Information Technology Reference
In-Depth Information
to the previous target-functions (e.g. principles 33,
35, 29, 15, 28, 18, 10, 19, 39, 2, 11). Solutions
proposed in those cases are naturally included here,
too. Thus, materials can be prepared in any format
and students can download files from a repository
system (e.g. Moodle). Students can open any file
on their computers (alternatively, the file can be
displayed on a screen by means of a multi-media
projector) and multiple modes of communication
are provided (e.g. e-mails, Skype, Yahoo messen-
ger, etc.). Web-cameras and/or videoconference
systems are integrated. Teacher uses a tablet PC
and a remote desktop control server application
(e.g. VNC) in order to handle remotely any ap-
plication that runs on his/her tablet PC. The tablet
PC, together with specific software applications
(e.g. CorelGrafigo, Windows Journal, etc.), acts
as a virtual interactive whiteboard. A specific
application for remote computer monitoring is
integrated to “see” and “record” any action of each
student on his/her terminal. Thus, a comprehensive
and multimodal provision of the course content is
ensured. Materials with detailed information and
explanations on how to use the course material,
with supplementary case studies and exercises
are also provided, thus facilitating off-line learn-
ing. Local assistants are included in the scheme.
Sessions are recorded for further use. Remote
sessions are combined with one or two face-to-
face meetings. All users are trained in advance for
handling the system (e.g. demos, intuitive guiding
manuals and face-to-face practical meetings). A
group of students could also cooperate with the
teacher before course delivery to “translate” the
classical course to a web-based course (students
are granted for this effort). Problem-based and
project-based learning methods should be the
core pedagogical approaches for course delivery.
Cooperative learning strategies are also included.
To these components of the web-based course
system, some additional elements should be
considered. They are suggested by the inventive
principles 26, 32, 30, 20, 21, 26, 12, 17 and 34.
Thus, films and simulations that are free on in-
ternet could be included in various places of the
course to improve information content-principle
26. In the same spirit, courses can be recorded in
advance and uploaded on the repository system.
Complex designs (as it is the case of industrial
robots) and complex hardware technical systems
can be replaced with virtual systems (today, there
are simulators for robots, PLCs, controllers, etc.).
Development of partnerships with local companies
for facilitating access of the students to various
hardware solutions should be taken into account-
principle 32. According to the same principle,
students can be pre-grouped to work together in
activity centres (when this thing is possible). Ac-
cording to principle 30, it is encouraged that some
students to mentor other students. Principle 20
suggests a continuous evaluation of students, not
only at the end phase of the course and encourages
project-based and exercise-based course delivery.
Principle 21 focuses on quality of transmission.
In this respect, videoconference systems with
facilities of fast resetting should be the option. In
addition, the consideration of redundant solutions
for communication is required (web-cameras,
internet messaging systems), thus acting as a
“plan B.” Moreover, courses have to be recorded
in advance, as a “plan C” for the cases of longer
period internet connection breakdown-principle
26. Principle 12 clearly asks to consider multiple
technologies of course delivery that can be easy
and fast adapted to meet varying student needs.
Principle 17 recommends the use of experiential
learning rather than theoretical learning; therefore
simulation tools which replicate accurately the
real systems are necessary (e.g. in the case of in-
dustrial robot design, students can use web-based
modelling and simulation tools like RobotStudio,
which replicate real systems with very high ac-
curacy). Projects can be remotely analyzed by
the teacher, too, using the virtual whiteboard and
the tablet PC, as well as a remote desktop control
server application and a videoconference system.
Principle 34 suggests the use of practical activi-
ties in companies. This is possible even for web-
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