Wyniki wyszukiwania - BazTech

1

Rapid e-learning tools on the Moodle platform

Walasek T. A., Kucharczyk Z., Szewczyk K., Morawska-Walasek D.

Czasopismo Techniczne. Mechanika

|

2015

|

Y. 112, iss. 4-M

165--176

EN

One of the most frequently highlighted problems regarding online teaching reported by teachers is the time and effort required to prepare and regularly update attractive e-content. This is particularly true for multimedia content. On the other hand, the problem often reported by students is the low aesthetic value and teachers’ failure to produce materials that students deem to be aesthetically attractive. This article presents some suggestions on possible ways to control and manage the visual side of e-content.

PL

Jednym z problemów w e-learningu jest zgłaszana przez nauczycieli czasochłonność i pracochłonność przygotowania e-zawartości i jej aktualizacji. W szczególności dotyczy to multimediów. Problemem często zgłaszanym przez studentów jest z kolei niska wartość estetyczna i brak dbałości o stronę wizualną projektu. W artykule zaprezentowano kilka porad dotyczących sposobów pozwalających zapanować nad wizualną stroną kursów.

2

Some remarks on the methodology and e-learning tools used in the TQM course

Walasek T A, Kucharczyk Z., Morawska-Walasek D.

Journal of Achievements in Materials and Manufacturing Engineering

|

2011

|

Vol. 44, nr 2

205--210

EN

Purpose: In the present paper the process of preparation and delivery of an on-line course on Total Quality Management has been described. The course was created using various rapid e-learning tools. It has been delivered since 2004 in the Institute of Metal Forming, Quality Engineering and Bioengineering of the Częstochowa University of Technology. Design/methodology/approach: The paper presents the impressions and findings from the 6 years of teaching the TQM course with support of on-line tools and techniques. Up till now over 1200 regular, extramural and post-diploma students have taken the course, all of them on a voluntary basis. Open Source Moodle has been used as the Learning Management System. Some remarks on the authoring tools, including rapid e-learning tools, as well as the methodology and didactics of e-learning have been given. Findings: The use of rapid e-learning tools caused a significant decrease in time and workload during the preparation of e-content as well as an increase in their visual and methodological value. Students surveyed in questionnaires clearly indicate the need to use distance learning in the study process. Combining face-to-face and distance learning is called blended learning and the literature recognizes it as the most effective way of study. Research limitations/implications The application of rapid e-learning tools resulted in a shorter time and a smaller amount of work needed for preparation of an e-course. Yet, none of the tools can replace a proper methodological construction of a course. Further research aims at developing a set of good methodological practices for e-teachers. Originality/value: The use of e-learning tools and techniques in the TQM course has made studying more attractive. It also made it available to a greater number of students. Rapid e-learning tools allow teachers to create visually attractive e-materials in a reasonably short period of time and without too much strain on their part.

3

Assuring quality of an e-learning project through the PDCA approach

Walasek T., Kucharczyk Z., Morawska-Walasek D.

Archives of Materials Science and Engineering

|

2011

|

Vol. 48, nr 1

56-61

EN

The aim of the paper is to present the methodology used to manage an extensive e-learning project at the Czestochowa University of Technology. Systematic and generic methodology was used to assure quality and homogeneity of the implemented on-line courses.

4

Information Technologies supporting students' mobility

Walasek T., Piątkowski J., Morawska-Walasek D.

Journal of Achievements in Materials and Manufacturing Engineering

|

2007

|

Vol. 25, nr 1

83-86

EN

Purpose: ESMOS is a project financially supported by the SOCRATES/Minerva European Commission initiative, which aims to enhance student mobility through online support. The ESMOS partnership has explored existing practice in student mobility support, particularly investigating how technology is being utilised to support students. It has also examined the factors that affect exchange students and has identified problems with meeting student mobility numbers. Design/methodology/approach: The results obtained were used for the development of a methodology for European mobility student support using a web-based approach. This methodology acknowledges different styles of teaching and learning and the difficulties experienced by international students and the academics teaching them in a cross-cultural context. Findings: Support given by the home university could refer to many aspects - from organizational matters through the didactical help, up to psychological support. The following list presents the aspects in question: psychological, organizational, administrative, methodological/didactical, conceptual, technical support. Research limitations/implications: The partners' experiences gathered before and during the project show that the virtual environment (VLE) can be widely used to support students' mobility. Moreover a web page support which includes online registration of applicants is needed. The web page should be backed up by a database. The i-ERASMUS CMS system presented in the paper is the solution proposed by Częstochowa University of Technology (CzUT). Practical implications: i-ERASMUS has been already created and it is now being validated. First group of students applying for the Socrates exchange is registering through it. First observations seems to be optimistic. Originality/value: The i-ERASMUS CMS system is the solution developed by Częstochowa University of Technology (CzUT).