Hipothesys

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Hipothesys
Teacher training without teachers? Change of
paradigm in teacher training Imre
Balogh Balogh_at_deimos.bdtf.hu BDF Informatics
Department BME Distance Education Laboratory

• In education and learning the next three issues
  caused a change of paradigm
• Flexible Learning
• Distance Education
• Open Learning

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Thomas KuhnSTRUCTURE OF SCIENTIFIC
REVOLUTIONS(1962)

• Paradigms are essentially scientific theories or
  ways of looking at the world that fulfill two
  requirements they must be "sufficiently
  unprecedented to attract an enduring group of
  adherents away from competing modes of scientific
  activity," and they must be "sufficiently
  open-ended to leave all sorts of problems for the
  redefined group of practitioners to resolve"

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Open learningInteresting learning situation
that helps students to be more responsible for
what and where they learn, and as well how they
learn and what the gained knowledge worth.
(Scriven, 1991)

• Flexible learning
• Satisfies the unique learning needs
• Demands greater responsibility from students
• Uses resources more efficient
• Gives the ability for differenciated learning
• Uses own developments

• Distance education
• The three generations of distance education
• Single medium - mail model(low-level
  interaction)
• Multimedia model(Open University)
• Information technology telelearning model(USA)

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Flexible and open learning on BDF

• From 1999-2000
• Foundations of information technology
• 2 semesters, 2 lessons per week
• What do we want to reach?
• Teaching information technology to make students
  get used to open and flexible learning methods
• Research does open and flexible learning help
  teaching without teachers being there all time,
  with the help of the intranet of the college?

• Hipothesys
• If students have a good grounding in information
  technology, then they can be educated without the
  presence of teachers, with using the intranet of
  the college.
• Datas
• Number of students 314
• Students who are educated using flexible and open
  learning methods 93

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Curriculum

1. Presentation creation IMicrosoft Word
2. Presentation creation IIPowerPoint
3. Presentation creation IIIPowerPoint. Using
   wizards. Working with objects
4. Presentation creation IVTable. Notes. Animation.
   Action. Printing. Stand-alone presentation.
5. Image processing I.Monitors, video
   cardsMicrosoft Photo Editor
6. Test
7. Image processing II. Microsoft Photo Editor
8. Sound processingPhysical properties of
   sound.Windows and sound. Sound recorder. Media
   player. CD Player.
9. HTML editing IParts of a web page,
   foundationsWord and HTML 
10. HTML editing II Word and HTML (objects)PowerPoin
    t and HTML
11. Test

1. Opening lesson
2. Windows foundations
3. Internet I - E-mail, WWW
4. Word processing I
5. Word processing II
6. Word processing III
7. Word processing IV
8. Test
9. Internet II - foundations, E-mail
10. Internet III WWW
11. Internet IV - IRC, ICQ
12. Internet V - FTP, Outlook
13. Closing lesson
14. Test

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Survey

• Before starting education we made a survey to get
  a picture about the relationship between the
  students and modern technology, about how do they
  relate to the internet, computers and to
  networks. Some of these results are show on the
  next diagrams.
• Research and getting the results of the survey
  are still in progress.
• In the next year we make the whole examination
  again, with more students and with using the
  experiences of this year.

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• The following four diagrams show the achievement
  of the special and the traditional groups.
• The achievement of the special groups (8 groups)
  are marked red, the achievement of the
  traditional groups are marked blue.
• The last diagram shows the average score of the
  groups in the last four tests.
• According to the diagrams, the following
  statements can be made theres no significant
  difference between the achievement of the groups
  trained by the ODL method and the groups trained
  with the traditional face-to-face method.

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1st semester
2nd semester
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