June 20 th 2008, GDAU Integrating ILIAS into the Everyday Work of Students and Teachers at Dennis Gabor Applied University (DGAU) Antónia Berecz, Anikó Balogh Dennis Gabor Applied University

June 20 th 2008, GDAU Blended Learning at DGC Distance learning with blended learning: with the reasonable and planned coordination of different forms of knowledge transfer. Three basic elements:  Printed learning material prepared for distance education (study books, notes);  Personal consultation and practice;  eLearning services. ILIAS:  Bundles internet based distance learning services,  Is an infrastructure to processing eLearning materials…  … and online communication.

June 20 th 2008, GDAU Phases of GDF ILIAS Introduction Phases of introduction:  Since1992: open system distance learning  Student CD, training programs, subject homepages (downloadable files, news), .  2003: eLearning strategy.  2004/2005: ILIAS background support  Institutional services;  Introduction in an ascending system.  2005/2006:  ILIAS is an integral part of the education procedure;  Education is based on eLearning services in some experimental groups.  2006/ ongoing  Integrated blended learning within the whole institution;  BSc distance learning/correspondence training by majors and consultation centers.

June 20 th 2008, GDAU  Users: ( )  Students: (803 in a web-based distance learning group);  Teachers and tutors : 220 (102 lead teachers tutors/teachers);  Mentors and education organizers: 59;  eLearning experts: 38;  Subjects 2007/2008:  BSc 1-4. semesters: 58 subjects;  College level 1-8. semesters: 163 subjects;  Higher vocational training: 7 subjects.  Student-activity:  Regulary use 2 000;  Continually study with it 340. Full Institutional Introduction Since 2006/2007 Visitor’s locations Februar - April 2008

June 20 th 2008, GDAU Tutor, Mentor Tasks  Active tutoring: evaluation of ILIAS homework (practice exercises, which can be sent to the teacher through ILIAS), answering subject-related question in the forums.  Active mentoring / e-head teachers (3 college groups + 5 BSc distance learning): continuous online correspondence, public information in the forum, answering of curricular questions, forwarding questions to tutors, reminding students to their lagging behind, following learning progress. Desktop of a student in BSc distance learning

June 20 th 2008, GDAU Change Management  Introduction of the new system is effective but there are some problems:  Students actively use it, but few teachers do continuously and systematically;  Teachers need more competencies, they declined developing them referring to lack of time.  When subjects are fully uploaded teacher work requires less time.  Logging into ILIAS every day should be as natural as checking you daily.  Organizing and motivating tutor work  Web-based tutoring should be regarded as regular lecturing, quality checks should be performed;  Tutor tasks should be integrated into job descriptions. Number of Pages Visited

June 20 th 2008, GDAU On-line Communication  Forum types  Subject forums for every subject;  Mentor forums for assisting every distance learning group;  Public forums for every student grade;  Operational forum;  Forums for teachers and mentors.   Recipient a person or a group or members of a course;  Optional the s may forvard an external mailbox. Few of the Public and Operational Forums

June 20 th 2008, GDAU Web 2.0 possibilities  PayPal payment – to fee for course  Instant messenger integration – for real time chat  RSS feed – internal and external news  Mediacast (podcast) – to publish music  Google maps – Where I am? Where are others?  del.icio.us tagging – to share bookmarks on the Internet  Wiki for the users  Public notes  Tagging to objects e.g. LM

June 20 th 2008, GDAU Conclusions and Tasks  LMs, exercises:  Possibility of continuous updating;  Quick changing LMs can be maintained.  Face-to-face teaching time reduces:  Dropout rate increases;  Should be compensated with more intense user tracking, mentoring;  If a student lags behind with exams, there is a higher chance she drops out.  A framework is good when it’s being used, not because it is “flashy”.  New tasks: involving graduating students to ILIAS tasks (development, tutoring, possibly as a part of their thesis). Report about work of curricula

June 20 th 2008, GDAU ILIAS users in Hungary  GDAU considers providing professional coordination to the ILIAS community  Sharing experiences  Distributing best practices  Assisting new ILIAS users  Maintain continous professional contacts with ILIAS partner institutions;  Organise workshops  Regularly publish our results  Upgrade ILIAS language file.  Public access area:  Introduction of GDF ILIAS;  User manual and its online aids;  Sample LMs;  Publications;  Forums for the public.  Distance Education Department Head: Project Manager: Custome service:

June 20 th 2008, GDAU Have a tour in GDF ILIAS! Personal Desktop Repository Searc