Presentation is loading. Please wait.

Presentation is loading. Please wait.

Why e-learning? A multimedia curriculum and experiences.

Similar presentations


Presentation on theme: "Why e-learning? A multimedia curriculum and experiences."— Presentation transcript:

1

2 Why e-learning? A multimedia curriculum and experiences

3 The building of eLearning, the Internet has been built

4 Classrooms - the local Intranet networks – are equipped with systems of learning organization are being built Desks - the computers - are ready to welcome students Blackboards and boxes of chalk – the presentation software of multimedia devices providing all the imaginable and unthinkable forms of demonstration - are available for teachers.

5 Now in this well-equipped building the only questions to be answered are: Who should be eTaught? What to eTeach? Who should eTeach? How to eTeach?

6 Answer to the question of „Who should be eTaught?” is relatively simple: everybody - sooner or later After its ”invention”, human speech as the first teaching aid became a common form of teaching for thousand years – he who wanted to learn that first of all had to learn to speak. Invention of writing and then printing greatly increased efficiency of knowledge transmission accumulated by the by mankind – literacy is a prerequisite for learning for centauries.

7 The use of means of image and motion picture and voice recording in teaching and learning became general and efficient only by the application of multimedia devices in eLearning, digital data recording and transmission and displaying, computers, and local and global computer networks – “digital literacy” has been a prerequisite for eLearning. Answer to the question of „Who should be eTaught?” is relatively simple: everybody - sooner or later

8 Nowadays not everybody meets this requirement yet – they can only be taught in conventional way. However, the generation growing up in kindergartens with “childproof” (or in Hungarian usage “cocoaproof”) computers will surely be an eLearner Answer to the question of „Who should be eTaught?” is relatively simple: everybody - sooner or later

9 But even today there are target teams for whom digital literacy – user-level knowledge of computer and Internet – is one of the job requirements. For example, eLearning can be an ideal solution for employees of big firms, public employees and professional strength of the Army to meet lifelong learning requirement. Answer to the question of „Who should be eTaught?” is relatively simple: everybody - sooner or later

10 Now in this well-equipped building the only questions to be answered are: Who should be eTaught? What to eTeach? Who should eTeach? How to eTeach?

11 The question of What to eTeach? can be answered similarly: everything – sooner or later, that has to be acquired within an organized framework. eLearning enhances not only efficiency of conventional theory teaching, but the most varied virtual models, simulators and character games can greatly improve cost- effectiveness of practical training as well.

12 Now in this well-equipped building the only questions to be answered are: Who should be eTaught? What to eTeach? Who should eTeach? How to eTeach?

13 To answer the question of „Who should eTeach?” is much more difficult. In a conventional school it is the teacher who gives a lecture on a specified or selected curriculum, coaches students and then checks or examines and evaluates acquirements. The question of Who teaches? comes up in the case of a multimedia curriculum package elaborated for acquiring a set of knowledge – subject, topic etc. – by eLearning.

14 Is it the teacher, who selected and worked the curriculum up? Is it the graphic designer, who composed the presentations facilitating understanding? Is it the information specialist, who wrote the screenplay? Is it the narrator, who gave the lectures? Is it the programmer, who recorded the result in a digital data medium or an assigned network address, in a form easy to handle by the student? Is it the tutor, who holds intercourse with the students during distance learning? To answer the question of „Who should eTeach?” is much more difficult.

15 It would seem the simplest solution when some one person would perform all these tasks, however it is impossible and unnecessary to prepare every teacher for studying so many professions. To answer the question of „Who should eTeach?” is much more difficult.

16 The knowledge standards mentioned in introduction make it possible to organize curriculum-objects worked out by prominent experts of the country or a linguistic area into content-storehouses from where teachers, schools or other educational institutions can collect material for compiling curriculum suitable for their aim. To answer the question of „Who should eTeach?” is much more difficult.

17 Of course, eCurricula necessary for subjects of institutions of higher education and special courses require mostly individual working-out, close cooperation from participants performing abovementioned tasks ranging from working-up curriculum to checking acquirements. To answer the question of „Who should eTeach?” is much more difficult.

18 Now in this well-equipped building the only questions to be answered are: Who should be eTaught? What to eTeach? Who should eTeach? How to eTeach?

19 To the question of „How to eTeach?” so many answers can be given as many forms of education, schools, subjects and teachers exist

20 The eLearning looks back on a very short history. The first Internet lessons started in The conception itself is construed in several ways. According to the European Union we can study question at the website:

21 To the question of „How to eTeach?” so many answers can be given as many forms of education, schools, subjects and teachers exist In the United States the Pentagon having the support from the White House launched the Advanced Distributed Learning (ADL) Initiative, in

22 To the question of „How to eTeach?” so many answers can be given as many forms of education, schools, subjects and teachers exist The established by the ADL initiative in 2001 SCORM (Sharable Content Object Reference Model) integrated into itself most of the tutorial-learning standards elaborated by various organizations, by 2004 it became a standard adopted all over the world by the most prevailing frame systems like Learning Management System, include Oracle-iLearning system of ZMNDU.

23 AICC ARIADNE IMS IEEE LTSC OTHER IEEE Learning Technology Standards Committee Aviation Industry CBT Committee IMS Global Learning Consortium Alliance of Remote Instructional and Distribution Networks for Europe

24 The essence of the SCORM standard is an organization of training units - lesson, topic, field or chapter - built from Internet elements – into Sharable Content Objects (SCO) –text (.doc,.pdf), –picture (.gif,.jpg), –table (.xls), –audio (.wav,.mp3), –video (.avi,.mpg), –presentation (.ppt,.swf), –test (.html,.swf,.js), –website (.html,.php) Sharable Content Object

25 Sharable Content Object (SCO) Web-site (html;php) Graphics, photo (jpg;gif) Video (avi;mpg; wmv) Text (doc;pdf) Presentation (ppt;swf) Table (xls) Test (html;js) Sharable Content Object

26 Reference Model The course (subject) developed from objects ”packaged” in this manner is “controlled” by a Learning Management System (LMS) on the basis of data contained in a special descriptive-adaptation-managing “manifest” file –like Oracle-iLearning system of the ZMNDU Sharable Content Object

27 SCO1 SCO7 SCO6 SCO2 SCO3 SCO5 SCO4 Manifest (xml) imsmanifest.xml Reference Model Sharable Content Object

28 Some tools of eLearning SmartBoard Lecturer helps focus attention, clarify concepts and save time,

29 Some tools of eLearning SmartBoard Lecturer helps focus attention, clarify concepts and save time, can invite learners to try tasks themselves at the front of the room,

30 SmartBoard Lecturer helps focus attention, clarify concepts and save time, can invite learners to try tasks themselves at the front of the room, can use digital ink to highlight key information and reinforce concepts, Some tools of eLearning

31 Video teachers lecture tin Teacher –talks curriculum by heart or from papers (the speaker),

32 Some tools of eLearning Video teachers lecture tin Teacher –talks curriculum by heart or from papers (the speaker), –talks curriculum by heart with demonstration (the lecturer),

33 Some tools of eLearning Video teachers lecture tin Teacher –talks curriculum by heart or from papers (the speaker), –talks curriculum by heart with demonstration (the lecturer), –talks curriculum by a presentation (the interactive).

34 Multimedia curriculums Two examples from ZMNDU

35 Information Operation Multimedia Teaching Program Authors: Dr. István Várhegyi - Dr. Zsolt Haig - Dr. László Kovács

36 Research and Development in Military Technology Multimedia Curriculum Authors: Dr. György Kende - Dr. György Seres

37 Answer of authors to the question of „How to eTeach?” is a model of eLearning of a university subject This model has been worked out for BSc, MSc and PhD students participating in regular and correspondence or distance education at the ZMNDU, but it can be used for other related courses, as well.

38 The multimedia curriculum Research and Development in Military Technology Suitable for eLearning is based on the conventional lecture notes of the subject. Content of the chapters practically corresponds with the text of the lecture notes. So, what is the surplus for what it was worth developing the multimedia version of the curriculum?

39 The multimedia curriculum Research and Development in Military Technology Contained on a CD as an Internet portal design and starts automatically. This enables students sitting in front of the monitor of a computer to surf among any points of a library and the world, if they have Internet connection.

40 The multimedia curriculum Research and Development in Military Technology Students can display the text of the curriculum in a printable form and can print it for them – in compliance with the copyright. In addition to the curriculum itself, the portal contains presentations illustrating lectures and sources.

41 The multimedia curriculum Research and Development in Military Technology Furthermore, the CD also contains authors’ references underlying the chapters; their publications recommended for deeper studying and further research; and presentations of their papers read on scientific conferences.

42 The multimedia curriculum Research and Development in Military Technology Moreover, on the CD there are a lot of important and interesting documents, which can be accessed by a mouse click in a proper phase of learning and would otherwise be found after a long search and effort.

43 The multimedia curriculum Research and Development in Military Technology The hello screen contains access of steps necessary for starting, and continuously viewable table of contents facilitating orientation through the curriculum and surfing by the reader’s wish

44 The multimedia curriculum Research and Development in Military Technology

45 In case of the multimedia version of the curriculum interactive presentations and video clips help understanding instead of the figures of the printed lecture notes. Interactivity makes it possible for student not only to build by mouse clicking the appropriate layout, model or flow chart by his wish For example:

46 Survival Result Defender subsystem Survival Result OBJECTIVE Friendly enemy Neutral Enemy friendly Environment Attacker subsystem Model of armed combat (comparable systems)

47 Survival Result Survival Result OBJECTIVE Friendly enemy Neutral Enemy friendly Environment Technology Human Organization Human Technology Model of armed combat (comparable systems)

48 Survival Result Survival Result OBJECTIVE Friendly enemy Neutral Enemy friendly Environment Technology Human Organization Human Technology Model of armed combat (comparable systems)

49 Az RTO paneljei RTB RTA SASSCISETISTAVTHFMMSG Systems Concepts and Integration Rendszer- koncepciók és Integráció Studies, Analysis and Simulation Tanulmányok, Elemzések és Szimuláció Szenzorok és Elektronikai Technológia Sensors and Electronics Technology Information Systems Technology Információs Rendszerek Technológiája Applied Vehicle Technology Alkalmazott Jármű- technológia Modelling and Simulation Group Modellezés és Szimuláció Csoport Human Factors and Medicine Emberi Tényezők és Orvostudomány

50 The multimedia curriculum Research and Development in Military Technology To close a given topic of the multimedia curriculum Research and Development in Military Technology students can check necessary encyclopedic acquirements by the use of self-checking tests before elaborating prescribed task settling the topic and adequate to their training level. For example:

51 The multimedia curriculum Research and Development in Military Technology

52 The curriculum available on multimedia CD and ORACLE-iLearning system of the NDU as the supplement to the printed lecture notes or as its alternative provides an opportunity for students participating in regular and correspondence education to learn and prepare for examination independently,

53 The multimedia curriculum Research and Development in Military Technology For the teachers giving contact lessons it provides presentations to illustrate lectures. During eLearning the students can use the services – forum, chat and bulletin-board – of the ORACLE-iLearning Learning Management System of the ZMNDU, from the class-room of any campus of the university, from college-rooms through the Intranet, or from home trough the Internet

54 The multimedia curriculum Research and Development in Military Technology

55 The multimedia CD can also be useful for research-workers studying certain topics of the subject Research and Development in Military Technology because – in addition to the curriculum itself, the publications and presentations of the authors – the CD makes it possible to access a great number of related bibliographies directly or through the Internet.

56 Experiences The multimedia curriculum Research and Development in Military Technology has been used by: a group of correspondent students in 2004/2005 academic year; a group of PhD students in 2004/2005 academic year; a group of correspondent students in 2005/2006 academic year, 2 PhD students in 2005/2006 academic year.

57 Experiences First group tested beta version of CD and they help to finalize project for authors Group of PhD students evaluated usefulness, clarity, picturesque and newness of curriculum Valuation by their anonymous list of query is 4,43 on average

58 Enhancement We made English variant of a chapter as an experiment Some slides from English variant

59 Enhancement

60 Club Nuclear weapon & Only two type of weapons were developed, against which wasn’t effective defense!

61 Defensive tool against club was the frightful mask only

62 The SDI was planned as defensive tool against nuclear weapon It hasn’t been realized,but as a result the USSR collapsed It hasn’t been realized, but as a result the USSR collapsed

63 Nevertheless, which defense tool did save the earth from the nuclear war?

64 It is the remembrance of Hiroshima and Nagasaki! This “tool” kept Stalin and Truman in 50’s, Khrushchev and Kennedy in 60’s, and leaders of the rogue nations nowadays back from using of nuclear weapons.

65 Sándor Gönczi Prof. Dr. György Kende Dr. György Seres


Download ppt "Why e-learning? A multimedia curriculum and experiences."

Similar presentations


Ads by Google