Development of master curricula for natural disasters risk management in Western Balkan countries

1. Development of master curricula for natural disasters risk management in Western Balkan countries Introduction to e-learning and Moodle system Szabó Gyula Dr. Gyula Szabó, associate professor Training of teaching staff for innovative teaching methods05 January 2020 Project number: 573806-EPP-1-2016-1-RS-EPPKA2-CBHE-JP "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"

2. Benefits • Flexible / location independent / No need to travel • Flexible / time independent / off-line • From teachers’ perspective • Told it once, no need to repeat, told to all • No need to store, sort, process e-mails and submissions • Unmanned administration of submissions and grades • Automated feedback • Self enforced deadlines (and extensions) • Usable outcomes (knowledge generation) • Learning material maintenance • No need for police work at examiations

3. Flash back • I had problems, I looked for solutions • I had e-materials (ppt), activities • Too many Z students, no real contact • Create problems and offer solutions • New materials on outdated samples

4. Setting • I’m on the screen in front of a student • Midninght, dormitory, tired,

5. Why is so difficult? • To do it good first is always difficult • The tool itself must be learnt • Learning by doing • Our objective should have priority over the softver features • Lots of work

6. My (best / working) practice • Clear requirement definition • Clear topic structure (flexible and / or preconditions), alternative tracks • To understand knowledge assessment • Knowledge transfer, practice, self assessment • Evaluation and grading. • Submisson of works (text or pdf) and feedback

7. Offering selfassessment • Good examples (former submissions) • Potential errors (scoring objectives) • New / alternate activities • Points, grades, scale • Text feedback • Information access, mining

8. Videos • Cutting marks (flaps) • 5-10 minutes • Alternate teachers • Written version • Defined activity – listen, mark, identify etc. • On the screen: blackboard, teacher, presentation

9. Course evolution • Never is done • Permanent improvement – no campaigning • Semester settings (deadlines, course management), checks (external links, local settings) • Evalutaion questions > exercise quiz • Submissions > examples • Messages > requirements, FAQ • Based on activity logs removal of elements, refrasing • New questions to question bank

10. Question bank • Categories, sub-categories • One out of 4 • Pairing • Values (24 oC, 85 dBA)

11. Handling swindles • Swindles at self-assessment - self-deception • Final assessment – devalue, destruction of degree • Safety features: • Time contrains, sequence • Time frame set (2-4 hours) • Screen protection features • Logs, passwords • Examination room • Real closing examination • e-learning: standardised, questions and points ranges are subject specific) • Face-to-face exmination: subjectivity

12. Materials used • ppt • Classroom video • Textbook • tankönyvtár exracts • Legislation / standards exracts • Videos – own recordings or youtube • According to BLOOM taxatonomy • Paste and upload (text, video, pictre, object)

13. Content requirements - OE • First part „overview” should contain a brief descriptionof the course in 10-15 line. • Closing requirements (quiz, submissions, deadlines) • Calculation of the grade (e.g. practice exercises, submissions, assessments, etc.). • Weight of the elements above. • Submission criteria (limited / unlimited trials) • Time contrains, deadlines • Evaluation methods and scale

14. Topic requirements - OE • Topic name and desription • Objectives of the topic • Time requirements • Page • 1-2 page • Exercises • Submission constrains • Self asessment possibility

15. Bloom’s

16. Bloom’s

17. Bloom’s