Рекомендації щодо recommendations for reform of higher ......1 Темпус...
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Темпус проект «Мережа для розвитку безперервного навчання у Вірменії , Грузії та України (LeAGUe)» Tempus Project «A Network for Developing Lifelong Learning in Armenia, Georgia and Ukraine» 543839-TEMPUS-1-2013-1-SE-TEMPUS-SMHES.
Рекомендації щодо реформування системи вищої освіти в Україні узагальнюючі європейський досвід щодо навчання впродовж життя (LLL) освіти на рівні впровадження LLL, неформального навчання, планування і нормативної складової розробки LLL курсів.
Recommendations for reform of higher education in Ukraine summarizing the European
experience of lifelong learning - LLL education at implementing
LLL, informal learning, planning and regulatory development
component of LLL courses.
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Темпус проект «Мережа для розвитку безперервного навчання у Вірменії , Грузії та України (LeAGUe)» Tempus Project «A Network for Developing Lifelong Learning in Armenia, Georgia and Ukraine» 543839-TEMPUS-1-2013-1-SE-TEMPUS-SMHES.
Рекомендації розроблені у 2016 році в рамках Темпус проекту
«Мережа для розвитку безперервного навчання у Вірменії , Грузії та
України (LeAGUe)» 543839-TEMPUS-1-2013-1-SE-TEMPUS-SMHES.
Проект фінансується за підтримки Європейської Комісії. Зміст даної
публікації / матеріалу є предметом відповідальності автора і не
відображає точку зору Європейської Комісії.
Темпус команда що підготувала звіт: Дудар Зоя, Каук Віктор,
Шатовська Тетяна, Ревенчук Ілона, Чупріна Анастасія, Любченко
Віра, Шапорін Руслан, Кавіцька Вікторія, Богдан Сусь, Сергій
Лисоченко, Сергій Стиренко, Юрій Гордієнко.
Темпус концорціум партнери:
Ліннеус університет, Швеція
Національний аграрний університет Вірменії
Гаварський Державний університет, Вірменія
Російсько-Вірменський (Слав’янський ) Університет, Вірменія
Ванадзорський Державний педагогічний інститут ім. Оганнеса
Туманйана, Вірменія
Вірменська ліга безперервного навчання, Вірменія
Державний Університет Іллі, Грузія
This project has been funded with support from the European
Commission. This publication reflects the views only of the author, and
the Commission cannot be held responsible for any use which may be
made of the information contained therein.
This report was prepared in 2016 for Tempus project «A Network for
Developing Lifelong learning in Armenia, Georgia, and Ukraine
(LeAGUe)» 543839-TEMPUS-1-2013-1-SE-TEMPUS-SMHES.
The project team responsible for this report consisted of Zoia Dudar,
Tetyana Shatovska, Ilona Revenchuk, Vira Liubchenko, Viktoriia
Kavitska, Ruslan Shaporin, Serhii Lysochenko, Bohdan Sus, Serhii
Stirenko,Yuri Gordienko.
Tempus consortium partners:
LNU – Linnaeus University, Sweden
ANAU – Armenia National Agrarian University
GSU – Gavar State University, Armenia
RAU – Russian-Armenian (Slavonic) University,
Armenia
VSPI – Vanadzor State University, Armenia
ALLLL
–
Armenian Lifelong Learning League
ISU – Ilia State University,Georgia
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Темпус проект «Мережа для розвитку безперервного навчання у Вірменії , Грузії та України (LeAGUe)» Tempus Project «A Network for Developing Lifelong Learning in Armenia, Georgia and Ukraine» 543839-TEMPUS-1-2013-1-SE-TEMPUS-SMHES.
Телавський Державний університет ім. Я. Гогебашвілі, Грузія
Університет Грузії, Грузія
Асоціація навчання дорослих Грузії, Грузія
Харківський національний університет радіоелектроніки,
Україна
Національний технічний університет України “КПІ”, Україна
Одеський національний політехнічний університет, Україна
Київський національний університет імені Т. Шевченка,
Україна
Датський технічний університет, Данія
Університет Коімбри, Португалія
Ангел Канчев Університет Русе, Болгарія
Міністерство освіти і науки Вірменії
Міністерство освіти і науки Грузії
Міністерство освіти і науки України
TeSaU – Iakob Gogebashvili Telavi State University,
Georgia
UG – The University of Georgia
AEAG – Adult Education Association of Georgia
KNURE – Kharkiv National University of Radio
electronics, Ukraine
NTUU – National Technical University of Ukraine Kyiv
Polytechnic Ins., Ukraine
ONPU – Odessa National Polytechnic University, Ukraine
TSNUK – Taras Shevchenko National University of Kyiv,
Ukraine
DTU – Technical University of Denmark
UC – University of Coimbra, Portugal
UR – Angel Kanchev University of Ruse, Bulgaria
MoESRA – Ministry of Education and Science of Republic of
Armenia
MoESG – Ministry of Education and Science of Georgia
MESU – Ministry of Education and Science of Ukraine
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Темпус проект «Мережа для розвитку безперервного навчання у Вірменії , Грузії та України (LeAGUe)» Tempus Project «A Network for Developing Lifelong Learning in Armenia, Georgia and Ukraine» 543839-TEMPUS-1-2013-1-SE-TEMPUS-SMHES.
Зміст / Content
1. Навчання впродовж життя / Lifelong Learning .......................................................................................................................... 5
2. Європейський досвід з неформального навчання / The European experience: informal learning ....................................... 10
3. Законодавчі аспекти навчання впродовж життя в Україні / Legal aspects of lifelong learning in Ukraine ......................... 14
4. Європейський досвід щодо планування LLL курсів,як складової формального і неформального навчання дорослих /
The European experience in planning LLL courses as part of formal and informal adult learning .................................................. 17
5. Висновки / Conclusions .............................................................................................................................................................. 24
Перелік використаних джерел / The list of sources........................................................................................................................ 27
Додаток А Шаблони для планування LLL курсу / Annex A Templates for planning LLL course ........................................ 28
Додаток Б Приклади LLL курсів, які були заплановані, розроблені та впроваджені в Українських університетах /
Annex B Examples LLL courses that were planned, developed and implemented at Ukrainian universities .............................. 33
Додаток Б.1 / Annex B.1 ............................................................................................................................................................... 34
Додаток Б.2 / Annex B.2 ............................................................................................................................................................... 61
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Темпус проект «Мережа для розвитку безперервного навчання у Вірменії , Грузії та України (LeAGUe)» Tempus Project «A Network for Developing Lifelong Learning in Armenia, Georgia and Ukraine» 543839-TEMPUS-1-2013-1-SE-TEMPUS-SMHES.
1. Навчання впродовж життя / Lifelong Learning
У 1972 році на засіданні ЮНЕСКО було введено
поняття «навчання впродовж життя» як глобальної
перспективи, що фокусується на наступних аспектах:
потреби і права людей на навчання впродовж життя;
формування комплексного підходу між формальним і
неформальним контекстами навчання;
адекватне фінансування для обох вказаних видів
навчання;
охоплення всіх людей, починаючи з наймолодших і
закінчуючи найстарішими;
пошук шляхів демократизації доступу до навчання.
У «Меморандумі безперервної освіти» країн Європи,
прийнятому в Лісабоні у 2000 році, сформульовано шість
ключових принципів, на основі яких планується розвивати
освіту дорослих в сучасних умовах:
нові базові навички для всіх;
The concept of "lifelong learning" as a global perspective
introduced at a meeting of UNESCO in 1972, that focuses on
the following aspects:
the needs and rights of people in lifelong learning;
forming an integrated approach between formal and
informal learning contexts;
adequate funding for the both types of training;
coverage of all people, from the youngest to the oldest;
finding ways to democratize access to education.
The "Memorandum of Continuing Education" in Europe,
adopted in Lisbon in 2000 includes six key principles.
According to these principles it is planned to develop adult
education in modern conditions:
new basic skills for all;
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Темпус проект «Мережа для розвитку безперервного навчання у Вірменії , Грузії та України (LeAGUe)» Tempus Project «A Network for Developing Lifelong Learning in Armenia, Georgia and Ukraine» 543839-TEMPUS-1-2013-1-SE-TEMPUS-SMHES.
збільшення інвестицій в людські ресурси;
інноваційні методики навчання й учіння;
нова система оцінки отриманої освіти;
розвиток наставництва та консультування;
наближення освіти до дому.
Існують різні моделі та методи навчання дорослих:
навчання без відриву від виробництва;
навчання з відривом від виробництва;
дистанційне навчання.
Кожна з вищевказаних моделей може бути
пріоритетною в залежності від контингенту студентів та їх
потреб. Вибір форми навчання як сукупності прийомів і
методів, що використовуються викладачем з метою
кращого розуміння та засвоєння навчального матеріалу,
залежить від поставлених цілей.
У документі Європейської комісії 2001р. ці
пріоритети було перегруповано і розташовано в наступній
послідовності.
Пріоритет 1. Визнання цінності знань.
increased investment in human resources;
innovative methods of teaching and learning;
new evaluation system of education;
development of mentoring and counseling;
education approach at the house.
There are different models and methods of adult education:
training on the job;
training work being discontinued;
distance learning.
Each of the above models can be a priority depending on
the number of students and their needs. The choice of form of
education as a set of techniques and methods used by the
teacher to better understanding and learning depends on the
goals.
In the European Commission document these priorities
were rearranged in 2001 into organized groups.
Priority 1. Recognition of the value of knowledge.
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Темпус проект «Мережа для розвитку безперервного навчання у Вірменії , Грузії та України (LeAGUe)» Tempus Project «A Network for Developing Lifelong Learning in Armenia, Georgia and Ukraine» 543839-TEMPUS-1-2013-1-SE-TEMPUS-SMHES.
Мета: вдосконалення розуміння важливості участі в
навчанні і результатів навчання, особливо неформального
й спонтанного.
Пріоритет 2. Інформація, профорієнтація і
консультування.
Мета: забезпечення безперешкодного доступу до
якісної інформації і консультацій щодо можливостей
отримання освіти і навчання в Європі впродовж всього
життя людини.
Пріоритет 3. Інвестиції в навчання.
Мета: значне збільшення рівня інвестицій в людські
ресурси для розвитку найважливішого капіталу Європи – її
населення.
Пріоритет 4. Наближення можливостей навчання до
тих, хто навчається.
Мета: максимальне наближення можливостей
здійснення навчання до тих, хто навчається, до місця їх
проживання, використовуючи, де можливо, інформаційні
та комунікаційні технології.
Objective: To improve awareness of the importance of
participation in education and training results, especially
informal and spontaneous education.
Priority 2. Information, career guidance and counselling.
Objective: To ensure easy access to quality with
informational service about the opportunities for education and
training in Europe throughout life.
Priority 3. Investment in education
Objective: a significant rise investment in human
resources to develop the most important capital of Europe – its
population.
Priority 4. Learning close to learners
Objective: provide LLL opportunities as close to learners
as possible – in their communities, supported by ICT, if
appropriate.
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Темпус проект «Мережа для розвитку безперервного навчання у Вірменії , Грузії та України (LeAGUe)» Tempus Project «A Network for Developing Lifelong Learning in Armenia, Georgia and Ukraine» 543839-TEMPUS-1-2013-1-SE-TEMPUS-SMHES.
Пріоритет 5. Базові уміння.
Мета: забезпечення гарантій постійного доступу для
всіх до навчання з метою засвоєння і оновлення умінь,
необхідних для усталеної участі в житті суспільства,
заснованого на знаннях.
Пріоритет 6. Інноваційна педагогіка.
Мета: розробка ефективних методів для навчання
впродовж життя і всеосяжного навчання. Всеосяжне
навчання є одним з аспектів навчання впродовж життя.
Воно включає формальне, неформальне і спонтанне
навчання.
У документах ЄС навчання впродовж життя
здійснюється на рівнях [1]:
національному – передбачається досягнення
різноманітних цілей (економічних, соціальних, політичних,
культурних, персональних);
інституційному – визначення в рамках положень
місії та університетських планів, створення відповідних
університетських структур;
Priority 5. Basic skills
Objective: guarantee universal access to learning for
obtaining and updating skills required for established
participation in the life of knowledge-based society.
Priority 6. Innovative pedagogy
Objective: develop teaching and learning methods for
LLL including formal, non-formal and informal learning.
With regards the EU documents LLL is realized at [1]:
national level – achieving the various objectives
(economic, social, political, cultural and personal) is expected;
institutional level – determination within the terms of the
mission and the university plans, creation of appropriate
university structures;
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Темпус проект «Мережа для розвитку безперервного навчання у Вірменії , Грузії та України (LeAGUe)» Tempus Project «A Network for Developing Lifelong Learning in Armenia, Georgia and Ukraine» 543839-TEMPUS-1-2013-1-SE-TEMPUS-SMHES.
університетських підрозділів – взаємозв’язок між
концепцією навчання впродовж життя та
університетськими програмами.
Навчання впродовж життя створюється за трьома
стратегічними напрямками [2]:
вертикальне просування освітніми рівнями, які
забезпечують загальноосвітню та професійну
підготовку;
горизонтальне просування - опанування
додаткових нових за типом, напрямом,
спеціальністю освітніх програм у межах певного
освітнього рівня;
інше організоване навчання, з метою набуття
допоміжного досвіду діяльності і яке не
забезпечує опанування освітнього рівня.
level of university departments – the relationship
between the concept of LLL and university programs.
LLL is createdin accordance with three strategic areas [2]:
vertical moving through educational levels provided
general education and professional training;
horizontal moving – studying additional new type,
direction, or specialty education programs in framework of a
particular educational level;
other forms of training organization to gain the support
experience that does not provide getting the new educational
level.
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Темпус проект «Мережа для розвитку безперервного навчання у Вірменії , Грузії та України (LeAGUe)» Tempus Project «A Network for Developing Lifelong Learning in Armenia, Georgia and Ukraine» 543839-TEMPUS-1-2013-1-SE-TEMPUS-SMHES.
2.Європейський досвід з неформального навчання /
The European experience: informal learning
Навчання впродовж всього життя є також суттєвим
елементом Зони європейської вищої освіти, стратегія якої
має враховувати вирішення проблем
конкурентоспроможності та використання нових
технологій, покращення соціальної єдності, рівних
можливостей і якості життя [3].
В країнах ЄС освіта впродовж життя містить усі типи
навчання: формальне (formal), неформальне (non-formal) та
інформальне (informal) навчання в усі вікові періоди: дітей
дошкільного, шкільного віку, підлітків, дорослих, людей
похилого віку.
У свою чергу, формальне навчання вміщує офіційну
систему освіти країни, що в результаті надає диплом
стандартного зразка, неформальне навчання – освіту поза
формальною її системою (не надає документа в результаті);
LLL is an essential element of the European higher
education strategies are necessary to face the challenges of
competitiveness and the use of new technologies, and to
improve social cohesion, equal opportunities and quality of life
[3].
In the EU countries, LLL includes all types of education:
formal, non-formal and informal learning at all ages: preschool
children, school age, adolescents, adults and the elderly.
The formal education includes the official education
system of the country, resulting in the gaining a standard
diploma. The non-formal education implements education
outside of the legal system and does not provide the official
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Темпус проект «Мережа для розвитку безперервного навчання у Вірменії , Грузії та України (LeAGUe)» Tempus Project «A Network for Developing Lifelong Learning in Armenia, Georgia and Ukraine» 543839-TEMPUS-1-2013-1-SE-TEMPUS-SMHES.
інформальне навчання – це процес формування і
збагачення установок, освоєння нових знань і вмінь, що
відбувається поза межами системи освіти як специфічним
соціальним інститутом, тобто в ході повсякденної
життєдіяльності людини через спілкування, читання,
відвідування установ культури, навчання на своєму досвіді
і досвіді інших [4].
Отже, освіта дорослих є одним зі складників освіти
впродовж життя (неперервної освіти) за віковими
періодами. Освіта дорослих відбувається як у межах
формальної освіти (університети, професійно-технічні
навчальні заклади), так і поза ними - в неформальних
закладах (різноманітні курси та інші організації, що
надають послуги з навчання) та загалом протягом життя
(інформальна освіта).
Освіту дорослих також називають андрагогікою.
Найширше визначення «дорослої людини» надано на
Генеральній сесії ЮНЕСКО в Найробі 1976 року:
дорослим прийнято називати будь-яку людину, що визнана
document. The informal education is a spontaneous process of
new knowledge and skills development outside of a standard
school setting in the everyday human life through
communication, reading, visiting cultural institutions, learning
from own experience and experience of others [4].
Adult education is one of the elements of LLL
(continuing education). Adult education takes place both within
the formal education (universities, vocational schools) and
outside – in non-formal institutions (different courses and other
organizations that provide training services) and generally
during for all the life (informal education).
Adult education is also called andragogic. The widest
definition of "adult" was provided at the General Session of
UNESCO in Nairobi 1976: an adult is any person recognized as
an adult in the community where it belongs.
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Темпус проект «Мережа для розвитку безперервного навчання у Вірменії , Грузії та України (LeAGUe)» Tempus Project «A Network for Developing Lifelong Learning in Armenia, Georgia and Ukraine» 543839-TEMPUS-1-2013-1-SE-TEMPUS-SMHES.
дорослою в тому суспільстві, до якого вона належить.
Упродовж тривалого періоду у Європі традиційною й
загальноприйнятою вважали формальну освіту дорослих,
яка є представлена освітніми закладами різних типів; крім
того ця освіта готує студентів нового рівня спираючись на
попередній та здійснює навчальну програму, затверджену
на державному рівні (з чітко визначеними цілями та
системою оцінювання); має ієрархічний характер
(наявність вищого органу управління)[5]. На відміну від
зазначеного, неформальна освіта дорослих стосується всіх
освітніх програм, що реалізуються поза формальною
освітньою системою, зазвичай є добровільною і
короткотривалою. Такі програми відзначаються широкою
різноманітністю курсів, процес навчання забезпечують
інструктори, тьютори, викладачі, консультанти.
Неформальна освіта дорослих не має затверджених
державою програм, але може відбуватися під егідою
вищого навчального закладу. Іншими словами, це освіта у
незалежній формі. Отже, неформальна освіта дорослих – це
For a long period in Europe formal adult education,
which is represented by educational institutions of various
types, was traditional and typical form. In the framework of
formal education students gain a new level based on the
previous one and implement a curriculum approved at the state
level (with clearly defined objectives and evaluation system).
Such form of education has a hierarchical nature with the
presence of senior management body [5]. In contrast, non-
formal adult education covers all educational programs
implemented outside the formal educational system usually is
voluntary and short-term. Such programs are characterized by
wide variety of courses; the learning process is provided by
instructors, tutors, teachers, and counselors. Non-formal adult
education has no curriculum approved by the government, but
may be realized under the aegis of University. In other words, it
is the education in the independent form. Thus, non-formal
adult education is an organized, structured and purposeful
learning activities undertaken outside the institutions of formal
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організована, структурована та цілеспрямована навчальна
діяльність, що здійснюється за межами закладів
формальної освіти, спрямована на задоволення
найрізноманітніших освітніх потреб будь-якої людини, що
визнана дорослою в тому суспільстві, до якого вона
належить, проте не надає легалізованого документу про
отримання освіти.
Таким чином, проблемі освіти дорослих приділяється
суттєва увага в освітній політиці країн ЄС. Вона
розглядається як механізм досягнення стійкого
економічного розвитку, гарантування громадянського
прогресу та демократичного устрою суспільного життя; як
вияв відповідальності суспільства за формування
людського та соціального капіталу, який є ключовим
елементом сучасного суспільства знань.
education, designed to meet the most diverse educational needs
of every person recognized as an adult in the community where
it belongs, but not provided legalized document.
The educational policy of EU countries gives significant
attention the issue of adult education. LLL is recognized as a
mechanism for achieving sustainable economic development,
ensuring civil progress and democratic system of social life; as
an expression of social responsibility for the formation of
human and social capital, which is a fundamental element of
the modern knowledge society.
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3. Законодавчі аспекти навчання впродовж життя в Україні /
Legal aspects of lifelong learning in Ukraine
Якщо звернутися до різних джерел під навчанням
впродовж життя найчастіше розуміється освіта дорослих,
післядипломна освіта, підвищення кваліфікації, тощо. У
межах концепції навчання впродовж життя відсутня
термінологічна системність.
В Законі України «Про вищу освіту» описана
сутність післядипломної освіти.
Післядипломна освіта – це спеціалізоване
вдосконалення освіти та професійної підготовки особи
шляхом поглиблення, розширення та оновлення її знань,
умінь і навичок на основі здобутої раніше вищої освіти
(спеціальності) або професійно-технічної освіти (професії)
та практичного досвіду.
Післядипломна освіта включає:
спеціалізацію – профільна спеціалізована підготовка з
If we turn to different sources, we find the lack of
terminological consistency within the concept of LLL. As LLL
there often refers to adult education, postgraduate education,
training, and so on.
The essence of postgraduate education in The Law of
Ukraine "On Higher Education" has been described.
Postgraduate education - is specialized improvement of
education and training of persons by strengthening, expanding
and updating its knowledge and skills based on previously
obtained higher education (specialty) or vocational education
(profession) and practical experience.
Postgraduate education includes:
specialization - profile specialized training in order to
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метою набуття особою здатності виконувати окремі
завдання та обов’язки, що мають особливості в межах
спеціальності;
перепідготовку – професійне навчання, спрямоване на
оволодіння іншою професією працівниками, які здобули
первинну професійну підготовку;
підвищення кваліфікації – підвищення рівня
готовності особи до виконання її професійних завдань та
обов’язків або набуття особою здатності виконувати
додаткові завдання та обов’язки шляхом набуття нових
знань і вмінь у межах професійної діяльності або галузі
знань;
стажування - набуття особою досвіду виконання
завдань та обов’язків певної професійної діяльності або
галузі знань.
Відповідно до нормативної законодавчої бази в сфері
освіти враховують лише формальну освіту. І ніяк не
доповнюють її неформальної освітою.
Навчання впродовж життя має ґрунтуватися на
obtain a person's ability to perform certain tasks and
responsibilities that have features within a specialty;
retraining - training aimed at mastering another profession
workers who have received initial training;
advanced training - increasing willingness of people to
perform professional tasks and obligations or the person
acquiring the ability to perform additional tasks and
responsibilities by acquiring new knowledge and skills within
a professional activity or area of knowledge;
training - the acquisition of experiences of the tasks and
responsibilities of a professional activity or field of study by a
person.
According to the normative legal base in education only
formal education is taken into account. But it does not
complement formal education.
Lifelong learning should be based on four fundamentals:
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чотирьох основах: можливість працевлаштування,
пристосування, підприємництво, рівні можливості, у тому
числі і для дорослого населення України.
employability, adaptation, entrepreneurship, equal
opportunities, including the adult population of Ukraine.
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4.Європейський досвід щодо планування LLL курсів,як
складової формального і неформального навчання дорослих /
The European experience in planning LLL courses as part of
formal and informal adult learning
Організація і впровадження LLL курсів це один зі
способів доступу дорослих для отримання формальної /
неформальної освіти, відповідно до свої потреб.
Слухачами LLL курсів, є доросли люди, які мають
середню освіту, студенти, працюючи доросли люди,
безробітні, хто має за мету набути різних знань, навичок та
компетенцій.
В рамках Темпус проекту «Мережа для розвитку
безперервного навчання у Вірменії , Грузії та України
(LeAGUe)» 543839-TEMPUS-1-2013-1-SE-TEMPUS-
SMHES був отриманий набор рекомендації для розробки та
реалізації LLL курсів, включаючи наставництво для
подальшого впровадження та розвитку освіти дорослих в
The organization and implementation of LLL courses is
one way to access adult for formal / non-formal education,
according to their needs.
The audience LLL courses are adults who have
secondary education, students, working adults, unemployed,
who aims to acquire different knowledge, skills and
competencies.
Within the Tempus project "Network for the
development of lifelong learning in Armenia, Georgia and
Ukraine (LeAGUe)» 543839-TEMPUS-1-2013-1-SE-
TEMPUS-SMHES SET the recommendations for development
and implementation of LLL courses, including mentoring for
future implementation and development of adult education
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межах концепції LLL в Україні. Ці рекомендації, в першу
чергу будуть корисні навчальним закладам, що
впроваджують діяльність з наданням освітніх послуг з
організації різноманітних курсів, адміністрації таких
інституцій, викладачам курсів, та представникам
Міністерства освіти і науки України, які задіяні в
реформуванні системи освіти.
Набір рекомендацій для планування, організації та
реалізації курсів включає нормативні положення та
шаблони документів (Додаток А) [6]. За цією технологією
ті рекомендаціями були розроблені та реалізовані LLL
курси з ІТ технологій у чотирьох університетах України,
партнерах цього проекту, а саме:
Київському національному університету ім. Т.Г.
Шевченко;
Національному технічному університеті України
“КПІ”;
Харківському національному університеті
радіоелектроніки;
within the concept LLL have been formulated. These
recommendations could be especially useful for educational
institutions implementing activities to provide educational
services to a variety of courses, to the administration of such
institutions, trainers and representatives of the Ministry of
Education and Science of Ukraine, which are involved in the
reform of the education system.
A set of recommendations for the planning, organization
and implementation of courses includes regulations and
document templates (Appendix A [6]). Those recommendations
were developed and implemented in LLL courses of IT
technologies at four universities in Ukraine, its partners,
namely:
Taras Shevchenko National University of Kyiv;
National Technical University of Ukraine "KPI";
Kharkiv National University of Radio electronics;
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Одеському національному політехнічному
університеті.
Для дистанційного та змішаного навчання
використовується платформа Moodle. Це передбачає
роботу з підготовки відповідних матеріалів для навчання
слухачів LLL курсів.
Важливим питанням з організації LLL курсів є
нормування часу для слухачів на навчання, та викладачів
для підтримки освітнього процесу, особливо при
дистанційній та змішаної форм навчання.
Звичайно LLL курси складаються з модулів та тем в
межах цих модулів, ґрунтуючись на системі ECTS. Кожний
модуль дорівнює 1ECTS (30 годин). Теми за кількістю
годин мають рівнозначний за часом обсяг. Кожна тема в
модулі має закінчуватися завданням для обов’язкового
виконання слухачем курсу. Це дозволяє викладачу
контролювати своєчасність навчання та якість навчання
слухачами.
Складним питанням є нормування часу на навчання
Odessa National Polytechnic University.
For distance and blended learning platform Moodle has
been use. This includes work on the preparation of relevant
training materials for students LLL courses.
An important issue for the organization LLL courses
rationing is time for students to study and teachers to support
the educational process, especially in distance and blended
forms of learning.
Usually, LLL courses consist of modules and topics
within these modules, which are based on the ECTS system.
Each module is equal to 1 ECTS (30 hours). The topics have
equivalent amount of time in relation to the number of hours.
Each topic in the module results in the final assignment, which
is mandatory for implementation by students. It allows the
teacher to monitor the timeliness and quality of education of
students.
Evaluation of time rates for education of a worker under
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працюючої особи згідно з нормативно-правовим
законодавством країни.
Людина може працювати за основним місцем роботи
8 годин на день та виконувати роботу за сумісництвом 4
години на день, тобто 12 годин на день людина зайнята
виконуванням своїх обов’язків за основним місцем роботи
та сумісництвом. Для такої людини при плануванні LLL
курсів за дистанційною та змішаною формами навчання в
європейських університетах планують лише 1 час на день.
Для одного викладача таких LLL курсів планується
підтримка групи слухачів у кількості 20-25 осіб. Крім того,
передбачається час на on-line консультування, проведення
вебінарів, перевірку робіт, підтримку форуму, wiki,
підтримка роботи віртуального класу необхідними
навчальними матеріалами.
Планування LLL курсу складається з п’яти етапів.
1) Планування розкладу навчання
Планування LLL курсу розпочинається з планування
часу - розкладу навчання. Якщо планується, наприклад
the current local legal and regulatory framework is a complex
issue now.
A worker can have a primary work during 8 hours per
day and part-time work during 4 hours per day, i.e. the person
can be engaged for fulfilment of their duties for the main and
part-time job during 12 hours per day. In European universities,
LLL courses on the basis of remote and mixed forms of
learning are planned to allocate only 1 hour per day for such
workers.
LLL courses are planned to support groups of listeners
around 20-25 people per teacher. Also, the additional time is
allocated for on-line consultations, webinars, paper work,
support of forum, support of wiki, support of virtual classroom
by necessary training materials, etc.
Planning the LLL course consists of the following five stages.
1) Planning the class schedule.
Planning the LLL course starts with the plan of time
allocation, i.e. class schedule. For example, if such a course is
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курс - 90 годин (3ECTS), то за часом він має відбуватися
протягом 90 днів або 3 місяці.
2) Розробляється контент LLL курсу з
урахуванням кількості модулів та тем.
Для LLL курсу – 3 ECTS планується 3 модулі, в
кожному з яких має бути від 3 до 10 тем. Обов’язково
передбачається вид матеріалів контенту (текстові
документація, приклади розв’язування завдань, статті,
рисунки, діаграми, презентації, відеоматеріал, тощо).
3) Необхідні ресурси для навчання (посилання на
літературу, статті, новини та відкриті джерела в інтернет,
мультимедіа, програмне забезпечення, тощо).
4) План навчання. Включає назву модулів та
відповідних тем LLL курсу, початок та закінчення
навчання за темою, типологію та критерії оцінювання
слухача за виконання завдання за кожною темою.
5) Планування діяльності як слухача так і викладача,
який супроводжує LLL курс.
Цей документ досить детально описує характер
planned to give 90 hours (3 ECTS) of classes, then this course
should take place within 90 days or 3 months.
2) LLL course content is developed with taking into
account the number of modules and topics.
For LLL course with 3 ECTS, 3 modules should be
planned, each of which must consist of 3 to 10 topics. The
types of material content have to be explicitly planned (text
documents, examples of solving problems, articles, pictures,
charts, presentations, videos, etc.).
3) Necessary resources for learning (links to books,
articles, news and public sources on the Internet, multimedia,
software, etc.).
4) Teaching plan. It includes the names of modules and
related topics of the LLL course, the beginning and end of
study by the topic, typology and evaluation criteria for students
for each topic.
5) Plan activities of students and teachers, who support
the LLL course.
This document describes in detail the nature of the
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діяльності з навчання для слухача. Обов’язково для кожної
вказують як слухачу виконувати завдання (індивідуально, в
групі, в малій групі, яку слухачі мають створити за
допомогою технологій дистанційного навчання, тощо) і в
які терміни що він має і як робити. Крім того детально
описують мету навчання за кожною темою LLL курсу,
інструкції з виконання, рекомендації щодо стратегії
виконання завдань та опрацювання теоретичного
матеріалу, критерії оцінки та необхідні ресурси.
Даний документ дуже корисний для викладачів, які
постійно не підтримують повний процес навчання, а
залучаються для підтримки окремих тем або модулів.
Маючи цей документ викладач знає що і як він має робити
для підтримки навчального процесу. Це сприяє уникненню
форс-мажорних обставин, що пов’язані з відсутністю
викладача курсу або теми. Будь який викладач, що є
спеціалістом в відповідній галузі може замінити
відсутнього за різними обставинами викладача.
В Україні за цією технологією були створені та
educational activities of students. For each student, the
guidelines should be prepared how to perform tasks
(individually, in a group, in a small group created by distance
learning technologies, etc.), at what time, and what and how to
do it. Also the purpose of each topic of the LLL course,
instructions as to its implementation, recommendations as to
the strategy of executing assignments and learning theory,
evaluation criteria and necessary resources have to be described
in details.
This document is very useful for teachers who is not
involved permanently in the full learning process, but involved
to support specific topics or modules. On the basis of this
document the teacher knows what and how he has to support
the learning process. This helps to avoid force major situations
related to the absence of teachers of any course or topic. Any
teacher who is expert in the relevant field can replace the absent
teacher under different circumstances.
In Ukraine, several courses were created and conducted
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проведені курси, шаблони документів яких наведені у
додатку Б.
Даний набір документі та технологія планування
та створення LLL курсів є прозорою, зрозумілою у
використанні як слухачами так і викладачами курсів. Що
сприятиме удосконаленню якості навчання. Може
використовуватися як допоміжний матеріал для
планування будь-яких курсів з дисциплін для студентів
денної, заочної форм. Ця технологія з планування курсів
буде актуальна у майбутньому при плануванні і
впровадженню дуальної освіти.
by this technology, and their document templates are listed in
Annex B.
This set of documents and technologies of planning and
creating the LLL courses is transparent and clear to use by
students and teachers of the courses. It will help to improve the
quality of education. It can be used as supporting material for
planning any courses for full-time and part-time students. This
technology of planning courses will be relevant in the future for
planning and implementation of dual education.
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5. Висновки / Conclusions
На період 2015-2025 прийнята «Дорожня карта
освітньої реформи»[7] в українській системі освіти. В
рамках цих перетворень надаємо рекомендації з
реформування системи вищої щодо впровадження LLL,
неформального навчання, планування і нормативної
складової розробки LLL курсів.
1) Необхідно ввести в дію проект Закону України
«Про освіту», що передбачав би:
термінологію, що використовується в концепції
навчання впродовж життя;
поняття формального, неформального та
інформального навчання;
визнання неформальної освіти дорослих
обов’язковою інтегральною складовою системи
неперервної освіти.
2) Сприяння подальшій варіативності освітніх
The "Roadmap for Education Reform" [7] was adopted
in Ukrainian education system for the period 2015-2025. The
recommendations as to reforming the higher education system
for implementing LLL, informal learning, planning and
regulatory component of LLL courses are provided as a part of
these changes.
1) It is necessary to enact the draft law of Ukraine "On
Education", which would provide:
the terminology used in the concept of lifelong
learning;
the concept of formal, non-formal and informal
learning;
recognition of non-formal adult education as a
mandatory integral part of lifelong education.
2) Promoting the further variability of educational
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можливостей для саморозвитку та створення «відкритих
університетів» з найрізноманітнішими освітніми курсами і
програми для дорослих, в тому числі і поза академічним
сектором.
3) Урахування освітніх потреб усіх вікових
категорій громадян. Сьогодні в Україні громадяни
пенсійного віку становлять більш ніж 35 % (14,5 млн.), що
вимагає від держави пильної уваги до їх освітніх потреб.
Таким чином, створення найрізноманітнішої та
всеохоплюючої системи освіти дорослих громадян України
має будуватися на трьох основних європейських засадах:
ініціативі й активності громадських організацій;
організаційно-розпорядчій і фінансовій активності органів
державної виконавчої влади та місцевого самоврядування;
індивідуальній ініціативі самих дорослих громадян
України.
4) Створення відповідної законодавчої бази яка б
визначала взаємодію всіх складових системи безперервної
освіти, у тому числі закон про освіту дорослих або його
opportunities for self-development and the creation of "open
universities" with a variety of educational courses and
programs for adults including those outside the academic
sector.
3) Taking into account the educational needs of all age
categories. Now the portion of Ukrainian citizens of the
retirement age is more than 35% (14.5 millions), who requires
the special attention to their educational needs from the
government. Thus, creation of the most diverse and
comprehensive system of adult education for Ukrainian citizens
should be based on three fundamental European principles:
initiatives and activities of NGOs; organizational,
administrative and financial activities of state authorities and
municipal governments; individual initiative of the adult
population of Ukraine.
4) Creation of the appropriate legislative framework that
would identify the interaction of all components of the system
of continuing education, including the law on adult education
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аналог.
5) Розвиток дистанційного (distance learning) та
змішаного навчання (blended learning) через впровадження
LLL курсів для організації освіти дорослих
6) Розробка та поширення рекомендацій для
університетів та інституцій, що надають освітні послуги в
галузі LLL щодо планування нормативної складової
розробки LLL курсів за дистанційною та змішаною
формами навчання.
or its equivalent.
5) Development of distance learning and blended
learning through the implementation of LLL courses for adult
education.
6) Development and dissemination of guidelines as to the
planning regulatory basis for LLL courses on the basis of
distance and mixed learning for universities and institutions,
that provide LLL educational services.
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Перелік використаних джерел / The list of sources
1) Шарко,В.Д. Андрогагічний підхід до організації навчання вчителів у системі післядипломної освіти [Текст]/ :
Метод. Посіб. / В.Д. Шарко. – Херсон: Олді-плюс, 2003.-96с.
2) Корчагіна, Л.М.. Навчання впродовж життя як пріоритетний напрямок модернізації управління освітою в
Україні[Текст] / Теорія та практика державного управління, вип. 3(22).- 2008.- 326-331с. [Електронний ресурс]:
http://www.kbuapa.kharkov.ua/e-book/tpdu/2008-3/doc/3/24.pdf - Назва з екрану.
3) Lifelong Learning – Сучасні проблеми та шляхи їх вирішення// Харківська А.А. Харківський гуманітарно-
педагогічний інститут [Електронний ресурс]: http://www.uk.x-pdf.ru/5istoriya/1644236-1-lifelong-learning-suchasni-
problemi-shlyahi-ih-virishennya-harkivska-harkivskiy-gumanitarno-pedagogichniy-institut-anot.php - Назва з екрану.
4) Гончарук, А.. Неформальна освіта дорослих у країнах ЄС [Текст] / Педагогічні науки. № 54.- 2012.-С. 31-36
[Електронний ресурс]: http://www.nbuv.gov.ua/old_jrn/soc_gum/pena/2012_1/Goncha.pdf - Назва з екрану.
5) Colardyn D. Lifelong Learning: which ways forward / D. Colardyn. – Utrecht : Lemma Publishers, 2001. – 265 p.
6) Templates for planning course.- Coimbra University.-2015.
7) Дорожня карта освітньої реформи (2015 – 2025) [Текст] /
http://mon.gov.ua/content/%D0%94%D1%96%D1%8F%D0%BB%D1%8C%D0%BD%D1%96%D1%81%D1%82%D1%8C/%D0%97%D0%
B2%E2%80%99%D1%8F%D0%B7%D0%BA%D0%B8%20%D0%B7%20%D0%B3%D1%80%D0%BE%D0%BC%D0%B0%D0%B4%D1
%81%D1%8C%D0%BA%D1%96%D1%81%D1%82%D1%8E/%D0%93%D1%80%D0%BE%D0%BC%D0%B0%D0%B4%D1%81%D1%8
C%D0%BA%D0%B5%20%D0%BE%D0%B1%D0%B3%D0%BE%D0%B2%D0%BE%D1%80%D0%B5%D0%BD%D0%BD%D1%8F/08-
road-map-sk-end.pdf - [Електронний ресурс]
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Додаток А Шаблони для планування LLL курсу /
Annex A Templates for planning LLL course
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2.Content
This document aims to place content within a certain module or topic. It also structures the way this content will be organized and presented.
CO U R S E NA M E
M O D U LE
TO P I C
NO T E S
CONTENT 1 | X Example: Texts and images were used to present and explain concepts.
CONTENT 2 | Y Example: Interactive diagrams and explanatory videos were also used when necessary to provide a proper understanding of the concepts.
CONTENT 3 | Z …
3. Support Resources
This document provides a means to organize and allocate resources to a specific module or topic. Different types of resources may be available to students. The resources available in one specific module or topic may depend on the aims and the type of contents, as well as the type of activities requested.
CO U R S E NA M E
Resources
TE X T S
<text 1> ☐ MODULE <nº>
☐ TOPIC <nº>
<text 1> ☐ MODULE <nº>
☐ TOPIC <nº>
BO O K S <book 1> ☐ MODULE <nº>
☐ TOPIC <nº>
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<book 2> ☐ MODULE <nº>
☐ TOPIC <nº>
AR T I C LE S
<article 1> ☐ MODULE <nº>
☐ TOPIC <nº>
<article 2> ☐ MODULE <nº>
☐ TOPIC <nº>
NE W S
<news 1> ☐ MODULE <nº>
☐ TOPIC <nº>
<news 2> ☐ MODULE <nº>
☐ TOPIC <nº>
MU LT I M E D I A
<multimedia 1> ☐ MODULE <nº>
☐ TOPIC <nº>
<multimedia 2> ☐ MODULE <nº>
☐ TOPIC <nº>
WE B S I T E S
<site 1> ☐ MODULE <nº>
☐ TOPIC <nº>
<site 2> ☐ MODULE <nº>
☐ TOPIC <nº>
OT H E R
<other 1> ☐ MODULE <nº>
☐ TOPIC <nº>
<other 2> ☐ MODULE <nº>
☐ TOPIC <nº>
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4.Activities Plan This document includes all the activities of the course, providing an overview of the tasks the student will have to perform.
COURSE NAME
DATE
Module 1
No. Activity Name Typology Start date End date Weight in
Assessment
Module 2
No. Activity Name Typology Start date End date Weight in
Assessment
Module 3
No. Activity Name Typology Start date End date Weight in
Assessment
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5.Activity
This document presents and details the activity.
CO U R S E NA M E
AC T I V I T Y
NA M E
RE QU I R E M E N T [MANDATORY | OPTIONAL]
NA T U R E [INDIVIDUAL | COLLABORATIVE]
TY P O LO G Y [SUBMISSION FILE | WIKI | FORUM | GLOSSARY | TESTS | ETC.]
ST A R T [ D A Y | H O U R ] EN D [ D A Y | H O U R ]
WE I G H T I N A S S E S S M E N T %
O B J E C T I V E S
The goals should be detail so students may understand what they should achieve by doing this activity.
I N S T R U C T I O N S
Detailed instructions should be provided so students know what they expected to do and how they should do it.
R E C O M M E N D E D S T R A T E G I E S
It is important to provide strategies that can use to achieve their goal for the activity thus being able to perform better.
E V A L U A T I O N C R I T E R I A
Detailed evaluation criteria should be provided to help students fulfil their goals and better understand the evaluation that will be given to the activity.
S U P P O R T R E S O U R C E S
Support Resources may be provided. Sometimes activities are based on a reading or on viewing a video, for example. Additional support resources may also be provided if they are thought to be useful for the student to perform better in this activity.
N O T E S
A C T I V I T Y N A M E
<Field to perform the activity > <name> DATE<dd-mm-yy>
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Додаток Б Приклади LLL курсів, які були заплановані, розроблені та впроваджені в Українських університетах /
Annex B Examples LLL courses that were planned, developed and implemented at Ukrainian universities
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Додаток Б.1 / Annex B.1
1. Приклад планування LLL курсу “E-labs development” (Київський національний університет ім. Т.Г. Шевченко) / Example of LLL course "E-labs development" (Taras Shevchenko National University of Kyiv)
2.Course Schedule This document aims to be a means to provide a detailed distribution of the workload, including the timeframe for activities
Course Name “E-labs development”
Edition Total Hours
120 Hours = 24 Hours introductions to the topics
+ 24 Hours for tests face to face
and 72 Hours on line 2per day=72 Hours=3 month
Month Year February 2016
1 2 3 4 5 8 9 10 11 12 15 16 17 18
2 2 2 2 2 2 2 2 2 2 2 2 2 2
F2F F2F F2F F2F F2F
Test Test
19 22 23 24 25 26 29
2 22 2 2 2 2 2
F2F F2F F2F F2F
Test Test
Month Year March 2016
1 2 3 4 7 8 9 10 11 14 15 16 17 18
2 2 2 2 2 2 2 2 2 2 2 2 22 2
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F2F F2F F2F F2F F2F
Test Test Test
21 22 23 24 25 28 29 30 31
2 2 2 2 2 2 2 2 2
F2F F2F F2F
Test
Month Year April 2016
1 4 5 6 7 8 11 12 13 14 15
2 2 2 2 2 2 2 2 2 2 2
F2F F2F F2F F2F F2F
Test Test Test
18 19 20 21 22
2 2 2 2 2
F2F F2F
Test
February 2016, Module1.
1 2 3 4 5
Topic1.1 Topic1.2 Topic1.3
Content1.1 Content1.2 Content1.3
Activity N5.1 Activity N5.2 Activity N5.3
February 2016, Module2.
8 9 10 11 12
Topic2.1
Content 2.1
Activity N5.4
February 2016, Module2.
15 16 17 18 19
Topic2.2
Content 2.2
Activity N5.5
February 2016, Module2.
22 23 24 25 26
Topic2.3
Content 2.3
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Activity N5.6
February and March 2016, Module2.
29 1 2 3 4
Topic2.4
Content 2.4
Activity N5.7
March 2016, Module2.
7 8 9 10 11
Topic2.5
Content 2.5
Activity N5.8
March 2016, Module2.
14 15 16 17 18
Topic2.6
Content 2.6
Activity N5.9
March 2016, Module2.
21 22 23 24 25
Topic2.7
Content 2.7
Activity N5.10
March and April 2016, Module3.
28 29 30 31 1
Topic3.1
Content 3.1
Activity N5.11
April 2016, Module3.
4 5 6 7 8
Topic3.2
Content 3.2
Activity N5.12
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April 2016, Module3.
11 12 13 14 15
Topic3.3
Content 3.2
Activity N5.13
April 2016, Module3.
18 19 20 21 22
Topic3.4
Content 3.4
Activity N5.14
2.Content
This document aims to place content within a certain module or topic. It also structures the way this content will be organized and presented.
CO U R S E NA M E E-labs development
MO D U LE 1. Introduction to the course.
TO P I C
1.1. The relevance of the course for LLL, business and entrepreneurship. The role of virtual labs (VL) and their use. Determine the purpose and direction of the course To understand the problems of implementation of distance learning technologies for humanitarian and technical specialties in LLL. To understand features and capabilities of modern technologies of virtual remote labs development. To formulate purposes of the course and discuss colleagues. Place corrected material to the Library for further discussion on the group. Importance of the course for popularizing science and technology. Importance of the course for entrepreneurship. Output characteristics and competences of the students after course learning. Creation of the set (list) objectives of the course in accordance with requirements of competence; To develop the course curriculum and plan student activities in the course; Establish parameters distance course, understand the relevance of LLL for business and entrepreneurship; Role of VL application in LLL training. In specific examples to understand the features used in various types of training VL. Formulate the purpose of his course and discuss them with their colleagues. After discussing corrected material placed in the Library for further discussion on the group. 1.2. Make a plan of weekly topics (profile "Weekly topics") and define the goals of each session. Discuss the materials with their partners.
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Write an essay in which to analyze and compare the activity of "target-activities-educational information-entrepreneurship" and "goal-information-educational activity = entrepreneurship".
In which case, why and how, the description of the learning objectives used in the development and application of educational materials? Name and describe at least four situations. You are going to prepare the course material of the course. Define "properly defined" learning objectives to describe the results that they have to reach students through your course. After studying computer course "Technology of laboratory Work," students will receive initial skills training material to create virtual simulators; The problems of implementation of distance learning technologies for humanitarian and technical specialties in LLL. The power of modern technologies in VL Analysis of cognitive activity depending on the selection and presentation of educational material. Development of information pages. 1.3 Tests
NO T E S
CONTENT 1 | 1 Texts, images, examples were used to present and explain concepts to Determine the purpose and direction of the course
CONTENT 1 | 2 Texts, images, examples were used to present and explain concepts of how to use E-Labs for study .
CONTENT 1 | 3 Tests.
CO U R S E NA M E E-labs development
MO D U LE 2. Technology to create virtual labs and their application (Theory)
TO P I C
2.1. Role illustrative tools in VL. How to create and organize an efficient supply of material to support multimedia training Design work on the content of the course. Additional material for rendering. Principles of the interfaces VL design. Presentation educational material in the VL; Visualization of complex processes. Interactive visualization in VL; Principles of engineer preparing. VL development for technical skills in distance learning. Two ways of VL creation (simulation and work with real devices) Database in VL. Creation of database with the results of the real experiments or modeling. Algorithm of data calculation of VL based on real data. Tools in VL. Modelling of accuracy and the speed of equipment
2.2. Interface and possibilities of videoeditor Adobe Premiere Pro. Work on with videoeditor interface Interface and possibilities of videoeditor Sony Vegas Movie Studio 9 Platinum Edition. Work on with videoeditor interface;
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Темпус проект «Мережа для розвитку безперервного навчання у Вірменії , Грузії та України (LeAGUe)» Tempus Project «A Network for Developing Lifelong Learning in Armenia, Georgia and Ukraine» 543839-TEMPUS-1-2013-1-SE-TEMPUS-SMHES.
Interface and possibilities of videoeditor Corel VideoStudio Pro X3. Work on with videoeditor interface Interface and possibilities of videoeditor VirtualDub 1.9.9. Work on with videoeditor interface; Interface and possibilities of videoeditor Avidemux 2.5.2. Work on with videoeditor interface Interface and possibilities of videoeditor Windows Live
2.3. Movie Maker. Work on with videoeditor interface; Animations. The role of animations and the tasks that they solve in creating illustrative tools in VL. General overview of Key Features of animated programs. Interactive animations; Animation program Adobe Flash Professional. An example of work with program. Animation program Power Point. An example of work with program. 2.4. Animation program JavaScript. An example of work with program. Animation program Java. An example of work with program; Animation program 3DMax An example of work with program. Animation program Blender. An example of work with program; 2.5. LabView program Introduction to LabView of National Instruments Company. Details of the program. LabView Functions and features. Software structure. The concept of Virtual device, its components and the sequence of creation. Editing and repairing of Virtual device. Types of data and conductors of information. The sequence of data processing. Methods of measurements of physical parameters. Evaluation of measurement errors and measurement tools. Processing the results of experimental measurements; Creation of Virtual device subprograms. Realization of "icons", establishing of the connecting panel. The virtual device usage as a subprogram. Virtual device application features while organizing measurement experiments. Examples of elaboration of specialized virtual devices based on software system LabView; Tools of symbolic programming. Multiple cycles and iterations in programs of measurements data elaboration. Modern technical support of software system LabView. The known global producers of software systems for modelling and simulation of manufacturing processes
2.6. Features and characteristics of virtual devices for monitoring of quality products. Examples of programming algorithms for solving manufacturing problems in symbolic format. Systems of quality, safety and technical requirements, process control, test methods, measurement analysis; Formation testing systems for monitoring the quality of energy carriers, based on the requirements of regulatory documents; Examples of statistical processing of measurement data by the help of the software system LabView
2.7. General overview of Articulate Storyline program and its interface. Features and advantages of Articulate Storyline. Creating training courses based on templates. Setting templates; Editing pages of training materials in Articulate Storyline Adding, deleting and removing Slides. Editing text Link creation. Editing links. Adding pictures, video, audio and other; Elaboration and preparation of tests.
NO T E S
40
Темпус проект «Мережа для розвитку безперервного навчання у Вірменії , Грузії та України (LeAGUe)» Tempus Project «A Network for Developing Lifelong Learning in Armenia, Georgia and Ukraine» 543839-TEMPUS-1-2013-1-SE-TEMPUS-SMHES.
CONTENT 2 | 1 Example: Texts and images were used to present and explain concepts. Lectures, presentations educational videos, discussion, forum, problem based questions and activities video capturing , tests
CONTENT 2 | 2 Example: Interactive diagrams and explanatory videos were also used when necessary to provide a proper understanding of the concepts. Lectures, educational videos, video capturing software, interactive simulators, video mastering software tests
CONTENT 2 | 3 Lectures, webinars, remote labs activities access, virtual labs activities examples, problem based questions and activities, tests
CONTENT 2 | 4 Example: Texts and images were used to present and explain concepts. Lectures, presentations educational videos, discussion, forum, problem based questions and activities video capturing tests
CONTENT 2 | 5 Example: Interactive diagrams and explanatory videos were also used when necessary to provide a proper understanding of the concepts. Lectures, educational videos, video capturing software, interactive simulators, video mastering software tests,
CONTENT 2 | 6 Lectures, webinars, remote labs activities access, virtual labs activities examples, problem based questions and activities, tests,
CONTENT 2 | 7 Example: Interactive diagrams and explanatory videos were also used when necessary to provide a proper understanding of the concepts. Lectures, educational videos, video capturing software, interactive simulators, video mastering software tests
CO U R S E NA M E E-labs development
MO D U LE 3. Technology to create virtual labs and their application (Practice)
TO P I C
3.1. Key stages sequence of VL scenario. Stages: Goals, Objectives, Theoretical information, description of the installation. The establishment the role and place each of them in VL; Role play: teacher, and programmer. Creating a scenario of laboratory work; Establishing the role of educational materials in VL. The crucial role of educational videos and animations to explain the sequence of actions with devices and gain the appropriate skills to work with them; Role play: teacher, and programmer. Defining the role of each of the training materials in VL.
3.2. Role play: teacher, and programmer. Creating a scenario of laboratory work; 3.3. Webpage of the laboratory work. Determination of the necessary elements for implementing navigation of VL; Determine the software tools needed to elaborate VL. Role play: teacher, and programmer; Identification of alternatives tasks of VL.
3.4. Creation of the tests.
41
Темпус проект «Мережа для розвитку безперервного навчання у Вірменії , Грузії та України (LeAGUe)» Tempus Project «A Network for Developing Lifelong Learning in Armenia, Georgia and Ukraine» 543839-TEMPUS-1-2013-1-SE-TEMPUS-SMHES.
NO T E S
CONTENT 3 | 1 Examples the VL and tests.
CONTENT 3 | 2 Examples the VL scenario and tests.
CONTENT 3 | 3 Examples the VL and tests.
CONTENT 3 | 4 Examples the VL and tests.
42
Темпус проект «Мережа для розвитку безперервного навчання у Вірменії , Грузії та України (LeAGUe)» Tempus Project «A Network for Developing Lifelong Learning in Armenia, Georgia and Ukraine» 543839-TEMPUS-1-2013-1-SE-TEMPUS-SMHES.
3. Support Resources This document provides a means to organize and allocate resources to a specific module or topic. Different types of resources may be available to students. The
resources available in one specific module or topic may depend on the aims and the type of contents, as well as the type of activities requested.
CO U R S E NA M E E-labs development
Resources
BO O K S
Мартинюк О. С., Головіна Н. А., Кобель Г. П., Зімич Т. Ф. Навчальний фізичний експеримент у системі сучасних педагогічних технологій.// Луцьк. Вежа-Друк 2016. 140c.
☐ MODULE <nº1 – 3>
☐ TOPIC <nº1.2 – 3.5>
Інститут високих технологій. Електронні методичні посібники та лабораторні роботи. [Електронний ресурс]: http://iht.univ.kiev.ua/uk/library/e-books/elektronni-metodichni-posibniki - Назва з екрану
☐ MODULE <nº1>
☐ TOPIC <nº1.3 – 1.5>
Лисоченко С.В. Робота викладачів і студентів в системі управління навчанням Moodle, / Лисоченко С.В., Сусь Б.Б., Третяк О.В., Ходаковский В.Ф. // Видавничо-поліграфічний центр “Київський університет”. - 2012. - 64 с.
☐ MODULE <nº2>
☐ TOPIC <nº2.1 – 2.5>
Ю.С. Жарких, С.В. Лисоченко, Б.Б. Сусь, О.В. Третяк, Комп'ютерні технології в освіті. – Київ, Україна: Видавництво «Київський університет». - 2012. – 239 с.
☐ MODULE <nº1,2> ☐ TOPIC <nº1.2 – 2.6>
Virtual Amrita Laboratories Universalizing Education [Electronic Resource]. – Mode of access : URL : http://amrita.vlab.co.in/index.php – Title from the screen.
☐ MODULE <nº1 –3> ☐ TOPIC <nº1.2 –3.5>
Video editing software | Adobe Premiere Pro CS6 [Electronic Resource]. – Mode of access: URL : http://www.adobe.com/ua/products/premiere.html/ – Title from the screen.
☐ MODULE <nº2,3> ☐ TOPIC <nº2.1 – 2.6,3.1-3.4>
Animation software, animation movies | Adobe Flash Professional CS6 [Electronic Resource]. –Mode of access: URL http://www.adobe.com/ua/products/flash.html/ – Title from the screen.
☐ MODULE <nº2,3> ☐ TOPIC <nº2.1 – 2.6,3.1-3.3>
Python Programming Language – Official Website [Electronic Resource]. –Mode of access : URL http://www.python.org/ – Title from the screen.
☐ MODULE <nº2,3> ☐ TOPIC <nº2.1 – 2.6,3.1-3.3>
Autodesk (раніше 3D Studio MAX) | 3D Design, Engineering & Entertainment Software [Electronic Resource]. –Mode of access : URL http://www.autodesk.com// – Title from the screen.
☐ MODULE <nº2,3> ☐ TOPIC <nº2.1 – 2.6,3.1-3.3>
43
Темпус проект «Мережа для розвитку безперервного навчання у Вірменії , Грузії та України (LeAGUe)» Tempus Project «A Network for Developing Lifelong Learning in Armenia, Georgia and Ukraine» 543839-TEMPUS-1-2013-1-SE-TEMPUS-SMHES.
LabVIEW - National Instruments [Electronic Resource]. –Mode of access : URL http://sine.ni.com/np/app/main/p/docid/nav-104/lang/ru/ – Title from the screen.
☐ MODULE <nº2,3> ☐ TOPIC <nº2.1 – 2.6,3.1-3.3>
Articulate Storyline[Electronic Resource]. – Mode of access : URL : http://www.articulate.com/products/storyline-overview.php – Title from the screen.
☐ MODULE <nº2,3> ☐ TOPIC <nº2.1 – 2.7,3.1-3.4>
Adobe Captivate [Electronic Resource]. – Mode of access : URL : http://www.adobe.com/ua/products/captivate.html – Title from the screen.
☐ MODULE <nº2,3> ☐ TOPIC <nº2.1 – 2.6,3.1-3.3>
SRIM & TRIM: James Ziegler[Electronic Resource]. – Mode of access : URL : http://www.srim.org/ – Title from the screen.
☐ MODULE <nº2,3> ☐ TOPIC <nº2.1 – 2.6,3.1-3.3>
44
Темпус проект «Мережа для розвитку безперервного навчання у Вірменії , Грузії та України (LeAGUe)» Tempus Project «A Network for Developing Lifelong Learning in Armenia, Georgia and Ukraine» 543839-TEMPUS-1-2013-1-SE-TEMPUS-SMHES.
4. Activities Plan This document includes all the activities of the course, providing an overview of the tasks the student will have to perform.
COURSE NAME E-LA B S D E V E LO P M E N T
DATE 1.02.2016 – 30.04.2016
Module 1. Introduction to E-labs development.
No. Activity Name Typology Start date End date Weight in
Assessment
1.1 1.face2face 2.Individual
1.Listening the information, 2. discussion question-answer, 3.To read, make exercises 4.file submission
01/02/2016 02/02/2016 10 / 33
1.2 Individual 1.To read, make exercises 2.file submission
03/02/2016 04/02/2016 10 / 33
1.3 Test face2face Module 1, 1.discussion question-answer, 2.Test
05/02/2016 05/02/2016 13 / 33
Module 2. Technology to create virtual labs and their application (Theory).
No. Activity Name Typology Start date End date Weight in
Assessment
2.1 1.face2face 2.Individual 3.Collaboration. Team work; 4.Test face2face Module 2
1.Listening the information, 2. discussion question-answer, 3.To read, make exercises 4. Group work: make common exercises using forum in Moodle 5.file submission 6. Test
08/02/2016 12/02/2016 4 / 28
2.2 1.face2face 2.Individual 3.Collaboration. Team work; 4.Test face2face Module 2
1.Listening the information, 2. discussion question-answer, 3.To read, make exercises 4. Group work: make common exercises using forum in Moodle 5.file submission 6. Test
15/02/2016 19/02/2016 4 / 28
2.3 1.face2face 2.Individual 3.Collaboration. Team work; 4.Test face2face Module 2
1.Listening the information, 2. discussion question-answer, 3.To read, make exercises
22/02/2016 26/02/2016 4 / 28
45
Темпус проект «Мережа для розвитку безперервного навчання у Вірменії , Грузії та України (LeAGUe)» Tempus Project «A Network for Developing Lifelong Learning in Armenia, Georgia and Ukraine» 543839-TEMPUS-1-2013-1-SE-TEMPUS-SMHES.
4. Group work: make common exercises using forum in Moodle 5.file submission 6. Test
2.4 1.face2face 2.Individual 3.Collaboration. Team work; 4.Test face2face Module 2
1.Listening the information, 2. discussion question-answer, 3.To read, make exercises 4. Group work: make common exercises using forum in Moodle 5.file submission 6. Test
29/02/2016 04/03/2016 4 / 28
2.5 1.face2face 2.Individual 3.Collaboration. Team work; 4.Test face2face Module 2
1.Listening the information, 2. discussion question-answer, 3.To read, make exercises 4. Group work: make common exercises using forum in Moodle 5.file submission 6. Test
07/03/2016 11/03/2016 4 / 28
2.6 1.face2face 2.Individual 3.Collaboration. Team work; 4.Test face2face Module 2
1.Listening the information, 2. discussion question-answer, 3.To read, make exercises 4. Group work: make common exercises using forum in Moodle 5.file submission 6. Test
14/03/2016 18/03/2016 4 / 28
2.7 1.face2face 2.Individual 3.Collaboration. Team work; 4.Test face2face Module 2
1.Listening the information, 2. discussion question-answer, 3.To read, make exercises 4. Group work: make common exercises using forum in Moodle 5.file submission 6. Test
21/03/2016 25/03/2016 4 / 28
Module 3. Technology to create virtual labs and their application (Practice).
No. Activity Name Typology Start date End date Weight in
Assessment
3.1 1.face2face 2.Individual 3.Test face2face Module 3
1.Listening the information, 2. discussion question-answer, 3.To read, make exercises
28/03/2016 01/04/2016 9 / 39
46
Темпус проект «Мережа для розвитку безперервного навчання у Вірменії , Грузії та України (LeAGUe)» Tempus Project «A Network for Developing Lifelong Learning in Armenia, Georgia and Ukraine» 543839-TEMPUS-1-2013-1-SE-TEMPUS-SMHES.
4. Test
3.2
1.face2face 2.Individual 3.Test face2face Module 3
1.Listening the information, 2. discussion question-answer, 3.To read, make exercises 4. Test
04/04/2016 08/04/2016 9 / 39
3.3
1.face2face 2.Individual 3.Test face2face Module 3
1.Listening the information, 2. discussion question-answer, 3.To read, make exercises 4. Test
11/04/2016 15/04/2016 9 / 39
3.4
1.face2face 2.Individual 3.Test face2face Module 3
1.Listening the information, 2. discussion question-answer, 3.To read, make exercises 4. Test
18/04/2016 22/04/2016 12 / 39
TOTAL 100
47
Темпус проект «Мережа для розвитку безперервного навчання у Вірменії , Грузії та України (LeAGUe)» Tempus Project «A Network for Developing Lifelong Learning in Armenia, Georgia and Ukraine» 543839-TEMPUS-1-2013-1-SE-TEMPUS-SMHES.
5.1 Activity This document presents and details the activity.
CO U R S E NA M E E -L A BS D E V E L O P M E N T
AC T I V I T Y
NA M E 1.1. The relevance of the course for LLL, business and entrepreneurship. The role of virtual labs (VL) and their use
RE Q U I RE M E N T [MANDATORY]
NA T U RE [face2face],[ Individual]
TY P O L O G Y
1.Listening the information, 2. discussion question-answer, 3.To read, make exercises 4.file submission
S T A RT [D A Y | H O U R ] 1/02/2016 | 9:30 E N D [D A Y | H O U R ] 2/02/2016 | 11:05
WE I G H T I N A S S E S S M E N T 10 %
O B J E C T I V E S
The goals should be detail so students may understand what they should achieve by doing this activity.
To know the relevance of the course for LLL, business and entrepreneurship. The role of virtual labs (VL) and their use
I N S T R U C T I O N S
Detailed instructions should be provided so students know what they expected to do and how they should do it.
1) Listening the information, 2) discussion question-answer.3) To read, make exercises
R E C O M M E N D E D S T R A T E G I E S
It is important to provide strategies that can use to achieve their goal for the activity thus being able to perform better, 1) Search information. 2) Read the theoretical material. 3) Upload / Download the files.
E V A L U A T I O N C R I T E R I A Detailed evaluation criteria should be provided to help students fulfil their goals and better understand the evaluation that will be given to the activity. To check the role of virtual labs (VL) and their use.
S U P P O R T R E S O U R C E S
Support Resources may be provided. Sometimes activities are based on a reading or on viewing a video, for example. Additional support resources may also be provided if they are thought to be useful for the student to perform better in this activity. Information the books and Internet.
N O T E S
48
Темпус проект «Мережа для розвитку безперервного навчання у Вірменії , Грузії та України (LeAGUe)» Tempus Project «A Network for Developing Lifelong Learning in Armenia, Georgia and Ukraine» 543839-TEMPUS-1-2013-1-SE-TEMPUS-SMHES.
5.2 Activity This document presents and details the activity.
CO U R S E NA M E E -L A BS D E V E L O P M E N T
AC T I V I T Y
NA M E 1.1. The "target-activities-educational information-entrepreneurship" and "goal-information-educational activity = entrepreneurship"
RE Q U I RE M E N T [MANDATORY]
NA T U RE [Individual]
TY P O L O G Y 1.To read, make exercises 2. discussion question-answer, 3.file submission
ST A RT [D A Y | H O U R ] 3/02/2016 | 9:30 E N D [D A Y | H O U R ] 4/02/2016 | 11:05
WE I G H T I N A S S E S S M E N T 10 %
O B J E C T I V E S
The goals should be detail so students may understand what they should achieve by doing this activity.
To know the "target-activities-educational information-entrepreneurship" and "goal-information-educational activity = entrepreneurship"
I N S T R U C T I O N S Detailed instructions should be provided so students know what they expected to do and how they should do it.
1) To read, make exercises
R E C O M M E N D E D S T R A T E G I E S
It is important to provide strategies that can use to achieve their goal for the activity thus being able to perform better, 1) Search information. 2) Read the theoretical material. 3) Upload / Download the files.
E V A L U A T I O N C R I T E R I A
Detailed evaluation criteria should be provided to help students fulfil their goals and better understand the evaluation that will be given to the activity. To check the "target-activities-educational information-entrepreneurship" and "goal-information-educational activity = entrepreneurship"
S U P P O R T R E S O U R C E S Support Resources may be provided. Sometimes activities are based on a reading or on viewing a video, for example. Additional support resources may also be provided if they are thought to be useful for the student to perform better in this activity. Information the books and Internet.
N O T E S
49
Темпус проект «Мережа для розвитку безперервного навчання у Вірменії , Грузії та України (LeAGUe)» Tempus Project «A Network for Developing Lifelong Learning in Armenia, Georgia and Ukraine» 543839-TEMPUS-1-2013-1-SE-TEMPUS-SMHES.
5.3 Activity This document presents and details the activity.
CO U R S E NA M E E -L A BS D E V E L O P M E N T
AC T I V I T Y
NA M E 1.1. Tests
RE Q U I RE M E N T [MANDATORY]
NA T U RE [face2face]
TY P O L O G Y 1.Listening the information 2.To read, doing tests 3. discussion question-answer
S T A RT [D A Y | H O U R ]
5/02/2016 | 9:30 E N D [D A Y | H O U R ]
5/02/2016 | 11:05
WE I G H T I N A S S E S S M E N T 13 %
O B J E C T I V E S
The goals should be detail so students may understand what they should achieve by doing this activity. Doing tests
I N S T R U C T I O N S Detailed instructions should be provided so students know what they expected to do and how they should do it.
1.Listening the information 2) To read, make exercises, doing tests
R E C O M M E N D E D S T R A T E G I E S
It is important to provide strategies that can use to achieve their goal for the activity thus being able to perform better,
1) Search information. 2) Download the files.3) Doing tests
E V A L U A T I O N C R I T E R I A Detailed evaluation criteria should be provided to help students fulfil their goals and better understand the evaluation that will be given to the activity. To check the "target-activities-educational information-entrepreneurship" and "goal-information-educational activity = entrepreneurship"
S U P P O R T R E S O U R C E S
Support Resources may be provided. Sometimes activities are based on a reading or on viewing a video, for example. Additional support resources may also be provided if they are thought to be useful for the student to perform better in this activity. Information the books and Internet.
N O T E S
50
Темпус проект «Мережа для розвитку безперервного навчання у Вірменії , Грузії та України (LeAGUe)» Tempus Project «A Network for Developing Lifelong Learning in Armenia, Georgia and Ukraine» 543839-TEMPUS-1-2013-1-SE-TEMPUS-SMHES.
5.4 Activity This document presents and details the activity.
CO U R S E NA M E E -L A BS D E V E L O P M E N T
AC T I V I T Y
NA M E 2.1 Role illustrative tools in VL. How to create and organize an efficient supply of material to support multimedia training.
RE Q U I RE M E N T [MANDATORY]
NA T U RE [face2face],[ Individual]
TY P O L O G Y
1.Listening the information, 2. discussion question-answer, 3.To read, make exercises 4. Group work: make common exercises using forum in Moodle 5.file submission 6. Tests
S T A RT [D A Y | H O U R ] 8/02/2016 | 09:00 E N D [D A Y | H O U R ] 12/02/2016 | 11:05
WE I G H T I N A S S E S S M E N T 4 %
O B J E C T I V E S
The goals should be detail so students may understand what they should achieve by doing this activity.
To know the Role illustrative tools in VL. How to create and organize an efficient supply of material to support multimedia training
I N S T R U C T I O N S Detailed instructions should be provided so students know what they expected to do and how they should do it.
1) Listening the information, 2) discussion question-answer. 3) To read, make exercises 4) Discussion in groups 5) Doing the tests
R E C O M M E N D E D S T R A T E G I E S
It is important to provide strategies that can use to achieve their goal for the activity thus being able to perform better, 1) Search information and read theoretical material. 2) According Book and lecture material fill the template. 3) Upload file.
E V A L U A T I O N C R I T E R I A
Detailed evaluation criteria should be provided to help students fulfil their goals and better understand the evaluation that will be given to the activity. Check of theoretical part via test in the end of Module. Check of practical part via individual / common exercises.
S U P P O R T R E S O U R C E S Support Resources may be provided. Sometimes activities are based on a reading or on viewing a video, for example. Additional support resources may also be provided if they are thought to be useful for the student to perform better in this activity. Text, books, articles, websites.
N O T E S
51
Темпус проект «Мережа для розвитку безперервного навчання у Вірменії , Грузії та України (LeAGUe)» Tempus Project «A Network for Developing Lifelong Learning in Armenia, Georgia and Ukraine» 543839-TEMPUS-1-2013-1-SE-TEMPUS-SMHES.
5.5 Activity This document presents and details the activity.
CO U R S E NA M E E -L A BS D E V E L O P M E N T
AC T I V I T Y
NA M E 2.2 Interface and possibilities of videoeditors.
RE Q U I RE M E N T [MANDATORY]
NA T U RE [face2face],[ Individual]
TY P O L O G Y
1.Listening the information, 2. discussion question-answer, 3.To read, make exercises 4. Group work: make common exercises using forum in Moodle 5.file submission 6. Tests
S T A RT [D A Y | H O U R ] 15/02/2016 | 09:00 E N D [D A Y | H O U R ] 19/02/2016 | 11:05
WE I G H T I N A S S E S S M E N T 4 %
O B J E C T I V E S
The goals should be detail so students may understand what they should achieve by doing this activity.
To know the Interface and possibilities of videoeditors
I N S T R U C T I O N S Detailed instructions should be provided so students know what they expected to do and how they should do it.
1) Listening the information, 2) discussion question-answer. 3) To read, make exercises 4) Discussion in groups 5) Doing the tests
R E C O M M E N D E D S T R A T E G I E S It is important to provide strategies that can use to achieve their goal for the activity thus being able to perform better, 1) Search information and read theoretical material. 2) According Book and lecture material fill the template. 3) Upload file.
E V A L U A T I O N C R I T E R I A Detailed evaluation criteria should be provided to help students fulfil their goals and better understand the evaluation that will be given to the activity. Check of theoretical part via test in the end of Module. Check of practical part via individual / common exercises.
S U P P O R T R E S O U R C E S
Support Resources may be provided. Sometimes activities are based on a reading or on viewing a video, for example. Additional support resources may also be provided if they are thought to be useful for the student to perform better in this activity. Text, books, articles, websites.
N O T E S
52
Темпус проект «Мережа для розвитку безперервного навчання у Вірменії , Грузії та України (LeAGUe)» Tempus Project «A Network for Developing Lifelong Learning in Armenia, Georgia and Ukraine» 543839-TEMPUS-1-2013-1-SE-TEMPUS-SMHES.
5.6 Activity This document presents and details the activity.
CO U R S E NA M E E -L A BS D E V E L O P M E N T
AC T I V I T Y
NA M E 2.3. The role of animations and the tasks that they solve in creating illustrative tools in VL. General overview of Key Features of animated programs. Interactive animations
RE Q U I RE M E N T [MANDATORY]
NA T U RE [face2face],[ Individual]
TY P O L O G Y
1.Listening the information, 2. discussion question-answer, 3.To read, make exercises 4. Group work: make common exercises using forum in Moodle 5.file submission 6. Tests
S T A RT [D A Y | H O U R ] 22/02/2016 | 09:00 E N D [D A Y | H O U R ] 26/02/2016 | 11:05
WE I G H T I N A S S E S S M E N T 4 %
O B J E C T I V E S
The goals should be detail so students may understand what they should achieve by doing this activity.
To know the role of animations and the tasks that they solve in creating illustrative tools in VL. General overview of Key Features of animated programs. Interactive animations
I N S T R U C T I O N S Detailed instructions should be provided so students know what they expected to do and how they should do it.
1) Listening the information, 2) discussion question-answer. 3) To read, make exercises 4) Discussion in groups 5) Doing the tests
R E C O M M E N D E D S T R A T E G I E S It is important to provide strategies that can use to achieve their goal for the activity thus being able to perform better, 1) Search information and read theoretical material. 2) According Book and lecture material fill the template. 3) Upload file.
E V A L U A T I O N C R I T E R I A Detailed evaluation criteria should be provided to help students fulfil their goals and better understand the evaluation that will be given to the activity. Check of theoretical part via test in the end of Module. Check of practical part via individual / common exercises.
S U P P O R T R E S O U R C E S Support Resources may be provided. Sometimes activities are based on a reading or on viewing a video, for example. Additional support resources may also be provided if they are thought to be useful for the student to perform better in this activity. Text, books, articles, websites.
N O T E S
53
Темпус проект «Мережа для розвитку безперервного навчання у Вірменії , Грузії та України (LeAGUe)» Tempus Project «A Network for Developing Lifelong Learning in Armenia, Georgia and Ukraine» 543839-TEMPUS-1-2013-1-SE-TEMPUS-SMHES.
5.7 Activity This document presents and details the activity.
CO U R S E NA M E E -L A BS D E V E L O P M E N T
AC T I V I T Y
NA M E 2.7 Animation programs.
RE Q U I RE M E N T [MANDATORY]
NA T U RE [face2face],[ Individual]
TY P O L O G Y
1.Listening the information, 2. discussion question-answer, 3.To read, make exercises 4. Group work: make common exercises using forum in Moodle 5.file submission 6. Tests
S T A RT [D A Y | H O U R ] 29/02/2016 | 09:00 E N D [D A Y | H O U R ] 04/03/2016 | 11:05
WE I G H T I N A S S E S S M E N T 4 %
O B J E C T I V E S
The goals should be detail so students may understand what they should achieve by doing this activity.
To know the Animation programs
I N S T R U C T I O N S Detailed instructions should be provided so students know what they expected to do and how they should do it.
1) Listening the information, 2) discussion question-answer.3) To read, make exercises 4) Discussion in groups 5) Doing the tests
R E C O M M E N D E D S T R A T E G I E S
It is important to provide strategies that can use to achieve their goal for the activity thus being able to perform better, 1) Search information and read theoretical material. 2) According Book and lecture material fill the template. 3) Upload file.
E V A L U A T I O N C R I T E R I A
Detailed evaluation criteria should be provided to help students fulfil their goals and better understand the evaluation that will be given to the activity. Check of theoretical part via test in the end of Module. Check of practical part via individual / common exercises.
S U P P O R T R E S O U R C E S Support Resources may be provided. Sometimes activities are based on a reading or on viewing a video, for example. Additional support resources may also be provided if they are thought to be useful for the student to perform better in this activity. Text, books, articles, websites.
N O T E S
54
Темпус проект «Мережа для розвитку безперервного навчання у Вірменії , Грузії та України (LeAGUe)» Tempus Project «A Network for Developing Lifelong Learning in Armenia, Georgia and Ukraine» 543839-TEMPUS-1-2013-1-SE-TEMPUS-SMHES.
5.8 Activity This document presents and details the activity.
CO U R S E NA M E E -L A BS D E V E L O P M E N T
AC T I V I T Y
NA M E 2.8 Introduction to LabView of National Instruments Company. Details of the program. LabView Functions and features. Software structure.
RE Q U I RE M E N T [MANDATORY]
NA T U RE [face2face],[ Individual]
TY P O L O G Y 1.Listening the information, 2. discussion question-answer, 3.To read, make exercises 4. Group work: make common exercises using forum in Moodle 5.file submission 6. Tests
S T A RT [D A Y | H O U R ] 07/03/2016 | 09:00 E N D [D A Y | H O U R ] 11/03/2016 | 11:05
WE I G H T I N A S S E S S M E N T 4 %
O B J E C T I V E S
The goals should be detail so students may understand what they should achieve by doing this activity.
To know the main features of LabView of National Instruments Company. Details of the program. LabView Functions and features. Software structure.
I N S T R U C T I O N S Detailed instructions should be provided so students know what they expected to do and how they should do it.
1) Listening the information, 2) discussion question-answer. 3) To read, make exercises 4) Discussion in groups 5) Doing the tests
R E C O M M E N D E D S T R A T E G I E S
It is important to provide strategies that can use to achieve their goal for the activity thus being able to perform better, 1) Search information and read theoretical material. 2) According Book and lecture material fill the template. 3) Upload file.
E V A L U A T I O N C R I T E R I A Detailed evaluation criteria should be provided to help students fulfil their goals and better understand the evaluation that will be given to the activity. Check of theoretical part via test in the end of Module. Check of practical part via individual / common exercises.
S U P P O R T R E S O U R C E S
Support Resources may be provided. Sometimes activities are based on a reading or on viewing a video, for example. Additional support resources may also be provided if they are thought to be useful for the student to perform better in this activity. Text, books, articles, websites.
N O T E S
55
Темпус проект «Мережа для розвитку безперервного навчання у Вірменії , Грузії та України (LeAGUe)» Tempus Project «A Network for Developing Lifelong Learning in Armenia, Georgia and Ukraine» 543839-TEMPUS-1-2013-1-SE-TEMPUS-SMHES.
5.9 Activity This document presents and details the activity.
CO U R S E NA M E E -L A BS D E V E L O P M E N T
AC T I V I T Y
NA M E 2.9 Features and characteristics of virtual devices for monitoring of quality LabView products. Examples of programming algorithms for solving manufacturing problems in symbolic format.
RE Q U I RE M E N T [MANDATORY]
NA T U RE [face2face],[ Individual]
TY P O L O G Y 1.Listening the information, 2. discussion question-answer, 3.To read, make exercises 4. Group work: make common exercises using forum in Moodle 5.file submission 6. Tests
ST A RT [D A Y | H O U R ] 14/03/2016 | 09:00 E N D [D A Y | H O U R ] 18/03/2016 | 11:05
WE I G H T I N A S S E S S M E N T 4 %
O B J E C T I V E S
The goals should be detail so students may understand what they should achieve by doing this activity.
To know the Features and characteristics of virtual devices for monitoring of quality LabView products. Examples of programming algorithms for solving manufacturing problems in symbolic format
I N S T R U C T I O N S
Detailed instructions should be provided so students know what they expected to do and how they should do it.
1) Listening the information, 2) discussion question-answer. 3) To read, make exercises 4) Discussion in groups 5) Doing the tests
R E C O M M E N D E D S T R A T E G I E S
It is important to provide strategies that can use to achieve their goal for the activity thus being able to perform better, 1) Search information and read theoretical material. 2) According Book and lecture material fill the template. 3) Upload file.
E V A L U A T I O N C R I T E R I A Detailed evaluation criteria should be provided to help students fulfil their goals and better understand the evaluation that will be given to the activity. Check of theoretical part via test in the end of Module. Check of practical part via individual / common exercises.
S U P P O R T R E S O U R C E S
Support Resources may be provided. Sometimes activities are based on a reading or on viewing a video, for example. Additional support resources may also be provided if they are thought to be useful for the student to perform better in this activity. Text, books, articles, websites.
N O T E S
56
Темпус проект «Мережа для розвитку безперервного навчання у Вірменії , Грузії та України (LeAGUe)» Tempus Project «A Network for Developing Lifelong Learning in Armenia, Georgia and Ukraine» 543839-TEMPUS-1-2013-1-SE-TEMPUS-SMHES.
5.10 Activity This document presents and details the activity.
CO U R S E NA M E E -L A BS D E V E L O P M E N T
AC T I V I T Y
NA M E 2.10. General overview of Articulate Storyline program and its interface. Features and advantages of Articulate Storyline. Elaboration and preparation of tests.
RE Q U I RE M E N T [MANDATORY]
NA T U RE [face2face],[ Individual]
TY P O L O G Y 1.Listening the information, 2. discussion question-answer, 3.To read, make exercises 4. Group work: make common exercises using forum in Moodle 5.file submission 6. Tests
ST A RT [D A Y | H O U R ] 21/03/2016 | 09:00 E N D [D A Y | H O U R ] 25/03/2016 | 11:05
WE I G H T I N A S S E S S M E N T 4 %
O B J E C T I V E S
The goals should be detail so students may understand what they should achieve by doing this activity.
To know the possibilities of Articulate Storyline program and its interface, Features and advantages of Articulate Storyline, Elaboration and preparation of tests.
I N S T R U C T I O N S Detailed instructions should be provided so students know what they expected to do and how they should do it.
1) Listening the information, 2) discussion question-answer. 3) To read, make exercises 4) Discussion in groups 5) Doing the tests
R E C O M M E N D E D S T R A T E G I E S It is important to provide strategies that can use to achieve their goal for the activity thus being able to perform better, 1) Search information and read theoretical material. 2) According Book and lecture material fill the template. 3) Upload file.
E V A L U A T I O N C R I T E R I A
Detailed evaluation criteria should be provided to help students fulfil their goals and better understand the evaluation that will be given to the activity. Check of theoretical part via test in the end of Module. Check of practical part via individual / common exercises.
S U P P O R T R E S O U R C E S
Support Resources may be provided. Sometimes activities are based on a reading or on viewing a video, for example. Additional support resources may also be provided if they are thought to be useful for the student to perform better in this activity. Text, books, articles, websites.
N O T E S
57
Темпус проект «Мережа для розвитку безперервного навчання у Вірменії , Грузії та України (LeAGUe)» Tempus Project «A Network for Developing Lifelong Learning in Armenia, Georgia and Ukraine» 543839-TEMPUS-1-2013-1-SE-TEMPUS-SMHES.
5.11 Activity This document presents and details the activity.
CO U R S E NA M E E -LA B S D E V E LO P M E N T
AC T I V I T Y
NA M E 3.1. Key stages sequence of VL scenario.. RE QU I R E M E N T [MANDATORY]
NA T U R E [face2face],[ Individual]
TY P O LO G Y
1.Listening the information, 2. discussion question-answer, 3.To read, make exercises 4. Group work: make common exercises using forum in Moodle 5.file submission 6. Tests
ST A R T [D A Y | H O U R ] 28/03/2016 | 09:00 EN D [D A Y | H O U R ] 01/04/2016 | 11:05
WE I G H T I N A S S E S S M E N T 9 %
O B J E C T I V E S
The goals should be detail so students may understand what they should achieve by doing this activity.
To know the Key stages sequence of VL scenario.
I N S T R U C T I O N S Detailed instructions should be provided so students know what they expected to do and how they should do it.
1) Listening the information, 2) discussion question-answer. 3) To read, make exercises 4) Discussion in groups 5) Doing the tests
R E C O M M E N D E D S T R A T E G I E S It is important to provide strategies that can use to achieve their goal for the activity thus being able to perform better, 1) Search information and read theoretical material. 2) According Book and lecture material fill the template. 3) Upload file.
E V A L U A T I O N C R I T E R I A
Detailed evaluation criteria should be provided to help students fulfil their goals and better understand the evaluation that will be given to the activity. Check of theoretical part via test in the end of Module. Check of practical part via individual / common exercises.
S U P P O R T R E S O U R C E S Support Resources may be provided. Sometimes activities are based on a reading or on viewing a video, for example. Additional support resources may also be provided if they are thought to be useful for the student to perform better in this activity. Text, books, articles, websites.
N O T E S
58
Темпус проект «Мережа для розвитку безперервного навчання у Вірменії , Грузії та України (LeAGUe)» Tempus Project «A Network for Developing Lifelong Learning in Armenia, Georgia and Ukraine» 543839-TEMPUS-1-2013-1-SE-TEMPUS-SMHES.
5.12 Activity This document presents and details the activity.
CO U R S E NA M E E -LA B S D E V E LO P M E N T
AC T I V I T Y
NA M E 3.2. Role play: teacher, and programmer. Creating a scenario of laboratory work
RE QU I R E M E N T [MANDATORY]
NA T U R E [face2face],[ Individual]
TY P O LO G Y 1.Listening the information, 2. discussion question-answer, 3.To read, make exercises 4. Group work: make common exercises using forum in Moodle 5.file submission 6. Tests
ST A R T [D A Y | H O U R ] 04/04/2016 | 09:00 EN D [D A Y | H O U R ] 08/04/2016 | 11:05
WE I G H T I N A S S E S S M E N T 9 %
O B J E C T I V E S
The goals should be detail so students may understand what they should achieve by doing this activity.
To know the importance of the roles of teacher and programmer in laboratory work creation. Creating a scenario of laboratory work
I N S T R U C T I O N S Detailed instructions should be provided so students know what they expected to do and how they should do it.
1) Listening the information, 2) discussion question-answer. 3) To read, make exercises 4) Discussion in groups 5) Doing the tests
R E C O M M E N D E D S T R A T E G I E S It is important to provide strategies that can use to achieve their goal for the activity thus being able to perform better, 1) Search information and read theoretical material. 2) According Book and lecture material fill the template. 3) Upload file.
E V A L U A T I O N C R I T E R I A
Detailed evaluation criteria should be provided to help students fulfil their goals and better understand the evaluation that will be given to the activity. Check of theoretical part via test in the end of Module. Check of practical part via individual / common exercises.
S U P P O R T R E S O U R C E S Support Resources may be provided. Sometimes activities are based on a reading or on viewing a video, for example. Additional support resources may also be provided if they are thought to be useful for the student to perform better in this activity. Text, books, articles, websites.
N O T E S
59
Темпус проект «Мережа для розвитку безперервного навчання у Вірменії , Грузії та України (LeAGUe)» Tempus Project «A Network for Developing Lifelong Learning in Armenia, Georgia and Ukraine» 543839-TEMPUS-1-2013-1-SE-TEMPUS-SMHES.
5.13 Activity This document presents and details the activity.
CO U R S E NA M E E -LA B S D E V E LO P M E N T
AC T I V I T Y
NA M E 3.3. Webpage of the laboratory work. Determination of the necessary elements for implementing navigation of VL.
RE QU I R E M E N T [MANDATORY]
NA T U R E [face2face],[ Individual]
TY P O LO G Y 1.Listening the information, 2. discussion question-answer, 3.To read, make exercises 4. Group work: make common exercises using forum in Moodle 5.file submission 6. Tests
ST A R T [D A Y | H O U R ] 11/04/2016 | 09:00 EN D [D A Y | H O U R ] 15/04/2016 | 11:05
WE I G H T I N A S S E S S M E N T 9 %
O B J E C T I V E S
The goals should be detail so students may understand what they should achieve by doing this activity.
To know the steps of laboratory work Webpage creation. Determination of the necessary elements for implementing navigation of VL
I N S T R U C T I O N S
Detailed instructions should be provided so students know what they expected to do and how they should do it.
1) Listening the information, 2) discussion question-answer. 3) To read, make exercises 4) Discussion in groups 5) Doing the tests
R E C O M M E N D E D S T R A T E G I E S It is important to provide strategies that can use to achieve their goal for the activity thus being able to perform better, 1) Search information and read theoretical material. 2) According Book and lecture material fill the template. 3) Upload file.
E V A L U A T I O N C R I T E R I A Detailed evaluation criteria should be provided to help students fulfil their goals and better understand the evaluation that will be given to the activity. Check of theoretical part via test in the end of Module. Check of practical part via individual / common exercises.
S U P P O R T R E S O U R C E S Support Resources may be provided. Sometimes activities are based on a reading or on viewing a video, for example. Additional support resources may also be provided if they are thought to be useful for the student to perform better in this activity. Text, books, articles, websites.
N O T E S
60
Темпус проект «Мережа для розвитку безперервного навчання у Вірменії , Грузії та України (LeAGUe)» Tempus Project «A Network for Developing Lifelong Learning in Armenia, Georgia and Ukraine» 543839-TEMPUS-1-2013-1-SE-TEMPUS-SMHES.
5.14 Activity This document presents and details the activity.
CO U R S E NA M E E -LA B S D E V E LO P M E N T
AC T I V I T Y
NA M E 3.4. Creation of the tests
RE QU I R E M E N T [MANDATORY]
NA T U R E [face2face],[ Individual]
TY P O LO G Y 1.Listening the information, 2. discussion question-answer, 3.To read, make exercises 4. Group work: make common exercises using forum in Moodle 5.file submission 6. Tests
ST A R T [D A Y | H O U R ] 18/04/2016 | 09:00 EN D [D A Y | H O U R ] 22/04/2016 | 11:05
WE I G H T I N A S S E S S M E N T 12 %
O B J E C T I V E S
The goals should be detail so students may understand what they should achieve by doing this activity.
To know the principles of the laboratory work creation.
I N S T R U C T I O N S Detailed instructions should be provided so students know what they expected to do and how they should do it.
1) Listening the information, 2) discussion question-answer. 3) To read, make exercises 4) Discussion in groups 5) Doing the tests
R E C O M M E N D E D S T R A T E G I E S It is important to provide strategies that can use to achieve their goal for the activity thus being able to perform better, 1) Search information and read theoretical material. 2) According Book and lecture material fill the template. 3) Upload file.
E V A L U A T I O N C R I T E R I A Detailed evaluation criteria should be provided to help students fulfil their goals and better understand the evaluation that will be given to the activity. Check of theoretical part via test in the end of Module. Check of practical part via individual / common exercises.
S U P P O R T R E S O U R C E S Support Resources may be provided. Sometimes activities are based on a reading or on viewing a video, for example. Additional support resources may also be provided if they are thought to be useful for the student to perform better in this activity. Text, books, articles, websites.
N O T E S
61
Темпус проект «Мережа для розвитку безперервного навчання у Вірменії , Грузії та України (LeAGUe)» Tempus Project «A Network for Developing Lifelong Learning in Armenia, Georgia and Ukraine» 543839-TEMPUS-1-2013-1-SE-TEMPUS-SMHES.
Додаток Б.2 / Annex B.2
2. Приклад LLL курсу (Харківський національний університет радіоелектроніки) / Example of LLL course (Kharkiv National
University of Radioelectronics)
62
Темпус проект «Мережа для розвитку безперервного навчання у Вірменії , Грузії та України (LeAGUe)» Tempus Project «A Network for Developing Lifelong Learning in Armenia, Georgia and Ukraine» 543839-TEMPUS-1-2013-1-SE-TEMPUS-SMHES.
63
Темпус проект «Мережа для розвитку безперервного навчання у Вірменії , Грузії та України (LeAGUe)» Tempus Project «A Network for Developing Lifelong Learning in Armenia, Georgia and Ukraine» 543839-TEMPUS-1-2013-1-SE-TEMPUS-SMHES.
64
Темпус проект «Мережа для розвитку безперервного навчання у Вірменії , Грузії та України (LeAGUe)» Tempus Project «A Network for Developing Lifelong Learning in Armenia, Georgia and Ukraine» 543839-TEMPUS-1-2013-1-SE-TEMPUS-SMHES.
2.Content This document aims to place content within a certain module or topic. It also structures the way this content will be organized and presented.
CO U R S E NA M E PR O J E C T MA N A G E M E N T
MO D U LE 1. Introduction to project management. The complex of PM.
TO P I C
1.1. Introduction to the study process using Moodle platform 1.2. Basic concepts of project management. Basic project management competence. Staff project product. Model CMM. 1.3. The life cycle of software development projects. 1.4. Process Management and Review of subject area processes. Models of project selection. 1.5. The processes of PM. Group processes: initiation, planning, execution, monitoring and management, end interaction. 1.6. Management of project integration. Development: Statute of the project, preliminary project scope statement, the project management plan. Tools and methods for monitoring and management of the project. Completion of the project.1.1. Introduction to the study process using Moodle platform
NO T E S
CONTENT 1 | 1 Texts, images, examples were used to present and explain concepts of how to used Moodle platform for study process.
CONTENT 1 | 2 Texts, images, diagrams and examples were used to present and explain concepts of Basic project management competence, of staff project product. Model CMM.
CONTENT 1 | 3 Texts, images, diagrams, examples, links to books and documents were used to present and explain concepts of life cycle of software development projects.
CONTENT 1 | 4 Texts, images, examples, links to books and documents were used to present and explain concepts of Process Management and Review of subject area processes.
CONTENT 1 | 5 Texts, images links to books and documents were used to present and explain concepts of PM processes.
CONTENT 1 | 6 Texts, images, links to books and documents were used to present and explain concepts Management of project integration.
65
Темпус проект «Мережа для розвитку безперервного навчання у Вірменії , Грузії та України (LeAGUe)» Tempus Project «A Network for Developing Lifelong Learning in Armenia, Georgia and Ukraine» 543839-TEMPUS-1-2013-1-SE-TEMPUS-SMHES.
CO U R S E NA M E PR O J E C T MA N A G E M E N T
MO D U LE 2. Management of cost, duration and human resource in project.
TO P I C
2.1. Management Project. The content of the product and project. WBS. 2.2. Management of the project time. The methods of making schedule (critical path method). 2.3. Method the precedence. The method of planning the incident wave. Method of pointer charts. 2.4. Cost Management project. Tools and methods of determining the cost of the project. Analysis of performance measurement project. 2.5. Human resources management project. 2.6. SWOT-analysis - a tool of strategic management.
NO T E S
CONTENT 2 | 1 Texts, images, diagrams and examples were used to present and explain concepts WBS.
CONTENT 2 | 2 Texts, diagrams, examples, links to books and documents were used to present and explain concepts methods of making schedule.
CONTENT 2 | 3 Texts, diagrams, examples, links to books and documents were used to present and explain concepts methods of planning.
CONTENT 2 | 4 Texts, diagrams, images, tables, examples, links to books and documents were used to present and explain concepts tools and methods of determining the cost of the project.
CONTENT 2 | 5 Texts, diagrams, tables, examples, links to books and documents were used to present and explain concepts human resources needs.
CONTENT 2 | 6 Texts, diagrams, tables, examples, links to books and documents were used to present and explain concepts SWOT-analysis.
CO U R S E NA M E PR O J E C T MA N A G E M E N T
MO D U LE 3. Assessment of the duration and cost of software development.
TO P I C
3.1. Structure of work breakdown structure (WBS). List of tasks. 3.2. Assessment size and reuse of software. 3.3. Distribution costs in traditional costing and operational-oriented tool. 3.4. Methods of assessing the duration of software development. 3.5. The methods of assessing the value software development.
NO T E S
CONTENT 3 | 1 Texts, diagrams and examples were used to present and explain concepts list of task in WBS.
66
Темпус проект «Мережа для розвитку безперервного навчання у Вірменії , Грузії та України (LeAGUe)» Tempus Project «A Network for Developing Lifelong Learning in Armenia, Georgia and Ukraine» 543839-TEMPUS-1-2013-1-SE-TEMPUS-SMHES.
CONTENT 3 | 2 Texts, diagrams, tables, examples, links to books and documents were used to present and explain concepts assessment size and reuse of software
CONTENT 3 | 3 Texts, diagrams, tables, examples, links to books and documents were used to present and explain the distribution costs for IT Project
CONTENT 3 | 4 Texts, images, tables, examples, links to books and documents were used to present and explain the methods of assessing the duration of software development.
CONTENT 3 | 5 Texts, images, tables, examples, links to books and documents were used to present and explain the methods of assessing the value software development
3. Support Resources
This document provides a means to organize and allocate resources to a specific module or topic. Different types of resources may be available to students. The resources available in one specific module or topic may depend on the aims and the type of contents, as well as the type of activities requested.
CO U R S E NA M E PR O J E C T MA N A G E M E N T
Resources
TE X T S Lectures regarding of this course (pdf format) ☐ MODULE <nº1 –3>
☐ TOPIC <nº1.2 – 3.5> Methodological guidelines for laboratory and practical works of this course
B O O K S
1. Fatrell, Robert T. Software project management. Achieving optimum quality at the lowest cost. [Text]: Book / Robert T. Fatrell, Donald F. Shafer, Linda I. Shafer.- M-SPb-K: Williams, 2004.- 1136p.
☐ MODULE <nº1 – 3>
☐ TOPIC <nº1.2 – 3.5>
2. Archipenko, S. Lectures on software project management. [Text]:Book / S.Arhipenkov.-M, 2009.-128p. ☐ MODULE <nº1>
☐ TOPIC <nº1.3 – 1.5>
3. Marmal, Elaine. Microsoft Project 2007. The Bible by [Text]:Book / Elaine Marmel. M: Williams, 2008.-800p. ☐ MODULE <nº2>
☐ TOPIC <nº2.1 – 2.5>
4. American National Standard ANSI / PMI 99-001-2004. Guide to the Management Body of Knowledge project. [Text]. -Enter. 2004.- Third Edition. (Manual PMBOOK®). – 401p.
☐ MODULE <nº1,2>
☐ TOPIC <nº1.2 – 2.6>
67
Темпус проект «Мережа для розвитку безперервного навчання у Вірменії , Грузії та України (LeAGUe)» Tempus Project «A Network for Developing Lifelong Learning in Armenia, Georgia and Ukraine» 543839-TEMPUS-1-2013-1-SE-TEMPUS-SMHES.
5. Berkun, Scott. The art of managing IT-projects. 2nd ed. [Text]:Book / Scott Berkun.-M: Peter, 2011.-432p. ☐ MODULE <nº1 –3>
☐ TOPIC <nº1.2 –3.5>
6. Management processes. [Text]:Book /. Ed. J. Becker, L. Vilkova, etc ..- M. Eksmo, 2007.-384p. ☐ MODULE <nº2>
☐ TOPIC <nº2.1 – 2.6>
AR T I C LE S 1. Project Management Institute (PMI). [Electron resource] .- access modes: http://www.pmi.org/About-Us/Press-Media-Kit.aspx ☐ MODULE <nº1 – 3>
☐ TOPIC <nº1.2 – 3.5>
WE B S I T E S
1. Microsoft Project 2003/2007/2013 course certification materials. Trainer kit. [Electron resource] .- access modes: http://www.cheltenhamcourseware.com/
☐ MODULE < nº1 – 3>
☐ TOPIC <nº1.2 – 3.6>
2. IT project management. [Electron resource] .- access modes: http://www.slideshare.net/koltunova/it-project-management?qid=cd12d592-ee43-459b-9b4c-2805e60025be&v=qf1&b=&from_search=16
3. Requirements management in Agile. [Electron resource] .- access modes: http://www.slideshare.net/Geeks_Lab/4-39090653?qid=cd12d592-ee43-459b-9b4c-2805e60025be&v=default&b=&from_search=35
☐ MODULE < nº1>
☐ TOPIC <nº1.2 – 1.6>
4. Project management in IT. [Electron resource] .- access modes: http://www.slideshare.net/PMIufa/pmi-2010-0526?qid=cd12d592-ee43-459b-9b4c-2805e60025be&v=qf1&b=&from_search=59
☐ MODULE < nº1>
☐ TOPIC <nº1.2 – 1.6>
68
Темпус проект «Мережа для розвитку безперервного навчання у Вірменії , Грузії та України (LeAGUe)» Tempus Project «A Network for Developing Lifelong Learning in Armenia, Georgia and Ukraine» 543839-TEMPUS-1-2013-1-SE-TEMPUS-SMHES.
4. Activities Plan This document includes all the activities of the course, providing an overview of the tasks the student will have to perform.
COURSE NAME PR O J E C T MA N A G E M E N T
DATE 1.02.2016 – 30.04.2016
Module 1. Introduction to project management. The complex of PM.
No. Activity Name Typology Start date End date Weight in
Assessment
1.1 Individual Listening the information, the work in an Moodle platform, discussion question-answer 1/02/2016 1/02/2016
1.2 Individual To read, make exercises 2/02/2016 6/02/2016 4 / 33
1.3 Individual To read, make exercises, file submission 7/02/2016 11/02/2016 4 / 33
1.4 Collaboration. Team work
To read. Group work: make common exercises using forum in Moodle 12/02/2016 16/02/2016 6 / 33
1.5 Collaboration. Team work
To read. Group work: make common exercises using forum in Moodle, file submission 17/02/2016 22/02/2016 6 / 33
1.6 Individual To read, make exercises, file submission 23/02/2016 27/02/2016 4 / 33
On-line test 1 Test 28/02/2016 28/02/2016 9 / 33
Module 2. Management of cost, duration and human resource in project.
2.1 Individual To read, make exercises. 1/03/2016 4/03/2016 3 / 33
2.2 Individual To read, make exercises, file submission 5/03/2016 9/03/2016 4 / 33
2.3 Individual To read, make exercises. 10/03/2016 14/03/2016 3 / 33
2.4 Individual To read, make exercises, file submission 15/03/2016 19/03/2016 4 / 33
2.5 Individual To read, make exercises. 20/03/2016 24/03/2016 3 / 33
2.6 Collaboration. Team work
To read. Group work: make common exercises using forum in Moodle, file submission. 25/03/2016 28/03/2016 7 / 33
On-line test 2 Test 29/03/2016 29/03/2016 9 / 33
Module 3. Assessment of the duration and cost of software development.
3.1 Collaboration. Team work
To read. Group work: make common exercises using forum in Moodle 1/04/2016 5/04/2016 6 / 34
3.2 Individual To read, make exercises, file submission 6/04/2016 10/04/2016 4 / 34
3.3 Individual To read, make exercises, file submission 11/04/2016 16/04/2016 4 / 34
3.4 Individual To read, make exercises, file submission 17/04/2016 22/04/2016 4 / 34
3.5 Individual To read, make exercises, file submission 23/04/2016 28/04/2016 4 / 34
Test face2face Test 29/04/2016 29/04/2016 12 / 34
TOTAL 100
69
Темпус проект «Мережа для розвитку безперервного навчання у Вірменії , Грузії та України (LeAGUe)» Tempus Project «A Network for Developing Lifelong Learning in Armenia, Georgia and Ukraine» 543839-TEMPUS-1-2013-1-SE-TEMPUS-SMHES.
5. Activity This document presents and details the activity.
CO U R S E NA M E PR O J E C T MA N A G E M E N T
AC T I V I T Y
NA M E 1.1. Introduction to the study process using Moodle platform
RE QU I R E M E N T [OPTIONAL]
NA T U R E [INDIVIDUAL]
TY P O LO G Y TRIAL LESSON IN MOODLE
ST A R T [D A Y | H O U R ] 1/02/2016 | 9:30 EN D [D A Y | H O U R ] 1/02/2016 | 11:05
WE I G H T I N A S S E S S M E N T 0 %
O B J E C T I V E S
The goals should be detail so students may understand what they should achieve by doing this activity.
To know how to work in Moodle platform
I N S T R U C T I O N S
Detailed instructions should be provided so students know what they expected to do and how they should do it.
1) Listening the information, 2) the work in an Moodle platform, 3) discussion question-answer.
R E C O M M E N D E D S T R A T E G I E S It is important to provide strategies that can use to achieve their goal for the activity thus being able to perform better, 1) Search information. 2) Read the theoretical material. 3) Upload / Download the files. 4) Use forum and personal area in Moodle.
E V A L U A T I O N C R I T E R I A
Detailed evaluation criteria should be provided to help students fulfil their goals and better understand the evaluation that will be given to the activity. To check the minimal requirements to use Moodle platform.
S U P P O R T R E S O U R C E S Support Resources may be provided. Sometimes activities are based on a reading or on viewing a video, for example. Additional support resources may also be provided if they are thought to be useful for the student to perform better in this activity. Guidelines “How to use Moodle”, Guidelines for customers, Help etc.
N O T E S
70
Темпус проект «Мережа для розвитку безперервного навчання у Вірменії , Грузії та України (LeAGUe)» Tempus Project «A Network for Developing Lifelong Learning in Armenia, Georgia and Ukraine» 543839-TEMPUS-1-2013-1-SE-TEMPUS-SMHES.
5.Activity This document presents and details the activity.
CO U R S E NA M E PR O J E C T MA N A G E M E N T
AC T I V I T Y
NA M E 1.2. Basic concepts of project management. Basic project management competence. Staff project product. Model CMM.
RE QU I R E M E N T [MANDATORY]
NA T U R E [INDIVIDUAL]
TY P O LO G Y [TO READ THE INFORMATION | TO MAKE EXERCISES]
ST A R T [D A Y | H O U R ] 2/02/2016 | 00:00 EN D [D A Y | H O U R ] 6/02/2016 | 23:59
WE I G H T I N A S S E S S M E N T 4 %
O B J E C T I V E S
The goals should be detail so students may understand what they should achieve by doing this activity.
To know the basic concepts of project management. To understand basic project management competences
I N S T R U C T I O N S Detailed instructions should be provided so students know what they expected to do and how they should do it.
1) Choose the project, 2) Describe the project according template.
R E C O M M E N D E D S T R A T E G I E S It is important to provide strategies that can use to achieve their goal for the activity thus being able to perform better, 1) Search information and read theoretical material. 2) According PMBook and lecture material fill the template. 3) Upload file.
E V A L U A T I O N C R I T E R I A Detailed evaluation criteria should be provided to help students fulfil their goals and better understand the evaluation that will be given to the activity. Check of theoretical part via test in the end of Module. Check of practical part via individual / common exercises.
S U P P O R T R E S O U R C E S
Support Resources may be provided. Sometimes activities are based on a reading or on viewing a video, for example. Additional support resources may also be provided if they are thought to be useful for the student to perform better in this activity. Text, books, articles, websites.
N O T E S
71
Темпус проект «Мережа для розвитку безперервного навчання у Вірменії , Грузії та України (LeAGUe)» Tempus Project «A Network for Developing Lifelong Learning in Armenia, Georgia and Ukraine» 543839-TEMPUS-1-2013-1-SE-TEMPUS-SMHES.
5.Activity
This document presents and details the activity.
CO U R S E NA M E PR O J E C T MA N A G E M E N T
AC T I V I T Y
NA M E 1.3. The life cycle of software development projects.
RE QU I R E M E N T [MANDATORY]
NA T U R E [INDIVIDUAL]
TY P O LO G Y [TO READ THE INFORMATION | TO MAKE EXERCISES |SUBMISSION FILE]
ST A R T [D A Y | H O U R ] 7/02/2016 | 00:00 EN D [D A Y | H O U R ] 11/02/2016 | 23:59
WE I G H T I N A S S E S S M E N T 4 %
O B J E C T I V E S
The goals should be detail so students may understand what they should achieve by doing this activity.
To construct software using different life cycle models.
I N S T R U C T I O N S
Detailed instructions should be provided so students know what they expected to do and how they should do it.
1) Choose the model, 2) Describe the project according life cycle model.
R E C O M M E N D E D S T R A T E G I E S It is important to provide strategies that can use to achieve their goal for the activity thus being able to perform better, 1) Search information and read theoretical material. 2) Choose the model and describe IT-project according this model and template file from theme 1.2. 3) Upload file.
E V A L U A T I O N C R I T E R I A
Detailed evaluation criteria should be provided to help students fulfil their goals and better understand the evaluation that will be given to the activity. Check of theoretical part via test in the end of Module. Check of practical part via individual / common exercises.
S U P P O R T R E S O U R C E S
Support Resources may be provided. Sometimes activities are based on a reading or on viewing a video, for example. Additional support resources may also be provided if they are thought to be useful for the student to perform better in this activity. Text, books, articles, websites.
N O T E S
72
Темпус проект «Мережа для розвитку безперервного навчання у Вірменії , Грузії та України (LeAGUe)» Tempus Project «A Network for Developing Lifelong Learning in Armenia, Georgia and Ukraine» 543839-TEMPUS-1-2013-1-SE-TEMPUS-SMHES.
5.Activity
This document presents and details the activity.
CO U R S E NA M E PR O J E C T MA N A G E M E N T
AC T I V I T Y
NA M E 1.4. Process Management and Review of subject area processes. Models of project selection.
RE QU I R E M E N T [MANDATORY]
NA T U R E [COLLABORATIVE]
TY P O LO G Y [TO READ THE INFORMATION | TO MAKE EXERCISES |FORUM | SUBMISSION FILE]
ST A R T [D A Y | H O U R ] 12/02/2016 | 00:00 EN D [D A Y | H O U R ] 16/02/2016 | 23:59
WE I G H T I N A S S E S S M E N T 6 %
O B J E C T I V E S
The goals should be detail so students may understand what they should achieve by doing this activity.
To memorize Process Management and Review of subject area processes. To choose appropriate model of project selection.
I N S T R U C T I O N S Detailed instructions should be provided so students know what they expected to do and how they should do it.
1) Choose the model, 2) Rationale of the selection model for the project.
R E C O M M E N D E D S T R A T E G I E S It is important to provide strategies that can use to achieve their goal for the activity thus being able to perform better, 1) Search information and read theoretical material. 2) The describe rationale of selection the model for the project. 3) Upload file.
E V A L U A T I O N C R I T E R I A Detailed evaluation criteria should be provided to help students fulfil their goals and better understand the evaluation that will be given to the activity. Check of theoretical part via test in the end of Module. Check of practical part via individual / common exercises.
S U P P O R T R E S O U R C E S
Support Resources may be provided. Sometimes activities are based on a reading or on viewing a video, for example. Additional support resources may also be provided if they are thought to be useful for the student to perform better in this activity. Text, books, articles, websites.
N O T E S
73
Темпус проект «Мережа для розвитку безперервного навчання у Вірменії , Грузії та України (LeAGUe)» Tempus Project «A Network for Developing Lifelong Learning in Armenia, Georgia and Ukraine» 543839-TEMPUS-1-2013-1-SE-TEMPUS-SMHES.
5.Activity This document presents and details the activity.
CO U R S E NA M E PR O J E C T MA N A G E M E N T
AC T I V I T Y
NA M E 1.5. The processes of PM. Group processes: initiation, planning, execution, monitoring and management, end interaction..
RE QU I R E M E N T [MANDATORY]
NA T U R E [COLLABORATIVE]
TY P O LO G Y [TO READ THE INFORMATION | TO MAKE EXERCISES |FORUM | SUBMISSION FILE]
ST A R T [D A Y | H O U R ] 17/02/2016 | 00:00 EN D [D A Y | H O U R ] 22/02/2016 | 23:59
WE I G H T I N A S S E S S M E N T 6 %
O B J E C T I V E S
The goals should be detail so students may understand what they should achieve by doing this activity.
To understand to difference between PM process.
I N S T R U C T I O N S Detailed instructions should be provided so students know what they expected to do and how they should do it.
1) Description the processes of PM according your model, 2) Select the best case between students. 3) Description the processes of PM for your model according best case.
R E C O M M E N D E D S T R A T E G I E S It is important to provide strategies that can use to achieve their goal for the activity thus being able to perform better, 1) Search information and read theoretical material.
2) The describe processes of PM according your model. 3) Select the best case between students. 4) Description the processes of PM for your model according best case. 5) Upload file.
E V A L U A T I O N C R I T E R I A Detailed evaluation criteria should be provided to help students fulfil their goals and better understand the evaluation that will be given to the activity. Check of theoretical part via test in the end of Module. Check of practical part via individual / common exercises.
S U P P O R T R E S O U R C E S
Support Resources may be provided. Sometimes activities are based on a reading or on viewing a video, for example. Additional support resources may also be provided if they are thought to be useful for the student to perform better in this activity. Text, books, articles, websites.
N O T E S
74
Темпус проект «Мережа для розвитку безперервного навчання у Вірменії , Грузії та України (LeAGUe)» Tempus Project «A Network for Developing Lifelong Learning in Armenia, Georgia and Ukraine» 543839-TEMPUS-1-2013-1-SE-TEMPUS-SMHES.
5.Activity This document presents and details the activity.
CO U R S E NA M E PR O J E C T MA N A G E M E N T
AC T I V I T Y
NA M E 1.6. Management of project integration. Development: Statute of the project, preliminary project scope statement, the project management plan. Tools and methods for monitoring and management of the project. Completion of the project.
RE QU I R E M E N T [MANDATORY]
NA T U R E [INDIVIDUAL]
TY P O LO G Y [TO READ THE INFORMATION | TO MAKE EXERCISES | SUBMISSION FILE]
ST A R T [D A Y | H O U R ] 23/02/2016 | 00:00 EN D [D A Y | H O U R ] 27/02/2016 | 23:59
WE I G H T I N A S S E S S M E N T 4 %
O B J E C T I V E S
The goals should be detail so students may understand what they should achieve by doing this activity.
To create the documents. To use Tools and methods for monitoring and management of the project.
I N S T R U C T I O N S Detailed instructions should be provided so students know what they expected to do and how they should do it.
1) Description the preliminary project scope statement, the project management plan. Tools and methods for monitoring and management of the project. Completion of the project.
R E C O M M E N D E D S T R A T E G I E S It is important to provide strategies that can use to achieve their goal for the activity thus being able to perform better, 1) Search information and read theoretical material. 2) Describe the preliminary project content, 3) Describe the project management plan with tools and methods for monitoring and management of the project. 4) Define the Completion of the project. 5) Upload file.
E V A L U A T I O N C R I T E R I A Detailed evaluation criteria should be provided to help students fulfil their goals and better understand the evaluation that will be given to the activity. Check of theoretical part via test in the end of Module. Check of practical part via individual / common exercises.
S U P P O R T R E S O U R C E S Support Resources may be provided. Sometimes activities are based on a reading or on viewing a video, for example. Additional support resources may also be provided if they are thought to be useful for the student to perform better in this activity. Text, books, articles, websites.
N O T E S
75
Темпус проект «Мережа для розвитку безперервного навчання у Вірменії , Грузії та України (LeAGUe)» Tempus Project «A Network for Developing Lifelong Learning in Armenia, Georgia and Ukraine» 543839-TEMPUS-1-2013-1-SE-TEMPUS-SMHES.
5.Activity This document presents and details the activity.
CO U R S E NA M E PR O J E C T MA N A G E M E N T
AC T I V I T Y
NA M E ON-LINE TEST OF MODULE 1
RE QU I R E M E N T [MANDATORY]
NA T U R E [INDIVIDUAL]
TY P O LO G Y [TEST]
ST A R T [D A Y | H O U R ] 28/02/2016 | 00:00 EN D [D A Y | H O U R ] 28/02/2016 | 23:59
WE I G H T I N A S S E S S M E N T 9 %
O B J E C T I V E S
The goals should be detail so students may understand what they should achieve by doing this activity.
Check and estimate the assignments. Test evaluation.
I N S T R U C T I O N S
Detailed instructions should be provided so students know what they expected to do and how they should do it. 1) Read theoretical material. 2) Answer to questions for self-assessment. These questions are at the end of each lecture.
R E C O M M E N D E D S T R A T E G I E S It is important to provide strategies that can use to achieve their goal for the activity thus being able to perform better, 1) Read theoretical material. 2) Answer to questions for self assessment. These questions are at the end of each lecture. 3) Answer to the test questions and upload results.
E V A L U A T I O N C R I T E R I A Detailed evaluation criteria should be provided to help students fulfil their goals and better understand the evaluation that will be given to the activity. Check of theoretical part via test in the end of Module. Check of practical part via individual / common exercises.
S U P P O R T R E S O U R C E S
Support Resources may be provided. Sometimes activities are based on a reading or on viewing a video, for example. Additional support resources may also be provided if they are thought to be useful for the student to perform better in this activity. Text, books, articles, websites.
N O T E S
76
Темпус проект «Мережа для розвитку безперервного навчання у Вірменії , Грузії та України (LeAGUe)» Tempus Project «A Network for Developing Lifelong Learning in Armenia, Georgia and Ukraine» 543839-TEMPUS-1-2013-1-SE-TEMPUS-SMHES.
5.Activity This document presents and details the activity.
CO U R S E NA M E PR O J E C T MA N A G E M E N T
AC T I V I T Y
NA M E 2.1. Management Project. The content of the product and project. WBS.
RE QU I R E M E N T [MANDATORY]
NA T U R E [INDIVIDUAL]
TY P O LO G Y [TO READ THE INFORMATION | TO MAKE EXERCISES]
ST A R T [D A Y | H O U R ] 1/03/2016 | 00:00 EN D [D A Y | H O U R ] 4/03/2016 | 23:59
WE I G H T I N A S S E S S M E N T 3 %
O B J E C T I V E S
The goals should be detail so students may understand what they should achieve by doing this activity.
To create of WBS.
I N S T R U C T I O N S
Detailed instructions should be provided so students know what they expected to do and how they should do it.
1) Creation of WBS for own IT Project. 2) The preliminary description of the WBS Content.
R E C O M M E N D E D S T R A T E G I E S It is important to provide strategies that can use to achieve their goal for the activity thus being able to perform better, 1) Search information and read theoretical material.
2) The create preliminary WBS for own IT Project according project management plan see 1.6.
3) The create preliminary description of WBS Content for own IT Project
E V A L U A T I O N C R I T E R I A
Detailed evaluation criteria should be provided to help students fulfil their goals and better understand the evaluation that will be given to the activity. Check of theoretical part via test in the end of Module. Check of practical part via individual / common exercises.
S U P P O R T R E S O U R C E S
Support Resources may be provided. Sometimes activities are based on a reading or on viewing a video, for example. Additional support resources may also be provided if they are thought to be useful for the student to perform better in this activity. Text, books, articles, websites.
N O T E S
77
Темпус проект «Мережа для розвитку безперервного навчання у Вірменії , Грузії та України (LeAGUe)» Tempus Project «A Network for Developing Lifelong Learning in Armenia, Georgia and Ukraine» 543839-TEMPUS-1-2013-1-SE-TEMPUS-SMHES.
5.Activity This document presents and details the activity.
CO U R S E NA M E PR O J E C T MA N A G E M E N T
AC T I V I T Y
NA M E 2.2. Management of the project time. The methods of making schedule (critical path method).
RE QU I R E M E N T [MANDATORY]
NA T U R E [INDIVIDUAL]
TY P O LO G Y [TO READ THE INFORMATION | TO MAKE EXERCISES | SUBMISSION FILE]
ST A R T [D A Y | H O U R ] 5/03/2016 | 00:00 EN D [D A Y | H O U R ] 9/03/2016 | 23:59
WE I G H T I N A S S E S S M E N T 4 %
O B J E C T I V E S
The goals should be detail so students may understand what they should achieve by doing this activity.
To make schedule (critical path method).
I N S T R U C T I O N S
Detailed instructions should be provided so students know what they expected to do and how they should do it.
1) To make Project schedule via MS Project or Gantt Project using critical path method. 2) To make optimization of this schedule. 3) Calculate critical path and Pert Diagram.
R E C O M M E N D E D S T R A T E G I E S It is important to provide strategies that can use to achieve their goal for the activity thus being able to perform better, 1) Search information and read theoretical material.
2) The describe algorithm “How to make schedule via MS Project or Gantt Project using critical path method ” for own IT-project.
3) To make Project schedule according WBS via MS Project or Gantt Project using critical path method. 4) To make optimization of this schedule. 5) Calculate critical path and Pert Diagram 6) Upload file.
E V A L U A T I O N C R I T E R I A Detailed evaluation criteria should be provided to help students fulfil their goals and better understand the evaluation that will be given to the activity. Check of theoretical part via test in the end of Module. Check of practical part via individual / common exercises.
S U P P O R T R E S O U R C E S Support Resources may be provided. Sometimes activities are based on a reading or on viewing a video, for example. Additional support resources may also be provided if they are thought to be useful for the student to perform better in this activity. Text, books, articles, websites.
N O T E S
78
Темпус проект «Мережа для розвитку безперервного навчання у Вірменії , Грузії та України (LeAGUe)» Tempus Project «A Network for Developing Lifelong Learning in Armenia, Georgia and Ukraine» 543839-TEMPUS-1-2013-1-SE-TEMPUS-SMHES.
5.Activity This document presents and details the activity.
CO U R S E NA M E PR O J E C T MA N A G E M E N T
AC T I V I T Y
NA M E 2.3. Method the precedence. The method of planning the incident wave. Method of pointer charts.
RE QU I R E M E N T [MANDATORY]
NA T U R E [INDIVIDUAL]
TY P O LO G Y [TO READ THE INFORMATION | TO MAKE EXERCISES]
ST A R T [D A Y | H O U R ] 10/03/2016 | 00:00 EN D [D A Y | H O U R ] 14/03/2016 | 23:59
WE I G H T I N A S S E S S M E N T 3 %
O B J E C T I V E S
The goals should be detail so students may understand what they should achieve by doing this activity.
To apply all these methods.
I N S T R U C T I O N S Detailed instructions should be provided so students know what they expected to do and how they should do it.
1) To use all these methods for own IT Project. 2) The define effective criteria for each methods. 3) Choose the most effective method for your project.
R E C O M M E N D E D S T R A T E G I E S It is important to provide strategies that can use to achieve their goal for the activity thus being able to perform better, 1) Search information and read theoretical material.
2) To use all these methods for own IT Project. 3) The definition effective criteria for each method. 4) Select the most effective method for your project. 5) Description the rationale why you choose this method for your project.
E V A L U A T I O N C R I T E R I A
Detailed evaluation criteria should be provided to help students fulfil their goals and better understand the evaluation that will be given to the activity. Check of theoretical part via test in the end of Module. Check of practical part via individual / common exercises.
S U P P O R T R E S O U R C E S
Support Resources may be provided. Sometimes activities are based on a reading or on viewing a video, for example. Additional support resources may also be provided if they are thought to be useful for the student to perform better in this activity. Text, books, articles, websites.
N O T E S
79
Темпус проект «Мережа для розвитку безперервного навчання у Вірменії , Грузії та України (LeAGUe)» Tempus Project «A Network for Developing Lifelong Learning in Armenia, Georgia and Ukraine» 543839-TEMPUS-1-2013-1-SE-TEMPUS-SMHES.
5.Activity This document presents and details the activity.
CO U R S E NA M E PR O J E C T MA N A G E M E N T
AC T I V I T Y
NA M E 2.4. Cost Management project. Tools and methods of determining the cost of the project. Analysis of performance measurement project.
RE QU I R E M E N T [MANDATORY]
NA T U R E [INDIVIDUAL]
TY P O LO G Y [TO READ THE INFORMATION | TO MAKE EXERCISES | SUBMISSION FILE]
ST A R T [D A Y | H O U R ] 15/03/2016 | 00:00 EN D [D A Y | H O U R ] 19/03/2016 | 23:59
WE I G H T I N A S S E S S M E N T 4 %
O B J E C T I V E S
The goals should be detail so students may understand what they should achieve by doing this activity.
To use different tools and methods of determining the cost of the project.
I N S T R U C T I O N S Detailed instructions should be provided so students know what they expected to do and how they should do it.
1) Define tools and methods for determining the cost of the project. 2) Describe rationale why you choose these tools/methods. 3) Make a calculation cost of the project according these tools/methods.
R E C O M M E N D E D S T R A T E G I E S
It is important to provide strategies that can use to achieve their goal for the activity thus being able to perform better,
1) Search information and read theoretical material. 2) To define tools and methods for determining the cost of the project. 3) Describe rationale why you choose these tools/methods for own IT-Project. 4) Make a calculation cost of the project using these tools/methods. 5) Upload file.
E V A L U A T I O N C R I T E R I A Detailed evaluation criteria should be provided to help students fulfil their goals and better understand the evaluation that will be given to the activity. Check of theoretical part via test in the end of Module. Check of practical part via individual / common exercises.
S U P P O R T R E S O U R C E S
Support Resources may be provided. Sometimes activities are based on a reading or on viewing a video, for example. Additional support resources may also be provided if they are thought to be useful for the student to perform better in this activity. Text, books, articles, websites.
N O T E S
80
Темпус проект «Мережа для розвитку безперервного навчання у Вірменії , Грузії та України (LeAGUe)» Tempus Project «A Network for Developing Lifelong Learning in Armenia, Georgia and Ukraine» 543839-TEMPUS-1-2013-1-SE-TEMPUS-SMHES.
5.Activity This document presents and details the activity.
CO U R S E NA M E PR O J E C T MA N A G E M E N T
AC T I V I T Y
NA M E 2.5. Human resources management project
RE QU I R E M E N T [MANDATORY]
NA T U R E [INDIVIDUAL]
TY P O LO G Y [TO READ THE INFORMATION | TO MAKE EXERCISES]
ST A R T [D A Y | H O U R ] 20/03/2016 | 00:00 EN D [D A Y | H O U R ] 24/03/2016 | 23:59
WE I G H T I N A S S E S S M E N T 3 %
O B J E C T I V E S
The goals should be detail so students may understand what they should achieve by doing this activity.
To apply the methods and technologies of Human resources management.
I N S T R U C T I O N S Detailed instructions should be provided so students know what they expected to do and how they should do it.
1) Define tools and methods of Human resources management. 2) Describe rationale why you choose these tools/methods. 3) Make analyse the needs of human resources for own IT Project.
R E C O M M E N D E D S T R A T E G I E S It is important to provide strategies that can use to achieve their goal for the activity thus being able to perform better,
1) Search information and read theoretical material. 2) To define tools and methods of Human resources management. 3) Describe rationale why you choose these tools/methods for own IT-Project. 4) Make analyse the needs of human resources for own IT Project. 5) Redesign WBS according human resources needs, if it necessary.
E V A L U A T I O N C R I T E R I A
Detailed evaluation criteria should be provided to help students fulfil their goals and better understand the evaluation that will be given to the activity. Check of theoretical part via test in the end of Module. Check of practical part via individual / common exercises.
S U P P O R T R E S O U R C E S Support Resources may be provided. Sometimes activities are based on a reading or on viewing a video, for example. Additional support resources may also be provided if they are thought to be useful for the student to perform better in this activity. Text, books, articles, websites.
N O T E S
81
Темпус проект «Мережа для розвитку безперервного навчання у Вірменії , Грузії та України (LeAGUe)» Tempus Project «A Network for Developing Lifelong Learning in Armenia, Georgia and Ukraine» 543839-TEMPUS-1-2013-1-SE-TEMPUS-SMHES.
5.Activity This document presents and details the activity.
CO U R S E NA M E PR O J E C T MA N A G E M E N T
AC T I V I T Y
NA M E 2.6. SWOT-analysis - a tool of strategic management.
RE QU I R E M E N T [MANDATORY]
NA T U R E [COLLABORATIVE]
TY P O LO G Y [TO READ THE INFORMATION | TO MAKE EXERCISES |FORUM | SUBMISSION FILE]
ST A R T [D A Y | H O U R ] 25/03/2016 | 00:00 EN D [D A Y | H O U R ] 28/03/2016 | 23:59
WE I G H T I N A S S E S S M E N T 7 %
O B J E C T I V E S
The goals should be detail so students may understand what they should achieve by doing this activity.
To make the SWOT analysis.
I N S T R U C T I O N S Detailed instructions should be provided so students know what they expected to do and how they should do it.
1) Define Strengths, Weaknesses, Opportunities, Threats for your project. 2) To make SWOT analysis. 3) Braine Storm between students regarding what should be as Strengths, Weaknesses, Opportunities, and Threats for all IT- projects. 4) Redesign of individual SWOT analysis for each IT Project, if it need.
R E C O M M E N D E D S T R A T E G I E S It is important to provide strategies that can use to achieve their goal for the activity thus being able to perform better,
1) Search information and read theoretical material. 2) Define Strengths, Weaknesses, Opportunities, Threats for your project. 3) To make SWOT analysis. 4) All students should present SWOT for each IT-Project. 5) Braine Storm regarding what should be as Strengths, Weaknesses, Opportunities, and Threats for all IT- projects. 6) Redesign of individual SWOT analysis for each IT Project, if it need. 7) Upload file.
E V A L U A T I O N C R I T E R I A
Detailed evaluation criteria should be provided to help students fulfil their goals and better understand the evaluation that will be given to the activity. Check of theoretical part via test in the end of Module. Check of practical part via individual / common exercises.
S U P P O R T R E S O U R C E S Support Resources may be provided. Sometimes activities are based on a reading or on viewing a video, for example. Additional support resources may also be provided if they are thought to be useful for the student to perform better in this activity. Text, books, articles, websites.
N O T E S
82
Темпус проект «Мережа для розвитку безперервного навчання у Вірменії , Грузії та України (LeAGUe)» Tempus Project «A Network for Developing Lifelong Learning in Armenia, Georgia and Ukraine» 543839-TEMPUS-1-2013-1-SE-TEMPUS-SMHES.
5.Activity This document presents and details the activity.
CO U R S E NA M E PR O J E C T MA N A G E M E N T
AC T I V I T Y
NA M E ON-LINE TEST OF MODULE 2
RE QU I R E M E N T [MANDATORY]
NA T U R E [INDIVIDUAL]
TY P O LO G Y [TEST]
ST A R T [D A Y | H O U R ] 29/03/2016 | 00:00 EN D [D A Y | H O U R ] 29/03/2016 | 23:59
WE I G H T I N A S S E S S M E N T 9 %
O B J E C T I V E S
The goals should be detail so students may understand what they should achieve by doing this activity.
Check and estimate the assignments. Test evaluation.
I N S T R U C T I O N S Detailed instructions should be provided so students know what they expected to do and how they should do it. 1) Read theoretical material. 2) Answer to questions for self assessment. These questions are at the end of each lecture.
R E C O M M E N D E D S T R A T E G I E S It is important to provide strategies that can use to achieve their goal for the activity thus being able to perform better, 1) Read theoretical material. 2) Answer to questions for self assessment. These questions are at the end of each lecture. 3) Answer to the test questions and upload results.
E V A L U A T I O N C R I T E R I A
Detailed evaluation criteria should be provided to help students fulfil their goals and better understand the evaluation that will be given to the activity. Check of theoretical part via test in the end of Module. Check of practical part via individual / common exercises.
S U P P O R T R E S O U R C E S Support Resources may be provided. Sometimes activities are based on a reading or on viewing a video, for example. Additional support resources may also be provided if they are thought to be useful for the student to perform better in this activity. Text, books, articles, websites.
N O T E S
83
Темпус проект «Мережа для розвитку безперервного навчання у Вірменії , Грузії та України (LeAGUe)» Tempus Project «A Network for Developing Lifelong Learning in Armenia, Georgia and Ukraine» 543839-TEMPUS-1-2013-1-SE-TEMPUS-SMHES.
5.Activity This document presents and details the activity.
CO U R S E NA M E PR O J E C T MA N A G E M E N T
AC T I V I T Y
NA M E 3.1. Structure of work breakdown structure (WBS). List of tasks.
RE QU I R E M E N T [MANDATORY]
NA T U R E [COLLABORATIVE]
TY P O LO G Y [TO READ THE INFORMATION | TO MAKE EXERCISES |FORUM | SUBMISSION FILE]
ST A R T [D A Y | H O U R ] 1/04/2016 | 00:00 EN D [D A Y | H O U R ] 5/04/2016 | 23:59
WE I G H T I N A S S E S S M E N T 6 %
O B J E C T I V E S
The goals should be detail so students may understand what they should achieve by doing this activity.
To create detailed list of task WBS in the different projects.
I N S T R U C T I O N S Detailed instructions should be provided so students know what they expected to do and how they should do it.
1) To make detailed list of task WBS. 2) Braine Storm between students regarding what should be in detailed list of task WBS for all IT- projects. 3) Redesign of individual WBS- list of task for each IT Project, if it need.
R E C O M M E N D E D S T R A T E G I E S It is important to provide strategies that can use to achieve their goal for the activity thus being able to perform better,
1) Search information and read theoretical material. 2) To analyze the preliminary WBS 3) To make detailed list of task WBS using human resources. 4) All students should present detailed list of task for each IT-Project. 5) Braine Storm between students regarding what should be in detailed list of task WBS for all IT- projects. 6) Redesign of individual WBS- list of task for each IT Project, if it need. 7) Upload file.
E V A L U A T I O N C R I T E R I A
Detailed evaluation criteria should be provided to help students fulfil their goals and better understand the evaluation that will be given to the activity. Check of theoretical part via test in the end of Module. Check of practical part via individual / common exercises.
S U P P O R T R E S O U R C E S Support Resources may be provided. Sometimes activities are based on a reading or on viewing a video, for example. Additional support resources may also be provided if they are thought to be useful for the student to perform better in this activity. Text, books, articles, websites.
N O T E S
84
Темпус проект «Мережа для розвитку безперервного навчання у Вірменії , Грузії та України (LeAGUe)» Tempus Project «A Network for Developing Lifelong Learning in Armenia, Georgia and Ukraine» 543839-TEMPUS-1-2013-1-SE-TEMPUS-SMHES.
5.Activity This document presents and details the activity.
CO U R S E NA M E PR O J E C T MA N A G E M E N T
AC T I V I T Y
NA M E 3.2. Assessment size and reuse of software.
RE QU I R E M E N T [MANDATORY]
NA T U R E [INDIVIDUAL]
TY P O LO G Y [TO READ THE INFORMATION | TO MAKE EXERCISES | SUBMISSION FILE]
ST A R T [D A Y | H O U R ] 6/04/2016 | 00:00 EN D [D A Y | H O U R ] 10/04/2016 | 23:59
WE I G H T I N A S S E S S M E N T 4 %
O B J E C T I V E S
The goals should be detail so students may understand what they should achieve by doing this activity.
To make the assessment of size and reuse of software.
I N S T R U C T I O N S Detailed instructions should be provided so students know what they expected to do and how they should do it.
1) Define criteria of the assessment of size and reuse of software. 2) Select the best criteria. 3) To make the assessment of size and reuse of software according best criteria’s.
R E C O M M E N D E D S T R A T E G I E S It is important to provide strategies that can use to achieve their goal for the activity thus being able to perform better,
1) Define criteria of the assessment of size and reuse of software. 2) Select the best criteria. 3) To make the assessment of size and reuse of software according best criteria’s. 4) Upload file.
E V A L U A T I O N C R I T E R I A
Detailed evaluation criteria should be provided to help students fulfil their goals and better understand the evaluation that will be given to the activity. Check of theoretical part via test in the end of Module. Check of practical part via individual / common exercises.
S U P P O R T R E S O U R C E S
Support Resources may be provided. Sometimes activities are based on a reading or on viewing a video, for example. Additional support resources may also be provided if they are thought to be useful for the student to perform better in this activity. Text, books, articles, websites.
N O T E S
85
Темпус проект «Мережа для розвитку безперервного навчання у Вірменії , Грузії та України (LeAGUe)» Tempus Project «A Network for Developing Lifelong Learning in Armenia, Georgia and Ukraine» 543839-TEMPUS-1-2013-1-SE-TEMPUS-SMHES.
5.Activity This document presents and details the activity.
CO U R S E NA M E PR O J E C T MA N A G E M E N T
AC T I V I T Y
NA M E 3.3. Distribution costs in traditional costing and operational-oriented tool.
RE QU I R E M E N T [MANDATORY]
NA T U R E [INDIVIDUAL]
TY P O LO G Y [TO READ THE INFORMATION | TO MAKE EXERCISES | SUBMISSION FILE]
ST A R T [D A Y | H O U R ] 11/04/2016 | 00:00 EN D [D A Y | H O U R ] 16/04/2016 | 23:59
WE I G H T I N A S S E S S M E N T 4 %
O B J E C T I V E S
The goals should be detail so students may understand what they should achieve by doing this activity.
To create the costs in traditional costing and operational-oriented tool.
I N S T R U C T I O N S Detailed instructions should be provided so students know what they expected to do and how they should do it.
1) Define traditional costing and operational-oriented tools. 2) Describe rationale why you choose these tools. 3) To create the costs.
R E C O M M E N D E D S T R A T E G I E S
It is important to provide strategies that can use to achieve their goal for the activity thus being able to perform better,
1) Search information and read theoretical material. 2) To define traditional costing and operational-oriented tools. 3) Describe rationale why you choose these tools for own IT-Project. 4) To create the costs and analyse the costs for own IT Project. 5) Upload file.
E V A L U A T I O N C R I T E R I A Detailed evaluation criteria should be provided to help students fulfil their goals and better understand the evaluation that will be given to the activity. Check of theoretical part via test in the end of Module. Check of practical part via individual / common exercises.
S U P P O R T R E S O U R C E S Support Resources may be provided. Sometimes activities are based on a reading or on viewing a video, for example. Additional support resources may also be provided if they are thought to be useful for the student to perform better in this activity. Text, books, articles, websites.
N O T E S
86
Темпус проект «Мережа для розвитку безперервного навчання у Вірменії , Грузії та України (LeAGUe)» Tempus Project «A Network for Developing Lifelong Learning in Armenia, Georgia and Ukraine» 543839-TEMPUS-1-2013-1-SE-TEMPUS-SMHES.
5.Activity This document presents and details the activity.
CO U R S E NA M E PR O J E C T MA N A G E M E N T
AC T I V I T Y
NA M E 3.4. Methods of assessing the duration of software development.
RE QU I R E M E N T [MANDATORY]
NA T U R E [INDIVIDUAL]
TY P O LO G Y [TO READ THE INFORMATION | TO MAKE EXERCISES | SUBMISSION FILE]
ST A R T [D A Y | H O U R ] 17/04/2016 | 00:00 EN D [D A Y | H O U R ] 22/04/2016 | 23:59
WE I G H T I N A S S E S S M E N T 4 %
O B J E C T I V E S
The goals should be detail so students may understand what they should achieve by doing this activity.
To understand and use different methods of assessing the duration of software development
I N S T R U C T I O N S Detailed instructions should be provided so students know what they expected to do and how they should do it.
1) Define methods of assessing the duration of software development. 2) Describe rationale why you choose these methods. 3) Evaluate the duration of the project.
R E C O M M E N D E D S T R A T E G I E S
It is important to provide strategies that can use to achieve their goal for the activity thus being able to perform better,
1) Search information and read theoretical material. 2) Define methods of assessing the duration of software development. 3) Describe rationale why you choose these methods. 4) Evaluate the duration of the project. 5) Upload file.
E V A L U A T I O N C R I T E R I A Detailed evaluation criteria should be provided to help students fulfil their goals and better understand the evaluation that will be given to the activity. Check of theoretical part via test in the end of Module. Check of practical part via individual / common exercises.
S U P P O R T R E S O U R C E S
Support Resources may be provided. Sometimes activities are based on a reading or on viewing a video, for example. Additional support resources may also be provided if they are thought to be useful for the student to perform better in this activity. Text, books, articles, websites.
N O T E S
87
Темпус проект «Мережа для розвитку безперервного навчання у Вірменії , Грузії та України (LeAGUe)» Tempus Project «A Network for Developing Lifelong Learning in Armenia, Georgia and Ukraine» 543839-TEMPUS-1-2013-1-SE-TEMPUS-SMHES.
5.Activity This document presents and details the activity.
CO U R S E NA M E PR O J E C T MA N A G E M E N T
AC T I V I T Y
NA M E 3.5. The methods of assessing the value software development.
RE QU I R E M E N T [MANDATORY]
NA T U R E [INDIVIDUAL]
TY P O LO G Y [TO READ THE INFORMATION | TO MAKE EXERCISES | SUBMISSION FILE]
ST A R T [D A Y | H O U R ] 23/04/2016 | 00:00 EN D [D A Y | H O U R ] 28/04/2016 | 23:59
WE I G H T I N A S S E S S M E N T 4 %
O B J E C T I V E S
The goals should be detail so students may understand what they should achieve by doing this activity.
Methods of assessing the duration of software development and methods of assessing the value software development.
I N S T R U C T I O N S Detailed instructions should be provided so students know what they expected to do and how they should do it.
1) Define methods of assessing the value software development. 2) Describe rationale why you choose these methods. 3) Make the assessing the value software development.
R E C O M M E N D E D S T R A T E G I E S
It is important to provide strategies that can use to achieve their goal for the activity thus being able to perform better,
1) Search information and read theoretical material. 2) Define methods of assessing the value software development. 3) Describe rationale why you choose these methods. 4) Make the assessing the value software development. 5) Upload file.
E V A L U A T I O N C R I T E R I A Detailed evaluation criteria should be provided to help students fulfil their goals and better understand the evaluation that will be given to the activity. Check of theoretical part via test in the end of Module. Check of practical part via individual / common exercises.
S U P P O R T R E S O U R C E S Support Resources may be provided. Sometimes activities are based on a reading or on viewing a video, for example. Additional support resources may also be provided if they are thought to be useful for the student to perform better in this activity. Text, books, articles, websites.
N O T E S
88
Темпус проект «Мережа для розвитку безперервного навчання у Вірменії , Грузії та України (LeAGUe)» Tempus Project «A Network for Developing Lifelong Learning in Armenia, Georgia and Ukraine» 543839-TEMPUS-1-2013-1-SE-TEMPUS-SMHES.
5.Activity This document presents and details the activity.
CO U R S E NA M E PR O J E C T MA N A G E M E N T
AC T I V I T Y
NA M E F2F TEST OF COURSE
RE QU I R E M E N T [MANDATORY]
NA T U R E [INDIVIDUAL]
TY P O LO G Y [TEST]
ST A R T [D A Y | H O U R ] 29/04/2016 | 9:30 EN D [D A Y | H O U R ] 29/04/2016 | 11:05
WE I G H T I N A S S E S S M E N T 12 %
O B J E C T I V E S
The goals should be detail so students may understand what they should achieve by doing this activity.
Check and estimate the assignments. Test evaluation.
I N S T R U C T I O N S Detailed instructions should be provided so students know what they expected to do and how they should do it. 1) Read theoretical material. 2) Answer to questions for self assessment. These questions are at the end of each lecture.
R E C O M M E N D E D S T R A T E G I E S It is important to provide strategies that can use to achieve their goal for the activity thus being able to perform better, 1) Read theoretical material 1 day before test. 2) You should answer to questions for self assessment 1 day before test. These questions are at the end of each lecture. 3) You should answer to the test questions in the University and get results at the test day.
E V A L U A T I O N C R I T E R I A
Detailed evaluation criteria should be provided to help students fulfil their goals and better understand the evaluation that will be given to the activity. Check of theoretical part via test in the end of Module. Check of practical part via individual / common exercises.
S U P P O R T R E S O U R C E S Support Resources may be provided. Sometimes activities are based on a reading or on viewing a video, for example. Additional support resources may also be provided if they are thought to be useful for the student to perform better in this activity. Text, books, articles, websites.
N O T E S