Pregled nekih alata i tehnika u vrednovanju praktične nastave u oblasti elektrotehnike

2021 ◽  
Author(s):  
Tatijana Dlabač ◽  
◽  
Alenka Milovanović ◽  
Keyword(s):  
Higher Education ◽  
New Technologies ◽  
Virtual Classroom ◽  
Virtual Space ◽  
Management Systems ◽  
Course Management Systems ◽  
Special Importance ◽  
Educational Levels ◽  
Multimedia Contents ◽  
Physical Laboratory

The application of new technologies has had a huge influence on the development of higher education over the last decade, especially during the COVID-19 pandemic. At many higher-education institutions, the traditional methods of teaching have been supplemented with learning or course management systems such as the Moodle platform. This combined methods of teaching have facilitated the transition to the “virtual” classroom and have become the new “standard” at all educational levels. The Moodle platform offers a variety of tools and activities for creating electronic instruction materials and exercises which provide realistic graphical, textual and numerical simulation of physical laboratory conditions within a virtual space. Some of the tools and activities that can be used for the evaluation of the acquired knowledge are: quizzes, assignments, classes etc. In the process of evaluating practical teaching in electrical engineering, quizzes are of special importance, comprising various categories of questions supported by multimedia contents such as images that can be incorporated within questions.

Future Directions of Course Management Systems

2011 ◽  
pp. 307-330
Author(s):  
David Mills
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Data Exchange ◽  
Evolutionary Process ◽  
Management Systems ◽  
Course Management Systems ◽  
Course Management ◽  
Future Directions ◽  
The Core ◽  
Core Mission

Course management systems will unquestionably become one of the most critical enterprise systems in higher education. This is because these systems are more closely aligned with the core mission of teaching and learning than any others. Although these systems have already undergone extraordinary transformation in just a few short years, we are at only the very beginning of the evolutionary process. It is critical that CMS vendors look to the students, educators, and administrators that interact with these systems to identify what new tools and features they need. Consequently, the next stage of innovation in course management systems should therefore focus more on features specifically related to promoting better and more efficient processes for teaching and learning online. More flexible administration options should make these systems easier to maintain. Emerging standards will continue to simplify communications and data exchange with other systems. Finally, the infusion of sound principles of instructional design and learning theory into the tools themselves promises to transform today’s course management systems into tomorrow’s expert systems for teaching and learning.

CMS Portfolios for Learning and Evaluation

2011 ◽  
pp. 261-281
Author(s):  
Jon Lanestedt ◽  
Mona Stokke
Keyword(s):  
Higher Education ◽  
Formative Evaluation ◽  
Constructivist Theory ◽  
Summative Evaluation ◽  
Management Systems ◽  
Course Management Systems ◽  
Theoretical Rationale ◽  
Group Context ◽  
Final Exams ◽  
Portfolio Approach

In the chapter we discuss how higher education can support learning and evaluation by use of portfolios as an integrated functionality in course management systems (CMS). A theoretical rationale for a portfolio approach in support of deeper learning is provided by a brief outline of relevant aspects of constructivist theory of learning and its process-oriented focus on formative evaluation in a group context, as opposed to the traditional emphasis on summative evaluation in terms of final exams. The use of portfolios as a method to realize such a focus is explained, along with visualisations of an instantiation of the associated CMS functionality.

Frameworks for CMS Design and Evaluation

2011 ◽  
pp. 69-89
Author(s):  
Marwin Britto
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Management Systems ◽  
Course Management Systems ◽  
Institutions Of Higher Education ◽  
Course Management ◽  
Conceptual Frameworks ◽  
Web Based ◽  
Evaluation Instruments ◽  
The Web

In recent years, institutions of higher education have been migrating to the Web for instruction in record numbers. While Web-based course management systems (CMS) offer many exciting possibilities for instructors and students, their efficacy in terms of teaching and learning has not been thoroughly evaluated. This chapter explores the inherent capabilities and limitations of five models of conceptual frameworks for the design of CMS. The chapter concludes with a discussion of CMS evaluation instruments, advice for instructors transitioning to CMS, and a call for more research in this growing area.

Adopting Open-Source Software Applications in U.S. Higher Education: A Cross-Disciplinary Review of the Literature

2009 ◽  
Vol 79 (2) ◽  
pp. 682-701 ◽  
Author(s):  
Shahron Williams van Rooij
Keyword(s):  
Higher Education ◽  
Open Source ◽  
Open Source Software ◽  
The United States ◽  
Management Systems ◽  
Course Management Systems ◽  
Software Applications ◽  
Body Of Knowledge ◽  
Rigorous Research ◽  
Key Drivers

Higher Education institutions in the United States are considering Open Source software applications such as the Moodle and Sakai course management systems and the Kuali financial system to build integrated learning environments that serve both academic and administrative needs. Open Source is presumed to be more flexible and less costly than commercial software. This article reviews the literature from the fields of Software Engineering and Education to determine the state of the current body of knowledge around the key drivers of Open Source adoption. The author discusses gaps in the literature and identifies opportunities for more rigorous research to measure the effectiveness of Open Source software in creating a balance between sound pedagogy and business efficiencies.

Towards Mobile Learning Applications Integration with Learning Management Systems

2010 ◽  
pp. 182-194 ◽  
Author(s):  
Marc Alier Forment ◽  
María José Casany Guerrero ◽  
Jordi Piguillem Poch
Keyword(s):  
Mobile Learning ◽  
New Technologies ◽  
Learning Management Systems ◽  
Virtual Classroom ◽  
Learning Activities ◽  
Management Systems ◽  
Web Based ◽  
Web Based Learning ◽  
Learning Management ◽  
Learning Software

ICT in education innovators are creating new kinds of learning applications using all sorts of new technologies available: Web 2.0, Mobile, Gaming platforms and even Virtual Worlds. Mobile learning applications (m-learning) take advantage of the ubiquitousness of the mobile devices to explore new kinds of ways of learning. Learning Management Systems (LMS) are a consolidated kind of Web based learning software that over the last 15 years have evolved to meet the needs of the learning institution to basic, common online educational platforms. The LMS creates a Web based space for every course (Virtual classroom) that can be used to complement the presence learning activities (Blended Learning) or to fully deliver the course contents (Online Learning). Nowadays most learning organizations have integrated a LMS with their information systems (back-office, academic management, etc.) to a point where all learning activities (virtual and non virtual) have a counterpart (syllabus, assessments, scheduling, etc.) in the LMS virtual classrooms. M-learning is not destined to replace the current Web based learning applications, but to extend it, that is why Mobile Applications will need to be able to integrate with the LMS. It also makes sense to be able to access some of the services of the LMS Virtual Classroom from the mobile device. But, to accomplish this goal might not be a simple task. This chapter analyzes the complexities involved to achieve that goal, and describes some standard interoperability architectures and related research and development projects that will allow this kind of interaction between the LMS and the m-learning applications.

scholarly journals Becoming more systematic about flexible learning: beyond time and distance

2005 ◽  
Vol 13 (1) ◽  
Author(s):  
Wim De Boer ◽  
Betty Collis
Keyword(s):  
Higher Education ◽  
Course Design ◽  
Frame Of Reference ◽  
Management Systems ◽  
Course Management Systems ◽  
Course Management ◽  
Flexible Learning

Changes in higher education frequently involve the need for more flexibility in course design and delivery. Flexibility is a concept that can be operationalized in many ways. One approach to conceptualizing flexibility within courses is to distinguish planning-type flexibility, which the instructor can designate before the course begins and which needs to be managed when the course is offered, for interpersonal flexibility, which relates more to the dynamics of the course as it is experienced by the learners. Course management systems (CMSs) offer options that can support both of these sorts of flexibility, if instructors use the CMSs with a systematic frame of reference. The instructor faces challenges in managing both types of flexibility, but the experience at one institution shows that being systematic about flexibility choices and ways to support those choices in the institutional CMS can help in meeting these challenges.DOI: 10.1080/0968776042000339781

Bridging the Digital Divide as a Basic Imperative of a Higher Education Modernization

2021 ◽  
Vol 39 (9) ◽  
Author(s):  
Viktoriia V. Sydorenko ◽  
Inna O. Akhnovska ◽  
Sergiy V. Smirnov ◽  
Igor A. Verbovskyi ◽  
Olha V. Melnychuk
Keyword(s):  
Higher Education ◽  
Digital Divide ◽  
New Technologies ◽  
Management Systems ◽  
Necessary Condition ◽  
Human Capital Development ◽  
Digital Ecosystem ◽  
Capital Development ◽  
Effective Use ◽  
Unequal Opportunities

The article is devoted to a thorough study of digital transformation as a necessary condition for the modernization of higher education, which provides for the creation of a modern digital university, which is undergoing radical digitalization of the management systems, educational activities, research, human capital development, creation of digital infrastructure and digital ecosystem. The digital divide is considered as a component of information inequality, which has a technological nature and characterizes unequal opportunities in terms of access, use and production of information and knowledge, as well as the use of new technologies for their effective use in practice.

Electronic courseware in higher education

First Monday ◽  
2005 ◽  
Author(s):  
Maureen Minielli ◽  
S. Ferris
Keyword(s):  
Higher Education ◽  
Student Learning ◽  
Teaching Styles ◽  
Cost Effective ◽  
Management Systems ◽  
Course Management Systems ◽  
Institutions Of Higher Education ◽  
Course Management ◽  
Space And Time

The rising costs of education often lead to the call for a change from the traditional, space–and–time bound institutions to ones that offer increasingly cost–effective, technologically enhanced programs. As institutions of higher education turn to technology, primarily Internet–based, to address these challenges, the use of electronic courseware is dramatically increasing. In order to effectively utilize electronic courseware in the classroom, educators not only need to be aware of terminology, functions, and uses of the most popular types of electronic courseware, but also (and perhaps more importantly) educators need to develop and critique pedagogically based research that can, at the broader level, help educators at various levels of technological expertise learn and adapt their teaching styles to maximize student learning. In this paper we consider electronic course management systems from a pedagogical perspective, with the goal of aiding educators to effectively utilize electronic courseware in the classroom. By discussing the basics (such as terminology, functions, and uses of the most popular types of electronic courseware) and examining pedagogically based research we hope, at the broader level, to help educators at various levels of technological expertise learn and adapt their teaching styles to maximize student learning.

scholarly journals Can the Game-Based Learning Come? Virtual Classroom in Higher Education of 21st Century

2020 ◽  
Vol 15 (02) ◽  
pp. 112 ◽  
Author(s):  
Piroska Szegedine Lengyel
Keyword(s):  
Higher Education ◽  
Experiential Learning ◽  
Online Education ◽  
Learning Organization ◽  
Practical Knowledge ◽  
Virtual Classroom ◽  
Game Based Learning ◽  
Educational Levels ◽  
E Learning ◽  
Teaching Learning

In recent years, the growing popularity of gamification in learning-organization has shown that it will become an integral part of both traditional and online education at different educational levels. Schools have begun to recognize the value of a successful gamification strategy in motivating students and stimulating the effectiveness of the learning process. The article presents a kind of game-based teaching-learning environment, a solution for integrating digital games into the learning-teaching process, linking theoretical and practical knowledge by the game through e-learning of accounting skills with special emphasis on the experiential learning method. The game-based virtual classroom presented in the present article has been working successful in higher education for several years, the number of the active students grown from semester to semester, the gamification becomes more and more popular in this level of the education, too.

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