Work Package 2 (Task 2.3)
Modernize Teaching Approaches
Advanced Learning Technologies in Higher Education
Establishing Modern Master-level Studies in Information Systems
561592-EPP-1-2015-1- FR-EPPKA2-CBHE-JP
Gytis Cibulskis, Head of E-Learning Technology Centre,
Ramūnas Kubiliūnas Kaunas University of Technology
Advanced Learning Technologies in Higher Education
Gytis Cibulskis, Head of E-Learning Technology Centre, Kaunas University of Technology
MAIN TRENDS IN E-LEARNING
• Ubiquitous access
• Personalization
• Openness
• Massiveness
2
UBIQUITOUS ACCESS
3
2005
2013
PERSONALISATION
• Ownership of learning
• E-portfolios
• Personal learning environments
• Personal learning networks
• Workplace learning
• Contextual learning
4
OPENNESS
OPEN EDUCATIONAL RESOURCES (OER)
• Open Educational Resources (OER) - definition officially introduced in 2002 by UNESCO
• 2002 MIT started OpenCoursewareinitiative
• 2005 established Open Courseware (Open Education)Consortium that unites 280 organizations from 40 countries
5
Massive Open Online Courses
Foundation and Deveolpent of MOOC Providers
6http://en.wikipedia.org/wiki/Massive_open_online_course
Defining MOOC
7
First MOOCs Initiatives in Europe
• UK Open University OpenLearn >> FutureLearn
• European Association of Distance Teaching Universities -EADTU initiative OpenupEd.eu
8
Initiative by EU Commission
• http://openeducationeuropa.eu/
9
OpenupEd advantages• Free of charge
• Free Admittance
• Start Anytime
• Learn anywhere online
• Quality assured
• Always a badge or certificate
• The best (online) resources
• Built-in support & tutoring
• Supports diversity
• Open licence: (re-)use it10
MOOCs at KTU
• Course on Management was selected and adopted to MOOC format
• Special portal open.ktu.lt based on Moodle was created
• Course delivered in Spring-Summer 2013• Registered – 1500• Studied – 600• Graduated - 83
11
2013 - 1st Lithuanian MOOC in English
MOOCs at KTU
• Course „Information Technologies“ targeted to wide audience isoffered through open.ktu.lt
• Oct 31 – Dec 18(6 weeks)
• 2007 registered participants
• 647 actively participates andsubmitted assignments
12
2014 – 1st MOOC in Lithuanian
Lithuanian Distance Education Network (LIEDM)
13
E-LEARNING TECHNOLOGY CENTRE
• Developing and providing support for e-learning technologies in study process
• Ensure support for teachers and students while implementing and using e-learning methods and tools
Technolo-gical
support
Metodo-logical
support
14
Main components of virtual learning at KTU
AIS
Office365
Virtual Learning
Environment MOODLE
Video conferencing
and video lecturing systems
E-library and other
educational resources
15
moodle.ktu.edu more than 6000 users per day
16
52
87110
138
165
217
258
0
50
100
150
200
250
300
2013 p 2013 r 2014 p 2014 r 2015 p 2015 r 2016 p 2016 r
Space occupied in GB
312 520 640 821631
1820
2640
3371
0
1000
2000
3000
4000
2013 2014 2015 2016
Number of courses and teachers
Teachers Courses
Main challenges
• Rapidly growing number of courses
complicates analysis and management
• Active development of Moodle requires
constant maintenance and support
• Integration with other systems (AIS, EPAS,
Office365, etc.) often complicated due to
incompatibility of data and processes
Video conference in real live?https://youtu.be/JMOOG7rWTPg
Scenario?
• Who is your target audience?
• How many participants, what
feedback?
• What is more important: live broadcast
or recording?
• What we need to demonstrate? (slides,
screen, ?)
Main scenarios of using video conferences and video lectures
1. Moderated interactive video lecture, when
participants are connected from individual devices
2. Live streaming and recording of the lecture
without interactivity
3. Invited remote speaker when students are sitting
in auditorium
4. Video conference connecting several auditoriums
5. Ad hoc video conference connecting individual
participants
Video conferences
• Ad-hoc calls
• Compatibility of equipment from different
vendors
• Hi quality of video and audio
• Relatively small number of participants
• All participants have equal rights
• Limited moderation possibilities
Features:
Web conferencing
• Virtual environment where connected
participants can communicate in real-time
• Allows to connect big number of participants
• Usually actively moderated and participants
has different rights depending on their role
• Has additional didactic tools (such as
polling, questions to presenter, etc.)
Features:
Convergence
Common Features
Videoconferences
Webconferences
• Communication via chat
• Moderation
• Possibility to organise live stream to big
number of participants
• Recording and watching on demand
• Integration
Quality factors?
• Video and audio quality (camera, microphone,
lighting, etc.)
• Preparation (environment, presentation)
• Moderation (number of participants, feedback)
• Testing of technologies (network connection,
commputer and audio/video equipment)
Video systems available at KTU
- Web conferencing / virtual classroom
- Flash based video-lecturing system
- Universal video conferencing solution
- Tool for internal communication
Technical equipment
Variety of solutions:I. Work place equipment
II. Seminar room
III. Universal portable solution
IV. Conference room solution
V. Fully automated auditorium
140Eur 350Eur 1500Eur ~12000Eur800Eur560Eur200Eur
Video Technology Trends
Main Trends of Video Technology
• Ubiquitous video conferencing and recording
• Video communication on the Web
• Full HD and 4K resolution videos
• Wide angle and 360 videos
• Virtual Reality and Holograms
• Robotic camera tracking
• Robotic telepresence
• Interactivity inside video content
28
Ubiquitous video conferencing and recording
• Desktop and mobile video conferencing replacing legacy room systems
• Cloud based services replacing in house infrastructure (e.g. Youtube for live streaming, Skype, Google Hangouts or Zoom for video conferencing)
• Recording on smart phones replaces cameras
29
Video communication on the Web
• Video communication is moving to the Web (no need for special apps, e.g. Vidyo Web)
• Flash technology is due to end of life
• HTML5 and WebRTC replacing Flash
30
Full HD and 4K resolution videos
• Even smart phones can record and play 4K videos
• Youtube provides with free live streaming of HD videos
31
Wide angle and 360º videos
Drones with attached cameras
GoPro action cameras Panacast 180º USB camera
360º cameras
https://youtu.be/lFm4s50PnmY
32
Virtual Reality and Holograms
Microsoft Hololens
https://youtu.be/7d59O6cfaM0
Oculus Rift
Google Cardboard
Samsung VR Gear
33
Robotic cameras
Movement tracking robot Swivl
https://www.youtube.com/watch?v=SM3RX4PUm8A
Shooting and tracking drone Lilyhttps://www.youtube.com/watch?v=az90yZiPxBg
34
Robotic telepresence
Kubi robot for desktophttps://vimeo.com/171826211
Double Robotics - moving robothttps://youtu.be/Rml5GiRxtTs
35
Interactivity inside video content
• https://h5p.org/interactive-video
36
Erasmus+ project Cooperation for innovation and the exchange of good practices“ViSE - Video Systems in Education”
ViSE Partners
1. VUC Storstrøm, applicant organisation and Danish partner. Adult educational center.
Expert in real presence video conferencing systems in general adult education and upper secondary education (Global Classroom).
2. Kaunas University of Technology, Lithuanian partner. Offers master level (MSc) on ICT in
distance learning, has experience with MOOCs, experts in learning management systems.
3. Tampere Adult Education Centre (Tampereen Aikuiskoulutuskeskus, TAKK), Finish partner, offers a range of vocational adult educations. TAKK have adult students from over 40 countries studying in Finnish every day.
4. Institut Obert de Catalunya (IOC), Spanish partner, provides distance learning educations on
more levels up to Upper secondary for more than 15.000 learners.
5. The Vocational Training Institute Vienna (BFI WIEN), Austrian partner - non-profit
association and leading institution of education and training for workers, job seekers and companies.
38
ViSE results planned
• Interactive guidebook on implementation of video learning systems
• Massive Open and Online Courses (MOOCs) to develop skills of staff towards implementation of video learning systems
• Teaching practice with use of video learning systems
39
ViSE Interactive Guidebook
Interactive Guidebook will consist of 40 - 50 show cases on:1. Motivating learners – video used in innovative collaboration in the
virtual classroom2. Distance learning and guest teaching with use of video conference3. Innovation methods and knowledge sharing systems – anchoring
the ICT development in the organisation4. Flipping the classroom – a new learning concept5. Webinars and MOOCs – live video streaming6. Global Classroom – learners connected with use of real presence
videoconferencing
40
Project “Promoting cooperation between Norwegian and Lithuanian institutions by implementing development strategy
and methodical recommendations for massive open online courses into practice”
Partners
Coordinator - KTU Informatics Faculty
Partners:
• National Association of Distance Education
• Flexible Education Norway
• Lithuanian Adult Education Centres Leaders Association
43
Activities /results
1. Cooperation plan
2. Internship / organized on 17-21 of November at Flexible Education Norway (FuN) (totally 16 participants)
3. Exchange of Good Practice between Norwegian and Lithuanian Institutions at the International Conference on Implementing MOOCs (ALTA’2016 on May 19, Kaunas)
4. Virtual Cooperation Events of Norwegian – Lithuanian pedagogues / two virtual conferences are planed in 2016)
5. The Strategy for Massive Open Online Courses design and delivery
6. Methodological Recommendations on MOOC design and delivery
7. Online catalogue for good practice
8. Information System – Repository for OER and platform for MOOCs (http://oer.ndma.lt)
44
Thank You for Your
AttentionGytis [email protected]://linkedin.com/in/gytiscskype: gytisc
Join ViSE community at http://j.mp/vise-community
45
INFORMATION TECHNOLOGIES OF DISTANCE EDUCATION
Ramūnas Kubiliūnas
KAUNAS, 2016
KAUNAS UNIVERSITY OF TECHNOLOGY
FACULTY OF INFORMATICS
DEPARTMENT OF SOFTWARE ENGENEERING
To share the experience of delivering the
study programme Information Technologies
of Distance Education (ITDE)
using distance learning
that could be useful for
your local purposes
The main aim
2016-10-12 Information Technologies of Distance Education 2 / 65
You should be able to
• Review the possibility applying distance
learning in your study programmes
• Explain why it would be useful or not
for your students implementig distance
learning
Learning outcomes
2016-10-12 Information Technologies of Distance Education 3 / 65
• Few words about ourselves?
• What is your local experience?
– Is your study programme
delivered on distance or
using information tech. (IT)?
– Are your going to prepare
your study programme for
distance learning studies (DLS)?
Introduction
2016-10-12 Information Technologies of Distance Education 4 / 65
DISTANCE LEARNINGSTUDIES
Why do we need DLS?
Who are the students of DLS?
2016-10-12 Information Technologies of Distance Education 5 / 65
• Who are your students?
• What can you tell about them?
• Are they happy studying in your study
programmes?
Your students
2016-10-12 Information Technologies of Distance Education 6 / 65
• Who can be students of DLS?
Distance learning studies
2016-10-12 Information Technologies of Distance Education 7 / 65
• Who can be students of DLS?
– Students who is too far from the University
– Students who has a job
– Students with moving disabilities
– Students who is too old for regular class
– Students of regular studies
• DLS – studies with more possibilities
Distance learning studies
2016-10-12 Information Technologies of Distance Education 8 / 65
• What challenges
students solve
with / in
distance learning?
Challenges in distance learning
2016-10-12 Information Technologies of Distance Education 9 / 65
Challenges in distance learning
2016-10-12 Information Technologies of Distance Education
Distance
SpeedTime
10 / 65
• In virtual learning environments (Moodle)
– Deliver e-learning material, tasks, quizzes
– Communicate with students
• By video conference systems (Vips, Vidyo, AC)
– Broadcast and record lectures
– Communicate with students
Tools of virtual learning
2016-10-12 Information Technologies of Distance Education
Distance
11 / 65
• Is it same as face to face communication?
Aspects of virtual communication
2016-10-12 Information Technologies of Distance Education 12 / 65
• Is it same as face to face communication?
• Please, say hello to your neighbour and shake
his or hear hand
Aspects of virtual communication
2016-10-12 Information Technologies of Distance Education 13 / 65
• Is it same as face to face communication?
• Please, say hello to your neighbour and shake
his or hear hand
• What did you felt, was it fun?
Aspects of virtual communication
2016-10-12 Information Technologies of Distance Education 14 / 65
• Is it same as face to face communication?
• Please, say hello to your neighbour and shake
his or hear hand
• What did you felt, was it fun?
• Can students in distance learning do the same?
– Shake hands
– Communicate successfully without knowing each other
Aspects of virtual communication
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• We make introductory face to face seminar
before studies
• Students meet teachers, each other
• Students are introduced with
– Particularity of studies, rules and methods
– IT tools that will be used in studies
Introductory seminar
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• Lectures on late time after work
• Records are available during all semester
• Possibility to answer questions asked during
lectures by e-mail or in virtual learning
environment
• Possibility to listen again not very
clear moments
Video lectures and records
2016-10-12 Information Technologies of Distance Education
Time
Speed
17 / 65
• Delays on performing tasks
– Busy student lacks of time
– Slow student lacks of speed
• Reports, quizzes, exams can be
held in distance way
– Possibility to evaluate student virtually
– Trust students
Philosophy about distance learning
2016-10-12 Information Technologies of Distance Education
Time
Speed
Distance
18 / 65
• What does distance learning student want?
Needs of distance learning student
2016-10-12 Information Technologies of Distance Education 19 / 65
• What does distance learning student want?
– To gain knowledge and skills
– Learn on comfortable time
– Learn in comfortable place
– Learn on individual speed
Needs of distance learning student
2016-10-12 Information Technologies of Distance Education 20 / 65
• What does distance learning student want?
– To gain knowledge and skills
– Learn on comfortable time
– Learn in comfortable place
– Learn on individual speed
• Which need is most important?
Needs of distance learning student
2016-10-12 Information Technologies of Distance Education 21 / 65
• Answer the question in web page
https://b.socrative.com
or using free app in you phone or tablet
Socrative student
• Login with STUDENT LOGIN using Room Name
ITDE
Question for discussion
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HOW STUDENTS LEARN?
What is knowledge?
Learning methods to gain knowledge?
2016-10-12 Information Technologies of Distance Education 23 / 65
• How students gain knowledge?
Knowledge
2016-10-12 Information Technologies of Distance Education 24 / 65
• How students gain knowledge?
– By reading literature
– Participating in lectures
– Communicating
– Performing practical tasks
Knowledge
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• How students gain knowledge?
– By reading literature
– Participating in lectures
– Communicating
– Performing practical tasks
• Is it sufficient to read lectures in order that
students could gain knowledge?
Knowledge
2016-10-12 Information Technologies of Distance Education 26 / 65
• What is knowledge?
• When we know that students
gained knowledge which we
wanted to give him?
Knowledge
2016-10-12 Information Technologies of Distance Education 27 / 65
• What is knowledge?
• When we know that students
gained knowledge which we
wanted to give him?
• Is Information = Knowledge?
Knowledge
2016-10-12 Information Technologies of Distance Education 28 / 65
• What is knowledge?
• When we know that students
gained knowledge which we
wanted to give him?
• Is Information = Knowledge?
• Sometimes, but not necessary
Knowledge
2016-10-12 Information Technologies of Distance Education 29 / 65
• When students learn best what
you teach in your lectures?
Information knowledge
2016-10-12 Information Technologies of Distance Education 30 / 65
• When students learn best what
you teach in your lectures?
• When students start understanding you
during your lectures?
Understanding
2016-10-12 Information Technologies of Distance Education 31 / 65
• When students learn best what
you teach in your lectures?
• When students start understanding you
during your lectures?
• When students start thinking about
what you teach them?
Thinking
2016-10-12 Information Technologies of Distance Education 32 / 65
• Is necessary making information to knowledge
• Students soak up knowledge better when
understand the meaning of information they got
• This helps them
– To apply knowledge in practice
– To gain skills better
Understanding
2016-10-12 Information Technologies of Distance Education 33 / 65
• What is skills?
• When we know that students
gained skill which we wanted
to train?
Skills
2016-10-12 Information Technologies of Distance Education 34 / 65
• What is skills?
• When we know that students
gained skill which we wanted
to train?
• Is it necessary to gain knowledge,
understanding first to gain skills?
Skills
2016-10-12 Information Technologies of Distance Education 35 / 65
Bloom‘s taxonomy
2016-10-12 Information Technologies of Distance Education 36 / 65
Create
Evaluate
Analyze
Apply
Understand
Remember
Pursued learning outcomes
2016-10-12 Information Technologies of Distance Education 37 / 65
SkillsKnowledge
Create
Evaluate
Analyze
Apply
Understand
Remember
Pursued learning outcomes
2016-10-12 Information Technologies of Distance Education 38 / 65
SkillsKnowledge
Creating
Evaluating
Analyzing
Applying
Understanding
Remembering
• Which learning methods do you use
in your lectures?
Learning methods
2016-10-12 Information Technologies of Distance Education 39 / 65
• Which learning methods do you use
in your lectures?
• Are they sufficient to gain knowledge?
Learning methods
2016-10-12 Information Technologies of Distance Education 40 / 65
• Which learning methods do you use
in your lectures?
• Are they sufficient to gain knowledge?
• What learning methods should we use to
make students start thinking and making
information to knowledge?
Learning methods
2016-10-12 Information Technologies of Distance Education 41 / 65
• Encourage thinking, understanding
– It is important not only to know answers
– It is important understand meaning of them
– It is important to be able to apply gained knowledge
• In the purpose to live and create effectively in the
world that changes rapidly, it is necessary critical
thinking O. Visockienė (2002)
Active learning
2016-10-12 Information Technologies of Distance Education 42 / 65
• Is it necessary active learning in
distance learning studies?
Active learning in studies
2016-10-12 Information Technologies of Distance Education 43 / 65
• Is it necessary active learning in
distance learning studies?
• Is it necessary active learning in
traditional, face to face learning studies?
Active learning in studies
2016-10-12 Information Technologies of Distance Education 44 / 65
• In a viewpoint of knowledge
Student in DLS = Student in traditional studies
• Information Knowledge
• In DLS also are necessary
– Active students
– Active learning methods
Information knowledge
2016-10-12 Information Technologies of Distance Education 45 / 65
• Communication, discussions, answering to
questions = active learning methods
• It is really possible to implement active
learning using IT
• This helps to reach better learning results even
when students are not used to learn actively
Active learning methods in DLS
2016-10-12 Information Technologies of Distance Education 46 / 65
• To implement DLS there is a need for
– Additional learning technologies
– Different learning methods
– Perception of distance learning
– Philosophy about distance learning or
about learning at all
• The main person must be a student
Needs for DLS
2016-10-12 Information Technologies of Distance Education 47 / 65
• Most of ITDE students lacks of IT knowledge and skills
– We teach them during the introductory seminar
– They learn working and learning during all studies
• Very often we have to remind that they already know
– It is necessary a patience
– It is necessary the actual information about studies
in a very easy way of accessibility
ITDE for not IT specialists
2016-10-12 Information Technologies of Distance Education 48 / 65
INFORMATION TECHNOLOGIESOF DISTANCE EDUCATION
Do you have any questions about DLS?
Are you still interested in the information about
the study programme ITDE?
Yes / No
2016-10-12 Information Technologies of Distance Education 49 / 65
• ITDE – a second-cycle study programme in the
field of Informatics Engineering
• It was implemented in cooperation by several
universities
– Kaunas University of Technology (KTU)
– Vilnius Gediminas Technical University (VGTU)
– Vilnius University
About the programme
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• ITDE program was intended to ensure
life-long learning that is very supported by
distance learning (DL)
• Development of IT and Internet stimulated the
formation of information society that must constantly
adapt to a rapidly changing environment
• Learning for life -> Life-long learning
Demand of programme
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INFORMATION ABOUT THE ITDE STUDY PROGRAMME
Purpose
Structure
2016-10-12 Information Technologies of Distance Education 52 / 65
ITDE program was intended to ensure
life-long learning that is very supported by
distance learning (DL)
Distance learning
2016-10-12 Information Technologies of Distance Education 53 / 65
• Two types of IT specialist are required to
develop and implement DL
Challenges of DL
2016-10-12 Information Technologies of Distance Education 54 / 65
• Two types of IT specialist are required to
develop and implement DL
– Informatics who are able to design and develop DL
technologies
– Educators who are able to implement
DL technologies
• ITDE is designed for both of them
Challenges of DL
2016-10-12 Information Technologies of Distance Education 55 / 65
• The programme is targeted towards specialists with a higher education degree in
– Different fields, rather than exclusively for the
– Graduates of Informatics or Informatics Engineering
• Specialists with informatics or informatics engineering qualification can extend
• Others can deepen
• The knowledge in the application of informatics engineering as well as IT in distance learning
Target groups
2016-10-12 Information Technologies of Distance Education 56 / 65
• The main aim of the programme is to prepare IT
masters
– With comprehensive knowledge and skills necessary to
design IT tools for learning and apply them in distance
studies by using modern teaching, learning theories and
methods
– Who are able to design virtual teaching and learning tools
and content, organize and carry out high-quality distance
learning studies by ensuring life long opportunities
Aim of the ITDE
2016-10-12 Information Technologies of Distance Education 57 / 65
1. T1. To acquire knowledge on computers, their
systems and networks, …
2. T2. To acquire knowledge on up-to-date
teaching and learning approaches and
methods, educational technologies, …
3. T3. To acquire knowledge on distance studies,
their development, organization and
implementation, …
Detailed aims
2016-10-12 Information Technologies of Distance Education 58 / 65
Compulsory courses
– Distance Learning Systems and Theory (SP)
– Multimedia
– Basics of Virtual Learning
– Virtual Learning Environments
– Tools and Systems of Virtual Learning
– Support Systems in Distance Education
– Intelligent Technologies in Education
Study plan
2016-10-12 Information Technologies of Distance Education 59 / 65
• Alternative courses 1
– Modern Educational Systems and Methods
– Algorithms and Objective Programming
• Alternative courses 2
– Computer Architecture and Operating Systems
– Communication Technologies (SW)
– Application of Educational Technologies (SW)
– Electronic Learning Content Preparation and Provision (SP)
Study plan
2016-10-12 Information Technologies of Distance Education 60 / 65
• Alternative courses 3
– Infrastructure of Distance Learning
– Data Bases and Information Systems
– Distance Learning Technologies and Standards (SW)
– Distributed Systems
• Research project
– Research Project 1 – 3
– Final Research Project
Study plan
2016-10-12 Information Technologies of Distance Education 61 / 65
Final Degree Projects
2016-10-12 Information Technologies of Distance Education
Area of professional activity
In their Final Degree Projects, the students with qualification in Informatics, Informatics Engineering and other similar fields have to:
In their Final Degree Projects, the students with qualification in Pedagogy and other similar fields have to:
Informatics Engineering
to demonstrate the ability to design and implement IT tools for learning;
to demonstrate the ability to apply (select and use) IT tools for learning;
Pedagogy to demonstrate the acquired knowledge and skills in using modern teaching and learning approaches;
to demonstrate the acquired knowledge and skills in using modern teaching and learning approaches;
Distance Education
to demonstrate the ability to organize and implement distance studies by applying modern IT and pedagogic approaches.
62 / 65
Numbers of KTU students
Statistics
2016-10-12 Information Technologies of Distance Education
• 2005 - 7
• 2006 - 12
• 2007 - 10
• 2008 - 11
• 2009 - 15
• 2010 - 12
• 2011 - 14
• 2012 - 18
• 2013 - 3
• 2014 - 8
• 2015 - 9
• 2016 - 8
63 / 65
• Would it be useful for your students to
implement DLS in your study programmes?
• Would you see the added value implementing
active learning methods by IT in your lectures?
Your practice
2016-10-12 Information Technologies of Distance Education 64 / 65
Thank you for being together
Ramūnas Kubiliūnas