KMEP, Bratislava 2002

E- dilemmaE-learning: fashion, necessity or reality?

Jaroslava Mikulecká

University of Hradec Králové

Peter Závodný

University of Economy, Bratislava

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Learning Architecture

Design, Sequencing, Integrating,

of all electronic and non-electronic components of learning to deliver the optimum improvement in competence and performance of students and teachers.

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Why New Learning Architecture?

It is not the strongest of the species who survive, nor the most intelligent, but the ones most responsible to change

Charles Darwin

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New Tools

From classroom teaching to e-learning: modern presentation equipment digital cameras digital libraries (as ACM and IEEE digital

library - http://www.acm.org ) e-books CD ROMs with CBT

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New Tools

distance learning management software (e-learning systems as WebCT, LOTUS Learning Space, Blackboard, eDoceo)

e-packs (as on http://www.WebCT.com) authoring tools software (as Macromedia

Flash or Autorware) web based schedulers and course

planners as Syllabus Plus from Scientia

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New Methodology

Mixed mode:

– Limited number of contact hours combined with web-based learning

Critical activities:

– Feedback

– Assessment

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Finance: 1500 students, 80 teachers

Communication (Cesnet, HK net) 20 000 EUR / YHW (servers, PC for every teacher) - 40 000 EURSW (MS Campus Agreement, WebCT Campus

Edition, specialised SW) - 17 000 EUR/YTechnical support 4000 EUR/ YTraining of teachers (ECDL, DL methodology,

WebCT) Study materials - 3 months sallary 60 000 CZK/Course

TOTALLY: 120 000 EUR

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Financial Resources - FIM UHK

TEMPUS project S-JEP 12339-97: Multimedia and Distance Learning for Teachers.

SOCRATES/MINERVA project No. 90683-CP-1-2001-1-CZ: E-DILEMA - E-resources and Distance Learning Management

Research stream CEZ: J20/98:184500001 “Knowledge Management for Information Society”, 1999-2003

Research stream CEZ: J20/98:184500002 “ICT in the global education”, 1999-2003

Special funds of the Ministry of Education

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Possible way to e-learning

using of Application Service Provider sharing of learning objects cooperation among universities/faculties

eDILEMA project: e-resources and Distance Learning Management (Socrates/MINERVA Programme)

The main goal: DILLEO

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Digital Library of Learning Objects

Learning Object is any entity, digital or non-digital, that may be used for learning, education or training

Metadata for learning object describe relevant characteristics of the learning object

DL – controlled set of digital information objects – special type of information system fulfilling the role of library

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DL is not …

web – is not controlled multimedia database – does not provide library

services on-line information resource – need not to be

on-line

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Metadata Standardisation

IMS - has produced a wide range of specifications for learning technologies; recently Digital Repositories White Paper - http://www.imsglobal.org

Dublin Core – developing a widely used resource discovery specifications - http://www.purl.org/dc

ARIADNE – developing concepts and tools for e-learning with a strong emphasis on the sharing and reuse of e-resources - http://www.ariadne-eu.org/main.html

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Metadata for our DILLEO

1. general information on the resource itself

2. semantics of the resource

3. pedagogical attributes

4. technical characteristics

5. conditions for use

6. meta-meta data

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Client Client

Application serverDB server

DILLEO - physical view

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Database server

Web browser

Web server (IIS)

MS SQL Server 2000

DHTML & JavaScript

User

ASP .NET

Application objects

Stored procedures

Database

Object f iles

MS Index Server

DILLEO – logical view

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DILLEO – basic functions

Fulltext searchSelective search dependent on type of objectPossibility to view each object Support for metadata creationEvaluation of every learning objectPossibility to download the objectDifferent access rights

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Motivation for cooperation

Competition of distance courses

The main aim of the competition isto stimulate cooperation among Czech (and

Slovak) universitiesto motivate development and deployment of on-

line coursesto evaluate quality of on-line courses materialsto demonstrate on-line teaching methodology,

problems and achievements

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Evaluation procedure

The evaluation procedure has two-steps:

1. The jury grades course materials (1 to 9, the more the better) according to the criteria given in the table below.

2. A workshop is organised where the authors of the best courses demonstrate their products to the jury and to all interested people.

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Evaluation Criteria

The basic features (35% of all points)– Mesurable and testable course objectives– Intuitiveness of course control– The overall design of the course– Course graphics– Usage of multimedia– Response time of the system– Quality of supplementary materials

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Evaluation criteria

Motivation of the students (27% of all points)– Discussion groups and whiteboard

– Workgroups

– Practical examples

Planning and organising of learning process (8%)– Support with calendar, vocabulary, index, search

possibilities

Feedback (30%)– Monitoring of student’s progress

– Autotests

– Tests, assessments, assignments, exams

KMEP, Bratislava 2002

Thank you for your attention