E-Learning & Software Educational

DEFINITIE. Un curs universitar digital reprezinta un produs software ...
DEFINITIE. Un curs universitar digital reprezinta un produs software ce este utilizat de studenţi si profesori de regula, sau nu, prin intermediul unei platforme de e-Learning. Acesta oferă accesul comod şi eficient la cunoştinţele şi informaţiile cele mai noi, metode noi şi eficiente de predare, învăţare şi evaluare a cunoştinţelor, instruire şi formare permanentă, în scopul obţinerii unei experienţe privind înţelegerea şi stăpânirea de cunoştinţe şi competenţe într-un domeniu al cunoaşterii. Un curs universitar clasic in format tiparit (print), chiar in format pdf, contine reprezentari statice ale unor descrieri de teme si subiecte, explicatii si texte, teoreme si demonstratii, scheme si tabele, grafice si diagrame etc. Utilizarea noilor tehnologii impreuna cu folosirea metodelor moderne pedagogice si psihologice, sustinute de instrumente software oferite de calculator, da posibilitatea cadrelor didactice sa conceapa si sa proiecteze cursuri universitare digitale intr-o noua abordate, atat stiintifica, cat si pedagogica. Astfel, se pot realiza reprezentari dinamice pentru descrierea si studiul proceselor si fenomenelor, pentru abordari si solutii noi in cercetare, pentru schimbari si interpretari noi ale unor teorii si metodologii. Tehnologii si instrumente software actuale (software educational si software stiintific) ce pot fi folosite: HTML, Macromedia Flash, Cult3D, JavaScript, platforme web 2.0 (blog, wiki), LabView, MatLab, MathCAD, Mathematica, Origin, Graphing Calculator 3D, Simulink, SigmaPlot, MolPro, Thermo-Calc et

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:  Definitii-CNIV2003-vlada   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)

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

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/

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 (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 ( 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] 

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.

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.

 

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 explorare;  învăţarea prin acţiune; învăţarea colaborativă; învăţarea bazată pe proiect; • învăţarea în context.

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

   

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)

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)