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Technical University of Cluj Napoca. ELECTRONIC PLATFORMS FOR E-LEARNING. Laura Grindei, Aurel Vlaicu, Bogdan Orza Technical University of Cluj-Napoca, Romania. SOFIA, 29 November 2005. CONTENTS. Introduction to e-Learning E-Learning professional platforms On-line courses design

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slide1

Technical University of Cluj Napoca

ELECTRONIC PLATFORMS FOR E-LEARNING

Laura Grindei, Aurel Vlaicu, Bogdan Orza

Technical University of Cluj-Napoca, Romania

SOFIA, 29 November 2005

contents
CONTENTS

Introduction to e-Learning

E-Learning professional platforms

On-line courses design

Interactive multimedia applications design

On-line evaluation strategies

Conclusions and future developments

SOFIA, 29 November 2005

continuous and distance education

Distance courses

Video conference

radio/TV

Internet(eLearning)

mail

1. Introduction to e-Learning

Continuous and distance education

Continuous education (CE):also known as life long learning and comprises all the education activities that aim knowledge, skills and competencies enhancement, from personal, social, civic and/or employment capability point of view

Distance education (DE):comprises various study forms, that do not take place under professors surveillance in class rooms, but that benefit of plans, guidance and assistance of an organization or an educational institution.

DE types:

SOFIA, 29 November 2005

definitions

1. Introduction to e-Learning

DEFINITIONS
  • E-Learning:planned experience of teaching/learning offered by an educational institution, DE type that gives educational materials in sequential and logical order in order to be assimilated by students in their own manner.
  • Characteristics
  • Accessibility on Internet always, from everywhere
  • Educational materials having interactive multimedia format
  • Interaction and collaboration between students and tutor
  • On-line monitoring and administration
  • Technologies
  • Synchronous(participant oriented):chat, video conferences, whiteboard
  • Asynchronous(computer oriented):www, email, FTP, newsgroup

SOFIA, 29 November 2005

educational scenario for e learning

DIDACTIC

SCRIPT

COMPUTER

1. Introduction to e-Learning

EDUCATIONAL SCENARIO FOR E-LEARNING

P

R

A

C

T

I

C

E

T

H

E

O

R

Y

SOFIA, 29 November 2005

model s

browser

browser

email

Course administrator

forum

browser

Tutor

1. Introduction to e-Learning

MODELS

Database

Content

Web page

1. Individual

Interactive presentations

Content management

WebServer

Internet

Audio-video

Agenda

2.With communication facilities

3.Advanced

AV streaming

Communication server

SOFIA, 29 November 2005

u sers

Administrator

Student

Tutor

1. Introduction to e-Learning

USERS

Evaluation of results

recording

eLearning

assistance, evaluation

SOFIA, 29 November 2005

advantages

1. Introduction to e-Learning

Advantages

Disadvantages

  • Online accessibility 24h a day/ 7 days a

week

  • Personalized learning systems
  • Various pedagogical methods
  • On-line administration
  • Less study time
  • Low cost distribution and maintenance
  • Asynchronousand synchronous

interactions

  • Dynamic and interactive technologies
  • Relatively high abandon rate, if the students are not motivated enough
  • Students need experience in computer handling
  • High design costs

Conclusion:E-learning does not substitute the traditional classes

Improvements  more attractive, dynamic, flexible, interactive and efficient education.

SOFIA, 29 November 2005

designing e learning platforms e l p

1. Introduction to e-Learning

Designing e-learning platforms (ELP)

ELP:the ensemble of programs and equipments that facilitates content&

resource distribution and management, as well as collaboration for on-

line courses

ELP designing stages:

  • Learning needs: analyze and definition
  • Design and implementation
  • Platform launch on Internet
  • Platform evaluation

Necessary knowledge for ELP development:

  • pedagogy
  • programming
  • information security
  • standardization

SOFIA, 29 November 2005

designing e learning platforms elp

Server

User

Producer

hosting

Hardware

Software

Connection

Internet

PC

Browser, media player

Average speed

Multimedia PC

Software-content design

Average speed

Web server software

High speed

1. Introduction to e-Learning

Designing e-learning platforms (ELP)

Access

Design

Components for ELP design and functionalities

SOFIA, 29 November 2005

e learning standards and specifications

AICC

IMS

ARIADNE

CLEO

Learning

Federation

IEEE

ISO

CEN/ISS

ADL

ALIC

Specification

consortium

Labs

market

testing

Standardization

bodies

Concepts

specifications

reference models

standards

1. Introduction to e-Learning

E-LEARNING STANDARDS AND SPECIFICATIONS

De facto

standards

voluntary usage

SOFIA, 29 November 2005

e learning standards and specifications1

1. Introduction to e-Learning

E-learning standards and specifications
  • Ensure:
  • Interoperability– ELP may be used on other hardware – software configurations as well
  • Re-usage – teaching objects and resources can be used with various programs/ settings/ profiles for various clients
  • Management – information on content and users
  • Accesibility – quick access to platform and content
  • Durability – ensures periodical update of the content
  • Scalability– capability to extend the courses for other fields and other types of users

SOFIA, 29 November 2005

elp usage in romania

1. Introduction to e-Learning

ELP USAGE IN ROMANIA
  • Institutions that regulate DE and CE:
  • MEC – H.G. 1011/2001 – Standards for DE
  • CNFIS – regulations regarding permanent education
  • CNFPA – regulations regarding professional adults formation providers authorization .

Companies offering support for ELP design and development:

  • Timsoft, Siveco, Sofwin, Expert Learning System, Comsys, Learning Systems, QCT Connect, Media eLearning, Data Business Center, Academia On-line, etc.
  • ELPs offered by universities:
  • University of Bucharest, Technical University of Timisoara, Transylvania University of Brasov, Technical University of Cluj-Napoca, Gh. Asachi University of Iasi and UBB Cluj Napoca.
  • Portals offering online education:
  • SEI, Timsoft, Forum, ScoalaOnline, Training.ro, etc.

SOFIA, 29 November 2005

accessing tools

audio

conferences

Chat

distributed

applications

Email

A

presentations

video

conference

Forum

web synchronized

tour

Whiteboard

2.Professional E-learning platforms

Accessing tools

Media players and viewers

Web browsers

Client applications

online

meetings

pools

SOFIA, 29 November 2005

distribution tools

Virtual University

LCMS

LMS

Web server software

Server operating system

Server hardware

VIRTUAL UNIVERSITY

Web servers

Store web pages/ ELP component files that may be displayed by users in browsers.

Ensure PeL’s distribution over the network under a tutor’s surveillance

LCMS

LMS

Ensure courses and students administration and management

Ensure assembling and providing new courses from reusable modules

Multimedia server

Facilitates the efficient use of the multimedia files over the network

2.Professional E-learning platforms

Distribution tools

SOFIA, 29 November 2005

professional elp examples

2.Professional E-learning platforms

PROFESSIONAL ELP EXAMPLES

IBM LOTUS LMS SOLUTION

BLACKBOARD ACADEMIC SUITE

E-LEARNING AELPLATFORM

E-LEARNING IeLPLATFORM

SOFIA, 29 November 2005

iel platform

Educational activities management module

  • Administration system: interfaces set for users administration
  • Educational content management system:educational materials administration for each course
  • Online evaluation system: students online evaluation interfaces
  • Agenda:interfaces for grouping activities

Communication module

  • Forum:dedicated for each group of users
  • Chat:dedicated for users from the same group (public/ private)
  • Whiteboard:having various security and accessibility levels

2.Professional E-learning platforms

IeL PLATFORM

SOFIA, 29 November 2005

iel platform1

Public pages

virtual universitystructure

Online subscription

available courses

online evaluation

Users

backup

Private pages

Communication

course

materials

other component

Active courses

Course quality evaluation

2.Professional E-learning platforms

IeL PLATFORM

SOFIA, 29 November 2005

iel platform2

Management

q

Reports

q

Administrator

Professor

Student

Tutor

View data from

View

educational

m

Insert educational

q

q

q

courses/

materials

materials

students

Communication with tutors

Reports from the tutor

q

q

List of activities

Individual statistics

Validation of educational

q

q

q

A

genda

Agenda

activities

q

q

Course agenda

q

2.Professional E-learning platforms

IeL PLATFORM

SOFIA, 29 November 2005

design stages

3.Online courses design

Design stages
  • Establishing course content and dividing it into modules and units (chapters, lessons).
  • Selecting the data presentation media (text, audio or video) and the formats.
  • Establishing what platforms and software will be used to distribute the online courses
  • Establishing online activities (exercises, problems, practice and projects).
  • Testing and evaluating the course content by professionals.
  • Elaborating an activity guide and/or a study guide for students: that shows how to utilize it, to realize the practical activities and the online activities.
  • Making online evaluation tests (as surveys, multiple answers).
  • Publishing the courses on the web site or on LMS

SOFIA, 29 November 2005

professional tools

3.Online courses design

PROFESSIONAL TOOLS

1. Course Authoring Tools

TRAINERSOFT 8

MACROMEDIA 7 AUTHORWARE

WEB COURSE BUILDER

LECTORA INTERNATIONAL PUBLISHING

SOFIA, 29 November 2005

professional tools1

3.Online courses design

PROFESSIONAL TOOLS

2. Web Authoring Tools

MACROMEDIA DREAMWEAVER MX

MICROSOFT FRONT PAGE

3. Multimedia files editing tools (animation)

MACROMEDIA FLASH

MACROMEDIA DIRECTOR

SOFIA, 29 November 2005

professional tools2

3.Online courses design

PROFESSIONAL TOOLS

3. Multimedia files editing tools(video)

MICROSOFT MOVIEMAKER

ADOBE PREMIERE

MULTIMEDIA TECHNOLOGIES INTEGRATION

Tools for:

  • Content conversion in web format
  • Database and dynamic web pages creation
  • Equations editing in web format
  • Creating real timedynamic charts

SOFIA, 29 November 2005

databases

SERVER

CLIENT

MySQL request

MySQL

Client

process

MySQL

server

process

MySQL answer

Network

3.Online courses design

Databases

DYNAMIC WEB PAGES DESIGN

Client – server architecture

SOFIA, 29 November 2005

dynamic web pages design

Web server

Request

Browser

Script Interpreter

CLIENT

Answer

database

SERVER

3.Online courses design

DYNAMIC WEB PAGES DESIGN

MySQL and PHP

SOFIA, 29 November 2005

tef and cem online courses implementation

3.Online courses design

TEF and CEM online courses implementation

Integrated educational materials

  • Presentations:tutorials, documentation
  • Theoretical applications and virtual labs
  • On-line self evaluation testsand final evaluation tests (different formats)

Developed and integrated components

  • Graphic interfaces (Macromedia Dreamweaver MX, Microsoft PPT, Adobe Photoshop, Macromedia Flash and GIF Animator, CSS)
  • Browser menus (PHP and Java Script)
  • Dynamic web pages (databases: MySQL, PHP): glossary of terms, virtual library, on line final testing)
  • Interactive web pages (JavaScript, Java): theoretical applications, online evaluation tests, virtual lab

SOFIA, 29 November 2005

slide27

3.Online courses design

ELECTRONIC COMPUTER AIDED DESIGN – Phare Multicountry Programme for DE – designed by T.U. Sofia – Professor Elena Shoikova

tef and cem courses implementation

3.Online courses design

TEF and CEM courses implementation

The Theory of Electromagnetic Field online course

Course content

Lesson 1 – module 1 tutorial

SOFIA, 29 November 2005

tef and cem courses implementation1

3.Online courses design

TEF and CEM courses implementation

TEF online course (The Theory of Electromagnetic Field)

Study agenda – module 1

Lesson 1 - content

SOFIA, 29 November 2005

tef and cem courses implementation2

3.Online courses design

TEF and CEM courses implementation

TEF online course (The Theory of Electromagnetic Field)

Glosar de termeni

Biblioteca virtuală

SOFIA, 29 November 2005

tef and cem courses implementation3

3.Online courses design

TEF and CEM courses implementation

CEM (ElectroMagnetic Compatibility) online course

Assistance

Student guide

SOFIA, 29 November 2005

tef and cem courses implementation4

3.Online courses design

TEF and CEM courses implementation

CEMonline course(Electromagnetic Compatibility)

Module 1 - objectives

Chapter 1, module 1 - tutorial

SOFIA, 29 November 2005

slide33

3.Online courses design

TEF and CEM courses implementation

Integrating the courses within IeL

User configuringtutor for CEM course

Activities configuration for the CEM Course

SOFIA, 29 November 2005

professional tools for design

4.Interactive multimedia applications design

PROFESSIONAL TOOLS FOR DESIGN

Dynamic multimedia applications

  • Animation, movies
  • Dynamic banners
  • Dynamic web pages

Server side scripting languages: PHP (Hypertext Preprocessor), Perl (Practical Extraction and Report Language), ASP (Active Server Pages - Microsoft) andJSP (Java Server Pages – Sun Microsystems).

Client side scripting languages:Java Script (Netscape), Jscript (Microsoft) andVBScript (Visual Basic Script- Microsoft).

  • Interactive multimedia application
    • Java Scripts,
    • Javaapplets,
    • Flash/Shockwave technologies

SOFIA, 29 November 2005

interactive multimedia applications for cem and tef

4.Interactive multimedia applications design

INTERACTIVEMULTIMEDIA APPLICATIONSFOR CEM AND TEF

Theoretical applications for TEF course

SOFIA, 29 November 2005

interactive multimedia applications developed for online courses

4.Interactive multimedia applications design

Interactive multimedia applications developed for online courses

Theoretical applications for the TEF course

SOFIA, 29 November 2005

interactive multimedia applications developed for online courses1

4.Interactive multimedia applications design

Interactive multimedia applications developed for online courses

Theoretical applications for CEM courses

SOFIA, 29 November 2005

virtual labs

Disadvantages

  • Lack of direct contact between professors and students, which sometimes leads to confusions or impossibility to finalize the activity
  • Labs have to be accompanied by explicit utilization guides
  • High complexity degree of design
  • High costs, long time and many efforts for implementation

4.Interactive multimedia applications design

VIRTUAL LABS

Advantages

  • Essentialfor online courses in the technical domain
  • Useful to illustrate certain functionalities ofdevices, processes, phenomena not accessible for students in any other way
  • Offer means and solutions to implement interactively some practical activities that allow viewing in various conditions and hypothesis processes, devices or equipment
  • Reproducibility: they can be repeated several times, if necessary, by the students, without any effort from the professors or tutors
  • Do not need expensive lab equipment or devices
virtual labs for tef and cem courses

4.Interactive multimedia applications design

VIRTUAL LABS FOR TEF AND CEM COURSES

Practical applications forTEF course (Electrostatic 3D)

Sequence from an application usingthe “Electrostatic 3D” software(electrostatic field’s spectrum for 2 conductor surfaces situated close to a separation surface between 2 media having different material constants)

Sequence of an application that usethe “Electrostatic 3D” software (3D representation of electrical field)

SOFIA, 29 November 2005

virtual labs for tef and cem courses1

4.Interactive multimedia applications design

VIRTUAL LABS FOR TEF AND CEM COURSES

Practical applications forTEF course (Electrostatic 3D)

Sequence of an application that useElectrostatic 3D(3D representation of electric potential)

Sequence of an application that useElectrostatic 3D (electrostatic field spectrum of 2 point like charges next to a conductor surface)

SOFIA, 29 November 2005

virtual labs for tef and cem courses2

4.Interactive multimedia applications design

VIRTUAL LABS FOR TEF AND CEM COURSES

Practical applications forTEF course (Maxwell –Ansoft3D)

Sequence from a solved application that uses Maxwell–Ansoft 3D

(equipotential surfaces)

Sequence from a solved application that uses Maxwell–Ansoft 3D

(electrostatic field spectrum)

SOFIA, 29 November 2005

virtual labs for tef and cem courses3

4.Interactive multimedia applications design

VIRTUAL LABS FOR TEF AND CEM COURSES

Practical applications forTEF course (FEMLAB 3D)

Sequence from a solved application that uses Maxwell–Ansoft 3D

(electric field spectrum of 2 conductor cylinders and an insulator enclosure)

Sequence from a solved application that uses Maxwell–Ansoft 3D

(defining analyzed geometry)

SOFIA, 29 November 2005

virtual labs for tef and cem courses4

4.Interactive multimedia applications design

VIRTUAL LABS FOR TEF AND CEM COURSES

Practical applications forTEF course (FEMLAB 3D)

Sequence from a solved application that uses Maxwell–Ansoft 3D

(electric field spectrum of 2 conductor cylinders )

Sequence from a solved application that usesFEMLAB 3D

(electric field spectrum of 2 conductor cylinders )

SOFIA, 29 November 2005

virtual labs for tef and cem courses5

4.Interactive multimedia applications design

VIRTUAL LABS FOR TEF AND CEM COURSES

Practical applications forTEF course (FEMLAB 3D)

Sequence from a solved application that usesFEMLAB 3D

(electric field spectrum of 2 conductor spheres)

Sequence from a solved application that usesFEMLAB 3D

(field lines and equipotential surfaces)

SOFIA, 29 November 2005

virtual labs for tef and cem courses6

4.Interactive multimedia applications design

VIRTUAL LABS FOR TEF AND CEM COURSES

Practical applications forCEM course (Java)

Window from an interactive applicationTransmission line with loss

Time dependent tension, power, current charts

Window from an interactive applicationTransmission line with loss

Line settings, charge, Generator

SOFIA, 29 November 2005

online students evaluation

5.On-line evaluation strategies

Online students’ evaluation

Characteristics

  • ACCESIBILITY - offers information on the students’ assimilation degree.
  • RELIABILITY -obtained scores consistency – same test given at different time, leads to similar results.
  • TRANSPARENCY - students’ precise information on the evaluation process.
  • EFICIENCY - an efficient test suppose easy development, administration, grading and interpretation.
  • FLEXIBILITY - test’s capability to measure a large scale of gained knowledge and aptitudes.

SOFIA, 29 November 2005

online students evaluation1

5.On-line evaluation strategies

Online students’ evaluation

Tests types

  • Tests with true/false answers
  • Chart type tests
  • Correct answer association tests
  • Quiz tests with several answers
  • Short answer tests
  • Essay type tests

SOFIA, 29 November 2005

tests design tools

5.On-line evaluation strategies

Tests design tools

MACROMEDIA COURSE BUILDER

HOT POTATOES

QUIZROCKET CREATOR

SOFIA, 29 November 2005

contributions to online students evaluation

5.On-line evaluation strategies

Contributions to online students’ evaluation

Self evaluation tests for TEF course

SOFIA, 29 November 2005

contributions to online students evaluation1

5.On-line evaluation strategies

Contributions to online students’ evaluation

Final evaluation tests for CEM course

Quiz test configuration (IeL)

SOFIA, 29 November 2005

contributions to online students evaluation2

5.On-line evaluation strategies

Contributions to online students’ evaluation

Final evaluation tests for CEM course

Quiz testing and grading (IeL)

Correct answers at final test (IeL)

Final online evaluation test (IeL)

SOFIA, 29 November 2005

online course evaluation

5.On-line evaluation strategies

Online course evaluation

Quality control guarantee criteria

Content:to be teach information structure, thematic deepness level of the content, notions’ correctness, information’s up to date and interest degree, users specifications

Platform technology:tools, used technology (robustness), guarantee of an e-learning management portal, curricula structure, users registration, browsing tools, web browsers compatibility, multimedia elements integration and communication medium speed.

Multimedia presentation:user interface, easy text browsing, image quality, sound quality, video quality, animations’ impact, easy use of tests, interactive tools quality.

Pedagogical and educational aspects:pedagogical principles that are at the e-learning program’s basis, teaching aims have to be the same as learning aims.

SOFIA, 29 November 2005

contributions to online courses evaluation

5.On-line evaluation strategies

Contributions to online courses evaluation

Quiz for CEM course

Quiz for TEF course

SOFIA, 29 November 2005

future development perspectives and strategies

2. Multimedia technologies

  • Including videoconferences in IeL in order to improve the online teaching process (organizing courses, labs – the practical parts taking place in a specialized lab of a company, factory)
  • Extending the lab applications range, using specific techniques for virtual reality and/or virtual tools as well as other professional software
  • Implementing solutions for online evaluation using videoconference

6. Conclusions and future developments

Future development perspectives and strategies
  • Online courses content
  • Finalize all the modules from the 2 online courses TEF and CEM
  • Extend the theoretical applications area, by including several types of applications done with interactive multimedia technologies.
  • Increase the interactivity level of the courses, by integrating databases for various other activity types (applications, course evaluation)

SOFIA, 29 November 2005