Smart Learning Objects for Smart Education in Computer Science

2015 ◽  
Author(s):  
Vytautas Štuikys
Keyword(s):  
Computer Science ◽  
Learning Objects ◽  
Smart Learning ◽  
Smart Education

VIRTUAL DEPARTMENT AS THE BASIS OF THE INFORMATION-METHODOLOGICAL SPACE OF SMART-LEARNING

2020 ◽  
Vol 68 (4) ◽  
pp. 60-67
Author(s):  
R.K. Uskenbaeva ◽  
◽  
B.J. Sharipov ◽  
D.M. Dzhussubaliyeva ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Computer Science ◽  
Educational Programs ◽  
Necessary Condition ◽  
Education Teacher ◽  
Digital Society ◽  
Smart Learning ◽  
Research Institutes ◽  
Smart Education ◽  
The Creation

The article deals with the problems of higher education in the conditions of digitalization of the country's economy. Examples of the formation and development of SMART learning, as well as the creation of virtual departments, as a necessary condition for creating new specialties related to the digitalization of education are shown. The experience of creating a virtual Department and SMART training in MUIT is described. It is shown that the formation of SMART education leads to the cooperation of several universities in training personnel in accordance with the requirements of the digital society. Shown the possibility of creating new specialties corresponding to the digital society, such as "Computer science and the organization of digitalization of education" (Teacher of digitalization of education and the creation of digital educational resources), "Bioinformatics", "Digital agrosystems and complexes". The possibility of cooperation not only with universities, but also with research institutes for training personnel in new specialties, which will be in demand now. All these require from universities to rethink about educational programs and create virtual chairs.

scholarly journals Learning Objects: Resources For Distance Education Worldwide

2001 ◽  
Vol 2 (1) ◽  
Author(s):  
Stephen Downes
Keyword(s):  
Distance Education ◽  
Computer Science ◽  
Theoretical Perspective ◽  
Learning Objects ◽  
Essential Components ◽  
Recent Developments

This article discusses the topic of learning objects in three parts. First, it identifies a need for learning objects and describes their essential components based on this need. Second, drawing on concepts from recent developments in computer science, it describes learning objects from a theoretical perspective. Finally, it describes learning objects in practice, first as they are created or generated by content authors, and second, as they are displayed or used by students and other client groups.

scholarly journals When is a Learning Object not an Object: A first step towards a theory of learning objects

2002 ◽  
Vol 3 (2) ◽  
Author(s):  
Mike Sosteric ◽  
Susan Hesemeier
Keyword(s):  
Economies Of Scale ◽  
Learning Objects ◽  
Short Term ◽  
Object A ◽  
Smart Learning ◽  
Smart Learning Environments ◽  
Adequate Definition ◽  
Definition Of ◽  
Conceptual Confusion

<p> For some, “learning objects" are the “next big thing” in distance education promising smart learning environments, fantastic economies of scale, and the power to tap into expanding educational markets. While learning objects may be revolutionary in the long term, in the short term, definitional problems and conceptual confusion undermine our ability to understand and critically evaluate the emerging field. This article is an attempt to provide an adequate definition of learning objects by (a) jettisoning useless theoretical links hitherto invoked to theorize learning objects, and (b) reducing the definition of learning objects to the bare essentials. The article closes with suggestions for further research and further refinement of the definition of learning objects. </P>

scholarly journals Freedom In Teaching Applied To Computer Science Education And Its Relationship To Accreditation And Diversity

2011 ◽  
Vol 6 (7) ◽  
Author(s):  
Osama Shata
Keyword(s):  
Science Education ◽  
Computer Science ◽  
Computer Science Education ◽  
Learning Objects ◽  
Teaching Profession ◽  
Academic Institutions ◽  
The Core ◽  
The Subject

Much of the literature reviewed on the subject of freedom in teaching seems to emphasize that it is not only highly desirable and appreciated but deeply embedded in the core of the teaching profession. Although freedom in teaching has been used to mean freedom of academic institutions, instructors and students, but it has focused mostly on freedom of instructors in classrooms to discussmaterials relevant to their courses and in their research. The intention behind this paper is not to look for evidence to support what is already known, but rather to contribute to the understanding of the subject by extending what is meant by the term freedom in teaching to cover freedom of disciplines. This paper seeks to use this extension to propose that freedom in teaching can help addressing and responding to many challenges that face a rapidly changing discipline such as the discipline of Computer Science. The paper focuses on how freedom in teaching computer science at both program and course levels may play a pivot role in responding to some of the disciplines challenges. The paper also seeks to link freedom in teaching to issues such as diversity, accreditation and learning objects. The paper concludes by discussing the disadvantages and burdens that may come with freedom in teaching. Although that this paper focuses on the discipline of Computer Science as a case to study, but the arguments and discussion may be generalized to cover other disciplines that face similar challenges.

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