Fast Prototyping as a Communication Catalyst for E-Learing Design

This chapter proposes a renewed perspective on a known project management model, fast prototyping, which was adapted for the specific issues of e-learning development. Based on extensive experience with large e-learning projects, we argue that this model has a positive impact on e-learning project team communication, and that it provides a good basis for effective management of the design and development process, with specific stress on human-factor management. The chapter stems from the experience gained at the eLab (e-learning laboratory—www.elearninglab.org), a lab run jointly by the Università della Svizzera italiana (USI—University of Lugano) and the Scuola Universitaria Professionale della Svizzera Italiana (SUPSI—University of Applied Sciences of Southern Switzerland) in Switzerland. It contains three case studies of different applications of the fast prototyping model and has a strongly practical focus.

Download Full-text

GvSIG in the academic education of heterogeneous target groups – experiences in lectures, exercises and eLearning

Geoinformatics FCE CTU ◽

10.14311/gi.7.1 ◽

2011 ◽

Vol 7 ◽

pp. 5-10

Author(s):

Wolfgang Dorner ◽

Jörg Scheffer ◽

Roland Zink

Keyword(s):

Applied Sciences ◽

Open Source ◽

Academic Education ◽

Target Groups ◽

Student Autonomy ◽

University Of Applied Sciences ◽

Range Of Functions ◽

E Learning ◽

The Right ◽

The University

Thanks to easier operability and a growing range of functions, open source products are increasingly being used in teaching GIS to students of various course programs. The elaboration of such courses poses the challenge of taking into account different study paths, allowing for student autonomy (e-learning), and choosing the right software. The article suggests answers to these questions by presenting the classes offered at the University of Applied Sciences in Deggendorf and the University of Passau since winter 2010/11 as well as ideas for future course offers.

Download Full-text

Implementation of Multilingual Education for Sustainable Development in the Netherlands and Kazakhstan

Toward Sustainability Through Digital Technologies and Practices in the Eurasian Region - Practice, Progress, and Proficiency in Sustainability ◽

10.4018/978-1-7998-2551-7.ch013 ◽

2020 ◽

pp. 224-238

Author(s):

Fatima Duisebayeva ◽

Assel Imasheva

Keyword(s):

Applied Sciences ◽

The Netherlands ◽

English Language ◽

Educational Institutions ◽

Multilingual Education ◽

Bilingual Teaching ◽

University Of Applied Sciences ◽

Learning Programs ◽

E Learning

The chapter presents a comparative analysis of the implementation of multilingual/bilingual education in Kazakhstan and the Netherlands. The study explores the origin and role of multilingualism, for socio-economic development, relevant regional and international practices in multilingual education, the growth of trilingual instruction, English language training and the use of digital technologies (distant, e-learning programs) in the Eurasian region, Major common features and differences of implementing multilingual/bilingual teaching between the two case studies and the main findings from research trips are identified. A theoretical analysis of scholarly approaches, as well as practical and methodological implications, are made on the example of implementing multilingual instruction at the Kazakhstani agricultural higher educational institutions, particularly Kazakh National Agrarian University and Kazakh S. Seifullin Agritechnical University and Dutch counterparts - Wageningen University, and the Hague University of Applied Sciences.

Download Full-text

Implementation of Multilingual Education for Sustainable Development in the Netherlands and Kazakhstan

10.4018/978-1-6684-3690-5.ch058 ◽

2022 ◽

pp. 1160-1174

Author(s):

Fatima Duisebayeva ◽

Assel Imasheva

Keyword(s):

Applied Sciences ◽

The Netherlands ◽

English Language ◽

Educational Institutions ◽

Multilingual Education ◽

Bilingual Teaching ◽

University Of Applied Sciences ◽

Learning Programs ◽

E Learning

The chapter presents a comparative analysis of the implementation of multilingual/bilingual education in Kazakhstan and the Netherlands. The study explores the origin and role of multilingualism, for socio-economic development, relevant regional and international practices in multilingual education, the growth of trilingual instruction, English language training and the use of digital technologies (distant, e-learning programs) in the Eurasian region, Major common features and differences of implementing multilingual/bilingual teaching between the two case studies and the main findings from research trips are identified. A theoretical analysis of scholarly approaches, as well as practical and methodological implications, are made on the example of implementing multilingual instruction at the Kazakhstani agricultural higher educational institutions, particularly Kazakh National Agrarian University and Kazakh S. Seifullin Agritechnical University and Dutch counterparts - Wageningen University, and the Hague University of Applied Sciences.

Download Full-text

E-Learning in Times Of COVID-19: Insights into Management and Communication Students’ Perspectives Throughout the Global Coronavirus Pandemic

European Journal of Teaching and Education ◽

10.33422/ejte.v3i2.656 ◽

2021 ◽

Vol 3 (2) ◽

pp. 33-41

Author(s):

Jasmin Séra ◽

Georg Feldmann

Keyword(s):

Applied Sciences ◽

Distance Learning ◽

Working Environment ◽

Current Status ◽

Health Crisis ◽

Conference Theme ◽

University Of Applied Sciences ◽

E Learning ◽

One Year ◽

And Shifts

The COVID-19 pandemic has brought not only a global health crisis, but also many changes and shifts towards a more digitalized working environment. In line with the GlobalET conference theme of this year, this paper looks at how particularly the education sectors has been affected by these new forms of working. One year after the outbreak of the COVID-19 pandemic the Competence Team for the Digitalization of Communication at the FHWien der WKW – University of Applied Sciences for Management and Communication conducted two comparative online surveys with students as well as 60 in-depth interviews. The results of this research help to identify and improve ongoing Distance Learning practices, starting with logistics such as the preferred study mode, recommended duration of the Distance Learning units or mandatory attendance of students during class. The outcome of the research will further contribute to sharpen the clarity of the purpose of digital activities to understand the required support services or online material and to develop possibilities to track students’ study progress. Even though there is an understanding that more than one year after the outbreak of the COVID-19 pandemic the findings can only represent the current status and cannot give a long-term outlook, they might be useful to further develop students’ needs for future Distance Learning and its practices.

Download Full-text

E-Learning Maturity Model – Process-Oriented Assessment and Improvement of e-Learning in a Finnish University of Applied Sciences

Key Competencies in ICT and Informatics. Implications and Issues for Educational Professionals and Management - IFIP Advances in Information and Communication Technology ◽

10.1007/978-3-662-45770-2_9 ◽

2014 ◽

pp. 76-93 ◽

Cited By ~ 2

Author(s):

Ilkka Haukijärvi

Keyword(s):

Applied Sciences ◽

Maturity Model ◽

University Of Applied Sciences ◽

E Learning ◽

Process Oriented

Download Full-text

BEYOND ALLIANCE FOR KNOWLEDGE FROM HAMK’S POINT OF VIEW

Revista Prâksis ◽

10.25112/rpr.v3i0.1977 ◽

2019 ◽

Vol 3 ◽

pp. 42

Author(s):

Pertti Puusaari ◽

Heidi Ahokallio-Leppälä ◽

Janne Salminen

Keyword(s):

Applied Sciences ◽

Operation Research ◽

Point Of View ◽

Modern World ◽

Good Basis ◽

Research Results ◽

University Of Applied Sciences ◽

University College ◽

International University ◽

The University

ABSTRACTLong term cooperation that is based on common trust, friendship and especially willingness to go forward together is a good basis for development of an international university. Challenging the modern world together makes it possible to reach goals beyond the average. This is the heart of the Beyond Alliance for Knowledge—an alliance between Feevale University, VIA University College and Häme University of Applied Sciences (HAMK). This article is written to highlight the basic needs for the Beyond Alliance for Knowledge from HAMK’s perspective. The perspectives are (1) the need for internationalisation of the university itself, (2) better education products for students and (3) effective research results for businesses and society. The ultimate goal in this alliance should be to develop competences which we need to challenge global wicked problems.Keywords: Alliance. Education. Competence. Co-operation. Research. RESUMOA cooperação de longo prazo, baseada na confiança comum, na amizade e especialmente na disposição de avançar juntos, é uma boa base para o desenvolvimento de uma universidade internacional. Desafiando o mundo moderno juntos, é possível alcançar objetivos além da média. Este é o coração da Beyond Alliance for Knowledge - uma aliança entre a Universidade Feevale, a VIA University College e a Häme University of Applied Sciences (HAMK). Este artigo foi escrito para destacar as necessidades básicas da Beyond Alliance for Knowledge na perspectiva da HAMK. As perspectivas são (1) a necessidade de internacionalização da própria universidade, (2) melhores produtos de educação para os estudantes e (3) resultados efetivos de pesquisa para empresas e sociedade. O objetivo final desta aliança deve ser o desenvolvimento de competências que precisamos para desafiar os complexos problemas globais.Palavras-chave: Aliança. Educação. Competência. Cooperação. Pesquisa.

Download Full-text

Developing and Managing an Effective Virtual Campus

Institutional Transformation through Best Practices in Virtual Campus Development ◽

10.4018/978-1-60566-358-6.ch016 ◽

2011 ◽

pp. 254-268

Author(s):

Luca Botturi ◽

Lorenzo Cantoni ◽

Benedetto Lepori ◽

Stefano Tardini

Keyword(s):

Applied Sciences ◽

General Strategy ◽

Learning Support ◽

Virtual Campus ◽

Service Unit ◽

University Of Applied Sciences ◽

E Learning ◽

Control Procedures ◽

Definition Of ◽

The University

This chapter presents a successful Swiss experience in developing and effectively managing virtual campus projects: eLab, the eLearning Laboratory of the University of Lugano and the University of Applied Sciences of Italian Switzerland. eLab activities are presented at two distinct moments in time. We first describe the context of e-learning in Swiss higher education institutions, focusing in particular on the Swiss Virtual Campus programme. During that programme, eLab emerged as one of the best performing e-learning support centres in Switzerland, thanks to three main elements: the establishment of a clear prototype-based design and development model, the definition of quality control procedures, and the implementation of a consistent and institution-wide online learning environment. After the end of the programme, eLab had to switch from a project-oriented laboratory towards a service unit. The general strategy that drove this change and the concrete tools and practices that made it possible are presented in this chapter.

Download Full-text

Scottish and Austrian Perspectives on Delivering a Master's

Industry and Higher Education ◽

10.5367/000000009789346103 ◽

2009 ◽

Vol 23 (4) ◽

pp. 311-318 ◽

Cited By ~ 5

Author(s):

Joseph A. McLuckie ◽

Michael Naulty ◽

Dharmadeo Luchoomun ◽

Harald Wahl

Keyword(s):

Applied Sciences ◽

Virtual Learning Environment ◽

Course Delivery ◽

Discussion Forums ◽

Face To Face ◽

Learning Platform ◽

University Of Applied Sciences ◽

E Learning ◽

The University ◽

Principles Of Learning

This article explores the transition in course delivery from a paper-based format to blended learning, and highlights the role of the virtual learning environment (VLE) in this process. Professional practice in postgraduate programmes in particular is investigated during this transition stage at the University of Dundee (UoD) in Scotland, and the University of Applied Sciences Technikum Wien (UASTW) in Austria. In this transition, UoD is developing and implementing a ‘Master's Framework’ supported by the VLE, ‘MyDundee’, which is built on the Blackboard e-learning platform. Similarly, UASTW is exploiting the Campus Information System (CIS) based on the open-source e-learning platform Moodle. Although the methods used to promote and practise e-learning differ at the two universities, their common aim is to support students' and professionals' learning when face-to-face contact time between students and tutors is significantly reduced. The use of collaborative and peer-assessed tools like e-portfolios, newsletters, discussion forums, Wikis and group puzzles are used as means of satisfying a delivery model which reflects socially constructivist principles of learning.

Download Full-text