E-learning ECEL-2015 in Kazakhstan

Transcription

1 14 th European Conference on e-learning ECEL-2015» халықаралық конференциясына қатысу туралы (Хатфилд қаласы) Тулемисова Г.Е., «Ақпараттық технологиялар және жалпыбілімдік пәндер» кафедрасының аға оқытушысы Ғылыми сәрсенбісі 04 қараша 2015 Об участи в международной конференции 14 th European Conference on e-learning ECEL-2015 в г. Хатфилд, Великобритания Тулемисова Г.Е., к.т.н., ст. преп., сотрудник лаборатории ИТ в образовании Научная среда 04 ноября 2015 г. The report of participation on the 14th European Conference on e-learning ECEL-2015 (Hatfield, UK) G.E. Tulemissova, senior lecturer of IT and General education department Research Wednesday November 04, 2015

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4 Mobile learning as a condition for the evolution of competencies in the alternative periods of study G. Tulemissova Almaty Management University, Almaty, Kazakhstan gtulemissova@gmail.com

5 Preparation of specialists on ICT technology differs from other majors. A A graduate must have practical skills in programming, network design or database administration, etc.

6 In Kazakhstan, we have some problems on training students of specialty "Information Systems 1. Not always a catalog of elective courses for students promotes reception one or another skills. Each teacher has its requirements and the experience of transfer of skills, not all adhere to the standards of competence for the specialty "Information Systems"

7 1 st task: To select standards from international experience to develop common standards for the future work of our graduates in any worldwide company.

8 In order to know exactly what skills are required for graduates of ICT around the world, the standards of competencies are developed. We analyzed many documents and stopped at Barcelona School of Informatics (FIB) The list of competencies is given below

9 The competencies on specialization "Information systems (CSIS). CSI1 To demonstrate comprehension and apply the principles and practices of the organization, in a way that they could link the technical and management communities of an organization, and participate actively in the user training. CSI2 To integrate solutions of Information and Communication Technologies, and business processes to satisfy the information needs of the organizations, allowing them to achieve their objectives effectively. CSI2.1 To demonstrate comprehension and apply the management principles and techniques about quality and technological innovation in the organizations. CSI2.2 To conceive, deploy, organize and manage computer systems and services, in business or institutional contexts, to improve the business processes; to take responsibility and lead the start-up and the continuous improvement; to evaluate its economic and social impact. CSI2.3 To demonstrate knowledge and application capacity of extraction and knowledge management systems. CSI2.4 etc.). To demostrate knowledge and capacity to apply systems based on Internet (e-commerce, e-learning, CSI2.5 To demostrate knowledge and capacity to apply business information systems (ERP, CRM, SCM, etc.). CSI2.6 To demonstrate knowledge and capacity to apply decision support and business intelligence systems. CSI2.7 To manage the presence of the organization in Internet. CSI3 To determine the requirements of the information and communication systems of an organization, taking into account the aspects of security and compliance of the current normative and legislation. CSI3.1 To demonstrate comprehension of the principles of risks evaluation and apply them correctly when elaborating and executing operation plans. CSI3.2 To develop the information system plan of an organization. CSI3.3 To evaluate technological offers for the development of information and management systems. CSI3.4 To develop business solutions through the deployment and integration of hardware and software systems. CSI3.5 To propose and coordinate changes to improve the operation of the systems and the applications. CSI4 To participate actively in the specification, design, implementation and maintenance of the information and communication systems. CSI4.1 To participate actively in the specification of the information and communication systems. CSI4.2 To participate actively in the design, implementation and maintenance of the information and communication systems. CSI4.3 To administrate databases (CES1.6).

10 The competencies on specialization "Information systems (CSIS). CTI1 To define, plan and manage the installation of the ICT infrastructure of the organization. CTI1.1 To demonstrate understanding the environment of an organization and its needs in the field of the information and communication technologies. CTI1.2 To select, design, deploy, integrate and manage communication networks and infrastructures in a organization. CTI1.3 To select, deploy, integrate and manage information system which satisfy the organization needs with the identified cost and quality criteria. CTI1.4 To select, design, deploy, integrate, evaluate, build, manage, exploit and maintain the hardware, software and network technologies, according to the adequate cost and quality parameters. CTI2 To guarantee that the ICT systems of an organization operate adequately, are secure and adequately installed, documented, personalized, maintained, updated and substituted, and the people of the organization receive a correct ICT support. CTI2.1 To manage, plan and coordinate the management of the computers infrastructure: hardware, software, networks and communications. CTI2.2 To administrate and maintain applications, computer systems and computer networks (the knowledge and comprehension levels are described in the common technical competences). CTI2.3 To demonstrate comprehension, apply and manage the reliability and security of the computer systems (CEI C6). CTI3 To design solutions which integrate hardware, software and communication technologies (and capacity to develop specific solutions of systems software) for distributed systems and ubiquitous computation devices. CTI3.1 To conceive systems, applications and services based on network technologies, taking into account Internet, web, electronic commerce, multimedia, interactive services and ubiquitous computation. CTI3.2 To implement and manage ubiquitous systems (mobile computing systems). CTI3.3 To design, establish and configure networks and services. CTI3.4 To design communications software. CTI4 To use methodologies centred on the user and the organization to develop, evaluate and manage applications and systems based on the information technologies which ensure the accessibility, ergonomics and usability of the systems.

11 Specific competences for the subject of computer networks have been taken from the national standard of Kazakhstan State educational standards of RK. Baccalaureate (2006) Specialty - Information Systems. SES RK

12 The third link in the model provides training competency for designing computer networks (CDCN) to choose the network topology; to plan the structure of the network with the usage of the graph with an optimal arrangement of nodes; to apply the shortest research algorithms with the usage of the mathematical apparatus of graph theory; to calculate the basic parameters of the local network; to customize TCP / IP protocol and use the built-in operating system utilities for diagnostics network operability; LAN design; to take into account the parameters of the reliability in the design of networks to use the multi-function devices and monitoring software; to use hardware and software engineering controls; to be able to read the technical and design documentation for the organization of network segments; to monitor compliance preparation of documentation phases of projects to standard specifications

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14 The mechanism of mutual influence of all kinds of competencies All competencies are interconnected and operate on the principle of clockwork

15 The next problem The period of manufacturing practices for the project and protect it. In principle it is a sufficient period for the acquisition of practical skills and specialization before preparation of the graduation project. All practice last continuously for since December to May. Figure 3 shows the timing and the duration of prediploma practice

16 Figure 3: Schedule of the industrial internship

17 This has a negative effect on students' motivation to start work on their final projects (diplomas). Practical consultancy experience of teachers shows that those students cannot get credible information for their learning. The restart of the education process makes no sense and is impossible in practice. Moreover, all the themes of diplomas are approved at the beginning of the semester in September. The choice of the theme of the diploma work is related to the project-specific objectives or within spheres of specialization (programming, hardware, administration, etc.). Therefore, it is proposed to consider additional intervals for extended periods to improve professional internship. For these periods it is better to use the terminology of alternative periods. It is advisable to divide the entire academic year by months as it was made in Figure 4.

18 Graph of alternative periods for diploma internships We get striping activities of the students and at that time each time they have to take the tests for the professional competence

19 The next problem During the practice there are periods when students are "missing" from the field of view of the head. The best way is if the teacher wants to start the consultation with students from the first day of the internship, but some students are not available because they have the internship in remote places.

20 To solve these three problems has been specially created application for testing students' competence in the discipline "Computer networks - Counting Grades (goals) of Students Competencies".

21 . Mobile application "Counting Grades (goals) of Students Competencies"

22 The experimental results and conclusions 1. Announced hypothesis about the impact of mobile learning technology to improve the level of competencies is fully confirmed by the results of the experiment. Out of the 10 students tested, 8 students received additional motivation to learn by gaining the first results of testing on the basic technical competence. The students themselves had a reflection on the level of their professional competence. It confirmed the hypothesis that a personalityoriented training paradigm replaces the traditional paradigm. 2. As a result of the experiment, was carried out study dosed theory and practice in alternative periods for eliminate gaps in the theory. In practice, the implementation of industrial projects was held for the design of networks.. Clear division of alternate periods of study on the theory and practice did not happen because of the approved calendar of research practices. This led to a decrease in motivation to improve training of professional competencies for the entire period up to graduation practice, until March. In general, the level of competence before the month of May increased by 18% compared to the September test. 3. The participants educational progress was built on the principles of collaboration, cocreation, dialogue, exchange and mutual responsibility for the free choice of its position. Teacher engaged in inspection, monitoring, analysis and synthesis. 4. Mobile applications are universal and can be used for all courses and specialties, only changing in database competencies. The use of mobile technology could be simulated the learning process, so that the content was assimilated independently and was the basis for the self-organization of personal and professional development of the person.

23 Motto Sancte et Sapienter (Latin) Motto in English "With Holiness and Wisdom«со святостью и опытом Established (oldest medical school est. 1550) Type Public research university Endowment(вклад) million (at 31 July 2014)[1] Chancellor The Princess Royal (as Chancellor of the University of London) Students 25,187 ( ) Undergraduates 14,997[3] Postgraduates 10,190[3] Location London, United Kingdom Chairman of the Council The Duke of Wellington Website kcl.ac.uk

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28 CENTRE FOR TELECOMMUNICATIONS RESEARCH Professor Mischa Dohler Telephone: +44 (0) Office: S1.14 Strand Building, Strand Campus Research Group: Centre for Telecommunications Research Chair Professor of Wireless Communications Head of the Centre for Telecommunications Research (CTR) Fellow and Distinguished Lecturer of the IEEE Editor-in-Chief of the Transactions on Emerging Telecom. Techn Founder and Board of Directors of Worldsensing 200+ peer-reviewed journals, magazines and conference papers 4 books on UMTS, UWB, Cooperative Communications and M2M Founding member and contributor to numerous standards 100+ keynotes, panels and tutorials Policy, technology and entrepreneurship adviser Coverage by radio and TV (BBC, Wall Street Journal, etc) Editor-in-Chief of the Transactions on Internet of Things Doctor Honoris Causa (Ph.D. DHC), INSA, France, June 2015 Research Interests 5G networks Tactile Internet Internet of Things (iot) Machine-to-machine (M2M) Self-organising networks (SON) Big data and open data Smart Cities