work package 2 (task 2.3) · expert in real presence video conferencing systems in general adult...

Work Package 2 (Task 2.3)

Modernize Teaching Approaches

Advanced Learning Technologies in Higher Education

Establishing Modern Master-level Studies in Information Systems

561592-EPP-1-2015-1- FR-EPPKA2-CBHE-JP

Gytis Cibulskis, Head of E-Learning Technology Centre,

Ramūnas Kubiliūnas Kaunas University of Technology

Advanced Learning Technologies in Higher Education

Gytis Cibulskis, Head of E-Learning Technology Centre, Kaunas University of Technology

MAIN TRENDS IN E-LEARNING

• Ubiquitous access

• Personalization

• Openness

• Massiveness

2

UBIQUITOUS ACCESS

3

2005

2013

PERSONALISATION

• Ownership of learning

• E-portfolios

• Personal learning environments

• Personal learning networks

• Workplace learning

• Contextual learning

4

OPENNESS

OPEN EDUCATIONAL RESOURCES (OER)

• Open Educational Resources (OER) - definition officially introduced in 2002 by UNESCO

• 2002 MIT started OpenCoursewareinitiative

• 2005 established Open Courseware (Open Education)Consortium that unites 280 organizations from 40 countries

5

Massive Open Online Courses

Foundation and Deveolpent of MOOC Providers

6http://en.wikipedia.org/wiki/Massive_open_online_course

Defining MOOC

7

First MOOCs Initiatives in Europe

• UK Open University OpenLearn >> FutureLearn

• European Association of Distance Teaching Universities -EADTU initiative OpenupEd.eu

8

Initiative by EU Commission

• http://openeducationeuropa.eu/

9

OpenupEd advantages• Free of charge

• Free Admittance

• Start Anytime

• Learn anywhere online

• Quality assured

• Always a badge or certificate

• The best (online) resources

• Built-in support & tutoring

• Supports diversity

• Open licence: (re-)use it10

MOOCs at KTU

• Course on Management was selected and adopted to MOOC format

• Special portal open.ktu.lt based on Moodle was created

• Course delivered in Spring-Summer 2013• Registered – 1500• Studied – 600• Graduated - 83

11

2013 - 1st Lithuanian MOOC in English

http://open.ktu.lt

http://open.ktu.lt

http://openuped.eu

http://openuped.eu

MOOCs at KTU

• Course „Information Technologies“ targeted to wide audience isoffered through open.ktu.lt

• Oct 31 – Dec 18(6 weeks)

• 2007 registered participants

• 647 actively participates andsubmitted assignments

12

2014 – 1st MOOC in Lithuanian

http://openuped.eu

http://openuped.eu

Lithuanian Distance Education Network (LIEDM)

13

E-LEARNING TECHNOLOGY CENTRE

• Developing and providing support for e-learning technologies in study process

• Ensure support for teachers and students while implementing and using e-learning methods and tools

Technolo-gical

support

Metodo-logical

support

14

Main components of virtual learning at KTU

AIS

Office365

Virtual Learning

Environment MOODLE

Video conferencing

and video lecturing systems

E-library and other

educational resources

15

moodle.ktu.edu more than 6000 users per day

16

52

87110

138

165

217

258

0

50

100

150

200

250

300

2013 p 2013 r 2014 p 2014 r 2015 p 2015 r 2016 p 2016 r

Space occupied in GB

312 520 640 821631

1820

2640

3371

0

1000

2000

3000

4000

2013 2014 2015 2016

Number of courses and teachers

Teachers Courses

Main challenges

• Rapidly growing number of courses

complicates analysis and management

• Active development of Moodle requires

constant maintenance and support

• Integration with other systems (AIS, EPAS,

Office365, etc.) often complicated due to

incompatibility of data and processes

Video conference in real live?https://youtu.be/JMOOG7rWTPg

https://www.youtube.com/watch?v=JMOOG7rWTPg

Scenario?

• Who is your target audience?

• How many participants, what

feedback?

• What is more important: live broadcast

or recording?

• What we need to demonstrate? (slides,

screen, ?)

Main scenarios of using video conferences and video lectures

1. Moderated interactive video lecture, when

participants are connected from individual devices

2. Live streaming and recording of the lecture

without interactivity

3. Invited remote speaker when students are sitting

in auditorium

4. Video conference connecting several auditoriums

5. Ad hoc video conference connecting individual

participants

Video conferences

• Ad-hoc calls

• Compatibility of equipment from different

vendors

• Hi quality of video and audio

• Relatively small number of participants

• All participants have equal rights

• Limited moderation possibilities

Features:

Web conferencing

• Virtual environment where connected

participants can communicate in real-time

• Allows to connect big number of participants

• Usually actively moderated and participants

has different rights depending on their role

• Has additional didactic tools (such as

polling, questions to presenter, etc.)

Features:

Convergence

Common Features

Videoconferences

Webconferences

• Communication via chat

• Moderation

• Possibility to organise live stream to big

number of participants

• Recording and watching on demand

• Integration

Quality factors?

• Video and audio quality (camera, microphone,

lighting, etc.)

• Preparation (environment, presentation)

• Moderation (number of participants, feedback)

• Testing of technologies (network connection,

commputer and audio/video equipment)

Video systems available at KTU

- Web conferencing / virtual classroom

- Flash based video-lecturing system

- Universal video conferencing solution

- Tool for internal communication

Technical equipment

Variety of solutions:I. Work place equipment

II. Seminar room

III. Universal portable solution

IV. Conference room solution

V. Fully automated auditorium

140Eur 350Eur 1500Eur ~12000Eur800Eur560Eur200Eur

Video Technology Trends

Main Trends of Video Technology

• Ubiquitous video conferencing and recording

• Video communication on the Web

• Full HD and 4K resolution videos

• Wide angle and 360 videos

• Virtual Reality and Holograms

• Robotic camera tracking

• Robotic telepresence

• Interactivity inside video content

28

Ubiquitous video conferencing and recording

• Desktop and mobile video conferencing replacing legacy room systems

• Cloud based services replacing in house infrastructure (e.g. Youtube for live streaming, Skype, Google Hangouts or Zoom for video conferencing)

• Recording on smart phones replaces cameras

29

Video communication on the Web

• Video communication is moving to the Web (no need for special apps, e.g. Vidyo Web)

• Flash technology is due to end of life

• HTML5 and WebRTC replacing Flash

30

Full HD and 4K resolution videos

• Even smart phones can record and play 4K videos

• Youtube provides with free live streaming of HD videos

31

Wide angle and 360º videos

Drones with attached cameras

GoPro action cameras Panacast 180º USB camera

360º cameras

https://youtu.be/lFm4s50PnmY

32




Virtual Reality and Holograms

Microsoft Hololens

https://youtu.be/7d59O6cfaM0

Oculus Rift

Google Cardboard

Samsung VR Gear

33




Robotic cameras

Movement tracking robot Swivl

https://www.youtube.com/watch?v=SM3RX4PUm8A

Shooting and tracking drone Lilyhttps://www.youtube.com/watch?v=az90yZiPxBg

34

https://www.youtube.com/watch?v=SM3RX4PUm8A

https://www.youtube.com/watch?v=az90yZiPxBg

Robotic telepresence

Kubi robot for desktophttps://vimeo.com/171826211

Double Robotics - moving robothttps://youtu.be/Rml5GiRxtTs

35

https://vimeo.com/171826211

https://youtu.be/Rml5GiRxtTs?t=58s

https://youtu.be/Rml5GiRxtTs?t=58s

https://youtu.be/Rml5GiRxtTs

Interactivity inside video content

• https://h5p.org/interactive-video

36

https://h5p.org/interactive-video

Erasmus+ project Cooperation for innovation and the exchange of good practices“ViSE - Video Systems in Education”

ViSE Partners

1. VUC Storstrøm, applicant organisation and Danish partner. Adult educational center.

Expert in real presence video conferencing systems in general adult education and upper secondary education (Global Classroom).

2. Kaunas University of Technology, Lithuanian partner. Offers master level (MSc) on ICT in

distance learning, has experience with MOOCs, experts in learning management systems.

3. Tampere Adult Education Centre (Tampereen Aikuiskoulutuskeskus, TAKK), Finish partner, offers a range of vocational adult educations. TAKK have adult students from over 40 countries studying in Finnish every day.

4. Institut Obert de Catalunya (IOC), Spanish partner, provides distance learning educations on

more levels up to Upper secondary for more than 15.000 learners.

5. The Vocational Training Institute Vienna (BFI WIEN), Austrian partner - non-profit

association and leading institution of education and training for workers, job seekers and companies.

38

ViSE results planned

• Interactive guidebook on implementation of video learning systems

• Massive Open and Online Courses (MOOCs) to develop skills of staff towards implementation of video learning systems

• Teaching practice with use of video learning systems

39

ViSE Interactive Guidebook

Interactive Guidebook will consist of 40 - 50 show cases on:1. Motivating learners – video used in innovative collaboration in the

virtual classroom2. Distance learning and guest teaching with use of video conference3. Innovation methods and knowledge sharing systems – anchoring

the ICT development in the organisation4. Flipping the classroom – a new learning concept5. Webinars and MOOCs – live video streaming6. Global Classroom – learners connected with use of real presence

videoconferencing

40

ViSE Community

j.mp/vise-community

41

http://j.mp/vise-community

Project “Promoting cooperation between Norwegian and Lithuanian institutions by implementing development strategy

and methodical recommendations for massive open online courses into practice”

Partners

Coordinator - KTU Informatics Faculty

Partners:

• National Association of Distance Education

• Flexible Education Norway

• Lithuanian Adult Education Centres Leaders Association

43

Activities /results

1. Cooperation plan

2. Internship / organized on 17-21 of November at Flexible Education Norway (FuN) (totally 16 participants)

3. Exchange of Good Practice between Norwegian and Lithuanian Institutions at the International Conference on Implementing MOOCs (ALTA’2016 on May 19, Kaunas)

4. Virtual Cooperation Events of Norwegian – Lithuanian pedagogues / two virtual conferences are planed in 2016)

5. The Strategy for Massive Open Online Courses design and delivery

6. Methodological Recommendations on MOOC design and delivery

7. Online catalogue for good practice

8. Information System – Repository for OER and platform for MOOCs (http://oer.ndma.lt)

44

http://oer.ndma.lt/

Thank You for Your

AttentionGytis [email protected]://linkedin.com/in/gytiscskype: gytisc

Join ViSE community at http://j.mp/vise-community

45

mailto:[email protected]

http://linkedin.com/gytisc

INFORMATION TECHNOLOGIES OF DISTANCE EDUCATION

Ramūnas Kubiliūnas

KAUNAS, 2016

KAUNAS UNIVERSITY OF TECHNOLOGY

FACULTY OF INFORMATICS

DEPARTMENT OF SOFTWARE ENGENEERING

To share the experience of delivering the

study programme Information Technologies

of Distance Education (ITDE)

using distance learning

that could be useful for

your local purposes

The main aim

2016-10-12 Information Technologies of Distance Education 2 / 65

You should be able to

• Review the possibility applying distance

learning in your study programmes

• Explain why it would be useful or not

for your students implementig distance

learning

Learning outcomes


• Few words about ourselves?

• What is your local experience?

– Is your study programme

delivered on distance or

using information tech. (IT)?

– Are your going to prepare

your study programme for

distance learning studies (DLS)?

Introduction


DISTANCE LEARNINGSTUDIES

Why do we need DLS?

Who are the students of DLS?


• Who are your students?

• What can you tell about them?

• Are they happy studying in your study

programmes?

Your students


• Who can be students of DLS?

Distance learning studies


• Who can be students of DLS?

– Students who is too far from the University

– Students who has a job

– Students with moving disabilities

– Students who is too old for regular class

– Students of regular studies

• DLS – studies with more possibilities

Distance learning studies


• What challenges

students solve

with / in

distance learning?

Challenges in distance learning


Challenges in distance learning

2016-10-12 Information Technologies of Distance Education

Distance

SpeedTime

10 / 65

• In virtual learning environments (Moodle)

– Deliver e-learning material, tasks, quizzes

– Communicate with students

• By video conference systems (Vips, Vidyo, AC)

– Broadcast and record lectures

– Communicate with students

Tools of virtual learning


Distance

11 / 65

• Is it same as face to face communication?

Aspects of virtual communication



• Please, say hello to your neighbour and shake

his or hear hand





his or hear hand

• What did you felt, was it fun?





his or hear hand

• What did you felt, was it fun?

• Can students in distance learning do the same?

– Shake hands

– Communicate successfully without knowing each other



• We make introductory face to face seminar

before studies

• Students meet teachers, each other

• Students are introduced with

– Particularity of studies, rules and methods

– IT tools that will be used in studies

Introductory seminar


• Lectures on late time after work

• Records are available during all semester

• Possibility to answer questions asked during

lectures by e-mail or in virtual learning

environment

• Possibility to listen again not very

clear moments

Video lectures and records


Time

Speed

17 / 65

• Delays on performing tasks

– Busy student lacks of time

– Slow student lacks of speed

• Reports, quizzes, exams can be

held in distance way

– Possibility to evaluate student virtually

– Trust students

Philosophy about distance learning


Time

Speed

Distance

18 / 65

• What does distance learning student want?

Needs of distance learning student



– To gain knowledge and skills

– Learn on comfortable time

– Learn in comfortable place

– Learn on individual speed




– To gain knowledge and skills

– Learn on comfortable time

– Learn in comfortable place

– Learn on individual speed

• Which need is most important?



• Answer the question in web page

https://b.socrative.com

or using free app in you phone or tablet

Socrative student

• Login with STUDENT LOGIN using Room Name

ITDE

Question for discussion


https://b.socrative.com/

HOW STUDENTS LEARN?

What is knowledge?

Learning methods to gain knowledge?


• How students gain knowledge?

Knowledge



– By reading literature

– Participating in lectures

– Communicating

– Performing practical tasks

Knowledge



– By reading literature

– Participating in lectures

– Communicating

– Performing practical tasks

• Is it sufficient to read lectures in order that

students could gain knowledge?

Knowledge


• What is knowledge?

• When we know that students

gained knowledge which we

wanted to give him?

Knowledge





wanted to give him?

• Is Information = Knowledge?

Knowledge





wanted to give him?

• Is Information = Knowledge?

• Sometimes, but not necessary

Knowledge


• When students learn best what

you teach in your lectures?

Information knowledge




• When students start understanding you

during your lectures?

Understanding




• When students start understanding you

during your lectures?

• When students start thinking about

what you teach them?

Thinking


• Is necessary making information to knowledge

• Students soak up knowledge better when

understand the meaning of information they got

• This helps them

– To apply knowledge in practice

– To gain skills better

Understanding


• What is skills?


gained skill which we wanted

to train?

Skills


• What is skills?


gained skill which we wanted

to train?

• Is it necessary to gain knowledge,

understanding first to gain skills?

Skills


Bloom‘s taxonomy


Create

Evaluate

Analyze

Apply

Understand

Remember

Pursued learning outcomes


SkillsKnowledge

Create

Evaluate

Analyze

Apply

Understand

Remember

Pursued learning outcomes


SkillsKnowledge

Creating

Evaluating

Analyzing

Applying

Understanding

Remembering

• Which learning methods do you use

in your lectures?

Learning methods



in your lectures?

• Are they sufficient to gain knowledge?

Learning methods



in your lectures?

• Are they sufficient to gain knowledge?

• What learning methods should we use to

make students start thinking and making

information to knowledge?

Learning methods


• Encourage thinking, understanding

– It is important not only to know answers

– It is important understand meaning of them

– It is important to be able to apply gained knowledge

• In the purpose to live and create effectively in the

world that changes rapidly, it is necessary critical

thinking O. Visockienė (2002)

Active learning


• Is it necessary active learning in

distance learning studies?

Active learning in studies



distance learning studies?


traditional, face to face learning studies?

Active learning in studies


• In a viewpoint of knowledge

Student in DLS = Student in traditional studies

• Information Knowledge

• In DLS also are necessary

– Active students

– Active learning methods

Information knowledge


• Communication, discussions, answering to

questions = active learning methods

• It is really possible to implement active

learning using IT

• This helps to reach better learning results even

when students are not used to learn actively

Active learning methods in DLS


• To implement DLS there is a need for

– Additional learning technologies

– Different learning methods

– Perception of distance learning

– Philosophy about distance learning or

about learning at all

• The main person must be a student

Needs for DLS


• Most of ITDE students lacks of IT knowledge and skills

– We teach them during the introductory seminar

– They learn working and learning during all studies

• Very often we have to remind that they already know

– It is necessary a patience

– It is necessary the actual information about studies

in a very easy way of accessibility

ITDE for not IT specialists


INFORMATION TECHNOLOGIESOF DISTANCE EDUCATION

Do you have any questions about DLS?

Are you still interested in the information about

the study programme ITDE?

Yes / No


• ITDE – a second-cycle study programme in the

field of Informatics Engineering

• It was implemented in cooperation by several

universities

– Kaunas University of Technology (KTU)

– Vilnius Gediminas Technical University (VGTU)

– Vilnius University

About the programme


• ITDE program was intended to ensure

life-long learning that is very supported by

distance learning (DL)

• Development of IT and Internet stimulated the

formation of information society that must constantly

adapt to a rapidly changing environment

• Learning for life -> Life-long learning

Demand of programme


INFORMATION ABOUT THE ITDE STUDY PROGRAMME

Purpose

Structure


ITDE program was intended to ensure

life-long learning that is very supported by

distance learning (DL)

Distance learning


• Two types of IT specialist are required to

develop and implement DL

Challenges of DL


• Two types of IT specialist are required to

develop and implement DL

– Informatics who are able to design and develop DL

technologies

– Educators who are able to implement

DL technologies

• ITDE is designed for both of them

Challenges of DL


• The programme is targeted towards specialists with a higher education degree in

– Different fields, rather than exclusively for the

– Graduates of Informatics or Informatics Engineering

• Specialists with informatics or informatics engineering qualification can extend

• Others can deepen

• The knowledge in the application of informatics engineering as well as IT in distance learning

Target groups


• The main aim of the programme is to prepare IT

masters

– With comprehensive knowledge and skills necessary to

design IT tools for learning and apply them in distance

studies by using modern teaching, learning theories and

methods

– Who are able to design virtual teaching and learning tools

and content, organize and carry out high-quality distance

learning studies by ensuring life long opportunities

Aim of the ITDE


1. T1. To acquire knowledge on computers, their

systems and networks, …

2. T2. To acquire knowledge on up-to-date

teaching and learning approaches and

methods, educational technologies, …

3. T3. To acquire knowledge on distance studies,

their development, organization and

implementation, …

Detailed aims


Compulsory courses

– Distance Learning Systems and Theory (SP)

– Multimedia

– Basics of Virtual Learning

– Virtual Learning Environments

– Tools and Systems of Virtual Learning

– Support Systems in Distance Education

– Intelligent Technologies in Education

Study plan


• Alternative courses 1

– Modern Educational Systems and Methods

– Algorithms and Objective Programming


– Computer Architecture and Operating Systems

– Communication Technologies (SW)

– Application of Educational Technologies (SW)

– Electronic Learning Content Preparation and Provision (SP)

Study plan



– Infrastructure of Distance Learning

– Data Bases and Information Systems

– Distance Learning Technologies and Standards (SW)

– Distributed Systems

• Research project

– Research Project 1 – 3

– Final Research Project

Study plan


Final Degree Projects


Area of professional activity

In their Final Degree Projects, the students with qualification in Informatics, Informatics Engineering and other similar fields have to:

In their Final Degree Projects, the students with qualification in Pedagogy and other similar fields have to:

Informatics Engineering

to demonstrate the ability to design and implement IT tools for learning;

to demonstrate the ability to apply (select and use) IT tools for learning;

Pedagogy to demonstrate the acquired knowledge and skills in using modern teaching and learning approaches;

to demonstrate the acquired knowledge and skills in using modern teaching and learning approaches;

Distance Education

to demonstrate the ability to organize and implement distance studies by applying modern IT and pedagogic approaches.

62 / 65

Numbers of KTU students

Statistics


• 2005 - 7

• 2006 - 12

• 2007 - 10

• 2008 - 11

• 2009 - 15

• 2010 - 12

• 2011 - 14

• 2012 - 18

• 2013 - 3

• 2014 - 8

• 2015 - 9

• 2016 - 8

63 / 65

• Would it be useful for your students to

implement DLS in your study programmes?

• Would you see the added value implementing

active learning methods by IT in your lectures?

Your practice


Thank you for being together

Ramūnas Kubiliūnas

work package 2 (task 2.3) · expert in real presence video conferencing systems in general adult...

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