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Презентация на тему Dekalog e-learning

Содержание

Introduction
Dekalog e-learningOleg ZaikinWarsaw School of Computer Science2017 Introduction The Bologna process - a brief historical outline http://wwsi.edu.pl/Magna Charta Universitatum Bologna, Bologna Process - Ministers of Education Conferences Bologna Declaration, June 199929 countries, Berlin Communication, September 2003 European educational space Basic assumptionsPromoting mobility ( E-learning - Terminology (and not only!) http://www.profesornet.pl/na_odl.htmDistance education, e-education, telematic education, distance E-learning  At the University of Warsaw  COME@UW Center for Open and Multimedial Education – genesis Interdepartmental unitTransformation of Open Need to start with the tools - Platform functionality Existing solutionsCommercial systems (eg Blackboard, Lotus Leraning Space, WebCT)Systems available Platform functionality – c.d.Information on progressIndividual for the learnerCollective and individual for Didactic model COME Developed by the experience of several yearsFirst Class Assessment Typical online course Weekly materialTypical tasks of the weekGet to know the The courses last 6-10 weeksExamination in stationary formIn real life Advantages of online education Full control of the education system Dekalog (1) Combine online education with stationary („Be blended”)Some features of traditional classes (2) Put more emphasis on interacting with students than developing elaborate tools (3) Create a social group from the participants, working in a team (4) Individualize the difficulty levels of the classes Pattern of individualization ─ (5) Set good goals Do not reload the program The teacher often (6) Be multimedia - especially to record sound files Try to (7) Plan student activity, check the level of assimilation ─ automate testing (8) Separate the teaching process from the certification phase. Allow repeating tests (9) Monitor the didactic process - Ask questions open in the evaluation (10) Be involved and flexibleDo not hold on to the slave programWatch A na koniec, jeśli czas pozwoli ... IBIZA Interdyscyplinarna Baza Internetowych Zajęć AkademickichIdeaInterdyscyplinarność kształceniaPrzełamywanie barier wydziałowychUpowszechnianie zdalnego nauczaniaWsparcie władz IBIZA – przykładowe kursy w semestrze zimowym 2005/06Geologia – wybrane zagadnieniaGry świadome „Hymny pochwalne”„Mogę dowolnie sterować czasem nauki, ale wiem, że co tydzień muszę Dziękuję za uwagę
Слайды презентации

Слайд 2 Introduction

Introduction

Слайд 3 The Bologna process - a brief historical outline http://wwsi.edu.pl/
Magna

The Bologna process - a brief historical outline http://wwsi.edu.pl/Magna Charta Universitatum

Charta Universitatum
Bologna, September 1988
900 years of the oldest

European university
Signatures of nearly 400 rectors (now over 500)
The beginning of the process of educational and scientific integration in Europe
Sorghum declaration
Paris, May 1998
800th anniversary of the Sorbonne in Paris
4 countries (ministers of education): France, Germany, United Kingdom, Italy

Слайд 4 Bologna Process - Ministers of Education Conferences
Bologna Declaration,

Bologna Process - Ministers of Education Conferences Bologna Declaration, June 199929

June 1999
29 countries, including Poland
Baseline: 2010 European Higher Education

Area
European Area of Higher Education or European Educational Space
Prague Press, May 2001
"Towards the European Higher Education Area"
33 countries

Слайд 5 Berlin Communication, September 2003
"Implementation of the European Higher

Berlin Communication, September 2003

Education Area"
Third degree: doctoral studies
40 countries (among 7 new

ones: Russia)
Message from Bergen, May 2005
"European Higher Education Area - Achieving Goals"
45 countries
Message from London, May 2007
Summary and priorities for the next 2 years
46 countries (Montenegro arrived)
Conference: Benelux countries, 2009


Слайд 6 European educational space
Basic assumptions
Promoting mobility ("horizontal" and "vertical")
Comparability

European educational space Basic assumptionsPromoting mobility (

of diplomas
European Credit Transfer System (ECTS)
Two-Stage Studies (Three-Stage)
European

dimension
E-learning
Continuing education
Quality assurance of education

Слайд 7 E-learning - Terminology (and not only!)
http://www.profesornet.pl/na_odl.htm

Distance education, e-education,

E-learning - Terminology (and not only!) http://www.profesornet.pl/na_odl.htmDistance education, e-education, telematic education,

telematic education, distance education, virtual education
E-learning, distance learning, online

learning, distance education, internet-based education
E-learning, distance learning, internet teaching, remote teaching
Distance learning
Distance learning, distance

Слайд 8 E-learning At the University of Warsaw COME@UW

E-learning At the University of Warsaw COME@UW

Слайд 9 Center for Open and Multimedial Education – genesis
Interdepartmental

Center for Open and Multimedial Education – genesis Interdepartmental unitTransformation of

unit
Transformation of Open Learning in 1999
Center for Open and

Multimedia Education
http://www.come.uw.edu.pl/
Professor Grażyna Wieczorkowska
The creator and director of COME until August 31, 2005
Currently Chair of the Program Board of COME
MSc in Mathematics
Doctorate, habilitation and professorship: i profesura: psychologia

Слайд 10 Need to start with the tools - "platform”
Existing

Need to start with the tools -

solutions
Commercial systems (eg Blackboard, Lotus Leraning Space, WebCT)
Systems available

free of charge (eg Claroline, ILIAS, Moodle)
Systems developed at universities for their own use or for wider dissemination (eg NGin2)
Platform in COME
Phase 1: own system
Phase 2: cooperation with the Jagiellonian University and development of NGin2
Phase 3: since mid-2004 – Moodle

Слайд 11 Platform functionality
Existing solutions
Commercial systems (eg Blackboard, Lotus Leraning

Platform functionality Existing solutionsCommercial systems (eg Blackboard, Lotus Leraning Space, WebCT)Systems

Space, WebCT)
Systems available free of charge (eg Claroline, ILIAS,

Moodle)
Systems developed at universities for their own use or for wider dissemination (eg NGin2)
Platform in COME
Phase 1: own system
Phase 2: cooperation with the Jagiellonian University and development of NGin2
Phase 3: since mid-2004 – Moodle

Слайд 12 Platform functionality – c.d.
Information on progress
Individual for the

Platform functionality – c.d.Information on progressIndividual for the learnerCollective and individual

learner
Collective and individual for the leader
Communication with / between

participants
Asynchronous (newsgroup, message board etc.)
Synchronous (chat or Internet phone)
Reporting
Ability to analyze individual results and the course and effects of training

Слайд 13 Didactic model COME
Developed by the experience of several

Didactic model COME Developed by the experience of several yearsFirst Class

years
First Class Assessment in Education took place in 2000
Courses

of various types, including:
- Group discussion in English
- Online education
Mayan Epigraphy (theoretical and practical writing)
Intercultural education
Writing abstracts in English
Psychology of eating
Psychology of motivation
Social Change in Poland
Survival Polish

Слайд 14 Typical online course
Weekly material
Typical tasks of the week
Get

Typical online course Weekly materialTypical tasks of the weekGet to know

to know the pages of the paper manual
Get to

know the selected media files (text, audio, video, pages)
Housework
Test selection
Add-on test (classic, crossword)
Open questions
Group questions

Слайд 15 The courses last 6-10 weeks
Examination in stationary form
In

The courses last 6-10 weeksExamination in stationary formIn real life

real life"
Occasionally, by phone
Examination - 80% of tasks within

the deadline
Costs
Science subjects
Humanities subjects

Typical online course-cd


Слайд 16 Advantages of online education
Full control of the education

Advantages of online education Full control of the education system

system
Monitoring work and learning

and teaching
Forcing high student activity
Setting good goals
Breaking the geographic and temporal barrier
Students and teachers from around the world
Asynchronous
Breaking the social barriers
Disabled person
Families with children

Слайд 17 Dekalog

Dekalog

Слайд 18 (1) Combine online education with stationary („Be blended”)
Some

(1) Combine online education with stationary („Be blended”)Some features of traditional

features of traditional classes can not be played on

the Internet
Non-verbal signals during interaction
Intonation, gesturing, mimicry
Monitoring the students' reaction by the lecturer
Influence on course of lectures "without words"
Personality and charisma of the lecturer
Problem of Identification of students


Слайд 19 (2) Put more emphasis on interacting with students

(2) Put more emphasis on interacting with students than developing elaborate

than developing elaborate tools
The learning process is tedious and

complicated
It is necessary to maintain an appropriate level of
motivation
Excessive freedom is killer
Success requires viewers
The biggest success is not happy when we have
no one to talk about him
Dialogue is more important than the best multimedia
packages

Слайд 20 (3) Create a social group from the participants,

(3) Create a social group from the participants, working in a

working in a team with an integrator and assistants.
An

integrator is a person who:
knows all the members of the group
He knows what he's doing and what he's up to
Helps you to go through a phase of frustration
initiates / monitors discussion in a group

The professor / lecturer may be an integrator, but ... an economic account!


Слайд 21 (4) Individualize the difficulty levels of the classes
Pattern

(4) Individualize the difficulty levels of the classes Pattern of individualization

of individualization ─ gym
Everyone exercises at the same time

and place, but with individually tailored workload and set of exercises

Advantages of individualization
The ability to compensate for differences in pre-processing
-Opportunity for the more capable

Слайд 22 (5) Set good goals Do not reload the

(5) Set good goals Do not reload the program The teacher

program
The teacher often thinks only of what he wants

to convey
On the Internet, more than in traditional teaching (where time is a natural constraint), it is possible to overload

Providing information versus assistance in assimilating information

Слайд 23 (6) Be multimedia - especially to record sound

(6) Be multimedia - especially to record sound files Try to

files
Try to "imitate" traditional teaching as much as possible
Audio

and video recordings
Possibility of non-verbal signals
Paper manuals

Weight of asynchronous interaction
Students value the recorded comment for their work
The more feedback the better

Слайд 24 (7) Plan student activity, check the level of

(7) Plan student activity, check the level of assimilation ─ automate

assimilation ─ automate testing
During the teaching phase, it is

important to plan the student activity path
What and in what order should the learner do?
Exams and tests of choice
Automatic test checks
Feedback weight

Слайд 25 (8) Separate the teaching process from the certification

(8) Separate the teaching process from the certification phase. Allow repeating

phase. Allow repeating tests in the learning phase
Recipe for

problems with student identification
During the learning process
Please help
Ability to repeat tests
Possible cheating is a learning problem

Verification and certification phase
Same as in traditional education

The final effect is important!

Слайд 26 (9) Monitor the didactic process - Ask questions

(9) Monitor the didactic process - Ask questions open in the

open in the evaluation questionnaires
Obligatory filling of the questionnaire
Condition

of the certificate
The only way to get full feedback
Examples of questions:
What should be changed in the next edition?
Would you recommend this course to others?
If so, who? If not, why?

Clarity

Слайд 27 (10) Be involved and flexible
Do not hold on

(10) Be involved and flexibleDo not hold on to the slave

to the slave program
Watch the students
Modify the execution progress

according to the group level

The teaching process is a compromise between the teacher's expectations and the student's abilities

Better and better!

Слайд 28 A na koniec, jeśli czas pozwoli ...

A na koniec, jeśli czas pozwoli ...

Слайд 29 IBIZA Interdyscyplinarna Baza Internetowych Zajęć Akademickich
Idea
Interdyscyplinarność kształcenia
Przełamywanie barier wydziałowych
Upowszechnianie

IBIZA Interdyscyplinarna Baza Internetowych Zajęć AkademickichIdeaInterdyscyplinarność kształceniaPrzełamywanie barier wydziałowychUpowszechnianie zdalnego nauczaniaWsparcie

zdalnego nauczania
Wsparcie władz centralnych
Zarządzenia Rektora z lipca 2004 oraz

czerwca 2005
Zwiększająca się popularność
Semestr zimowy 2005/06: 21 kursów
Semestr letni 2005/06: 32 kursy
Kilkadziesiąt tysięcy studentów zainteresowanych


Слайд 30 IBIZA – przykładowe kursy w semestrze zimowym 2005/06
Geologia

IBIZA – przykładowe kursy w semestrze zimowym 2005/06Geologia – wybrane zagadnieniaGry

– wybrane zagadnienia
Gry świadome i podświadome w bliskich związkach
Historia

Unii Europejskiej i jej miejsce w świecie
Konflikty zbrojne – zasady i mechanizmy
Maya_1, Maya_2 Hieroglyphic Writing
Programowanie w Java 2 Micro Edition
ROBOTOMACHIA czyli Warsztaty Nowych Technik Medialnych
Słowniki i encyklopedie w Internecie – budowa i użytkowanie


Слайд 31 „Hymny pochwalne”
„Mogę dowolnie sterować czasem nauki, ale wiem,

„Hymny pochwalne”„Mogę dowolnie sterować czasem nauki, ale wiem, że co tydzień

że co tydzień muszę wyrobić się z kolejną porcją

materiału. [...] Nie ma taryfy ulgowej. Muszę być aktywny.”
„Poziom kształcenia jest jak najbardziej uniwersytecki i jako taki nie odbiega jakością od zajęć stacjonarnych na Uniwersytecie. Forma internetowa, dzięki swojej elastyczności jest wygodna dla osób pracujących. Jest też dużo bardziej motywująca i skuteczna dzięki interaktywności i wymogowi cotygodniowych zaliczeń.”
„Żadne studia stacjonarne nie dały i zapewne nie dałyby mi tak wielu wiadomości. [...] Studia wymagają szalonej systematyczności i samozaparcia [...] Przez 5 lat studiów magisterskich nigdy nie byłam tak zaangażowana i tak skutecznie ‘zmuszana’ do pracy.




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