chambers

Ref.: http://www.c2workshop.com/ (“Learning is a process. And, an intricate one at that!” ); C2 Workshop specializes in the design and development of custom e-learning solutions for corporates and educational institutions.

Ref.:  Prof. univ. dr. IOAN NEACŞU, ÎNVĂŢAREA ACADEMICĂ INDEPENDENTĂ. GHID METODOLOGIC, Editura Universităţii din  Bucureşti, 2006 (Online, pdf), UNIVERSITATEA DIN BUCUREŞTI, FACULTATEA DE PSIHOLOGIE ŞI ŞTIINŢELE EDUCAŢIEI

"Societăţile informaţionale nu pot face abstracţie de ceea ce se întâmplă în zona elementelor de bază ce acţionează în configurarea pieţei forţei de muncă: formare, inovare, comunicare, fluxuri şi reţele de informare virtuală, indicatori de performanţă devenită informanţă." (Y. F. Le Coadic, 2004). Yves-F. Le Coadic, Stiinta informarii, Ed. SIGMA, 2004, ISBN: 973-649-155-2 (Traducător: Elena Tiziman)

Complexity of learning: Future evolution of changes

Complexitatea procesului de invatare

De-a lungul vremii, in toate domeniile stiintifice se schimba teoriile, metodele si tehnicile de investigare, de aceea dinamica cunoasterii umane influenteaza dezvoltarea generala a societatii umane. Pentru a obtine evolutie si eficienta in viata sa, omul trebuie sa se adapteze continuu la aceste schimbari ale cunoasterii. In domeniul educatiei, si in special al invatarii si perfectionarii, aparitia de noi tehnologii ale informatiei si comunicarii (TIC), imbunatatirea teoriilor pedagogice si psihologice, obliga pe elevi/studenti, profesori, parinti si pe specialisti, sa se adapteze la aceste schimbari.

Ce fac elevii si studentii? Ce fac profesorii si parintii? Ce fac specialistii? Ce fac guvernele tarilor?

Models and Solutions: SWWRocBot

Complex IT Projects in Education: The Challenge

Complexity Extended: IT Projects in Education Source: Stefan Morcov, "Complex IT Projects in Education: The Challenge", ICVL 2011, Editura Universitatii din Bucuresti Stefan Morcov is a computer science engineer – Politehnica University Bucharest; has an Executive MBA diploma from Tiffin University- Ohio and the University of Bucharest and specialized in software engineering, project and product management. He has 10 years of experience in the setup and management of complex integrated projects in education in Europe, Africa and Asia.

"Projects in education are significantly difficult to manage and evaluate, considering the multitude of factors impacting the results of education, but also the time-span (the results of a project implemented on a large scale in an education system can only be measured after years, and the results on the society itself may be fully perceived only after one generation).  ICT resources in education are changing slowly the way we learn today, but change dramatically the way society will function tomorrow. Establishing the targets is a challenge per se, as the success indicators vary widely from project to project; from mere quantitative metrics related to provided resources (such as number of computers), to more elaborated usage rates of the provided resources and satisfaction-surveys, and very rarely to impact on pedagogical results. It is obviously difficult to measure the success of a project when the business concept itself evolved dramatically over the last 10 years, and continues to evolve faster than society itself. eLearning was described 10 years ago as delivering text on a computer or over the Internet, using web or email, typically as a faster replacement for regular mail in distance learning programs. Today we have an eLearning 2.0 concept which uses virtual collaboration and communication environments based on web 2.0 tools, including delivery of multimedia-rich simulations and experiments through personalized curricula, facilitating project-based learning models and collaborative web-based learning environments. <br />This leaves the decision-makers and civil society trailing behind – as an example, even if all the education systems in Europe have already integrated eLearning (in various degrees), there is no European policy on eLearning. Teachers and pupils use eLearning. But decision-makers and society continue to reduce eLearning to eSkills (learning IT, not learning using IT as a resource). This creates an additional need to identify and manage the stakeholders of any eLearning project."

Principles of Learning (Institute for Learning)

Source: Institute for Learning, University of Pittsburgh  - http://www.instituteforlearning.org/
The Institute for Learning at the University of Pittsburgh was founded by Lauren Resnick in 1995.

"Research in education demonstrates that, by working hard, virtually all students are capable of high achievement. These findings have caused educators to recognize the primacy of effort, rather than following ingrained assumptions about innate aptitude. Effort-based education research has started to demonstrate that properly focused student efforts not only yield high achievement for all students, but can actually create ability. People can become smart by working hard at the right kinds of learning tasks." Institute for Learning (IFL).

Principles of Learning (http://ifl.lrdc.pitt.edu/ifl/):

- Organizing for Effort
- Clear Expectations
- Fair and Credible Evaluations
- Recognition of Accomplishment
- Academic Rigor in a Thinking Curriculum
- Accountable Talk®
- Socializing Intelligence
- Self-management of Learning

Ref.: http://ifl.lrdc.pitt.edu/ifl/index.php/resources/principles_of_learning/

 

The Knowledge-Learning-Instruction (KLI)

Source: Kenneth R. Koedinger Albert T. Corbett Charles Perfetti, The Knowledge-Learning-Instruction (KLI) Framework: Toward Bridging the Science-Practice Chasm to Enhance Robust Student Learning, 2010 (Human-Computer Interaction Institute  School of Computer Science,  Carnegie Mellon University Pittsburgh)

- http://www.learnlab.org/documents/KLI-Framework-Tech-Report.pdf  (.pdf): This work is supported by the National Science Foundation under grant SBE0836012 and the Pittsburgh Science of Learning Center.

Learning Events, Instructional Events, Assessment Events
"Central to analysis with the KLI framework is a set of observable and unobservable events: learning events, instructional events, and assessment events, which decompose the temporal progression of learning. Figure 1 represents the relationships among the three events. Instructional and assessment events are observable changes to the instructional environment controlled by instructional designer or instructor. Instructional events are intended to produce learning (they evoke learning events)."

Figure 1. Understanding learning at the event level: Knowledge is acquired or modified during unobservable learning events inside students’ minds. These learning events are influenced by instructional events, in which the student’s learning environment is modified, and assessment events, in which student knowledge is inferred from performance either at the time of the event or later.

21st Century Fluencies for the Digital Age Project

Ref.: http://www.fluency21.com

Literacy is NOT Enough: 21st Century Fluencies for the Digital Age

Powerful technologies and information systems have caused facts to become obsolete faster, and knowledge built on these facts to become less durable.

Literacy is NOT Enough: The New Learning Process

The New Learning Process covers a fundamental shift in the basic paradigm of teaching that is required to prepare digital students for 21st century life.

What do we do with all this information?

Our society has been irreversibly affected by a new phenomenon in InfoWhelm - an unparalleled access to a wealth of online information, never before seen or heard of. Learning has truly become a lifelong pursuit, and it can happen anytime and anywhere in our Information age. But how do we determine good from the bad, interpret right from wrong, and distinguish complete, accurate, and usable data from a sea of irrelevance and digital inundation? The skills to help us best understand and make use of the wealth of knowledge at our fingertips is essential to life and success both in the classrooms and workforces of the 21st century

Ref.: http://www.fluency21.com

http://www.committedsardine.com/presentations_LNE.cfm  

http://www.youtube.com/v/7ECAVxbfsfc?f=videos&app=youtube_gdata

e-Learning / Digital Education

- Iuliana Dobre, referat de doctorat, 2010, STUDIU CRITIC AL ACTUALELOR SISTEME DE E-LEARNING | read more: http://www.racai.ro/Referatul1-IulianaDobre.pdf (.pdf)

- http://www.elearning.ro/instruireasistatadecalculator.php

- http://www.elearning-reviews.org/journals/

- http://www.english.heacademy.ac.uk/

PROFESORUL: comportament activ in procesul de educatie si formare

CALCULATORUL:  mijloc de formare a unei noi viziuni asupra educaţiei, cercetării şi inovării

TEHNOLOGIA:  mediator al unei Educaţii de calitate

ELEVII ŞI STUDENŢII:  participanţi activi la propriul proces de învăţare

Radu Jugureanu, PROJECT BASED LEARNING ON MULTI -TOUCH SYSTEMS, In the 6th International Scientific Conference eLearning and Software for Education Conference, Advanced Distributed Learning Department - UNAP, 2010 ( Multi-Touch)

Ref.:  http://www.intime.uni.edu/, University Northern Iowa, USA  |   Bloom's Revised Taxonomy - (LINK-1, LINK-2) [Remembering, Understanding, Applying, Analyzing, Evaluating, Creating]

   

                                                                              © M. Vlada                          © M. Vlada

Societatea cognitivă & Cultura şcolii

Societatea cognitivă "Cunoaşterea nu mai este formatoare, nu mai construieşte caracterul individului, ci se produce şi se consumă ca un bun. Ea construieşte ceea ce denumim azi societatea cognitivă. Societatea cognitivă este, în acelaşi timp, o societate de tip individualizat. O idee majoră asociată utilizării TIC este chiar aceea a pedagogiei individualizării, întrucât prin introducerea TIC în educaţie vorbim, de fapt, despre instituirea unei noi logici culturale. Profesionalizarea cadrelor didactice este un decupaj al activităţii sociale şi creează un spaţiu rezervat exercitării competenţelor specializate, inclusiv al celor digitale. Cunoaşterea profesională capătă astfel un caracter şi o dimensiune interactivă ce desemnează existenţa unui sistem de acţiune caracteristic practicii profesionale în general."

Cultura şcolii: "Tehnologia pentru educaţie nu presupune doar  redefinirea unor competenţe prin strategii instrucţionale aplicative şi materiale-suport. Ea apare ca un fenomen de civilizare şi presupune construcţia de noi identităţi şi comunităţi în interiorul şcolii.  Vorbim despre un fenomen social ale cărei caracterstici, dimensiuni şi dinamici corespund viziunii societăţii globale. Cultura şcolii este un concept relativ nou ce reflectă sistemul de cosensuri culturale sau ansamblul integrat de valori ce aparţin cadrelor didactice, elevilor, şcolii ca entitate socială. "

Lect. dr. Silvia Făt, Universitatea din Bucureşti (CNIV 2012)

Professionalism in the Education System Today

The scheme should be brought into attention of developers and instructional  designers, but as well to the attention of course authors and support personnel involved in the elearning activities.

Main categories of competences necessary for dealing with the elearning situations are four: - academic – knowledge, abilities and attitudes specific to the study domain; - pedagogical – knowledge and capacities to design, develop and evaluate a learning situation; - managerial – skills necessary to organise learners, resources, time and tasks; - technical – ICT/ digital skills

"Professionalism in the Education System Today" by Olimpius Istrate and Simona Velea, ICVL 2011

The paper tries to reveal some of these aspects of the continuous professional development in the actual context, being centred on the curriculum habilitation and on the added value brought by the the ICTs, as the up-front elements of the education practitioners’ development path.

Computational Thinking

Computational Thinking is the skill of the 21st century

What is Computational Thinking?

1. Logical Thinking
2. Algorithmic Thinking
3. Efficient Solutions
4. Scientific Thinking
5. Innovative Thinking

“So what is Computational Thinking? Well it is a collection of diverse skills to do with problem solving that result from studying the nature of computation. It includes some obviously important skills that most subjects help develop, like creativity, ability to explain and team work. It also consists of some very specific problem solving skills such as the ability to think logically, algorithmically and recursively. Computer Science is unique in the way it brings all these diverse skills together.”  Source: http://www.cs4fn.org/computationalthinking/

Computer science for Fun  (cs4fn) / Exploring Computational Thinking (Google)

Note: cs4fn was created and is written and edited by Paul Curzon, Peter McOwan and Jonathan Black of the School of Electronic Engineering and Computer Science of Queen Mary, University of London with the aim of sharing our passion about all things to do with Computer Science.

One of the exciting things about learning Computer science is that you learn a new and fundamental way of thinking and problem solving; a way of thinking that is critical in the 21st Century. It is called "Computational Thinking" and the idea that this is one of the big advantages of studying computer science, whatever your ultimate career, is causing a big stir. Some are even claiming it should be added to reading, writing and arithmetic as a core ability that every person should learn. http://www.cs4fn.org/computationalthinking/

Ref:
http://www.cs4fn.org/computationalthinking/
http://googleresearch.blogspot.com/2010/10/exploring-computational-thinking.html
http://www.google.com/edu/computational-thinking/resources.html#ct

Computational Thinking

"We consider computational thinking to be the thought processes involved in formulating problems so their solutions can be represented as computational steps and algorithms. An important part of this process is finding appropriate models of computation with which to formulate the problem and derive its solutions. A familiar example would be the use of finite automata to solve string pattern matching problems. A less familiar example might be the quantum circuits and order finding formulation that Peter Schor used to devise an integer-factoring algorithm that runs in polynomial time on a quantum computer. Associated with the basic models of computation in computer science is a wealth of well-known algorithm-design and problem-solving techniques that can be used to solve common problems arising in computing".

Alfred V. Aho (Lawrence Gussman Professor in the Computer Science Department at Columbia University).

Ref.: http://ubiquity.acm.org/article.cfm?id=1922682

The triad "Learning-Knowledge-Development"

The relationship between Learning, Knowledge and Development (Vlada 2008, CNIV)

• Development - a process in which something passes by degrees to a different stage (especially a more advanced or mature stage); "the development of his ideas took many years"; "the evolution of Greek civilization"; "the slow development of her skill as a specialist or a person "; Sustainable development is maintaining a delicate balance between the human need to improve lifestyles and feeling of well-being on one hand, and preserving natural resources and ecosystems, on which we and future generations depend; This component is a physical environment; this treasure can store;

• Knowledge – Knowledge is defined by the Oxford English Dictionary as (i) expertise, and skills acquired by a person through experience or education; the theoretical or practical understanding of a subject, (ii) what is known in a particular field or in total; facts and information or (iii) awareness or familiarity gained by experience of a fact or situation; the theoretical or; Knowledge acquisition involves complex cognitive processes: perception, learning, communication, association and reasoning. This component is a physical environment, but also a virtual environment; this treasure can store;

• Learning - Learning is acquiring new knowledge, behaviors, skills, values, preferences or understanding, and may involve synthesizing different types of information. The ability to learn is possessed by humans, animals and some machines. Progress over time tends to follow learning curves. Human learning may occur as part of education or personal development. It may be goal-oriented and may be aided by motivation. The study of how learning occurs is part of neuropsychological, educational psychology, learning theory, and pedagogy; One way we use the cognitive processes in our daily lives is with learning. Learning is not just something we do in school or in formal settings. We learn every day. Sometimes our very survival depends on how well we can learn. That may mean unlearning our learned limitations and regaining confidence in our ability to direct our own learning. In today’s world, someone who doesn’t know how to learn is left behind (http://www.cognitiveprocesses.com, 8 functions). By exploring your own learning process and determining your natural learning style, you can find the best ways for you to learn. Then you, not the instructor or the situation, are in charge of your learning. Learning is broadly defined as change. The focus can be on what we learn (the product of learning) or on how we learn (the process). It is about how we change and how we adapt, grow, and develop. This adaptation, growth, and development occur from the inside out. This component is only a virtual environment; this treasure cannot store.

Results and performance obtained through the use of computers have boosted the development of all sciences. Man and the world interact continuously, reality is seen from multiple perspectives, the information we received through various channels so as to have an adequate response, the knowledge we have produced, not reproduced. Learning is individualized and cognitive and emotional development plan can not ignore the cultural, social, and technological. Computer inciting the ongoing reconfiguration of the image that we have about areas of knowledge by accessing different sources of information and provides another way to know and to produce knowledge. Learning is broadly defined as change. The focus can be on what we learn (the product of learning) or on how we learn (the process). It is about how we change and how we adapt, grow, and develop. This adaptation, growth, and development occur from the inside out. The 21st Century Skills are critically important to support the challenges of the modern work-place and the dynamic and rapidly changing knowledge society. Learning solutions focus on developing or enhancing the competencies and behaviors needed by individuals and teams in order to accomplish meaningful goals and create a positive work climate that encourages and values clarity, interaction, openness, diversity, community and results.

Educaţia în spectacol: "Asocierea educaţiei cu ideea de spectacol are în vedere şi bucuria care trebuie să le însoţească pe amândouă" acad. prof. dr. Solomon Marcus

Educaţia în spectacol

"Educaţia înseamnă spectacol. Asocierea educaţiei cu ideea de spectacol are multiple surse şi motivaţii, dar prima pe care o aducem în atenţie este aceea a stării de bucurie sirituală, de sărbătoare uneori, care însoţeşte, aduce în aceeaşi albie, educaţia şi spectacolul, în varianta lor reuşită. Spectacolul educaţiei nu se desfăşoară pe o singură scenă iar personajele nu sunt numai profesorii şi elevii. Roluri importante revin familiilor elevilor, cei cu care elevul interacţionează acasă şi care au de îndeplinit un rol şi în ceea ce priveşte comportamentul elevului la şcoală. Vin apoi numeroasele personaje anonime, uneori colective, cu care elevul se întâlneşte în stradă, cele de la televiziune, de pe Internet. ... Masca este tot timpul prezentă şi ea constituie una din provocările cele mai subtile, mai pline de capcane, ale educaţiei." Solomon Marcus

Învăţarea este un spectacol

"Învăţarea oferă un spectacol grandios, cu scenarii, personaje, roluri, măşti şi conflicte. În această carte, ne preocupă cu deosebire scenariul relaţiei dintre profesor şi elev, deocamdată de natură predominant imperativă. Argumentăm necesitatea ca imperativul să cedeze locul interogativului. ... Elementul istoric, povestea, naraţiunea au o funcţie explicativă în manualul şcolar. Absenţa lor, în special din manualele de matematică, fizică, chimie, biologie, informatică, face dificilă înţelegerea şi reduce atractivitatea celor prezentate. ... Fiecare oră de clasă are un potenţial spectacular care trebuie valorificat. Fiecare operă, fiecare concept, fiecare personalitate, fiecare problemă au acest potenţial spectacular. Scenariul orelor de clasă trebuie schimbat. Esenţialul: să asimilezi moduri de gândire cât mai variate. ... Elevul trebuie să fie învăţat şi stimulat să înventeze ... Învăţare adevarată nu există fără bucurie." Solomon Marcu

Profesorul este un actor

"Profesorul este un actor, învăţarea este un spectacol. Ea se foloseşte de scenarii alternative, care ne plasează într-un univers de ficţiune, cu personaje, roluri, conflicte, măşti, indicaţii de regie, elemente de surpriză, situaţii paradoxale, încercări, bănuieli, îndoieli, greşeli, eşecuri, momente de descurajare, altele de încredere şi speranţă. Elementul ludic, esenţial în învăţare, întregeşte natura ei spectaculară. Succesul acestui spectacol, în care suntem deopotrivă interpreţi şi spectatori, depinde de bucuria, inteligenţa şi pasiunea pe care le investimin în el. Cred ca nu există decât o singură învăţare autentică, aceea care se face în stare de bucurie. Atâta vreme cât aceste două acte (actul imperativ al profesorului şi momentul de bucurie al elevului), nu fac joncţiunea, totul este sortit eşecului." Solomon Marcus

Ştiinţa în spectacol

"Pretutindeni avem de a face cu un spectacol şi trebuie să valorificăm această dimensiune spectaculară. Traian Lalescu pune în scenă un spectacol cu toate regulile lui având ca personaje: un filozof; un inginer; un profesor; un cetăţean curios. ... Cuvântul “teoremă”, care denumeşte cărămida matematicii, are o etimologie în greaca veche şi care înseamnă “spectacol’. Procesul de configurare a unei teoreme este un spectacol" Solomon Marcus

Amintiri despre Profesorul Solomon Marcus

"19 februarie 1972 Vlada Marin, Constanţa” este un text  pe care l-am scris pe pagina de gardă a volumului I, ediţia a IV-a, “Analiză Matematică”, autori: acad. M. Nicolescu, N. Dinculeanu, S. Marcus. Mai jos, stă scris :”A avea ce să spui, a şti să asculţi, nu cumva asta înseamnă pricepere?”, Grigore C. Moisil (10 ian. 1906 - 21 mai 1973). Aceste cuvinte ale academicianului profesor Grigore Moisil le-am auzit cu ocazia festivităţii de premiere la etapa finală a Olimpiadei de Matematică, desfaşurată în anul 1971 la liceul “Mihai Viteazu” Bucureşti. Volumul apărut în anul 1971 la Ed. Didactică şi Pedagogică Bucureşti, conţine 783 de pagini şi este considerat în România o carte fundamentală din domeniul analizei matematice. Elev fiind la Liceul Energetic din Constanţa, am aflat de această carte din Gazeta Matematică la care colaboram cu probleme rezolvate şi probleme propuse. Despre Gazeta Matematică am aflat în anul 1969,  de la profesorul meu de matematică Andrei Gheorghe, ce a avut un rol esenţial în orientarea mea către matematică şi informatică. Era în februarie 1972, când am citit anunţul. Am colindat toate librăriile din Constanţa, dar nu am găsit cartea, aceasta se epuizase. După câtva timp m-am bucurat de această carte deoarece fratele meu aflat la o Şcoala în oraşul Galaţi, mi-a cumparat-o din Galaţi.

Volumul amintit mi-a consolidat pasiunea pentru matematică, în special pentru analiza matematică. În acelaşi timp eram fascinat de personalitatea profesorului Grigore Moisil pe care îl ascultam la televizor, sau căruia îi citeam scrierile din “Contemporanul”. După doi ani aveam bucuria să fiu student la Facultatea de Matematică din Bucureşti, specializarea informatică, şi chiar surpriza să-l am profesor pe domnul Solomon Marcus. În acea vreme cursurile erau “grele”, dar frumoase. Astăzi le spun propriilor mei studenţi că în cadrul unui curs de analiză matematică profesorul Solomon Marcus ne-a  explicat că “la facultate în primul rând se învaţă cum trebuie să înveţi matematică, cum trebuie să gândeşti şi ce trebuie să studiezi, în al doilea rând se învaţă cum să foloseşti revistele şi cărţile din biblioteca facultăţii, şi în al treilea rând se învaţă să ai viziune, să imaginezi şi să creezi”. Atunci, pe moment nu am înţeles pe deplin expresia “se învaţă cum trebuie să înveţi”. După mai mulţi ani am înţeles cu adevărat ce voia să ne explice profesorul Solomon Marcus.

Cursurile de analiză matematică erau adevarate momente de spectacol matematic, ce realizau divese analogii şi comparaţii între diverse gândiri şi teorii, între construcţii şi reconstrucţii, între demonstraţii şi argumentaţii, între metode şi calcule. Mai târziu i-am urmărit mereu opiniile despre Matematică şi m-am bucurat că am avut posibilitatea în anii de studenţie şi după aceea să discut personal cu domnul profesor diverse aspecte ce m-au preocupat din punct de vedere profesional.

Ref.

M. Vlada, "Profesorul Solomon Marcus alături de Promoţia 1978 – Informatică" in Întâlniri cu / Meetings with SOLOMON MARCUS (Coordonatori: Lavinia Spandonide şi Gheorghe Păun), Editura Spandugino, 2010, pag. 1393-1398

 

Acad. prof. dr. Solomon Marcus şi Promotia 1978 - INFORMATICA |  LINK-Ref

 

Dezvoltarea informaticii în România

Grigore C. Moisil: Primul român care a primit (post-mortem) Computer Pioneer Award of IEEE Computer Society (IEEE – 1996; www.ieee.org)

Profesorul Gr. C. Moisil a avut contribuţii remarcabile la dezvoltarea informaticii în România şi la formarea primelor generaţii de informaticieni; deschizător de drumuri cu contribuţii inovatoare în matematică, informatică, automatică şi cibernetică; Ref.: http://www.cniv.ro/2006/centenar-moisil/ - "10 ianuarie 1906, sa nu-l uitam pe Gr. C. Moisil", http://mvlada.blogspot.com/

S-a preocupat ca în anul 1969, Centrul de calcul al Universităţii din Bucureşti să primească un calculator american IBM 360/30 (în acea vreme , după 4 ani de la apariţie, acesta costa 500.000 $). Cu acest calculator s-au instruit multe generaţii de studenţii (până în anul 1975, când a apărut calculatorul românesc Felix C-256). Sub conducerea lui Gr. C. Moisil, Centrul de Calcul al Universităţii din Bucureşti a organizat cursuri, cicluri de lecţii şi conferinţe pentru matematicieni, ingineri şi economişti, iar ulterior pentru istorici, lingvişti, arheologi, artişti plastici, muzicieni. Prin apariţia calculatorului, şi-a dat seama de aplicaţiile matematicii în economie, în ştiinţele umaniste, în istorie, arhehologie, muzică, în grafică, în medicină şi biologie. Entuziasmul din acei ani privind utilizarea calculatorului în multe domenii de activitate, s-a regăsit după anul 1990 când au apărut şi s-au dezvoltat tehnologiile informaţiei şi comunicaţiei şi au apărut sistemul Internet şi tehnologiile Web.

"În aceasta perioada trebuie sa menţionăm unele contribuţii importante în universităţi, pe domeniul informaticii. De exemplu, la Universitatea din Bucureşti în anul 1962, academicianul Gr. C. Moisil, unul dintre cei mai importanţi propovaduitori al informaticii, creatorul scolii de teoria algebrică a mecanismelor automate, înfiinţează în acest an primul Centru de Calcul din ţară, care are în dotare un calculator IBM-360." Gr. Moldovan

- M. Vlada, "Începuturile informaticii româneşti",  http://mvlada.blogspot.com/

- Gr. Moldovan, "Centrul de Calcul al Universităţii Babeş-Bolyai si scoala de informatica din Cluj-Napoca", http://cs.ubbcluj.ro/~moldovan/ (pdf)