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vodn poznmky. Elektronick platformy pre ditancn vzdelvanie sa zacali ujmat v rmci prechodu na mass education. V dnenej dobe sa nutne zvyuje pocet vysokokolsky vzdelanch lud. Strategickm cielom napr. v Britnii je mat 50% populcie s V vzdelanm. To konvencn kolstvo nezvldne..
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1. Sksenosti s ditancnm vzdelvanm na KGP G.M. Timck,
FBERG TU Koice
2. vodn poznmky Elektronick platformy pre ditancn vzdelvanie sa zacali ujmat v rmci prechodu na mass education. V dnenej dobe sa nutne zvyuje pocet vysokokolsky vzdelanch lud. Strategickm cielom napr. v Britnii je mat 50% populcie s V vzdelanm. To konvencn kolstvo nezvldne.
3. vodn poznmky Neprtomnost fyzickej osoby pedagga/ andragga vo vucbovom procese vedie k odstrneniu monosti adaptovania si vzorov (nezabdajme, pedagg by mal byt aj vzorom).
Toto spsobuje aj nedostatok kultrnej a socilnej kontextualizcie a tm je potom o mnoho lahie vedomosti uvat neeticky ci nevhodne.
Vzdelvanie nie je len transfer poznatkov.
4. vodn poznmky Rizik s vak dost velk.
V prvom rade nastva depersonifikcia vzdelvania. Pedagg, ktor bol v dennom kontakte so tudentmi je nahraden e-platformou a e-mailom, kde na oboch koncoch s si navzjeom neznmi ludia. Ak mme 30 tudentov, a ak kad tden na web dme (sprstupnme) 1 prednku, a ak na prednku nadvzuj cvicenia(e-cvicenia - zadania), potom meme ocakvat aspon 30 e-mailov, ktor treba zodpovedat. FAQ sbor tomu nepome.
5. Why distance education There is a need for having higher educated workforce
There is a need and market for DE
It enables
Better time management
Better study management
Better information maganement
Gives more freedom to student and tutor alike
Enables the use of up-to-date e-learning platforms
7. Strong points Study when convenient
Study where convenient
Study self-management
More tutoring and couching possible
More learning channels available
Modern learning technology available
The society is interested in getting this package and service from HEIs
8. Weak points Neded for self-study management
Need to have financial resources
Need to have family and workplace support
Weak legislative support for the process of provision
HEIs have less experience with this form
Less homes have access to Internet than desirable for DE
Network service slower than desirable at homes
9. What is needed for a DE BSc. Course?
10. Experience with DE course preparation, delivery and management Students
The majority of the students do not have the necessary skills for e-learning. Thus a start-up course would be necessary for them to get the skills.
Adult learners usually have access to Internet only at their workplace. The usuall home access is at present too slow for a system like eLern.
Adult learners lack the necessary learning skills. A Learning to learn would be another start-up course needed.
11. Students Undergraduate DE students have problems in addressing the issue of learning self-management and time management.
To make their DE success rate better and their feeling of satisfaction greater, far more on-line tutor support would be necessary. For that a greater availability of home internet access would be needed. That should be a State defined policy.
12. Projekt IDEP Ako sme zacali a k comu sme dospeli:
Ked sme zskali projekt IDEP na vypracovanie uceb. materilov 1. rocnka geopropagcie, boli sme radi, lebo domovsk intitcia sa o RLZ alebo o financovanie vvoja novch ucebnch technolgi star vcinou len podnecovanm k zskavaniu grantov.
13. Project goals overview The aim of the project was to develop and provide the course through the uLern platform in School Year 2002/2003 to a group of 20 students. Then to compare the educational results with the results of a second 21 DE student group. This was achieved at the BERG Faculty, TU Koice.
14. Target group The target group was the general public desiring to work for a degree course in tourism. Fourty-one freshers registered for the DE course. Their age ranged from 19 to 50 years. The majority had secondary education, some had already a HEI degree. From this group More than 95% of them successfully completed the 1st year, and 76% of the original number is now in their 3rd year.
15. Projekt IDEP Potrebovali sme
Osnovu
Autorov
Poctace pre autorov a SW a prstup k Internetu
kolenie autorov a ttorov (mlo ich chodilo na kolenie)
Platformu pre e-learning (uLern)
Redaktorov e-learningovho materilu (1 pre pvodn text, 1 pre e-text)
Administrtora platformy
Ttorov
16. Projekt IDEP Dalej sme potrebovali:
Know-how pre odborn a andragogick cast
Motivciu
Cas
Manara DV
Informcie pre tudentov (obsahov, casov a formtov harmonogram) a jednoznacne definovan pravidl hry (pre ttorov aj tudentov)
17. Projekt IDEP U po nejakom mesiaci behu semestra nastali zaujmav procesy
e-learningov tudenti boli radi svojej volnosti, ale konzultoval s konvencnmi DV tudentmi, Tto teda hrali aksi rolu mentorov.
N andragogick experiment trval rok, pretoe tam projekt koncil a financovanie dalej casti sa neuskutocnilo. Jeden rok ete mali Internetov podporu a tento k. rok koncia obidve skupiny benou DV formou.
18. Sksenosti Autori: nie je jednoduch napsat dobr e-learningov text. Nestac previest konvencn text. Ete stle sa to ucme.
Ttori: Nie je jednoduch osvojit si andragogick princpy.
Mentori chbaj
Manament DV po projekte chba
Platforma: star uLern, ako aj podobn platformy nie s prli user friendly.
Pri naej pedagogickej (resp. vskumnej) ztai je tako kvalitne zvldavat klasick aj e-learning.
19. Sksenosti Pre e-learning by mali byt e-pedaggovia alebo e-andraggovia.
Pre prpravu textov na e-learning by mali byt pecilni poradcovia.
RLZ je klcov faktor pri skvalitnovan pedagogickch a andragogickch ako aj e-learningovch schopnost ucitelov/ttorov.
Zvldavanie novho SW je casovo nrocn. Pri vysokch vzkoch a iadnych lavch to tako zvldavat.
20. Sksenosti tudentov tie treba tejto forme ucit.
Idelne by bolo aspon mesacn vzdelvanie:
Poctacov gramotnost (HW, SW)
Sprstupnit notebooky pre tudentov
Jazykov gramotnost
Ditancne tudijn zrucnosti
Manament casu
Manament loh
21. Intitucionlne sksenosti K spechu v e-learning treba ucelen stratgiu, ktor by vytvrala:
Jasn definovanie cielov a cesty vedcej k ich dosiahnutiu
HW, SW a procesn rmec
Znalostn rmec
Harmonogram zmien
Podporu procesu pecialistami.
22. Other IDEP projects Within the IDEP project initiative of the OSF we are working and has been working on a number of distance education projects. Some of the projects are presented elsewhere, so we will deal only with the following ones:
KGP DV: BSc course at the BERG Faculty, TU Koice (completed)
EVAPRO: Evaluation of educational programmes and courses (in progress)
I2DV: Internet based innovation of distance education (completed)
23. The project consortia The projects were managed and worked out by project consortia. They included ILLE TU as a key member.
In case of the KGP DV project, the Dept. of Geotourism is the key partner.
In the other two, ILLE TU is the leading partner.
28. The EVAPRO project This 1,5 year long project aims at the creation of a course for teaching educational programme evaluation. The course will give to programme designers, secondary school- and HEI managers information and knowledge on:
What evaluation is and how to use it for the improvement/upgrade of teaching and management of courses.
How to design evaluation plans, how to select the appropriate evaluation type
How to implement the evaluation procedure
How to process and present the evaluation results
How to work with people and information in the framework of evaluation.
29. Project goals The EVAPRO course is designed as a 3rd generation DE course. It combines on-line and off-line study with asynchronous ans synchronous on-line communication.
Apart from the 3 module of the course the participants will receive the following tools: a glossary of basic terms in educational course evaluation ans a set of tools for the implementation of the evaluation procedure.
The EVAPRO course ends with a Final Project that has to be defended. The study is composed of the following parts:
Introduction 8 hours
3 modules of study, assessments and a case study 72 hours
FTF meeting 8 hours
Preparation of the Final Project - 28 hours
Sum total 116 hours
Thus the course is one semester equivalent.
30. Experience with DE course preparation, delivery and management Students
The majority of the students do not have the necessary skills for e-learning. Thus a start-up course would be necessary for them to get the skills.
Adult learners usually have access to Internet only at their workplace. The usuall home access is at present too slow for a system like eLern.
Adult learners lack the necessary learning skills. A Learning to learn would be another start-up course needed.
31. Students Undergraduate DE students have great problems in addressing the issue of learning self-management and time management.
To make their DE success rate better and their feeling of satisfaction greater, far more on-line tutor support would be necessary. For that a greater availability of home internet access would be needed. That should be a State defined policy.
32. Student support The personal interaction of the tutor with the learner or a group of learners can be managed in a FTF manner or virually through virtual classrooms. The lower interpersonal contact level is a disadvantage of the DE system.
The danger of providing knowledge without positive personal examples of application (ethics) is getting greater. Knowledge gets dissociated from its social and ethical context (responsibility for ethical use of knowledge).
33. Teachers HEI teachers usually do not have the necessary skills in andragogy. They sometimes fail to be able to develop successful learning cooperation with adult learners.
HEI teachers often do not have the skills to work with more complex learning SW environment and lack the skills to utilise the possibilities that such SW offers.
34. Teachers HEI teachers, HEI managers and decisionmakers often do not have sufficient knowledge about the strategies needed for making eLearning programmes successful. One of the other IDEP projects (VAT Virtual DE authoring team) contributes to the solution of that point.
HEI teachers lack knowledge about the work of a VLE tutor. They apparently do not see what is their new role in such a position. This tends to decrease the success of the courses.
35. Institutional level At HEIs, the approach to DE and VLE often lack wider coherence and a unified strategy.
The HRD of HEI teachers is heavily neglected.
The preparation for their role in e-Learning /VLE (as authors, tutors, learning process managers, counsellors, etc.) is greatly inadequate.
36. Institutional level HEIs do not seem to care for benchamrking or testing their learning products.
The products are usually not modified for the needs of the various target groups. This can cause lesser customer satisfaction.
In case od undergraduate or graduate study, the course designer and tutor is not infrequently less skilled in work with the Web environment or eLeraning than the student. That gives a strong psychological disadvantage.
38. Conclusions 1 The KGP project for DE is up to now a success
The row between the Ministry and the HEIs caused unforeseen problems. It is difficult to predict all the effects of this process.
The KGP will continue in its effort to provide quality undergraduate DE courses in geo-tourism.