1. Hipothesys In education and learning the next three issues caused a change of paradigm:  Flexible Learning  Distance Education  Open Learning Teacher training without teachers? Change of paradigm in teacher training Imre Balogh Balogh@deimos.bdtf.hu BDF Informatics Department – BME Distance Education Laboratory

2. Thomas Kuhn: STRUCTURE 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"

3. Open learning Interesting 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)

4. 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

5. Curriculum 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 1.Presentation creation I Microsoft Word 2.Presentation creation II PowerPoint 3.Presentation creation III PowerPoint. Using wizards. Working with objects 4.Presentation creation IV Table. Notes. Animation. Action. Printing. Stand-alone presentation. 5.Image processing I. Monitors, video cards Microsoft Photo Editor 6.Test 7.Image processing II. Microsoft Photo Editor 8.Sound processing Physical properties of sound. Windows and sound. Sound recorder. Media player. CD Player. 9.HTML editing I Parts of a web page, foundations Word and HTML 10.HTML editing II Word and HTML (objects) PowerPoint and HTML 11.Test

6. 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.

10.  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: there’s 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.

11. 1st semester 2nd semester