E- dilemma
E-learning: fashion, necessity or reality?
Jaroslava Mikulecká
University of Hradec Králové
Peter Závodný
University of Economy, Bratislava
KMEP, Bratislava 2002
Learning Architecture
 Design,
 Sequencing,
 Integrating,
of all electronic and non-electronic
components of learning to deliver the
optimum improvement in competence and
performance of students and teachers.
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Why New Learning Architecture?
It is not the strongest of the species who
survive, nor the most intelligent, but the
ones most responsible to change
Charles Darwin
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New Tools
From classroom teaching to e-learning:
 modern presentation equipment
 digital cameras
 digital libraries (as ACM and IEEE digital
library - http://www.acm.org )
 e-books
 CD ROMs with CBT
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New Tools
 distance learning management software
(e-learning systems as WebCT, LOTUS
Learning Space, Blackboard, eDoceo)
 e-packs (as on http://www.WebCT.com)
 authoring tools software (as Macromedia
Flash or Autorware)
 web based schedulers and course
planners as Syllabus Plus from Scientia
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New Methodology
Mixed mode:
– Limited number of contact hours
combined with web-based learning
Critical activities:
– Feedback
– Assessment
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Finance: 1500 students, 80 teachers
 Communication (Cesnet, HK net) 20 000 EUR / Y
 HW (servers, PC for every teacher) - 40 000 EUR
 SW (MS Campus Agreement, WebCT Campus
Edition, specialised SW) - 17 000 EUR/Y
 Technical support 4000 EUR/ Y
 Training of teachers (ECDL, DL methodology,
WebCT)
 Study materials - 3 months sallary 60 000 CZK/Course
TOTALLY: 120 000 EUR
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Financial Resources - FIM UHK
 TEMPUS project S-JEP 12339-97: Multimedia and
Distance Learning for Teachers.
 SOCRATES/MINERVA project No. 90683-CP-1-2001-1-CZ:
E-DILEMA - E-resources and Distance Learning
Management
 Research stream CEZ: J20/98:184500001 “Knowledge
Management for Information Society”, 1999-2003
 Research stream CEZ: J20/98:184500002 “ICT in the
global education”, 1999-2003
 Special funds of the Ministry of Education
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Possible way to e-learning
 using of Application Service Provider
 sharing of learning objects
 cooperation among universities/faculties
eDILEMA project: e-resources and Distance
Learning Management (Socrates/MINERVA
Programme)
The main goal: DILLEO
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Digital Library of Learning Objects
 Learning Object is any entity, digital or nondigital, that may be used for learning, education
or training
 Metadata for learning object describe relevant
characteristics of the learning object
 DL – controlled set of digital information objects
– special type of information system fulfilling the
role of library
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DL is not …
 web – is not controlled
 multimedia database – does not provide library
services
 on-line information resource – need not to be
on-line
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Metadata Standardisation
 IMS - has produced a wide range of
specifications for learning technologies;
recently Digital Repositories White Paper http://www.imsglobal.org
 Dublin Core – developing a widely used
resource discovery specifications http://www.purl.org/dc
 ARIADNE – developing concepts and tools for
e-learning with a strong emphasis on the
sharing and reuse of e-resources http://www.ariadne-eu.org/main.html
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Metadata for our DILLEO
1.
2.
3.
4.
5.
6.
general information on the resource itself
semantics of the resource
pedagogical attributes
technical characteristics
conditions for use
meta-meta data
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DILLEO - physical view
Client
DB server
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Client
Application server
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DILLEO – logical view
User
DHTML & JavaScript
Web browser
ASP .NET
Web server (IIS)
Application objects
Stored procedures
Database server
Object files
Database
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MS SQL Server 2000
MS Index Server
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DILLEO – basic functions
Fulltext search
Selective search dependent on type of object
Possibility to view each object
Support for metadata creation
Evaluation of every learning object
Possibility to download the object
Different access rights
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Motivation for cooperation
Competition of distance courses
The main aim of the competition is
 to stimulate cooperation among Czech (and
Slovak) universities
 to motivate development and deployment of online courses
 to evaluate quality of on-line courses materials
 to demonstrate on-line teaching methodology,
problems and achievements
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Evaluation procedure
The evaluation procedure has two-steps:
1. The jury grades course materials (1 to 9, the
more the better) according to the criteria given
in the table below.
2. A workshop is organised where the authors
of the best courses demonstrate their
products to the jury and to all interested
people.
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Evaluation Criteria
The basic features (35% of all points)
– Mesurable and testable course objectives
– Intuitiveness of course control
– The overall design of the course
– Course graphics
– Usage of multimedia
– Response time of the system
– Quality of supplementary materials
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Evaluation criteria
Motivation of the students (27% of all points)
– Discussion groups and whiteboard
– Workgroups
– Practical examples
Planning and organising of learning process (8%)
– Support with calendar, vocabulary, index, search
possibilities
Feedback (30%)
– Monitoring of student’s progress
– Autotests
– Tests, assessments, assignments, exams
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Thank you for your attention