Continual Education of Teachers on ICTs in Education through e-learning Community Activities. A Pilot Study.

Size: px
Start display at page:

Download "Continual Education of Teachers on ICTs in Education through e-learning Community Activities. A Pilot Study."

Transcription

1 Continual Education of Teachers on ICTs in Education through e-learning Community Activities. A Pilot Study. Tharrenos Bratitsis Electrical Engineer Computer Scientist, Postgraduate Student, University of the Aegean, Rhodes, Greece George Henry Hlapanis Informatics Teacher, Computer Scientist, Postgraduate Student, University of the Aegean, Rhodes, Greece Abstract Angelique Dimitracopoulou Associate Professor, Learning Technology and Educational Engineering Laboratory University of the Aegean, Rhodes, Greece A Distance Learning Continual Education program was implemented by the Laboratory of Learning Technology and Educational Engineering of the University of the Aegean. It could be described as a learning environment concerning ICT issues, based upon Adult Collaborative Learning and Learning Community principles. Within this e-learning Community, in-service teachers were able to exchange ideas and educational scenarios, consult experts, thus resolving questions and get informed about pedagogical, technological and other issues. Within this paper the educational activities of the research project are presented. Moreover, some first results arising from the current pilot period of operation, such as trainees behavior-patterns, learning outcomes and some usability reports are also presented. Keywords: e-learning Community, In Service Teacher Education Introduction Perpetual changes in various social sectors consequently affect educational systems throughout the world. Thus educators need constant updating of their cognitive supplies. In countries, such as Greece, geographical morphology obstructs wide range continual education efforts. On the other hand, network technologies, especially Internet propagation, provide the means to overcome such obstacles implementing Distance Learning Educational programs. A great number of platforms are now available [1] through which the implementation of different kinds of Distance Learning programs has become possible. There is a plethora of such programs, concerning teacher education in particular, varying along a number of dimensions. They can be characterized as simple On-line Courses or Learning Communities [2], or Communities of Practice [3]. They can be tight-knit and small or loosely connected and large [4]. They can be self-administrated [4], allowing members of the community to decide aspects of the course, or tightly organized with a completely fixed schedule [5], [6]. They can be completely based on electronic means [4][6] or using, to some extent, face to face meetings [5], [7]. They can be concerning pre-service [6] or out-of-service or in-service teachers [5], or even all kinds of teachers [7]. The implementation of a Distance Learning Educational program is now attempted by the Laboratory of Learning Technology and Educational Engineering of the University of the Aegean. It could be described as an e-learning Community based upon Adult Collaborative Learning and : Font: 14 pt Deleted: on a custom built environment : Indent: Left: -0.08", Right: -0.09" Table : Font: 10 pt : Indent: Left: -0.06", Right: -0.11" : Font: 10 pt : Font: 10 pt Deleted: Deleted: E : Font: 10 pt : Font: 10 pt Deleted: University of the Aegean,... [6] : Font: 10 pt Deleted:, University of the Aegean,... [7] : Default Paragraph Font : Font: 10 pt Deleted: University of the Aegean,... [8] Deleted: University of the Aegean,... [9] Inserted: University of the Aegean,... [10] : Font: 10 pt Deleted: Training training... [11] Deleted: the architecture of our system... [12] Deleted: n, : Space Before: 0 pt : Not Highlight Deleted: Training Deleted: training Deleted: environment : Deleted: concerning ICT issues,... [1]... [2]... [3]... [4]... [5]... [13]... [14]... [15]... [16]... [17]

2 Learning Community principles [2], providing continual assistance to each member mostly on ICT issues and the use of ICTs in Education. Members of the community are in-service teachers of primary and secondary education and the project could be considered as a transitional phase between more formal educational efforts organized by the Greek Ministry of Education. The Distance Learning Educational Environment that has been built could serve educational needs on a continual basis and also could be easily transformed into a means to provide more formal on-line courses. Pedagogical Approach Nowadays, there is an increasing effort to design systems providing such Distance Learning Educational programs, based on currently established theory and research in human learning [9]. Consequently, recent theories derived from the socio-constructivism paradigm, such as Distributed Cognition theory [10], [12] or Activity theory [11] have started to influence requirements on such Educational programs. In fact, there is a paradigm shift from teacher directed instruction to learner management learning, from subject centered design to learning-centered design, from individualistic learning to learning communities. Most importantly, there is a shift from a vision of students as more or less passive learners to students as apprentice knowledge workers. Our Continual Education model is consistent with the above mentioned modern learning theories, but also consists of three basic parameters often encountered within e-learning Communities [2], [13]. These are Knowledge, Social Interaction and Identity. Knowledge can be acquired through the evolvement of scientific cogitation (which is achieved by supporting active, exploratory and experimental approach) through individual or team assignments, research and evaluation of available tools, construction, experimentation and visualization of ideas, through the acquisition of metacognitive skills (skills that control the use of obtained knowledge and construct the ground for cognitive processing), such as the ability of reflection, of information analysis, searching and navigation strategies (for the web, databases), etc. Social Interaction is achieved by team projects, which lead members of the community to mutually contribute to the knowledge being built within the community. Identity relates to the existence of political and critical expression within the community; also the building of uniquely identifiable knowledge contribution by individuals, by introspection and reflection of the acquired knowledge. Finally our model is based on the consideration that e-learning can be accomplished through numerous online collaboration activities, given the appropriate educational resources and communication services. The content of each lesson can be dynamically and radically changed : Not Highlight : Not Highlight : Font: Not Italic, Not Highlight : Not Highlight :, Not Highlight : Not Highlight : Not Highlight :, Not Highlight Deleted: s :, Not Highlight : : Line spacing: single Research attributes Deleted: Nowadays, there is an... [20] Deleted: is based on three main axes,... [21] as Deleted: : Not Highlight Deleted: Palloff & Pratt, Wegner... E., [22] Deleted:, κλπ. : Not Highlight : Not Highlight : Deleted: is defined as: Deleted: e Deleted:, Deleted:, Deleted:. Deleted: M Deleted:. These are Deleted: skills Deleted:. : No underline : No underline Deleted:, by all parts... [18]... [19]... [23]... [24]... [25]... [26]... [27]

3 according to the students needs and the progress of the activities assigned. During each lesson there is a contribution to the mutual knowledge base from every party (teachers, students, even guests). Pilot Case Study of Implementation Aims of Research While intending to test our theoretical assumptions and study the functionality of the system, as well as the effectiveness of the Educational Model, we initiated a case study involving elementary and secondary level in-service teachers. We implemented only a fraction of all possible services, in order to achieve basic on-line and off-line communication ( , chat, fora), automated announcement service, useful document categorization to enhance browsing, document sharing and authoring services in order to facilitate content contribution. Our System s Architecture is based on Microsoft s SharePoint Portal Server 2001 (SPS). This is a software platform which extends the capabilities of Windows and common Office applications, by providing a powerful new way to organize, find, and share information through full system integration with other server platforms (such as SQL and Exchange Server) [14]. The main research issues that initiated this effort are to study the operation of an e-learning Community constituted by teachers, the administrative tasks required by such a system s moderation along with the implicated population s learning behavior within a collaborative environment, and issues concerning the development and evaluation of a Virtual Learning Environment, based on existing unexploited technologies in combination with advanced content management software. The Learning Community s Activities The project started on 1/4/2003 and lasted until 30/6/2003, a total of 90 days. It was divided into five discrete phases: 1. Acceptation (15 Days) 2. Setting up (23 Days) 3. Intensive Communication (11 Days) 4. Group Assignments (31 Days) 5. Assessment (10 Days) Acceptation Phase: The description of our learning targets and the determination of the basic rules specifying our learning community took place during this phase. Our pedagogical approach, as previously described, became known. Only a time schedule concerning some basic assignments was predetermined while the course of the community s activities was intended to be co-decided by all Deleted: [Mason] : Line spacing: single The System s Architecture Our system is based on Microsoft s SharePoint Portal Server It is a software platform which extends the capabilities of Windows and common Office applications, by providing a powerful new way to organize, find, and share information through full system integration with other server platforms (such as SQL and Exchange Server). It combines the ability to easily create Web portals with document management, enterprise content indexing, and team collaboration features. In the core of our proposed system, SPS (originally designed for corporate use) can link many different content sources to the user allowing the accomplishment of sophisticated tasks such as Administration of users and resources, Moderation of educational activities, Synchronization of user communication, efficient Security, Knowledge Management. As shown in the figure below, SPS consists of three operational modules. Document Management Services and Search Services are used for accessing information drawn from a wide variety of content sources while maintaining the security of the... [28] : Indent: First line: 0.5", No bullets or numbering Deleted: teachers the designed : B... [29] Deleted: D... [30] : Space Before: 6 pt Deleted: Our primate intention was or population s... [31]... [32] Deleted:. : Line spacing: single Deleted: : : Bullets and Numbering : Greek : Phase One (15 days, April 1st to April... [33] :, No underline Deleted: Within this phase Deleted: t Virtual Community was based on the and except... [34]

4 participants. Over 50 schoolteachers filled in application forms, and 40 schoolteachers were accepted for the next phase. Setting up: During this phase all basic installation of software and hardware that was required in order for the schoolteachers to continue, was accomplished. This was done through the assignment of three different tasks, all designed for individual accomplishment and the acquisition of some technically oriented meta-cognitive skills. About 10 participants were unable to overcome certain technical problems that arose, although a lot of help was provided. A total of 15 (approximately) resigned during this phase due to the above-mentioned technical difficulties and the time demands of the Learning Community. The remaining members (62.5% participation) accomplished fairly well the assigned tasks. Communication via was initiated during this phase, thus initiating social interaction procedures. The Community s Web Page was initialized. Intensive Communication: Different Fora were initialized, chat was provided, and all three tasks assigned during this phase were related to boosting the interaction within the Community, the exchange of information, the participation in each forum and each chat that was organized. Political and critical expression took place, reflection and social interaction as well. Group Assignments: The schoolteachers were in position to determine the course of the project, the nature and the targets of the next assignments. Five groups of participants were defined by the community in order to accomplish the first group assignment. This was decided to be the collection of useful educational ICT material such us educational software, useful educational URLs, articles, examples of effective ICT methods of teaching, etc. Each group had to select material according to their specific needs, taking into account eventual collaboration and possibly future materialization of team teaching based on ICT. A presentation and argument about each team s selection of material took place in an open discussion. Three out of the five groups performed adequately well and one group remained indifferent. Within the fifth group disagreements appeared, which at some point became so intense that drastic measures were enforced by the moderators leading to a regrouping of some members. On the whole, results deriving from the first group assignment were considered quite satisfactory and all educational material collected were embodied in a mutual data base which was added to the knowledge base of the community in the website. During the implementation of this group activity, scientific cogitation, social interaction, reflection and finally the building of a mutual Knowledge Base took place. Later on the participants decided about the second group assignment. For this, three groups of participants were defined. This assignment was going a step further from just a collection of useful educational material. A differentiation between the groups occurred. The first group was responsible In this phase Deleted: o Deleted: Phase Two (23 days, April 15th to May 7th) :, No underline : Deleted: Within Deleted: 3 Deleted: (approximately) Deleted: rest (about 25) : English (U.K.) Deleted: Phase Three (11 days, May 7th to May 18th) This was the phase of i :, No underline : Deleted: c Deleted:. : Deleted: The number of active participants remained approximately 25. Deleted: Phase Four (1 month, May 19th to June 19th) :, No underline : :, No underline : Deleted: This phase was the core of our project. By this time t Deleted: also Deleted: The first group assignment Deleted: presentation Inserted: presentation Deleted: the selected material, Deleted: could also argue Deleted: in favor of Deleted: the Deleted: Also, Deleted: the second group assignment Deleted: 3 Deleted: This time there was a... [35]

5 for the assessment of the collected material. The assessment was based on certain predetermined criteria. The second group was responsible for the construction of an effective database with queries and search capabilities. Finally, the third group consisted of those who encountered difficulties at the time (mostly due to time constraints) and had less demanding assignments such as enhancing the website of the community, assisting and participating also in the other groups but with less work overload. A third group assignment initially programmed was finally not implemented due to further decrease of active participants (by mid June participation was down to 45%) increasing time constraints and complications deriving from the parallel late-june examination phase of all schools of secondary education. Assessment: An internal evaluation of the project was attempted during this phase. The assessment (self assessment of participants, evaluation of moderators and project) was finally completed by 12 participants (30%). During the above mentioned phases participation varied from 62.5% down to 30%. Nevertheless participation can be considered 40% - 45% for the greater part of the project (80 out of 90 days). Problems encountered Any efforts as complicated as the accomplishment of an elearning Community is due to face certain problems. We categorized the problems encountered into three basic categories, namely technical, behavioral and moderation related. Technical problems: (a) Several problems arose by the fact that some of the end user computer systems were superannuated, in matters of hardware, as well as software. (b) Moreover several of the participants were technically incompetent and feared greatly any, even the slightest, interfering with their systems. This led the coordinators to a number of on site visits, apart from the great amount of help provided by other means ( , telephone, etc) and in some cases this was not enough. A derived conclusion is that some teachers that consider themselves technically competent are in fact overconfident about their skills and tested in practice their incompetence is revealed. (c) Also many technical problems arose due to software incompatibilities, regarding the core of our system (SPS), demanding a great amount of effort in order for them to be solved. Our first approach was to implement services as simply as possible. The problems we encountered revealed that end users want to have no interference at all with system adjustment, if possible. They are reluctant to adjust several system options, even if they are carefully guided to do so. This fact enforced one of our research issues, which was the building of a system that needs minimum interaction with the end user while setting up course participation. Deleted: Deleted: C Deleted: they were about Deleted: Phase Five (10 days, June 20 th to June 30 th ) Deleted: During this Final phase Deleted: a :, No underline : : Not Highlight : Justified : Justified, Line spacing: single Deleted: effort as complicated as the accomplishment of an elearning Community is due to face Deleted: 3 : : Deleted: related to : :, No underline Deleted: by the coordinators : English (U.S.) : Not Highlight Deleted: harepoint Deleted: ortal Deleted: erver Deleted: first

6 Behavioral problems: Although the participants were informed about the nature of the Learning Community we were building, some did not behave in an appropriate manner. In general there was a certain difficulty in cooperating with fellow members that belonged in the same group. This was mostly due to lack of experience in remote cooperation, to the existence of an antagonistic behavior by many participants, to the existence of reservations in sharing knowledge and work. Yet most participants behaved as anticipated, quite well, with a spirit of cooperation and only about 5% of the participants did in fact cause some serious problems with their behavior. The problematic behaviors can be categorized in two main categories: (a) related to cooperation, difficulty in working as a member of a team, and (b) reluctance in sharing the acquired knowledge, in individually contributing in the mutual Knowledge Base of the community. Problems related to moderation: (a) Both behavioral and some technical problems that arose, support for the argument of a face to face introductory phase that should have taken place at the beginning of the project. During such a phase, certain technical difficulties could have been overcome and some aspects of group working and distance learning could have been presented and problems related to those dealt with. If such a phase had taken place, the results could have been even better, as applied in [5], [7], [8]. (b) Some moderation choices that were proved to be less effective than anticipated. For example nearly all communication was mostly linked to one or both moderators. There was usually an immediate answer by one or both moderators to questions, thus maybe deactivating in a sense the interconnection between participants and making them used to getting answers by the moderators. This had a great cost in group activities. (c) The time setting was unfortunately chosen due to the conflict that arose with some extremely demanding school activities, such as the secondary education final exams of June. (d) Finally, had the project incorporated a number of definite courses, thus being an online course as well as a self-administrated learning community providing continual assistance to members (a kind of a mixed model), some of the encountered problems might have been decreased (although probably not diminished). This could have been achieved as a result of the presence of influential and important professors, as well as the existence of a more concrete motivation, except of course of the experience and the knowledge obtained. The latter obviously prevented some participants to continue investing their effort and time in the project. All the above mentioned problems that occurred were confirmed by the results of the internal assessment phase of the project. Positive Results Deleted: A perfect example of the above mentioned user behavior appeared while trying to present the participants with different ways of accessing their mailbox. During one of the assignments, we presented IMAP and POP 3 mail client usage, as well as Webmail, while giving instructions for proper setting up of the software to be used in each case. Impressive is the fact that very few of the participants managed to use all three ways of reading . The rest of them were satisfied by managing to use only one way of accessing their mailboxes, even if the procedure they followed was wrong. For example a user managed to receive and send electronic messages, but didn t bother to adjust the display name properly. The disappointing fact was that such users didn t dedicate any time at all to find out their mistakes in setting up other mail clients or to understand why the software they used worked in a way that was not expected. Deleted: However, only 2-3 participants did in fact cause some serious problems with their behavior. Although the nature of the Learning Community was known to all, some had some difficulties in fully understanding... [37] it. Deleted: There were some extremely problematic behaviors though. For example, one participant was continually denying to fully cooperate with the group. This member was quite aggressive and refused any given suggestion by co-group members. A solution was given by the moderators, after a lot of discussions failed, by reordering some groups. In the new group this member did not behave aggressively again but still kept working mostly on its own.... [39] Deleted: Problems related to moderation: : No underline Deleted: There were also some problems that derived from Deleted: s Also, the existing lack of experience in remote cooperation and communicating... [40] Deleted: Also t Deleted: Also the lack of a concrete motivation, except of course of the experience and the knowledge obtained,... [42] Deleted: the lack of, the lack of definite courses the organization of the groups and the unevenness in technical... [43]... [36]... [38]... [41]

7 Nearly all participants considered their participation as an overall positive experience. They consider such efforts worth continuing, they would participate again if a follow-up took place and they had the opportunity; thus leading us to the conclusion that a continual education approach with this model is feasible. Yet of course that was the opinion of those that stayed on the project till the end (30-40% of the initial number of participants). Unfortunately it was not possible to take into consideration all views, even of those that did not stay till the end. Knowledge was acquired by the participants, to a different extent of course for each one. Especially through the cognitive and meta-cognitive skills that were developed, such as the ability to use ICT tools that are available, the ability of reflection, of information analysis, skills related to searching and navigation strategies (for the web, databases), etc. Knowledge was also acquired through the activities of searching and discovering and through social interaction, especially with more experienced colleagues as well as with peers. The building of a Knowledge Base through uniquely identifiable knowledge contribution by each individual was also a major element of the project. The choice of assignments, covering many different aspects of ICT, was quite tempting. Issues of simple but essential technical settings, of pedagogical nature, matters of judgment and assessment of ICT tools were also handled in the course, opening new horizons to those who participated. The participation and outcome in all individual assignments and in one of the two group assignments were great. Some participants even stated that this project has helped them decide some new approaches in their own teaching. Discussion The Distance Learning Educational program that was implemented by the Laboratory of Learning Technology and Educational Engineering of the University of the Aegean can be described as a learning environment concerning ICT issues, based upon Adult Collaborative Learning and Learning Community principles. The overall planning concerned a self-administrated e-learning Community, within which teachers would able to exchange ideas and educational scenarios, consult experts, thus resolving questions and be further trained about pedagogical, technological and other issues. The first results arising from the current pilot period of operation were positive in general, although several problems were encountered during the implementation of the project. These were related to technical aspects, to the behavior of the participants and also to the chosen moderation policy. Several conclusions can be drawn from the examination of these problems. Technically, more work needs to be done in matters of on line communication methods and tools, due to the importance Deleted: Nevertheless, Deleted: k Deleted: acquired : Not Highlight Deleted: : Not Highlight : Not Highlight Deleted:, : Not Highlight : Not Highlight : Not Highlight Deleted: and more experienced colleagues Deleted: Conclusions : English (U.K.) Deleted: Αυτοδιαχειριζόµενη... Inserted: Αυτοδιαχειριζόµενη... : English (U.K.) Deleted: Training : Deleted: training Deleted: W Deleted: this Deleted: e-learning Community, Deleted: were

8 of this facility to the operation of such a community. Simpler, more user-transparent and user-friendly implementations are necessary. Moderation and behavior problems would have been avoided by using a tighter schedule, enriched with stricter teaching courses. Thus our assumption that a lot of research is needed in matters of moderating e-learning Communities planned for resource repositories rather than tutoring organizations. Positive results were the knowledge that was acquired by the participants, the mutual building of a Knowledge Base, the satisfactory participation (for at least 4 out of the 5 phases) and most of all, the derived conclusion that a continual education approach with this model is feasible. Bibliography 1. Wegner, E. (2001). Supporting Communities of Practice. A Research and Consulting Report. 2. Palloff, R.M. & Pratt, K. (1999). Building Learning Communities in Cyberspace: Effective strategies for the online classroom. Jossey-Bass Publishers, San Francisco. 3. Wegner, E. (1998). Communities of Practice: Learning, Meaning and Identity. Cambridge University Press. 4. Rogers, Jim (2000). Communities of Practice: A framework for fostering coherence in virtual learning communities. Educational Technology & Society 3(3) Manca, S. & Persico, D. & Sarti, L. (2003). On Student Teachers' Attitudes Towards Online Learning. In proceedings of the IASTED International Conference, Rhodes, Greece, Vonderwell, S. (2003). An examination of asynchronous communication experiences and perspectives of students in an online course: a case study. The Internet and Higher Education. Volume 6, Issue 1, 2003, Nilsen, A. & Almås, A. (2003). Teaching Net Based In-Service Courses. In proceedings of the IASTED International Conference, Rhodes, Greece, Kenski, M. (2002). Distance learning. A teacher on the road. European Conference on Educational Research, University of Lisbon, September Jonassen, D. & Land, S. (2000). Theoretical foundations of Learning Environments. LEA, NJ. 10. Salomon, G. (1995). Distributed Cognitions: Psychological and educational considerations. Cambridge, England: Cambridge University Press. 11. Engestrom, Y. (1987). Learning by expanding: An activity theoretical approach to developmental research. Helsinki, Finland: Orienta Konsultit Oy. 12. Pea, R. (1995). Practices of distributed intelligence and designs for education. Distributed cognitions: Psychological and educational considerations. Cambridge, England: Cambridge University Press, Lemke, J. (1993). Education, Cyberspace and Change. The Arachnet Electronic Journal on Virtual Culture, vol.1, no Bratitsis, T. & Hlapanis, G.& Dimitracopoulou, A., (2003). Advanced Distance Learning Systems. A technical approach using MS SharePointTM Portal Server. In proceedings of the IASTED International Conference, Greece, [44] : Bullets and Numbering... [45] Deleted:... [46]... [47] Deleted:,... [48]... [49]... [50]... [51] Deleted:... [52] Deleted:... [53]... [54] Deleted:,... [55]... [56] Deleted:... [57]... [58] Deleted: Rogers... [59] Deleted:... [60] Deleted:... [61]... [62]... [63] Deleted:,... [64] Deleted:, Deleted:,... [65] Deleted:... [66]... [67] Deleted:. Inserted:. Deleted: Inserted:.... [68] Deleted: P Inserted: Proceedings of the IASTED... [69]... [70] Deleted: p.... [71]... [72]... [73]... [74] Deleted: Deleted: Deleted: Pages... [75]... [76] : Bullets and Numbering... [77]... [78]... [79]... [80]... [81]

9 Page 1: [1] bratitsis 8/10/2003 6:14 PM Indent: Left: -0.08", Right: -0.08" Page 1: [2] Deleted bratitsis 8/10/2003 6:12 PM Page 1: [2] Deleted bratitsis 8/10/2003 6:12 PM Page 1: [3] bratitsis 8/10/2003 6:14 PM Font: 10 pt, Condensed by 0.4 pt Page 1: [3] bratitsis 8/10/2003 6:14 PM Condensed by 0.4 pt Page 1: [3] bratitsis 8/10/2003 6:14 PM Font: 10 pt, Condensed by 0.4 pt Page 1: [4] bratitsis 8/10/2003 6:14 PM Font: 10 pt, Condensed by 0.4 pt Page 1: [4] bratitsis 8/10/2003 6:14 PM Condensed by 0.4 pt Page 1: [4] bratitsis 8/10/2003 6:14 PM Font: 10 pt, Condensed by 0.4 pt Page 1: [5] bratitsis 8/10/2003 6:14 PM Font: 10 pt, Condensed by 0.4 pt Page 1: [5] bratitsis 8/10/2003 6:14 PM Condensed by 0.4 pt Page 1: [5] bratitsis 8/10/2003 6:14 PM Font: 10 pt, Condensed by 0.4 pt Page 1: [5] bratitsis 8/10/2003 6:14 PM Condensed by 0.4 pt Page 1: [5] bratitsis 8/10/2003 6:14 PM Font: 10 pt, Condensed by 0.4 pt Page 1: [6] Deleted Χλαπάνης Γεώργιος Ερρίκος 8/8/2003 8:52 AM University of the Aegean, Rhodes, Greece Page 1: [7] Deleted Χλαπάνης Γεώργιος Ερρίκος 8/8/2003 8:52 AM, University of the Aegean, Rhodes, Greece Page 1: [8] Deleted Χλαπάνης Γεώργιος Ερρίκος 8/8/2003 8:51 AM University of the Aegean, Rhodes, Greece Page 1: [9] Deleted bratitsis 8/10/2003 5:41 PM University of the Aegean, Rhodes, Greece {bratitsis, hlapanis, Page 1: [10] Inserted Χλαπάνης Γεώργιος Ερρίκος 8/8/2003 8:51 AM

10 University of the Aegean, Rhodes, Greece {bratitsis, hlapanis, Page 1: [11] Deleted Χλαπάνης Γεώργιος Ερρίκος 8/10/ :56 AM Training Page 1: [11] Deleted Χλαπάνης Γεώργιος Ερρίκος 8/10/ :57 AM training Page 1: [11] Deleted Χλαπάνης Γεώργιος Ερρίκος 8/8/2003 8:49 AM Page 1: [11] Deleted Χλαπάνης Γεώργιος Ερρίκος 8/10/ :57 AM be Page 1: [11] Deleted Χλαπάνης Γεώργιος Ερρίκος 8/10/ :57 AM further trained Page 1: [12] Deleted Χλαπάνης Γεώργιος Ερρίκος 8/10/2003 7:26 PM the architecture of our system and Page 1: [12] Deleted Χλαπάνης Γεώργιος Ερρίκος 8/8/2003 8:50 AM our Page 1: [13] Χλαπάνης Γεώργιος Ερρίκος 8/10/2003 4:57 PM Font: 10 pt, Not Highlight Page 1: [13] Χλαπάνης Γεώργιος Ερρίκος 8/10/2003 4:57 PM Font: 10 pt Page 1: [14] Χλαπάνης Γεώργιος Ερρίκος 8/10/2003 4:01 PM Centered, Space Before: 0 pt Page 1: [15] Χλαπάνης Γεώργιος Ερρίκος 8/10/2003 4:26 PM Page 1: [15] Χλαπάνης Γεώργιος Ερρίκος 8/10/2003 4:26 PM, Not Highlight Page 1: [16] Deleted Χλαπάνης Γεώργιος Ερρίκος 8/10/2003 3:30 PM Page 1: [16] Deleted Χλαπάνης Γεώργιος Ερρίκος 8/10/2003 3:48 PM such a Page 1: [17] Χλαπάνης Γεώργιος Ερρίκος 8/10/2003 4:26 PM Page 1: [17] Χλαπάνης Γεώργιος Ερρίκος 8/10/2003 4:26 PM Not Highlight Page 1: [17] Χλαπάνης Γεώργιος Ερρίκος 8/10/2003 4:26 PM, Not Highlight Page 1: [17] Χλαπάνης Γεώργιος Ερρίκος 8/10/2003 4:26 PM

11 Page 1: [17] Χλαπάνης Γεώργιος Ερρίκος 8/10/2003 4:26 PM Not Highlight Page 2: [18] Deleted Χλαπάνης Γεώργιος Ερρίκος 8/10/2003 4:03 PM Research attributes The main research issues that initiated this effort can be divided into two main categories: 1. Development and evaluation of a Virtual Learning Environment, based on existing unexploited technologies in combination with advanced content management software. Our system is based on integration of commonly used software and certain content management software. According to our approach, e-learning can be accomplished through numerous online collaboration activities (synchronous and asynchronous), given the appropriate educational resources and communication services. The content of each lesson can be dynamically and radically changed according to the participants needs and the progress of the activities assigned. During each lesson there is a contribution to the mutual knowledge base from every party. 2. Operation of a e-learning Community constituted by teachers in primary and secondary education (mostly teachers of mathematics, science and informatics) and evaluation of the interaction between its members, as well as the study of the different learning behaviors. Page 2: [19] Χλαπάνης Γεώργιος Ερρίκος 8/10/ :24 PM Indent: Left: 0", First line: 0.5" Page 2: [20] Deleted Χλαπάνης Γεώργιος Ερρίκος 8/10/2003 3:28 PM Nowadays, there is an increasing effort to design Learning Systems based on currently established theory and research in human learning [6]. Consequently, recent theories derived from the socio-constructivism paradigm, such as Distributed Cognition theory [5], [14], [16], or Activity theory [3] have started to influence requirements on Distance Learning Systems. In fact, there is a paradigm shift from teacher directed instruction to learner management learning, from subject centered design to learningcentered design, from individualistic learning to learning communities. Most importantly,

12 there is a shift from a vision of students as more or less passive learners to students as apprentice knowledge workers. Page 2: [21] Deleted Χλαπάνης Γεώργιος Ερρίκος 8/10/ :23 PM is based on three main axes, as they are Page 2: [22] Deleted Χλαπάνης Γεώργιος Ερρίκος 8/10/ :15 PM Palloff & Pratt, Wegner E., Chronaki Page 2: [23] Χλαπάνης Γεώργιος Ερρίκος 8/10/2003 4:26 PM, No underline Page 2: [24] Deleted Χλαπάνης Γεώργιος Ερρίκος 8/10/ :08 PM is defined as: Th Page 2: [25] Χλαπάνης Γεώργιος Ερρίκος 8/10/2003 4:57 PM, No underline Page 2: [26] Χλαπάνης Γεώργιος Ερρίκος 8/10/2003 4:57 PM, No underline Page 2: [27] Deleted Χλαπάνης Γεώργιος Ερρίκος 8/8/2003 8:53 AM Obviously, o Page 3: [28] Deleted Χλαπάνης Γεώργιος Ερρίκος 8/8/2003 8:53 AM The System s Architecture Our system is based on Microsoft s SharePoint Portal Server It is a software platform which extends the capabilities of Windows and common Office applications, by providing a powerful new way to organize, find, and share information through full system integration with other server platforms (such as SQL and Exchange Server). It combines the ability to easily create Web portals with document management, enterprise content indexing, and team collaboration features. In the core of our proposed system, SPS (originally designed for corporate use) can link many different content sources to the user allowing the accomplishment of sophisticated tasks such as Administration of users and resources, Moderation of educational activities, Synchronization of user communication, efficient Security,

13 Knowledge Management. As shown in the figure below, SPS consists of three operational modules. Document Management Services and Search Services are used for accessing information drawn from a wide variety of content sources while maintaining the security of the documents. The Digital Dashboard and Web Part Run-time module is used to present the portal content to a user through a web browser (or other office applications - clients) by using internet communication protocols (TCP/IP). The e-learning Community Implementation - Page 3: [29] Deleted Χλαπάνης Γεώργιος Ερρίκος 8/10/ :26 PM teachers Page 3: [29] Deleted Χλαπάνης Γεώργιος Ερρίκος 8/10/ :27 PM the Page 3: [29] Deleted Χλαπάνης Γεώργιος Ερρίκος 8/10/ :27 PM designed Page 3: [29] Deleted Χλαπάνης Γεώργιος Ερρίκος 8/10/ :51 AM : Page 3: [29] Deleted Χλαπάνης Γεώργιος Ερρίκος 8/10/ :51 AM B Page 3: [29] Deleted Χλαπάνης Γεώργιος Ερρίκος 8/10/ :51 AM - Page 3: [29] Deleted Χλαπάνης Γεώργιος Ερρίκος 8/10/ :51 AM A Page 3: [29] Deleted Χλαπάνης Γεώργιος Ερρίκος 8/10/ :51 AM - U Page 3: [29] Deleted Χλαπάνης Γεώργιος Ερρίκος 8/10/ :51 AM - Page 3: [30] Χλαπάνης Γεώργιος Ερρίκος 8/10/2003 4:26 PM Font: Not Bold Page 3: [30] Χλαπάνης Γεώργιος Ερρίκος 8/10/2003 4:26 PM Font: Not Bold Page 3: [31] Deleted Χλαπάνης Γεώργιος Ερρίκος 8/10/ :32 PM Our primate

14 Page 3: [31] Deleted Χλαπάνης Γεώργιος Ερρίκος 8/10/ :31 PM intention was Page 3: [31] Deleted Χλαπάνης Γεώργιος Ερρίκος 8/10/ :53 AM or Page 3: [31] Deleted Χλαπάνης Γεώργιος Ερρίκος 8/10/ :53 AM Page 3: [31] Deleted Χλαπάνης Γεώργιος Ερρίκος 8/10/ :54 AM population s Page 3: [32] Χλαπάνης Γεώργιος Ερρίκος 8/10/2003 4:26 PM Page 3: [33] Deleted Χλαπάνης Γεώργιος Ερρίκος 8/10/ :09 AM Phase One (15 days, April 1st to April 15th) t Page 3: [34] Deleted Χλαπάνης Γεώργιος Ερρίκος 8/10/ :11 AM Page 3: [34] Deleted Χλαπάνης Γεώργιος Ερρίκος 8/10/ :12 AM Virtual Community was based on the Page 3: [34] Deleted Χλαπάνης Γεώργιος Ερρίκος 8/10/ :13 AM Page 3: [34] Deleted Χλαπάνης Γεώργιος Ερρίκος 8/10/ :13 AM and except for Page 3: [34] Deleted Χλαπάνης Γεώργιος Ερρίκος 8/10/ :14 AM predetermined Page 3: [34] Deleted Χλαπάνης Γεώργιος Ερρίκος 8/10/ :13 AM Page 3: [34] Deleted Χλαπάνης Γεώργιος Ερρίκος 8/10/ :15 AM mostly Page 4: [35] Deleted Χλαπάνης Γεώργιος Ερρίκος 8/10/ :31 AM Each group also had to present

15 , Greek, Greek, Greek, Greek, Greek, Greek, Greek, Greek, Greek, Greek

16 , Greek, Greek, Greek, Greek, Greek, Greek, Greek, Greek, Greek, Greek, Greek

17 , Greek, Greek, Greek, Greek, Greek, Greek, Greek, Greek, Greek, Greek

18 , Greek, Greek, Greek, Greek, Greek, Greek, Greek, Greek, Greek, Greek, Greek

19 , Greek, Greek, Greek, Greek, Greek, Greek, Greek, Greek, Greek, Greek

20 , Greek, Greek, Greek, Greek, Greek, Greek, Greek, Greek, Greek, Greek, Greek

FREEDOM IN ADULT EDUCATION

FREEDOM IN ADULT EDUCATION FREEDOM IN ADULT EDUCATION Abstract The paper deals with the term freedom in the education environment. The author s attention is focused on the adult education. He attempts to specify his point of view

More information

Running head: CONCEPTUALIZING INTELLIGENT AGENTS FOR TEACHING AND LEARNING. Conceptualizing Intelligent Agents For Teaching and Learning

Running head: CONCEPTUALIZING INTELLIGENT AGENTS FOR TEACHING AND LEARNING. Conceptualizing Intelligent Agents For Teaching and Learning Running head: CONCEPTUALIZING INTELLIGENT AGENTS FOR TEACHING AND LEARNING Conceptualizing Intelligent Agents For Teaching and Learning Ali Jafari, Ph.D. Professor of Computer Technology Director of CyberLab

More information

Aspects Related to the Usefulness of a Distance Training Course Having Moodle as Course Management System Support

Aspects Related to the Usefulness of a Distance Training Course Having Moodle as Course Management System Support Aspects Related to the Usefulness of a Distance Training Course Having Moodle as Course Management System Support GABRIEL GORGHIU 1, MIHAI BÎZOI 1, LAURA MONICA GORGHIU 2, ANA-MARIA SUDUC 1 1 Electrical

More information

User Guide. Chapter 6. Teacher Pages

User Guide. Chapter 6. Teacher Pages User Guide Chapter 6 s Table of Contents 1. Introduction... 4 I. Enhancements... 5 II. Tips... 6 2. Key Information... 7 3. How to Add a... 8 4. How to Edit... 10 I. SharpSchool s WYSIWYG Editor... 11

More information

Making the Transition: Helping Teachers to Teach Online

Making the Transition: Helping Teachers to Teach Online Copyright Notice This paper was presented at EDUCAUSE 2000 in Nashville, October 10-13, 2000. It is the intellectual property of the author(s). Permission to print or disseminate all or part of this material

More information

Teacher-Learner Interactions in Online Learning at the Center for Online and Distance Training (CODT), Travinh University, Vietnam

Teacher-Learner Interactions in Online Learning at the Center for Online and Distance Training (CODT), Travinh University, Vietnam Teacher-Learner Interactions in Online Learning at the Center for Online and Distance Training (CODT), Travinh University, Vietnam Danh Department of Educational Technology University of Hawai i at Manoa

More information

STUDENTS ACCEPTANCE OF A LEARNING MANAGEMENT SYSTEM FOR TEACHING SCIENCES IN SECONDARY EDUCATION

STUDENTS ACCEPTANCE OF A LEARNING MANAGEMENT SYSTEM FOR TEACHING SCIENCES IN SECONDARY EDUCATION STUDENTS ACCEPTANCE OF A LEARNING MANAGEMENT SYSTEM FOR TEACHING SCIENCES IN SECONDARY EDUCATION Sarantos Psycharis 1, Georgios Chalatzoglidis 2, Michail Kalogiannakis 3 1 Associate Professor, ASPAITE,

More information

CREATING ENVIRONMENTALLY ORIENTED ONLINE LEARNING COMMUNITIES: THE CASE OF ELEMENTARY SCHOOLS IN GREECE

CREATING ENVIRONMENTALLY ORIENTED ONLINE LEARNING COMMUNITIES: THE CASE OF ELEMENTARY SCHOOLS IN GREECE 302 CREATING ENVIRONMENTALLY ORIENTED ONLINE LEARNING COMMUNITIES: THE CASE OF ELEMENTARY SCHOOLS IN GREECE Konstantinos Karampelas 2 nd Model Experimental Primary School of Rhodes Sarantis Karvounidis

More information

Making Chemistry an Attractive Subject for Lifelong Learning: Interactive Approach in Presenting Educational Content

Making Chemistry an Attractive Subject for Lifelong Learning: Interactive Approach in Presenting Educational Content Making Chemistry an Attractive Subject for Lifelong Learning: Interactive Approach in Presenting Educational Content Milena Koleva, Lilyana Nacheva-Skopalik Technical University of Gabrovo (Bulgaria) miki@tugab.bg,

More information

Supporting members of a learning community using Interaction Analysis tools: The example of the Kaleidoscope NoE scientific network

Supporting members of a learning community using Interaction Analysis tools: The example of the Kaleidoscope NoE scientific network Supporting members of a learning community using Interaction Analysis tools: The example of the Kaleidoscope NoE scientific network Tharrenos Bratitsis, Angelique Dimitracopoulou LTEE Laboratory, University

More information

Web-Based Teaching in Software Engineering

Web-Based Teaching in Software Engineering Web-Based Teaching in Software Engineering N. Papaspyrou, S. Retalis, S. Efremidis, G. Barlas and E. Skordalakis National Technical University of Athens Department of Electrical and Computer Engineering

More information

LearningServer for.net Implementation Guide

LearningServer for.net Implementation Guide LearningServer for.net Implementation Guide This document outlines recommended steps for planning and implementing a LearningServer solution. A successful installation and implementation requires the completion

More information

An Approach to Adaptivity and Collaboration Support in a Web-Based Learning Environment

An Approach to Adaptivity and Collaboration Support in a Web-Based Learning Environment An Approach to Adaptivity and Collaboration Support in a Web-Based Learning Environment Martina Holenko Dlab, Nataša Hoić-Božić University of Rijeka, Department of Informatics Key words: collaborative

More information

AN EVALUATION OF THE USEFULNESS OF WEB-BASED LEARNING ENVIRONMENTS The Evaluation Tool into the Portal of Finnish Virtual University

AN EVALUATION OF THE USEFULNESS OF WEB-BASED LEARNING ENVIRONMENTS The Evaluation Tool into the Portal of Finnish Virtual University AN EVALUATION OF THE USEFULNESS OF WEB-BASED LEARNING ENVIRONMENTS The Evaluation Tool into the Portal of Finnish Virtual University Abstract Kirsi Silius and Anne-Maritta Tervakari kirsi.silius@tut.fi

More information

Joint Bachelor Degree in Information Technology

Joint Bachelor Degree in Information Technology Joint Bachelor Degree in Information Technology Bogdan Logofatu 1, Michael Auer 2 University of Bucharest 1, Carinthia Tech Institute 2 Key words: Life long learning, Information Technology Abstract: This

More information

A Proposed Collaborative Computer Network-Based Learning Model for Undergraduate Students with Different Learning Styles

A Proposed Collaborative Computer Network-Based Learning Model for Undergraduate Students with Different Learning Styles Turkish Online Journal of Distance Education-TOJDE November 2003 ISSN 1302-6488 Volume:4 Number:4 A Proposed Collaborative Computer Network-Based Learning Model for Undergraduate Students with Different

More information

A self-directed Virtual Learning Environment: Mi propio jefe (My own boss)

A self-directed Virtual Learning Environment: Mi propio jefe (My own boss) A self-directed Virtual Learning Environment: Mi propio jefe (My own boss) Diego Ernesto Leal Fonseca, Gerardo Tibaná Herrera (dleal@uniandes.edu.co, g-tibana@uniandes.edu.co) LIDIE Research and Development

More information

CONTENTM WEBSITE MANAGEMENT SYSTEM. Getting Started Guide

CONTENTM WEBSITE MANAGEMENT SYSTEM. Getting Started Guide CONTENTM WEBSITE MANAGEMENT SYSTEM Getting Started Guide Table of Contents CONTENTM WEBSITE MANAGEMENT SYSTEM... 1 GETTING TO KNOW YOUR SITE...5 PAGE STRUCTURE...5 Templates...5 Menus...5 Content Areas...5

More information

Integrating Business Intelligence Module into Learning Management System

Integrating Business Intelligence Module into Learning Management System Integrating Business Intelligence Module into Learning Management System Mario Fabijanić and Zoran Skočir* Cognita Address: Radoslava Cimermana 64a, 10020 Zagreb, Croatia Telephone: 00 385 1 6558 440 Fax:

More information

Essays on Teaching Excellence. From Cognitive Dissonance to Self-Motivated Learning

Essays on Teaching Excellence. From Cognitive Dissonance to Self-Motivated Learning Essays on Teaching Excellence Toward the Best in the Academy Volume 13, Number 1, 2001-02 A publication of The Professional & Organizational Development Network in Higher Education (www.podnetwork.org).

More information

DISTANCE EDUCATION: A Second Best in Learning?

DISTANCE EDUCATION: A Second Best in Learning? Turkish Online Journal of Distance Education- TOJDE January 2000 ISSN 1302-6488 Volume: 1 Number: 1 Article No: 2 DISTANCE EDUCATION: A Second Best in Learning? INTRODUCTION Why people want to learn? Dr.

More information

An Empirical Study on the Use of Web 2.0 by Greek Adult Instructors in Educational Procedures

An Empirical Study on the Use of Web 2.0 by Greek Adult Instructors in Educational Procedures An Empirical Study on the Use of Web 2.0 by Greek Adult Instructors in Educational Procedures John Vrettaros, Alexis Tagoulis, Niki Giannopoulou, and Athanasios Drigas NCSR DEMOKRITOS, Institute of Informatics

More information

Game - based learning in education

Game - based learning in education 4 th International Conference "Education Facing Contemporary World Issues", Piteşti, Romania, 2010, October, 8 th 9 th Procedia Edu -World 2010 Game - based learning in education Michaela Logofatu a, Anisoara

More information

1 of 5 17TH Annual Conference on Distance Teaching and Learning

1 of 5 17TH Annual Conference on Distance Teaching and Learning 1 of 5 17TH Annual Conference on Distance Teaching and Learning Activities to Engage the Online Learner Rita-Marie Conrad, Ph.D. Assistant Professor Florida State University Ana Donaldson, Ed.D. Assistant

More information

REMOVING THE DISTANCE FROM DISTANCE EDUCATION: STRATEGIES FOR SUCCESSFUL STUDENT ENGAGEMENT AND COLLABORATION

REMOVING THE DISTANCE FROM DISTANCE EDUCATION: STRATEGIES FOR SUCCESSFUL STUDENT ENGAGEMENT AND COLLABORATION Removing Distance from Distance Education 1 REMOVING THE DISTANCE FROM DISTANCE EDUCATION: STRATEGIES FOR SUCCESSFUL STUDENT ENGAGEMENT AND COLLABORATION Lisa Logan Rich, Athens State University Wendy

More information

OMANI SCIENCE TEACHERS USE OF COOPERATIVE WORK IN BASIC EDUCATION SCHOOLS

OMANI SCIENCE TEACHERS USE OF COOPERATIVE WORK IN BASIC EDUCATION SCHOOLS 8 OMANI SCIENCE TEACHERS USE OF COOPERATIVE WORK IN BASIC EDUCATION SCHOOLS Ali Huwaishel Al-Shuaili Sultan Qaboos University, Oman E-mail: alshuaili@squ.edu.om Abstract The aim of this study is to explore

More information

User Manual for DRDA Staffing Position software

User Manual for DRDA Staffing Position software User Manual for DRDA Staffing Position software Table of Contents About The Application 5 Categorization of districts 9 Staffing Position of DRDA 10 Who Are the Users of This Application 11 Prerequisites

More information

Quick Reference Guide

Quick Reference Guide Simplified Web Interface for Teachers Quick Reference Guide Online Development Center Site Profile 5 These fields will be pre-populated with your information { 1 2 3 4 Key 1) Website Title: Enter the name

More information

Where do I start? DIGICATION E-PORTFOLIO HELP GUIDE. Log in to Digication

Where do I start? DIGICATION E-PORTFOLIO HELP GUIDE. Log in to Digication You will be directed to the "Portfolio Settings! page. On this page you will fill out basic DIGICATION E-PORTFOLIO HELP GUIDE Where do I start? Log in to Digication Go to your school!s Digication login

More information

National Standards for Quality Online Teaching

National Standards for Quality Online Teaching National Standards for Quality Online Teaching National Standards for Quality Online Teaching Introduction The mission of the North American Council for Online Learning (NACOL) is to increase educational

More information

CLOUD SERVICES IN TEACHERS EDUCATION

CLOUD SERVICES IN TEACHERS EDUCATION CLOUD SERVICES IN TEACHERS EDUCATION A THEORETICAL APPROACH IN GREECE ΜILITSOPOULOS CHRISTOS, SAKELLARIOU PANAGIOTA, ARMAKOLAS STEFANOS Abstract Technology and its products change very quickly and become

More information

Brigham Young University Student Organization Website and Email Guidelines

Brigham Young University Student Organization Website and Email Guidelines Brigham Young University Student Organization Website and Email Guidelines The University Policy Computer and Electronic Communications General Use Procedures found in the University Handbook governs use

More information

Blackboard 9.1 Basic Instructor Manual

Blackboard 9.1 Basic Instructor Manual Blackboard 9.1 Basic Instructor Manual 1. Introduction to Blackboard 9.1... 2 1.1 Logging in to Blackboard... 3 2. The Edit Mode on... 3 3. Editing the course menu... 4 3.1 The course menu explained...

More information

Analysis a project at learner used collaboration of educational process promote collaboration application

Analysis a project at learner used collaboration of educational process promote collaboration application Proceedings of the 1 st International Conference and Exhibition on Future RFID Technologies Eszterhazy Karoly University of Applied Sciences and Bay Zoltán Nonprofit Ltd. for Applied Research Eger, Hungary,

More information

Project Integrated Learning in Higher Education and Business

Project Integrated Learning in Higher Education and Business Project Integrated Learning in Higher Education and Business E. Herber 1, P. Haber 2, M. Mayr 3 1. Badegruber & Partner GmbH, Petrinumstrasse 12, 4040 Linz, Austria, erich.herber@clickandlearn.at 2. Salzburg

More information

Microsoft in Education. Microsoft Certified Educator Study Guide

Microsoft in Education. Microsoft Certified Educator Study Guide Microsoft in Education Microsoft Certified Educator Study Guide Resources The Microsoft Certified Educator and Teaching with Technology programs are part of a rich set of professional development, assessment,

More information

HOW STUDENTS PERCEIVE E-LEARNING SITUATIONS? THE CASE OF THE SVC WBT EMBRYOLOGY COURSE

HOW STUDENTS PERCEIVE E-LEARNING SITUATIONS? THE CASE OF THE SVC WBT EMBRYOLOGY COURSE HOW STUDENTS PERCEIVE E-LEARNING SITUATIONS? THE CASE OF THE SVC WBT EMBRYOLOGY COURSE Dr. Hervé Platteaux (herve.platteaux@unifr.ch) Centre NTE / University of Fribourg, Rue de Faucigny 2, 1700 Fribourg,

More information

Call Activity. LING 526 Assignment 3. Jacob Larsen. Iowa State University

Call Activity. LING 526 Assignment 3. Jacob Larsen. Iowa State University LARSEN CALL ACTIVITY Call Activity LING 526 Assignment 3 Jacob Larsen Iowa State University Spring 2006 LARSEN CALL ACTIVITY 2 Introduction Since its inception in the 1960s computer assisted language learning

More information

New Initiative Way Of Teaching Data Communications And Networking Class Online With Networking Virtual Labs ABSTRACT

New Initiative Way Of Teaching Data Communications And Networking Class Online With Networking Virtual Labs ABSTRACT New Initiative Way Of Teaching Data Communications And Networking Class Online With Networking Virtual Labs Ronald Mashburn West Texas A & M University 2402 N. 3 rd Ave Canyon, Texas 79016 (806) 651-2968

More information

Middle East Technical University TECHNOPOLIS DamaSistem computer aided training solutions, tailored solutions to organizations e-learning DamaSistem

Middle East Technical University TECHNOPOLIS DamaSistem computer aided training solutions, tailored solutions to organizations e-learning DamaSistem 1 Operating at the Middle East Technical University TECHNOPOLIS, DamaSistem is a research and development company focusing on design and development of educational software. Also providing training and

More information

1. Instructional Design Elements a. Support & Resources Essential Criteria: 1. Students are provided information as to where to get technical help.

1. Instructional Design Elements a. Support & Resources Essential Criteria: 1. Students are provided information as to where to get technical help. File Name Format (example): Course Review Course ID Instructor name your initials Faculty Name: Course: Semester: Reviewer: Date: This evaluation is a framework for addressing how a quality course should

More information

Science teachers pedagogical studies in Finland

Science teachers pedagogical studies in Finland 1 Science teachers pedagogical studies in Finland Jari Lavonen Summary An overview of planning, organising and evaluating of science teachers pedagogical studies in Finland is given. Examples are from

More information

Outlook 2010 basics quick reference sheet

Outlook 2010 basics quick reference sheet Outlook 2010 basics Microsoft Outlook 2010 is the world s leading personal information management and communications application. Outlook 2010 delivers complete e-mail, contact, calendar, and task functionality.

More information

A Virtual Teacher Community to Facilitate Professional Development

A Virtual Teacher Community to Facilitate Professional Development A Virtual Teacher Community to Facilitate Professional Development Desislava Ratcheva, Eliza Stefanova, Iliana Nikolova To cite this version: Desislava Ratcheva, Eliza Stefanova, Iliana Nikolova. A Virtual

More information

RICHARD STOCKTON COLLEGE OF NJ Business Continuity Planning

RICHARD STOCKTON COLLEGE OF NJ Business Continuity Planning RICHARD STOCKTON COLLEGE OF NJ Business Continuity Planning Emergency Response Preparedness Continuity of Class Meetings and Instructional Delivery This document has been created to assist faculty in making

More information

Implementation of the Web-based Learning in PhD Education

Implementation of the Web-based Learning in PhD Education Implementation of the Web-based Learning in PhD Education Valentina Terzieva, Katia Todorova, Lilia Simeonova Abstract: One of the continuing challenges of education is enabling those who attempt to improve

More information

Classroom Management: An Ecological Model Donald F. Perras, Ph.D.

Classroom Management: An Ecological Model Donald F. Perras, Ph.D. Classroom Management: An Ecological Model Donald F. Perras, Ph.D. Help Wanted! Teachers prepared to manage students limited behavioral readiness for school. This national dilemma reflects students changing

More information

Using Workflow Technology to Manage Flexible e-learning Services

Using Workflow Technology to Manage Flexible e-learning Services Educational Technology & Society 5(4) 2002 ISSN 1436-4522 Using Workflow Technology to Manage Flexible e-learning Services Joe Lin, Charley Ho, Wasim Sadiq, Maria E. Orlowska Distributed Systems Technology

More information

Educational Media, Online Learning, Didactical Design, Master Program, Internet

Educational Media, Online Learning, Didactical Design, Master Program, Internet "Educational Media": An internet based master-program for teachers and educational managers Michael Kerres University of Duisburg-Essen, Germany Chair of Educational Media and Knowledge Management Director

More information

ECU Quality Assurance Guidelines for Online Delivery

ECU Quality Assurance Guidelines for Online Delivery ECU Quality Assurance Guidelines for Online Delivery PURPOSE The purpose of these guidelines is to encompass and improve ECU s existing minimum standards for online units, and to extend ECU s quality assurance

More information

Ten Principles for successful E-learning

Ten Principles for successful E-learning Springboard to knowledge 9 10 5 8 6 7 Ten Principles for successful E-learning 4 3 2 1 E-learning has been developed to cost-effectively provide auxiliary and improved learning experiences beyond those

More information

Hao Shi. School of Engineering and Science, Victoria University, Melbourne, Australia hao.shi@vu.edu.au

Hao Shi. School of Engineering and Science, Victoria University, Melbourne, Australia hao.shi@vu.edu.au Hao Shi School of Engineering and Science, Victoria University, Melbourne, Australia hao.shi@vu.edu.au ABSTRACT Software Development is a core second-year course currently offered to undergraduate students

More information

Identifying training needs for ict skills enhancement in south - Eastern Europe: implications for designing web-based training courses

Identifying training needs for ict skills enhancement in south - Eastern Europe: implications for designing web-based training courses Educational Technology & Society 6(1) 2003 ISSN 1436-4522 Identifying training needs for ict skills enhancement in south - Eastern Europe: implications for designing web-based training courses Panagiotis

More information

E-LEARNING A NEW PARADIGM FOR EDUCATING AND TRAINING HUMAN RESOURCES

E-LEARNING A NEW PARADIGM FOR EDUCATING AND TRAINING HUMAN RESOURCES E-LEARNING A NEW PARADIGM FOR EDUCATING AND TRAINING HUMAN RESOURCES Prof. Dr. Petruţa BLAGA Petru Maior University of Târgu-Mureş Abstract Training human resources in organizations is a mandatory and

More information

Online Professional Development for Primary School EFL Teachers

Online Professional Development for Primary School EFL Teachers Online Professional Development for Primary School EFL Teachers Dr Kia Karavas, University of Athens Teaching English outside the box: New approaches and innovations Pierce, The American College in Greece

More information

Interconnection of competencies and modules of the degree programme Ba Computer Science

Interconnection of competencies and modules of the degree programme Ba Computer Science Interconnection of competencies and modules of the degree programme Ba Computer Science The main learning LO1. knowledge and abilities in the field of natural-scientific, social, humanitarian, economic

More information

Portugal. Escola Móvel

Portugal. Escola Móvel Portugal Escola Móvel A distance learning initiative aimed initially at circus and fairground adolescents (aged 10-17) who were otherwise excluded. (The learner focus has widened to other at-risk groups,

More information

E-Learning at school level: Challenges and Benefits

E-Learning at school level: Challenges and Benefits E-Learning at school level: Challenges and Benefits Joumana Dargham 1, Dana Saeed 1, and Hamid Mcheik 2 1. University of Balamand, Computer science department Joumana.dargham@balamand.edu.lb, dandoun5@hotmail.com

More information

Module One: Getting Started... 6. Opening Outlook... 6. Setting Up Outlook for the First Time... 7. Understanding the Interface...

Module One: Getting Started... 6. Opening Outlook... 6. Setting Up Outlook for the First Time... 7. Understanding the Interface... 2 CONTENTS Module One: Getting Started... 6 Opening Outlook... 6 Setting Up Outlook for the First Time... 7 Understanding the Interface...12 Using Backstage View...14 Viewing Your Inbox...15 Closing Outlook...17

More information

EDD- 7914 Curriculum Teaching and Technology by Joyce Matthews Marcus Matthews France Alcena

EDD- 7914 Curriculum Teaching and Technology by Joyce Matthews Marcus Matthews France Alcena EDD- 7914 Curriculum Teaching and Technology by Joyce Matthews Marcus Matthews France Alcena Assignment 1: Online Technology for Student Engagement: Kahoot Instructor: Dr. Shirley Walrod Nova Southeastern

More information

EDT 503: Instructional Media Design

EDT 503: Instructional Media Design EDT 503: Instructional Media Design Instructor: Dr. Robert Atkinson Email: robert.atkinson@asu.edu Office: 125 Payne Education Hall Office Phone: (480) 965-1832 Office Hours: W 10:00 am - 12:00 pm or by

More information

Learning Analytics and Learning Tribes

Learning Analytics and Learning Tribes Learning Analytics and Learning Tribes Kari Lehtonen 1, Ilkka Autio 2 1 Helsinki Metropolia University of Applied Sciences, Finland 2 TribaLearning, Helsinki, Finland Abstract Traditional mass education

More information

A WEB-BASED KNOWLEDGE AIDED TUTORING SYSTEM FOR VEGETABLE SUPPLY CHAIN

A WEB-BASED KNOWLEDGE AIDED TUTORING SYSTEM FOR VEGETABLE SUPPLY CHAIN A WEB-BASED KNOWLEDGE AIDED TUTORING SYSTEM FOR VEGETABLE SUPPLY CHAIN Hui Li 2,1, Zetian Fu 1,2,*, Yan Li 3, Jian Zhang 2,1 1 College of Engineering, China Agricultural University, Beijing, China, 100083;

More information

Instructional Design Final Paper. TeaM 3J: Melissa Ferry, Terri Golden, Jaclyn Hawkins, Jennifer Lanza, Jenna Ward. University of Akron

Instructional Design Final Paper. TeaM 3J: Melissa Ferry, Terri Golden, Jaclyn Hawkins, Jennifer Lanza, Jenna Ward. University of Akron TeaM 3J 1 Running head: INSTRUCTIONAL DESIGN FINAL PAPER Instructional Design Final Paper TeaM 3J: Melissa Ferry, Terri Golden, Jaclyn Hawkins, Jennifer Lanza, Jenna Ward University of Akron INSTRUCTIONAL

More information

Pedagogical Criteria for Successful Use of Wikis as Collaborative Writing Tools in Teacher Education

Pedagogical Criteria for Successful Use of Wikis as Collaborative Writing Tools in Teacher Education 2012 3rd International Conference on e-education, e-business, e-management and e-learning IPEDR vol.27 (2012) (2012) IACSIT Press, Singapore Pedagogical Criteria for Successful Use of Wikis as Collaborative

More information

Building Effective Blended Learning Programs. Harvey Singh

Building Effective Blended Learning Programs. Harvey Singh Building Effective Blended Learning Programs Harvey Singh Introduction The first generation of e-learning or Web-based learning programs focused on presenting physical classroom-based instructional content

More information

Assuring flexibility to educational platforms Case study: UniBuc Virtual Campus

Assuring flexibility to educational platforms Case study: UniBuc Virtual Campus The 1 st International Conference on Virtual Learning, ICVL 2006 253 Assuring flexibility to educational platforms Case study: UniBuc Virtual Campus Bogdan Logofatu 1 Alina Boboc-Corcotoi 1 Michaela Logofatu

More information

Communication Software Laboratory Academic Year 2007-2008. E-learning Platforms. Moodle and Dokeos.

Communication Software Laboratory Academic Year 2007-2008. E-learning Platforms. Moodle and Dokeos. Communication Software Laboratory Academic Year 2007-2008 E-learning Platforms. Moodle and Dokeos. Group 95 Homero Canales Guenaneche 100031592 Fernando García Radigales 100039032 Index 1. Introduction...

More information

A Framework for Self-Regulated Learning of Domain-Specific Concepts

A Framework for Self-Regulated Learning of Domain-Specific Concepts A Framework for Self-Regulated Learning of Domain-Specific Concepts Bowen Hui Department of Computer Science, University of British Columbia Okanagan and Beyond the Cube Consulting Services Inc. Abstract.

More information

EXPLORING SOCIAL PRESENCE IN ASYNCHRONOUS TEXT-BASED ONLINE LEARNING COMMUNITIES (OLCS)

EXPLORING SOCIAL PRESENCE IN ASYNCHRONOUS TEXT-BASED ONLINE LEARNING COMMUNITIES (OLCS) EXPLORING SOCIAL PRESENCE IN ASYNCHRONOUS TEXT-BASED ONLINE LEARNING COMMUNITIES (OLCS) Adisorn Na Ubon University of York, Heslington York, United Kingdom Chris Kimble University of York, Heslington York,

More information

SECTION 8 ONLINE DISTANCE LEARNING FOR TEACHER PROFESSIONAL DEVELOPMENT

SECTION 8 ONLINE DISTANCE LEARNING FOR TEACHER PROFESSIONAL DEVELOPMENT SECTION 8 ONLINE DISTANCE LEARNING FOR TEACHER PROFESSIONAL DEVELOPMENT GUIDING QUESTIONS How can the country s educational system best take advantage of the many international resources in online TPD?

More information

Evrim GENÇ KUMTEPE, Anadolu University, Turkey

Evrim GENÇ KUMTEPE, Anadolu University, Turkey EPORTFOLIO SYSTEM FOR PRESERVICE DISTANCE TEACHER EDUCATION PROGRAM: AN ALTERNATIVE ASSESSMENT STORY FROM BOXES THROUGH ECONTAINERS Evrim GENÇ KUMTEPE, Anadolu University, Turkey Co-authors: Mehmet GÜLTEKİN,

More information

Vendor briefing Business Intelligence and Analytics Platforms Gartner 15 capabilities

Vendor briefing Business Intelligence and Analytics Platforms Gartner 15 capabilities Vendor briefing Business Intelligence and Analytics Platforms Gartner 15 capabilities April, 2013 gaddsoftware.com Table of content 1. Introduction... 3 2. Vendor briefings questions and answers... 3 2.1.

More information

The Design Study of High-Quality Resource Shared Classes in China: A Case Study of the Abnormal Psychology Course

The Design Study of High-Quality Resource Shared Classes in China: A Case Study of the Abnormal Psychology Course The Design Study of High-Quality Resource Shared Classes in China: A Case Study of the Abnormal Psychology Course Juan WANG College of Educational Science, JiangSu Normal University, Jiangsu, Xuzhou, China

More information

The Impact of E-Learning on some Psychological Dimensions and Academic Achievement

The Impact of E-Learning on some Psychological Dimensions and Academic Achievement Vol.2, No.2 (2013), pp.49-56 http://dx.doi.org/10.14257/ijel.2013.2.2.05 The Impact of E-Learning on some Psychological Dimensions and Academic Achievement Seyedeh Monavar Yazdi 1 and Ghazal Zandkarimi

More information

Appendix A Protocol for E-Learning Heuristic Evaluation

Appendix A Protocol for E-Learning Heuristic Evaluation Appendix A Protocol for E-Learning Heuristic Evaluation This instrument and protocol are intended for use by instructional designers and other experts engaged in heuristic evaluations of e-learning programs.

More information

A Web-Based Intelligent Decision Support System for Low- Technology Greenhouses

A Web-Based Intelligent Decision Support System for Low- Technology Greenhouses A Web-Based Intelligent Decision Support System for Low- Technology Greenhouses M.T. Maliappis 1, K.P. Ferentinos 2, H.C. Passam 3, A.B. Sideridis 4 T.A. Tsiligiridis 4 1 Postdoc Researcher, Informatics

More information

THE TERTIARY TECHNOLOGICAL EDUCATION IN GREECE AND ITS POSITION IN THE SINGLE EUROPEAN HIGHER EDUCATION AREA

THE TERTIARY TECHNOLOGICAL EDUCATION IN GREECE AND ITS POSITION IN THE SINGLE EUROPEAN HIGHER EDUCATION AREA THE TERTIARY TECHNOLOGICAL EDUCATION IN GREECE AND ITS POSITION IN THE SINGLE EUROPEAN HIGHER EDUCATION AREA Chatzichristos Christos 1, Karasavvoglou Anastasios 2, Vassiliadis Spyros 1 1 Technological

More information

Candidates will demonstrate ethical attitudes and behaviors.

Candidates will demonstrate ethical attitudes and behaviors. EDET 628 Apply instructional design principles to create a unit of instruction which integrates technology and enhances student understanding Demonstrate purposeful alignment of state competencies and

More information

GLOBED Master on Education Policies for Global Development

GLOBED Master on Education Policies for Global Development GLOBED Master on Education Policies for Global Development Progress Report Public Part 527008-LLP-1-2012-1-ES-ERASMUS-FEXI Project information Project acronym: Project title: Project number: Sub-programme

More information

One Approach of e-learning Platform Customization for Primary Education

One Approach of e-learning Platform Customization for Primary Education One Approach of e-learning Platform Customization for Primary Education Nenad Kojic, Aleksandra Adzic, Radica Kojic Abstract There are many different types of platforms for e learning. A lot of them can

More information

Kerimbayev Nurassyl, Akramova Aliya, Suleimenova Jarkynbike. Kazakhstan,Astana

Kerimbayev Nurassyl, Akramova Aliya, Suleimenova Jarkynbike. Kazakhstan,Astana E-learning for ungraded schools of Kazakhstan: experience, implementation, and innovation Kerimbayev Nurassyl, Akramova Aliya, Suleimenova Jarkynbike Kazakhstan,Astana Abstract The modernization of the

More information

Course Description \ Bachelor of Primary Education Education Core

Course Description \ Bachelor of Primary Education Education Core Course Description \ Bachelor of Primary Education Education Core EDUC 310 :Foundations of Education in Qatar and School Reform : This course has been designed to acquaint the learners with the progress

More information

Developing Higher Level Thinking

Developing Higher Level Thinking Abstract Limbach, Barbara Chadron State College Waugh, Wendy Chadron State College This paper identifies an interdisciplinary, five-step process, built upon existing theory and best practices in cognitive

More information

Outlook Email. User Guide IS TRAINING CENTER. 833 Chestnut St, Suite 600. Philadelphia, PA 19107 215-503-7500

Outlook Email. User Guide IS TRAINING CENTER. 833 Chestnut St, Suite 600. Philadelphia, PA 19107 215-503-7500 Outlook Email User Guide IS TRAINING CENTER 833 Chestnut St, Suite 600 Philadelphia, PA 19107 215-503-7500 This page intentionally left blank. TABLE OF CONTENTS Getting Started... 3 Opening Outlook...

More information

Improving Distance Education Through Student Online Orientation Classes

Improving Distance Education Through Student Online Orientation Classes Abstract Improving Distance Education Through Student Online Orientation Classes Scott Mensch Indiana University of Pennsylvania When offering an online class the academic institution s major concern should

More information

Mass Email. General Use

Mass Email. General Use Mass Email The Q Mass Email application allows users to compose and mass email students and/or their contacts. The application will mass send emails based on the selected Sender and creation of a Recipients

More information

ABOUT THIS COURSE... 3 ABOUT THIS MANUAL... 4 LESSON 1: PERSONALIZING YOUR EMAIL... 5

ABOUT THIS COURSE... 3 ABOUT THIS MANUAL... 4 LESSON 1: PERSONALIZING YOUR EMAIL... 5 Table of Contents ABOUT THIS COURSE... 3 ABOUT THIS MANUAL... 4 LESSON 1: PERSONALIZING YOUR EMAIL... 5 TOPIC 1A: APPLY STATIONERY AND THEMES... 6 Apply Stationery and Themes... 6 TOPIC 1B: CREATE A CUSTOM

More information

Item Editor Reference Guide

Item Editor Reference Guide Item Editor Reference Guide This reference guide is intended for all iwebfolio users. The item editor is the editing tool that appears when a user is editing an item within a portfolio or template. This

More information

Contents Overview... 3 The flow of a ticket... 3 Getting help... 3 K2 Partner and Customer Portal... 3 K2 Knowledge Base... 4 K2 Community site...

Contents Overview... 3 The flow of a ticket... 3 Getting help... 3 K2 Partner and Customer Portal... 3 K2 Knowledge Base... 4 K2 Community site... Support Ticket Help Contents Overview... 3 The flow of a ticket... 3 Getting help... 3 K2 Partner and Customer Portal... 3 K2 Knowledge Base... 4 K2 Community site... 4 K2 Help Files... 4 Asking for help...

More information

Implementing Information Technology in the Learning Process

Implementing Information Technology in the Learning Process 6th WSEAS International Conference on E-ACTIVITIES, Tenerife, Spain, December 14-16, 2007 263 Implementing Information Technology in the Learning Process SEPPO SIRKEMAA Pori Unit Turku School of Economics

More information

SPHOL205: Introduction to Backup & Restore in SharePoint 2013. Hands-On Lab. Lab Manual

SPHOL205: Introduction to Backup & Restore in SharePoint 2013. Hands-On Lab. Lab Manual 2013 SPHOL205: Introduction to Backup & Restore in SharePoint 2013 Hands-On Lab Lab Manual This document is provided as-is. Information and views expressed in this document, including URL and other Internet

More information

The Blended Learning Study On Corporate training

The Blended Learning Study On Corporate training The Blended Learning Study On Corporate training Abstract Blended learning is a diverse and expanding area of corporate training design and implementation that combines face-to-face and online modalities,

More information

THE ROLE OF THE TRAINER IN ONLINE COURSES

THE ROLE OF THE TRAINER IN ONLINE COURSES THE ROLE OF THE TRAINER IN ONLINE COURSES Ana Augusta Saraiva de Menezes da Silva Dias TecMinho - Associação Universidade Empresa para o Desenvolvimento (Portugal) anadias@tecminho.uminho.pt This article

More information

Web-Based Education in Secondary Schools in Cyprus A National Project

Web-Based Education in Secondary Schools in Cyprus A National Project Web-Based Education in Secondary Schools in Cyprus A National Project Aimilia Tzanavari, George A. Papadopoulos Department of Computer Science University Of Cyprus Nicosia, CYPRUS {aimilia, george}@cs.ucy.ac.cy

More information

GIS in Teacher Education Facilitating GIS Applications in Secondary School Geography

GIS in Teacher Education Facilitating GIS Applications in Secondary School Geography GIS in Teacher Education Facilitating GIS Applications in Secondary School Geography Tino Johansson Department of Geography P.O.Box 64 FIN-00014 University of Helsinki, Finland Tino.Johansson@helsinki.fi

More information

APPLIED SOCIAL PSYCHOLOGY FOR

APPLIED SOCIAL PSYCHOLOGY FOR APPLIED SOCIAL PSYCHOLOGY FOR UNDERSTANDING AND MANAGING SOCIAL PROBLEMS AT SCHOOL Prof. Dr. Fatbardha Gjini Dr. Johana Myftiu Psychology Department University A. Xhuvani Elbasan, Albania 5-7 October 2012

More information

Teaching Online at UD Best Practices Guide

Teaching Online at UD Best Practices Guide Teaching Online at UD Best Practices Guide Version 1.0 April 14, 2009, Updated January 26, 2015 Ryan C. Harris Learning Teaching Center UDit Curriculum Innovation and E Learning Delivering Quality Online

More information

e-learning in Practice Developing the Leadership Learning Environment

e-learning in Practice Developing the Leadership Learning Environment e-learning in Practice Developing the Leadership Learning Environment Casey Wilson and John Mackness Lancaster University c.m.wilson1@lancaster.ac.uk, j.mackness@lancaster.ac.uk ABSTRACT This paper presents

More information