Thinking about e-learning. Bela Markus Faculty of Geoinformatics University of West Hungary

Transcription

1 Thinking about e-learning Bela Markus Faculty of Geoinformatics University of West Hungary

2 FIG Commission 2 From traditional teaching towards elearning Changing role of the academic staff Technical, organisational issues Educational portal functions Educational Metadata Conclusions Contents 2

3 WG2.1 Curriculum development Policy issues To support the mobility among professionals, teaching staff and students using credit transfer. To support the implementation of Bologna changes (BSc / MSc / PhD / Professional masters) and recognition. To facilitate the harmonization of curricula. To define a core knowledge base. To guarantee life-long learning with educational and training services. To serve the needs in the new professional challenges. To exchange ideas on Quality Management and Accreditation. Chair Prof Bela Markus (UWH, Hungary), mb@geo.info.hu Workshop 7-9 June, Czech Technical University, Prague, Czech Republic Final report It will be given during the Congress in Sydney. 3

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5 WG 2.2 e-learning Policy issues To explore the movement from traditional face-to-face teaching towards an integrated learning environment, the changing role of the academic staff. To discuss the technical, political, legal, organisational and cultural problems of e-learning. To exchange experiences on content development methods (Multimedia, CBT, Quizzes etc) and student support (Virtual Club / Library, Communication techniques, Teamwork tools). To identify the Educational Portal functions To disseminate Educational Metadata Chair Liza Groenendijk (ITC, Netherlands), groenendijk@itc.nl 11-13June Enschede (Netherlands) Final report It will be given during the Congress in Sydney. 5

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7 WG 2.3 Educational Management and Marketing Policy issues To observe and register the new challenges of our profession and respond to them. To survey the needs for academic members and provide required services. To analyse the market and respond by LLL services. To promote the need on CPD (Continuous Professional Development). To disseminate experiences in recruitment and marketing. To distribute know-how in Project and Quality Management. To encourage young surveyors (students) on their career. To serve ALUMNI and use its power. To build twinning and thematic networks. Chair Gert Steinkellner (BEV, Austria), Workshop February Vienna (Austria) Final report It will be given during the Congress in Sydney. 7

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9 WG 2.4 Real Estate Valuation and Management Education Joint WG with Commission 9 Policy Issues Surveyors are traditionally well educated to basics of real estate legislation and markets. In the present world requirements for knowledge in real estate are expanding fast. It is not anymore possible to educate surveyors to all traditional tasks in unified programs but the programs have to have real options where students can really specialise in real estate economics. This is needed in the market (thousands of new jobs) and examples of some countries show that this kind of education is possible and also very attractive for students and markets. Chair Prof. Arvo Vitikainen (HUT, Finland), arvo.vitikainen@tkk.fi Final report It will be given during the Congress in Sydney. 9

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11 e-learning Using IT in learning 11

12 Think differently about the way your work 12

13 Change your mind 13

14 Computers

15 Kurzweil (99): The Age of Spiritual Machines 2014 Fifteen years in the future computers will enable the memory capacity and computational ability of the human brain, and interaction with computers will involve gestures and two way spoken communications. Most learning will be conducted through software-based teachers. Twenty five years from now computers will have the capacity of human brains, and the majority of communication does not involve a human. Computers will have read all available human- and machinegenerated literature and will be learning on their own. Machines will claim to be conscious

16 E-Learning definitions 1. Internet-enabled instruction The definition focus on the revolutionary impact of networking technology (Internet & intranet). 2. Technology-based instruction The definition includes a broader view of technology (inclusive of mobile, wireless, ipod, video, game & other technologies) and methodology issues such as instructional design and best practices including, blended learning, personalization and collaboration. 3. Learning tools of the new economy The definition is culturally driven, not just technology driven based on the reality of a new, globally networked and interdependent economy that is being advanced by technology. 16

17 e-learning infrastructure functions Learning, which generate knowledge in our brain, we remember lessons learned, and use if needed. Information support and coaching: while learning is directed at enhancing individual capacity, this function focuses on building external resources. Knowledge management, which aims to collect documents, practices, and solutions in an organized way, and facilitates wide distribution. Interaction and collaboration: ICT can be used to engage, blend, and stimulate learners. Guidance and tracking: new technology enables more and better guidance, assessment and tracking information. Learning management systems can guide individuals towards critical skills and assets to meet their needs. Based on Rossett,

18 Gateway functions 18

19 Trends FROM traditional education: Centralised Rigid division of labour Separation of development and teaching (two-tier) Teaching centred Long development cycles High up-front investments in teaching materials Human resource extensive Programmed Industrialised: One-to-many Re-active, quiet student Low interactivity Weak social dimension Individual TO e-learning: Distributed Team organisation Integration of development and teaching (single-tier) Learning centred Short development cycles Low up-front investments in teaching materials Human resource intensive Open Personalised: One-to-one Pro-active, noisy student High interactivity Strong social dimension Collaborative Based on Nipper,

20 Trends The trends in e-learning can be characterised by the following critical issues: shift from traditional education or training to flexible, individual, self-organized learning, move to process-oriented learning instead of product oriented learning, collaborative learning based on a community of learners, experts, facilitators, etc. 20

21 Web & Internet The Web has become a new platform for the presentation and communication of ideas worldwide. Internet is doubling in size every year Web is doubling in size every 90 days. 21

22 e-learning The impact of Technology is often overestimated in the short-term and underestimated in the long-term. Institute of the Future 22

23 Technology changes 23

24 Looking back 1994 paper based DE 1996 digital materials (floppy) 1998 multimedia (CD) 2000 Knowledge pool - Internet 2002 Educational portal - services 2004 Knowledge management 2006 Videoconferences 2008 Wiki 24

25 Technologies used in e-learning Blogs collaborative software computer aided assessment discussion boards Educational Management System educational animation electronic performance support system learning management systems simulations chat virtual classrooms web-based teaching materials web sites web 2.0 communities Wiki Most e-learning environments use combinations of the above techniques. 25

26 Wearable 26

27 The role of educators is changing they will become more and more facilitators, providing dynamic update of knowledge databases, transparent and clear syllabi, reading recommendations, etc., and offering guidance and motivation strategies for students who should get used to self-organized study approaches However, many universities "deliver course materials" rather than create knowledge-building communities, and stress memorization of facts, rather than having the learners actually use their new knowledge and skills as part of collaborative projects with other learners. 27

28 e-resources Digitisation programme Educational SDI 28

29 Knowledge pool Learning Path File > Data base Textbook > Pool of learning units 29

30 Support 30

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33 VENUS videoconference 33

34 Learning assistant 34

35 Profession s problem High Value Added Services Level of technical skill required Computing power Low Availability of data Source: Mahoney et al Time

36 CPD Management Professional staff Technical Administrative staff 36

37 Training Just enough, Just in time. Just for you 37

38 Human barriers 38

39 Daily tasks evolving faster than universities can produce qualified experts, many employers apply constant, on-thejob training to remain competitive. E-learning programs help staff members to obtain new skills and critical improvements quickly and efficiently. Companies integrate e-learning into mainstream. They can easily integrate learning modules into staff communications, and can add similar tools to web-based systems. e-learning open the world. Likewise, small businesses can access the same level of knowledge and insight that was earlier only available to large companies. Mobile technology helps e-learning initiatives. Wireless technology allows educators to reach learners in their working environment. Governments support e-learning. Governments in developing countries have invested heavily in e-learning programs. 39

40 Source: Cognitive Design Solutions 40

41 Knowledge management is more than organizing and sharing files or providing a place for employees to document lessons learned. Efficient knowledge management needs four things: 1. Collaboration: The KM system must not only document knowledge, but must provide the best tools for collaboration among all contributors to an organization's knowledge pool. 2. The ability to find knowledge: Previously documented knowledge and employee collaboration must be searchable. Employee areas of expertise must also be searchable. 3. Flexibility: A KM system must be built on extensible, task-oriented components that developers and managers can easily tailor to their specific knowledge sharing requirements. 4. A way to ensure performance: A KM system must effectively support global workforces with concurrent users. KM 41

42 KM barriers The knowledge is my capital. I am silent Nobody is interested in my knowledge I tried it, but nobody understands me If I ask this question everyone believes I am stupid Where can I find it Information needs time, I have none What I want to know, nobody can tell Source: Kraus - Human barriers 42

43 In summary We need learning solutions that were: quick response time fast to develop, on low costs require short timeslots from learners without leaving their workplace increasing effectiveness 43

44 Metadata - levels There are three main levels of metadata. Collection level metadata provides the user with a quick look at the learning resource. The user will be able to gain an overview of the contents and scope of the data set. Data set level metadata provides a fuller picture of what a learning resource will contain, describing the pedagogical attributes, the lineage (history) of the data set etc. Feature level descriptions provide very detailed descriptions (eg. literature, scenarios, review questions). 44

45 Metadata 45

46 Global market CUBER 46

47 4C Communication Cooperation Coordination Competition 47

48 Business model an architecture for the product, service and information flows, including a description of the various business actors and their roles, a description of the potential benefits for the various business actors, and a description of the sources of revenues. 48

49 Standards The use of Open-Source software is rapidly growing. This can make a vital contribution to the improvement of technologies to support learning and knowledgedevelopment. That open-source software is generally free of cost is important to many organisations, but the key advantage of open-source software for education is its open-ness. When open-source combined with open software standards, it becomes even more powerful. Open Standards allow progress towards interoperability among different systems, and towards the development of component-based solutions. 49

50 ESRI Virtual Campus 50

51 Academic members 51

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53 International Summer School The aim of the Urban 3D modeling summer school organised by the University of West Hungary, Faculty of Geoinformatics is to give an overview of modern data acquisition, data processing and modeling methods related to 3D modeling in urban environments. The study area is the historical town center of Székesfehérvár (Alba Regia), the town where Hungarian kings were crowned. During the summer school students can take part in lectures, practical hands-on exercises and fieldwork. Date: August

54 Workshop 3: Marketing & Management February 2009 Vienna 54

55 Conclusions e-learning key issue - Focus on use of IT and networks Educational metadata Global knowledge management Educational data infrastructure Coordinated marketing Communication between events (Skype, etc) Promotion of good practices Collaborative relationships Joint projects Activate Academic members FIG Com2 should improve cooperation International Summer Schools Joint (MSc) courses 55

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57 Prof. Bela Markus Faculty of Geoinformatics University of West Hungary 57