E-Learning & Software Educational

 

           Do not forget to be creative! This is an option and a way to happiness.           

Platforme CMS (Content Management Systems): WordPress (pagini web, blog), Joomla! (pagini web), Drupal (pagini web), Moodle (LMS, e-learning), Magento (pagini web, e-commerce) - List of content management systems: http://en.wikipedia.org/

DEFINITIE. Un curs universitar digital reprezinta un produs software ...
eLearning: "snake oil or salvation? Changes in the world are forcing corporations to rethink how people adapt to their environment. How do people learn? Why? What’s eLearning? Does it work?", Jay Cross (is the Founder of Internet Time Group, Berkeley,California), An informal history of eLearning (On the Horizon, Volume 12 · Number 3 · 2004 · pp. 103-110) -  http://www.internettime.com (pdf).

Definiţie. E-learning înglobează metode şi tehnici tradiţionale sau moderne şi folosind tehnologii IT&C (procesare multimedia şi comunicare asincronă sau sincronă) conduce subiectul care îl utilizează, la obţinerea unei experienţe în înţelegerea şi stăpânirea de cunoştinţe şi îndemânări într-un domeniu al cunoaşterii.

 Definiţie. Software Educaţional reprezintă orice produs software în orice format (exe sau nu) ce poate fi utilizat pe orice calculator şi care reprezintă un subiect, o temă, un experiment. o lecţie, un curs, etc., fiind o alternativă sau unica soluţie faţă de metodele educaţionale tradiţionale (tabla, creta, etc.).

 În esenţă, e-Learning oferă accesul comod şi eficient la informaţiile şi cunoştinţele cele mai noi, metode noi şi eficiente de instruire (predare), învăţare şi evaluare a cunoştinţelor, instruire şi formare permanentă. În acest sens, e-learning este şi o alternativă la educaţia permanentă în societatea informatizată de azi sau de mâine: societatea cunoasterii.

e-Learning=Learning: "Continutul educational trebuie sa-l determine pe elev sa isi creeze propria cunoastere prin experiment si nu prin invatarea pe dinafara a unui text" Radu Jugureanu

Ref.: M. Vlada, CNIV 2003:  Fisier de tip .pdf ! Definitii-CNIV2003-vlada   Fisier de tip .pdf ! Gandire algoritmica

M. Vlada, Conceptul de ALGORITM - abordare MODERNĂ, Gazeta de Informatica, 2003 ( P-I , P-II, P-III, P-IV) , http://www.ginfo.ro/revista/anul2003.shtml

 

Complexitatea procesului de învăţare
De-a lungul vremii, în toate domeniile ştiinţifice se schimbă teoriile, metodele şi tehnicile de investigare, de aceea dinamica cunoaşterii umane influenţează dezvoltarea generală a societăţii umane. Pentru a obţine evoluţie şi eficienţă în viaţa sa, omul trebuie să se adapteze continuu la aceste schimbări ale cunoaşterii. În domeniul educaţiei, şi în special al învăţării şi perfecţionării, apariţia de noi tehnologii ale informaţiei şi comunicării (TIC), îmbunătăţirea teoriilor pedagogice şi psihologice, obligă pe elevi/studenţi, profesori, părinţi şi pe specialişti, să se adapteze la aceste schimbări.
Ce fac elevii şi studentii? Ce fac profesorii şi părinţii? Ce fac specialiştii? Ce fac guvernele ţărilor? read more: www.unibuc.ro/prof/vlada_m/  (The Power of Learning)

 

 

Manualul digital, o premieră în România anul 2014

DEFINIŢIE. Din punct de vedere tehnic/informatic, manualul digital este independent de platformele e-Learning şi reprezintă un produs software (aplicaţie) ce poate fi folosit online dar şi offline, pe orice tip de tehnologie (desktop, laptop, tabletă, telefon), pe orice sistem de operare şi pe orice browser, iar din punct de vedere fizic există stocat pe un CD ce însoţeşte manualul tipărit. Din punct de vedere al conţinutului, manualul digital cuprinde integral conţinutul manualului tipărit (ce are reprezentări statice), având complementar (în locul ilustraţiilor, tabelelor, exerciţiilor, etc. de pe hârtie) elemente specifice precum: exerciţii interactive, jocuri educaţionale, animaţii, filme şi simulări care, prin utilizare, aduc un plus de profit cognitiv. Manualele trebuie să îmbogăţească procesul de predare-învăţare-evaluare cu activităţi multimedia interactive, iar cel mai important element de noutate adus de manualele digitale este reprezentat de activităţile multimedia interactive de învăţare (AMII) ce pot avea următoarele clase de complexitate şi care oferă o continuitate a acumulărilor/competenţelor dobândite de elev pe întreaga durată de utilizare (atât individuală, cât şi în activităţi de grup): static, animat, interactiv, complex (aplicaţii software complexe). Astfel, prin manualul digital se atinge un nivel superior al procesului de predare-învăţare-evaluare prin atributul de imersiune (virtual reality şi augmented reality) pe care un eveniment de învăţare continuu (manual digital) îl conferă procesului didactic, faţă de un eveniment de tip discret (RLO, Reusable Learning Objects) şi faţă de experienţa acumulată de elevi sau cadrele didactice în utilizarea de software educaţional (lecţii interactive) prin laboratoarele virtuale pentru fizică, chimie, biologie, etc. (M. Vlada , CNIV Romania, 2014)

 

COMENTARIU

Dacă un manual clasic este elaborat de un autor sau mai mulţi autori de specialitate, în schimb un produs software destinat educaţiei nu poate fi elaborat decât prin colaborarea unor autori: profesori de specialitate, specialişti IT, psihologi, pedagogi, chiar elevi şi studenţi. Astfel, lecţiile şi cursurile vor fi atractive şi utile în scopul obţinerii competenţelor avute în vedere prin programele de studii.

Les animations du Kangourou: http://www.kangmath.org/maths/animations.html

- http://www.kangmath.org/swf/archimede.html

- http://www.kangmath.org/swf/thales.html

- http://www.kangmath.org/swf/pythagore.html © 2009 ACL - Les Éditions du Kangourou, www.kangmath.org

NOTE: Thales of Miletus - Father of Science

Les animations du Kangourou

Solutions 21st Century Skills

BETT 2009- Londra: Siveco&Sanako The Multidisciplinary Field of Computer-supported Collaborative Learning by Johann W. Sarmiento-Klapper 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)  

REFERINTE:

- M. Vlada, Noi tehnologii de e-learning, Conferinţa Naţională de Învăţământ Virtual, CNIV 2003, Software educaţional, Editura Universităţii din Bucureşti, 2003 (ISBN 973-575-822-9), http://fmi.unibuc.ro/ro/pdf/2004/cniv/Definitii-2004.pdf [online]

- M. Vlada, New Technologies in Education and Research. Models and Methodologies, Technologies and Software Solutions, LAMBERT Academic Publishing, ISBN   978-3-8433-6391-4, 260 pag., 2010: https://www.morebooks.de/store/gb/book/new-technologies-in-education-and-research/isbn/978-3-8433-6391-4

OBIECTIVE

  • Însuşirea cunoştinţelor de către studenţi privind generalităţi despre patforme e-Learning în ţară şi în lume, arhitecturile acestora, standarde internaţionale, platforme de e-Learning Open Source
  • Însuşirea cunoştinţelor despre platforma AEL (Lectii interactive)
  • Familiarizarea studenţilor cu informaţii despre portaluri educaţionale româneşti, oferte de cursuri online în România, proiecte româneşti din domeniul e-Learning

Formarea abilităţii de a proiecta, implementa şi evalua softuri educaţionale, precum şi de a selecţiona resursele tehnice şi educaţionale adecvate şi de a le utiliza în mod eficient.

 

CONTINUT

1 – ASPECTE GENERALE DESPRE E-LEARNING: Definiţii, termeni, argumente; E-Learning – paradigmă a instruirii asistate de calculator; Arhitectura unui sistem e-Learning; Avantaje şi dezavantaje ale platformelor de e-Learning; Soluţii de e-Learning; Managementul proceselor de e-Learning

2 – PLATFORME DE E-LEARNING:Generalităţi; Standarde internaţionale; Arhitectura standard a unei platforme de e-Learning; Organizarea unei platforme de e-Learning; Paradigma Free/Open Source Software (FOSS); Platforme de e-Learning Open Source

3 – E-LEARNING ÎN ROMÂNIA: Prezentare generală; Portaluri educaţionale româneşti; AEL – platformă autohtonă, integrată, de instruire asistată de calculator; Oferte de cursuri online în România; Proiecte româneşti din domeniul e-Learning

4 – E-LEARNING PE PLAN MONDIAL: Cursuri şi materiale Web; Învăţământul la distanţă; Programe educaţionale

APLICATII DEMONSTRATIVE PRACTICE: Proiectarea, implementarea şi evaluarea de softuri educaţionale cu ajutorul aplicaţiei: Asymetrix ToolBook II Assistant; Prezentarea paşilor necesari a fi urmăriţi în vederea realizării unui curs interactiv de invăţare/instruire; Trecerea în revistă a obiectelor Cataloagelor Assistant-ului; Combinarea unor „medii” diferite cum ar fi: text, imagini statice, imagini video şi secvenţe audio.

BIBLIOGRAFIE

1.            Vlada M. , New Technologies in Education and Research. Models and Methodologies, Technologies and Software Solutions, LAMBERT Academic Publishing, ISBN   978-3-8433-6391-4, 260 pag., 2010

2.            Vlada M., E-Learning şi software educaţional, Noi tehnologii de e-learning, Conferinţa Naţională de Învăţământ Virtual, Software educaţional, Editura Universităţii din Bucureşti, 2003

3.            Adăscăliţei, A., Instruire asistată de calculator: didactică informatică, Polirom, 2007

3'           Moise, G., Sisteme e-Learning, Editura Universitatii Petrol-Gaze, Ploiesti, 2010

4.            Brut, M., Instrumente pentru e-learning: ghidul informatic al profesorului modern, Iaşi, Polirom, 2006.

5.            Cristea, V., Iosif, G., Marhan, A., Niculescu, C., Trăuşan-Matu, Ş., Udrea, O., Sisteme inteligente de instruire pe Web, Editura Politehnica Press, Bucureşti, 2005.

6.            Proiectul CNIV, http://www.cniv.ro

7.            Proiectul ICVL, http://www.icvl.eu

8.            http://advancedelearning.com 

9.            http://www.elearning.ro, eLse: http://adlunap.ro/else_publications/

10.        www.cisco.com/uniunivercd/cc/td/doc/product/ipvc/ipvc20/priguide/chap1.htm

11.        http://www.ee.tuiasi.ro/~aadascal/curs_iac/IAC_manl_idd2k5.pdf

12.        http://depmath.ulbsibiu.ro/chair2/craciunas/model%20standard%20platforma%20eLearning.pdf

13.        http://www.mountainquestinstitute.com/definitions.htm

14.        www.intelera.com/glossary.htm

15.        http://www.cybermediacreations.com/elearning/glossary.html

16.        http://en.wikipedia.org/wiki/Elearning

17.        http://www.skillsoft.com/infocenter/research/default.asp

18.        http://www.let.uu.nl/lt4el/?content=home&language=ro

19.        www.edu.ro

20.        www.1educat.ro

21.        http://www.e-scoala.ro/

22.        http://www.academiaonline.ro/

23.        http://www.timpsoft.ro/

24.        http://www.centrulonline.ro

25.        http://www.cpea.ro

26.        http://www.englezaonline.ro

27.        http://www.cecidd.ro

28.        http://www.cursurionline.ro

29.        http://www.onlinecurs.ro

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/

A Great Concept Map on Bloom's Digital Taxonomy - The topic of the 21st century pedagogy

This fabulous work has been done by Andrew Churches in which he relates higher order thinking skills included in Blooms Taxonomy to different digital skills. "The purpose is to highlight the importance of technology and digital skills in today's learning. This graphic is similar to the post I have published a couple of months ago entitled Web Based Bloom's Taxonomy and in which I featured a set of web tools that go under each category of Bloom's Higher Order Thinking Skills." Source: http://www.educatorstechnology.com/2013/03/a-great-concept-map-on-blooms-digital.html 

21stCenturyPedagogy   21stCenturyPedagogy

 

"The field of learning is full of many theories, with many dating back over 60 years. However, the majority of the currently popular theories are based upon studies that have been conducted during the past 20 years. On the whole, these theories can be categorized into five main types: humanist, behaviourist, cognitive, social learning, and critical reflection. Each orientation has its strengths and limitations, and there are some situations when one theory might be more applicable than another".

Ref.: -Deshler, J.D., E. Kiely, Facilitating Adult Learning: Sourcebook & Leader’s Guide. 1995: Cornell University", Cornell Instructional Materials Service.

- Faten Karim, Robert Goodwin, Using Cloud Computing in E-learning Systems, International Journal of Advanced Research in Computer Science & Technology (IJARCST), 2013, vol. 1, issue 1, http://www.ijarcst.com/doc/vol1-issue1/faten.pdf

Professionalism in the Education System Today

curriculum-components

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.

Categories of competences

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 (Online: LINK)

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.

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 (Fisier de tip .pdf ! 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] 

 

intime project-usa

                         Learning-Knowledge-Development  Learning

                            © M. Vlada                                                                    © M. Vlada

 

 

The triad "Learning-Knowledge-Development"

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

Learning-Knowledge-Development

  • 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;
  • KnowledgeKnowledge 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.

Multi -Touch Technology & Transdisciplinarity

1. Multi-Touch Technology 2. Transdisciplinarity 3. Romanian Project

1. Multi-Touch Technology Multi-touch technologies have a long history (Ref: Bill Buxton). What is Multi-touch? Ref.: http://solutions.3m.com (Touch Terminology) Example. 2011: Surface 2.0 (Microsoft & Samsung) - www.microsoft.com/surface/ Ideas main. About Microsoft Surface:

  • 2001: Microsoft researchers Steve Bathiche and Andy Wilson developed idea of interactive table that could understand the manipulation of physical pieces.
  • 2007: Final structure finalised,interactive tabletop device was built that seamlessly brings both the physical and virtual worlds into one.
  • Direct interaction: Users can actually “grab” digital information with their hands and interact with content by touch and gesture, without the use of a mouse or keyboard.
  • Multi-touch contact: Surface computing recognizes many points of contact simultaneously, not just from one finger, as with a typical touch screen, but up to dozens and dozens of items at once.

Surface 2.0 Microsoft BETT Londra 2009 

2. Transdisciplinarity "A NEW VISION OF THE WORLD - TRANSDISCIPLINARITY" by Basarab Nicolescu (Basarab Nicolescu is a major advocate of the transdisciplinary reconciliation between science and the humanities. He has published many articles on the role of science in contemporary culture in journals in France, Romania, Italy, United Kingdom, Brazil, Argentina, Japan and in the USA) Who is Basarab Nicolescu ? Ref.: The International Center for Transdisciplinary Research (CIRET) - http://basarab.nicolescu.perso.sfr.fr/ciret/ro/visionro.htm  

3. Romanian Project Multi - Touch project: "Educational process optimized in vision of knowledge society skills" Project 2009-2012. Integrated curriculum, inter-and transdisciplinary "Learning in the Knowledge Society" Ref.: http://transdisciplinar.pmu.ro "Societatea cunoaşterii presupune nu numai o extindere şi aprofundare a cunoaşterii umane, dar mai ales managementul cunoaşterii şi o diseminare fără precedent a cunoaşterii, către toţi cetăţenii, prin mijloace noi." Mihai Drăgănescu (1929-2010)

(in romanian) Strategia de postaderare UE 2007-2013. Proiect Multi - Touch „Proces educaţional optimizat în viziunea competenţelor societăţii cunoaşterii” (Curriculumului integrat, inter- şi transdisciplinar "Învăţare în societatea cunoaşterii"), cofinanţat din Fondul Social European (FSE) si implementat de Unitatea de management al proiectelor cu finanţare externă, din cadrul MECTS, în parteneriat cu SIVECO România şi Universitatea Naţională de Apărare "CAROL I" (Departamentul ADL).  

Activitati principale: DEZVOLTAREA DE CURRICULUM TRANSDISCIPLINAR; DEZVOLTAREA DE MATERIALE DIDACTICE AFERENTE CURRICULUMULUI TRANSDISCIPLINAR; IMPLEMENTAREA DE CURRICULUM SI MATERIALE DIDACTICE TRANSDISCIPLINARE-FORMARE; DEZVOLTAREA DE PROIECTE TRANSDISCIPLINARE PE BAZA TEHNOLOGIEI MULTI-TOUCH

Concluzii Utilizarea tehnologiei multi-touch implementează:  învăţarea activă prin explorareînvăţarea prin acţiune; învăţarea colaborativă; învăţarea bazată pe proiect; • învăţarea în context.

Ref.: http://transdisciplinar.pmu.ro/resurse  |  Read more: http://mvlada.blogspot.com/

BETT Londra 2009    BETT Londra 2009

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 (Fisier de tip .pdf ! Multi-Touch)

 

Google Body using Web3D for medical education

 

Google Body Browser "Google has recently demoed an interesting WebGL application called Body Browser, which lets you explore the human body just like you can explore the world in Google Earth."

Ref.:

- http://bodybrowser.googlelabs.com

- http://googlesystem.blogspot.com/2010/12/google-body-browser.html

Image source: http://hlifemedia.com

Here's Google's demo:

 

Languages of the World (Wide Web)

by Daniel Ford and Josh Batson

Ref.: Research Blog (News on Google Research), http://googleresearch.blogspot.com/2011/07/languages-of-world-wide-web.html

"The web is vast and infinite. Its pages link together in a complex network, containing remarkable structures and patterns. Some of the clearest patterns relate to language. Most web pages link to other pages on the same web site, and the few off-site links they have are almost always to other pages in the same language. It's as if each language has its own web which is loosely linked to the webs of other languages. However, there are a small but significant number of off-site links between languages. These give tantalizing hints of the world beyond the virtual."

Looking at the language web in 2008, we see a surprisingly clear map of Europe and Asia. The language linkages invite explanations around geopolitics, linguistics, and historical associations. (Figure 1: Language links on the web)

 Language links on the web

 

logo LKD

 

 

 

 

Pagină actualizată la 27 Martie 2015.