E dilemma Elearning: fashion, necessity or reality

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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 / Y
• HW (servers, PC for every teacher) - 40 000 EUR
• SW (MS Campus Agreement, WebCT Campus Edition,
  specialised SW) - 17 000 EUR/Y
• Technical support 4000 EUR/ Y
• Training 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 J20/98184500001 Knowledge
  Management for Information Society, 1999-2003
• Research stream CEZ J20/98184500002 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.or
  g
• 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-e
  u.org/main.html

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Metadata for our DILLEO

• general information on the resource itself
• semantics of the resource
• pedagogical attributes
• technical characteristics
• conditions for use
• meta-meta data

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DILLEO - physical view
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DILLEO logical view
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DILLEO basic functions

• Fulltext search
• Selective search dependent on type of object
• Possibility to view each object
• Support for metadata creation
• Evaluation of every learning object
• Possibility to download the object
• Different access rights

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Motivation for cooperation

• Competition of distance courses
• The main aim of the competition is
• to stimulate cooperation among Czech (and
  Slovak) universities
• to motivate development and deployment of
  on-line courses
• to evaluate quality of on-line courses materials
• to demonstrate on-line teaching methodology,
  problems and achievements

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Evaluation procedure

• The evaluation procedure has two-steps
• The jury grades course materials (1 to 9, the
  more the better) according to the criteria given
  in the table below.
• 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 students progress
• Autotests
• Tests, assessments, assignments, exams

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• Thank you for your attention