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Mulimedia manuals for descriptive geometry and engineering graphics

Helenowska-Peschke M.

Journal Biuletyn of Polish Society for Geometry and Engineering Graphics

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2008

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Vol. 18

44--50

EN

The article discusses issues connected with ICT (Information and Communication Technologies) implementation in descriptive geometry and engineering graphics education. The presentation of the issues is supported by the author’s multimedia manuals made in Multimedia Flash MX and published in the Gdańsk University of Technology net. The main advantages of Flash technology in context of the descriptive geometry manuals are: interactivity (which for e.g. allows creating multistage drawings step by step like during a live lecture), visualization abilities (which for eg. allows animations off all kinds) as well as non-linear structure of publication (which allows hypertext features). The concept addresses many didactical postulates eg. individualization of teaching (a student can adjust a pace, a place and a time of study to his own capabilities). The discussed multimedia manuals can serve as an independent source of knowledge or a systematic and a comprehensive record of actual lectures as well as a self –study and exam preparation materials. The actual didactical effect is difficult to measure as an overall effectiveness of study depends on varies factors eg. motivation, interest, foreknowledge. Undoubtedly the high users’ opinion can be confirmed by the rapidly growing number of the visitors on the manuals’ sites ( e.g. Exercises on Descriptive Geometry has over 21000 visitors in two years).

PL

W artykule przedstawiono problematykę związaną z wykorzystaniem technologii informatycznych i komunikacyjnych (ITC) w edukacji z zakresu geometrii wykreślnej i grafiki inżynierskiej. Prezentacja została oparta na doświadczeniach wynikających z zaprojektowania w technologii Multimedia Flash czterech autorskich podręczników multimedialnych opublikowanych w sieci Politechniki Gdańskiej. Najistotniejszymi zaletami technologii Flash w kontekście nauczania geometrii wykreślnej są: interaktywność (umożliwiająca budowanie wieloetapowych konstrukcji geometrycznych krok po kroku tak jak się to odbywa w czasie wykładu na żywo), bogactwo środków graficznych (umożliwiające tworzenie wszelkiego rodzaju animacji), oraz nie-linearna struktura publikacji (umożliwiająca tworzenie hipertekstów). Szczegółowe rozwiązania metodyczne zostały oparte na metodyce przedmiotu, ogólnych zasadach dydaktycznych oraz najnowszych osiągnięciach pedagogiki multimedialnej. Koncepcja prezentowanych podręczników multimedialnych pozwala na realizację wielu postulatów dydaktycznych, jak np. indywidualizacja nauczania - student wyznacza sobie tempo prezentacji, miejsce i czas nauki zgodnie z własnymi preferencjami. Równie istotną zaletą podręczników publikowanych w sieci jest fakt, iż proces ich udoskonalania, aktualizacji i rozbudowy może trwać nieprzerwanie. Prezentowane autorskie podręczniki multimedialne do geometrii wykreślnej są dedykowane studentom wydziałów architektury, obecny zakres obejmuje aktualny program nauczania na Politechnice Gdańskiej. Mogą stanowić samodzielne źródło wiedzy, pełnić rolę przemyślanej notatki z wykładu lub materiału do samodzielnych ćwiczeń. Weryfikacja przyjętych rozwiązań metodycznych w podręcznikach multimedialnych stanowi trudność praktyczną i metodologiczną, jako że na rezultaty nauczania składa się wieleczynników np. motywacja, zainteresowania, wiedza uprzednia. Niewątpliwie pozytywny odbiór potwierdzają e-mail’e od studentów z różnych polskich uczelni technicznych oraz liczba odwiedzin na stronie. Opublikowany w 2006 roku skrypt „Ćwiczenia z geometrii wykreślnej” był przeglądany prawie 21 000 razy (stan z kwietnnia 2008). Prezentowane publikacje multimedialne do geometrii wykreślnej są wolnodostępne pod adresami http://www.pg.gda.pl/architektura/ztw (dostęp wrzesień 2008) lub http://www.wbss.pg.gda.pl.

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Technologia informacyjna w kształceniu chemicznym

Gulińska H.

Wiadomości Chemiczne

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2007

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[Z] 61, 5-6

303-338

EN

In order to teach effectively and efficiently, one has to combine various elements of depiction and visualization, as well as to create emotional, imaginative and sensational linkages in the learner's mind. Visualization allows to get through to one's real, inner, and subjective emotions, sensations and images. It is sometimes said that our eyes are an interface between our brain and the outside world. A good example of putting this assumption into practice can be found in the educational packages backing up chemistry curricula at different educational levels. The multimedia software designed or code signed by the author of the article comprises either succinct printed textbooks with integral CDs, or multimedia textbooks available both on CDs and on the Internet. Each of the CD multimedia lessons contains animations and simulations of chemical processes and phenomena, dynamic and three-dimensional element and compound models, tests and problem solving tasks, as well as film sequences illus-trating chemical experiments. Not only do those films allow the user to watch respective fragments of a given experiment in close-up so as to analyze interrelationships between them, but they can also be played repeatedly, thus making the user memorize the sequence of laboratory activities or the course of industrial processes. Such presentations of experiments can help teachers and students who are, for some reasons, unable to carry them out on their own. They are also an inspiration for those willing to carry out new experiments and, above all, an aid to those looking for didactic means to explain complex questions. What is important is that all experiments presented on the CDs are only those that can be always carried out safely, successfully and economically. Their visualizations create images of the course of chemical experiments in the learner's mind, which, though no substitute for their actual replication, can still be a valuable source of knowledge. The article additionally presents the interactive board as means of creating and saving interactive educational images, a tool of interactive evaluation of knowledge and skills, a field for playing educational games, a device helping the teacher organize his work, a medium of remote teaching, and a his inspiration for carrying out and interpreting experiments.

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Obszary badań w zakresie dydaktyki chemii

Gulińska H., Janiuk R.M., Maciejowska I.

Wiadomości Chemiczne

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2007

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[Z] 61, 9-10

653-686

EN

The article describes the research in chemical education carried out in Poland and its significance for improvement of chemical education on each level, as well as for the general development of learners and their future career choices. The research was carried out in cooperation with world scientific centers through, participation of polish researchers in international conferences, organization of cyclic international meetings, carrying out many years' standing common research, and taking part by the university and PhD students in European exchange programs. Particular attention has been paid to the importance of information technology development, including for instance e-teaching. It has been proven that research in chemical education contributes to elaboration of theoretical assumptions concerning teaching processes. The results are now aimed at their application in chemistry teaching and learning efficacy improvement.

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Czasowo-częstotliwościowa analiza sygnałów - w dydaktyce przyjaznej dla studentów

Rak R. J., Majkowski A.

Pomiary Automatyka Kontrola

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2007

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R. 53, nr 9

65-69

PL

Mniej lub bardziej zaawansowane algorytmy cyfrowego przetwarzania i analizy sygnałów stanowią nieodłączną część modułów programowych każdego wirtualnego przyrządu pomiarowego. W związku z tym więk-szość narzędziowych programów przeznaczonych do projektowania wirtualnych przyrządów pomiarowych, wyposażona jest w biblioteki zawierające funkcje cyfrowego przetwarzania sygnałów. Odpowiadające im panele funkcyjne lub moduły graficzne mają formę przyjazną dla użytkownika i są łatwe w implementacji. Nie ulega wątpliwości, że metrolodzy, jako użytkownicy tego oprogramowania, powinni wcześniej poznać teorię cyfrowego przetwarzania sygnałów. Propozycja autorów polega po pierwsze na przedstawieniu metodycznego podejścia do nauczania metod cyfrowego przetwarzania i analizy sygnałów i po drugie na wykorzystaniu do tego celu zasobów programowych środowisk programistycznych takich jak LabVIEW czy LabWindows/CVI. Stąd prosta droga do opracowania multimedialnego podręcznika do cyfrowego przetwarzania sygnałów.

EN

Digital signal processing algorithms are attached to software modules of many virtual instruments. So that, all available software tools, which help to design virtual instruments, are equipped with libraries implementing digital signal processing functions. Function panels or graphical modules related to them have a user friendly form and are easy to use. Certainly, the scientists, engineers and students as the tool software users should learn digital signal processing theory before. The idea of DSP teaching, presented by the authors, leads to creation of the multimedia DSP handbook.

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Podręczniki multimedialne w szkole wojskowej

Smal T.

Zeszyty Naukowe / Wyższa Szkoła Oficerska Wojsk Lądowych im. gen. T. Kościuszki

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2004

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Nr 3

23--29

PL

W artykule rozważono możliwość wykorzystania podręczników multimedialnych jako suplementu uzupełniającego tradycyjne metody nauczania. W oparciu o własne badania ankietowe zaprezentowano opinie kadry dydaktycznej i słuchaczy szkoły wojskowej na temat wykorzystania podręczników multimedialnych w procesie kształcenia. Stwierdzono, iż ankietowani wykazują duże zainteresowanie problemami związanymi z multimedialnym oprzyrządowaniem nauczania, choć niejednokrotnie brak jest adekwatnych podręczników multimedialnych, które można by wykorzystywać do przedmiotów specjalistycznych - typowo wojskowych.

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Akademicki podręcznik multimedialny "Dydaktyka ochrony środowiska" w systemie kształcenia stacjonarnego i zdalnego

Burewicz A., Gulińska H., Jagodziński P., Miranowicz M., Miranowicz N., Wolski R., Zielińska M.

Wiadomości Chemiczne

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2002

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[Z] 56, 11-12

1053-1085

EN

In the course of the "KBN" research project in the Department of Chemistry Didactics at Adam Mickiewicz University in Poznań, the first Polish academic multimedial handbook Teaching of Environmental Protection. This handbook is devoted to full time (on-site) undergraduate and graduate students, but may also be used in a system of remote education of primarily teaching staff. The article describes successfully functioning systems of remote teaching in Poland and abroad and includes a discussion of their effectiveness. The handbook Teaching of Environmental Protection differs from a conventional handbook in, among others, that each of its pages is not only illustrated by images or diagrams, but films, animations or simulations and includes the fact that all the functions of the learner and/or teacher are registered, which allows presentation, at the appropriate moment, of the appropriate assignment and/or test. The prepared system of hypertextual and hypermedial references simplifies searching out information and its compilation into various conceptual structures. Hence, this is an interactive handbook, with a branching, modular structure with broad potential for an uncomplicated expansion of its content. The illustration of content prepared for the needs of the handbook are further discussed in the context of a choice of appropriate matters for effective visualization as well as programming tools necessary for this. An important element of this work was the preparation of basic methods of imaging by means of computer tools. Considering the fundamental role played in chemical education by the experiment, the films included on the pages (windows) of the handbook were assigned to several modules, and then each of them was described with relation to the function that a given group of film sequences can play in the learning-teaching process. The article presents the first results of the didactic work of teachers employing the modular system of remote teaching, making use of the handbook Teaching of Environmental Protection, and discusses them with relation to results obtained in the Department of Chemistry Didactics, during work with other multimedial products prepared there.

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Podręcznik multimedialny w kształceniu chemicznym

Gulińska H., Burewicz A.

Wiadomości Chemiczne

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2000

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[Z] 54, 7-8

651-676

EN

A review of current textbooks on the teaching of chemistry allows us to state that an ever-growing number of them are not only very thoroughly illustrated, but are supplemented by many didactic media. The elements supporting the textbook should be treated as unique elements added at the time that the text itself was already in existence. Quite a different teaching approach is found in the case of textbooks created from the outset with the idea of using many medial codes of presenting information and having a unitary structure with specially prepared supporting media (slides, overhead transparencies, videocassetes). In the situation where the supporting media comprise the fundamental element of the audio-visual textbook, taking over a considerable amount of its content, the preparation of the appropriate materials takes on the central role in creating the book itself. Preparation of a textbook fulfilling the above mentioned criteria encounters difficulties primary of a technical nature. The hope for overcoming them lies over more often in multimedial textbooks. Working with multimedial textbook of this type should place the student in a research situation, creating conditions for conducting independent reseach - seeking answers to posed questions and providing solutions to theoretical and practical problems. Substitution of the traditional textbook with multimedial one opens several hitherto unused avenues of action made available through the new educational technology. In Poland, multimedial textbooks have yet to be developed, which would be devoted to the teaching of chemistry at the high school and junior high school level (from 13 to 18 years) and meeting the standards of the of the curriculum. These considerations have resulted in our developing research aimed at an evaluation of the effectivness of chemistry teaching supported by multimedial programs. The latter are aimed at intellectual and manual motivation of the students through emotional engagement and the way they reinforce information retention and provide acceptable methods of systematizing information elicited by the structure of the multimedial programs themselves. In considering the resuts of our research, confirming the possibility of a considerable improvement in the effectiveness of teaching natural science subjects by means of multimedia, we undertook activities aimed at developing multimedial textbooks for the teaching of chemistry at various educational levels. This undertaking of considerable scope is initiated by the textbook Chemistry with Elements of Ecology by H. Gulińska and A. Burewicz, aimed at the high school level of teching. The textbook Chemistry with Elements of Ecology is composed of three parts (each on two CD-ROMs) and contains the following subject area groups: Part 1 - "Chemistry Fundamentals", Part 2 - "Types of Inorganic Compounds", Part 3 - "Carbon and Its Compounds"