Technology Supported Learning Results and perspectives for cooperative research

1. Technology Supported LearningResults and perspectives for cooperative research Radoslav Pavlov Danail Dochev Institute of Mathematics Institute of Information and Informatics – BAS Technologies – BAS radko@cc.bas.bgdochev@iinf.bas.bg SZTAKI Center of Excellence

2. Ubiquitous Learning ‘Ubiquitous learning’ paradigm – personalised life-long learning for all, anywhere, anytime. Its implementation needs developments aiming at time-independent interactive access to broadband training information at educational institution, at home or on the move, i.e. work on intelligent user interfaces and technology-supported learning, exploiting the potential of ambient intelligence technologies and enabling ubiquitous, interactive, personalised and tailored access to knowledge. SZTAKI Center of Excellence

3. The network learning technologies provide more powerful opportunities for organising teaching and learning in a new phenomenon: network-mediated online collaborative learning environment. Its conceptual framework includes the following key features: • group communication (many-to-many), • anyplace (place independence), • anytime (time independence), • multimedia-based, • computer-mediated communication. SZTAKI Center of Excellence

4. Virtual University/Campus A paradigm for Web-based networked collaborative online learning environment, customised for post-secondary and/or workplace education. As a course management system it provides a framework for designing, delivering and managing individual courses or whole programs. Flexible learning technologies: learning-by-doing, collaborative and group learning, individualised learning, project-based learning. SZTAKI Center of Excellence

5. Virtual University main modules • Virtual training centre - ensures the systematic learning/teaching process, qualification courses and skill acquisition, • Virtual electronic publishing enterprise with authors studia, • Virtual library/repository - dataware house for reusable multimedia learning materials, • Public relations department - information mediator for the users (admission advisers, carrier advisers, employing consultants etc.), • University management unit, organising administrative activities, document management etc. SZTAKI Center of Excellence

6. VIRTUAL CAMPUS “ARCHIMED KNOWLEDGE VILLAGE” (AKV) Network-mediated online collaborative learning environment with: • Interactive use of multimedia courseware, allowing individualised feedback and discussion. • Extensive use of learning-by-doing approach, incorporating practical work in the learning process. • Extensive use and re-use of distributed multimedia resources. • Versatility of courseware composition for fast update and modernisation of educational content. • Modular and open-system organisation. • Intelligent assistance in information handling. • Discussions and collaboration in the learning process SZTAKI Center of Excellence

7. E C PROJECT - PL 961060 Advanced Multimedia-System Architectures and Applications for Educational Telematics Partners: Technical University of Crete Institute of Information Technologies – BAS Institute of Mathematics and Informatics – BAS Computer and Automation Research Institute – HAS Maison des Sciences de l`Homme – Paris Vienna University – Computer Centre University of Coimbra SZTAKI Center of Excellence

8. Main actors in AKV • Learner – transfers the information into knowledge. S/he uses the courseware from the distributed repository acting as learning scripts navigator, repository resources explorer, self-evaluator of personal assessments, participant in collaborative forms of learning. • Trainer/advisor - assists the learners in the educational process, acting as producer of diagnoses, mentor, assignment evaluator, coach. • Manager – manages the actors and events in the educational process, acting as planner, decision maker, supervisor, team or group organiser. • Mediator (information broker) – facilitates the navigation of the other participants, acting as information communicator, user profiles producer etc. SZTAKI Center of Excellence

9. SZTAKI Center of Excellence

10. A K V virtual spaces /1/ Learning space It integrates the educational activities of learners and teachers around the offered distant learning courses.The learners use interactively the produced courses and courseware modules, execute the tests and assessments, exchange information (questions/ results) with the instructor and with other students. The teacher monitors the teaching process by offline/online connection with the learners. SZTAKI Center of Excellence

11. A K V virtual spaces /2/ Information space The core element is the courseware repository, containing pedagogical resources - courses, courseware modules and documents, used as courseware building blocks. The repository includes user catalogue applying educational metadata (LOM standard). Local sections contain materials of finished/on-going tests, assessments, projects SZTAKI Center of Excellence

12. A K V virtual spaces /3/ Author’s space Supports all AKV activities of the authors of multimedia educational materials. Its main part are the virtual author studia, that constitutes the global publishing environment covering the methods, services and tools for construction, publishing and delivery of courseware materials. SZTAKI Center of Excellence

13. A K V virtual spaces /4/ Administrative space It organises two groups of administrative activities in the AKV: 1/ management of the learning/teaching/authoring processes with registration of learners, teachers and authors, 2/ managing the appropriate access rights; management of the AKV information resources, including further development of the AKV sites. SZTAKI Center of Excellence

14. It organise distant training centres which integrate a set of methods, services and tools assuring a self-paced and/or remotely monitored learning in a given knowledge field using the available courseware materials and the pedagogical interactivity between a teacher and a student.Two types of AKV distant training centres: Intranet-based distant training centre, build upon a local computer network of an institution in Client-Server mode and accessed also through remote terminals. Internet-based distant training centre, applying database management system and standard Internet protocols. Pilot implementation of AKV SZTAKI Center of Excellence

15. AKV basic multimedia courses • Human-computer interaction (TUC – GR) • Hypermedia (SZTAKI – HU) • Authoring computer graphics with two different modules (IMI – BG) • Authoring 2D animation (IMI – BG) • TV and film language(IIT – BG) (for undergraduate and graduate curricula) SZTAKI Center of Excellence

16. User evaluation of AKV Results reported in student questionnaires and in approbation protocols by the lecturers: • Stable work in the client-server configuration. • Multimedia courseware was presented without problems and with affordable speed. • The students were satisfied in general with the AKV interface and had no problems to handle the material (some students requested more functional information). • The learning-by-doing approach was evaluated positively by all students as more stimulating than the lecture-centred presentations. • The use of AKV authors’ studio for authoring multimedia courseware facilitates the module development, though more lecture scenarios were claimed desirable, especially by IT specialists acting as lecturers/authors. SZTAKI Center of Excellence

17. Publications /1/ 1. Pavlov R.(2002)Towards the Virtual University. Proc. Spring Conference of the Union of Bulgarian Mathematicians, 3-5 April, 2002 (Invited paper). 2. Yoshinov, R., D. Dochev, R. Pavlov (2001)Archimed Knowledge Village - Development And Approbation Of A Distributed Learning Environment. “Cybernetics and Information Technologies”, Vol. 1, 2001, No 1, pp 41-47. 3. Dochev D., I. Koprinska, R. Pavlov (2000) Multimedia Data Management – Characteristics and Requirements. "Problems of Engineering Cybernetics and Robotics", No. 49, 2000, Sofia, pp. 29-42. SZTAKI Center of Excellence

18. Publications /2/ 4.Dochev D., R. Pavlov, R. Yoshinov (2000)An Open Distributed Computer Environment for Educational Telematics. Proc. of the EDEN Fourth Open Classroom Conference, Barcelona, 20-21 Nov. 2000, pp.247-252. 5. Dochev D., R. Pavlov, R. Yoshinov (1999) On the Functionality of Distributed Multimedia-System Architecture for Educational Applications. Proc. of EUROGRAPHICS/ ACM SIGGRAPH Workshop "Computer graphics and Visualization in Education" - GVE'99, Coimbra, 3-5 July 1999, pp. 117- 121. SZTAKI Center of Excellence

19. Towards new applications for Ubiquitous Learning “eLearning community should explore the innovative use of simple readily available technologies (e.g. TV or mobile phones) as well as advanced computer-based systems. The R&D should allow the users to build on what they have access to (a mobile device, interactive TV or a high-performance system with broadband connectivity) in order to create personalised learning solutions.” Report on “New research challenges for technology supported learning”, Nov. 2001 SZTAKI Center of Excellence

20. Research into generic issues • Adaptive environments, tailored to individual learners’ contexts, knowledge and needs. • Just-in-time learning delivered away from the immediate place, with the ability to learn on- or off-line at the learner’s convenience. • Integration of learning with company and business procedures. • P2P learning in self-organised learning communities. SZTAKI Center of Excellence

21. Research into Technologies • Effective and innovative use of available technologies as interactive TV and PDAs. • Smart software, agent technology and ambient intelligence technologies for eLearning. • Cognitive science, cognitive mapping and artificial intelligence technologies. • Data filtering and workflow management technology. SZTAKI Center of Excellence

22. Research into Software tools • Software tools for production and presentation of teaching material, more sophisticated information retrieval, searching and synthesis. • Semantic Web technologies and interoperable ontologies, including models and tools for eLearning semantics. • Standard abstract architectural models and related XML protocols for eLearning. • Improved learning object metadata for operational management of learning environments. SZTAKI Center of Excellence

23. R&D oriented to eLearning applications for specific groups/purposes /1/ Development of open distributed environment for on-the-job e-training in SMEs - Leonardo II project ADONIS: On-The-Job e-Training Solutions in e-Business for SMEs(2002-2003), aimed at: • incorporation of e-learning techniques in the on-the-job training activities; • cost-effective personalised in-company training for e-Business; • innovative learning content supporting development of new business models and SME behaviour for successful transition towards European networked economy. Partners: JvNeuman Comp. Society (HU), MTA SZTAKI (HU); IIT (BG), IMI (BG); FINSA (I); TUC (GR), MSC (GR). SZTAKI Center of Excellence

24. R&D oriented to eLearning applications for specific groups/purposes /2/ Basic result - development of ADONISopen distributed environment for on-the-job e-training in SMEs with four local centres of expertise, providing training in tools and services for: • SME as information supplier - templates for web site construction, electronic publishing tools for the publishing of internal, "business-to-business" and client-oriented documents (catalogues, advertising), tools and services for SMEs web marketing. • SME as information receiver within the regional context (databases for archiving information, user profiling tools, library of specialised information, search engines and agents). • SME as information exchanger (messaging tools, cooperation tools and services). • Catalysing SME e-business activities (business plans, business models, e-commerce). SZTAKI Center of Excellence

25. R&D oriented to eLearning applications for specific groups/purposes /3/ FP5 IST proposal for trial (February 2002) AGORA: Advanced “Go Digital” Support Network For e-Learning and Reference Activities KAII “New methods of work and e-commerce” Action line IST2002 - II.1.3 “Adressing eEurope and eEurope+ objectives” Partners: TUC (GR), Chania Chamber of Commerce (GR); MTA SZTAKI (HU); IIT (BG), IMI (BG); COREP (I). SZTAKI Center of Excellence

26. R&D oriented to eLearning applications for specific groups/purposes /4/ Main objective of AGORA: • to create an advanced “go digital” support network for e-learning and reference activities to foster innovations and catalyse e-Economy success factors for the virtual communities of SMEs in Tourism and Cultural Industry. • to develop Internet-based environment covering SMEs specific training and consulting needs for successful e-Business and e-Work. The environment will be implemented through integration, customisation, deployment and dissemination of the training platforms, methodologies and services developed and tested under the completed EC projects Net_Quality and ARCHIMED, exploiting their synergies. SZTAKI Center of Excellence

27. R&D oriented to Ubiquitous Learning Technologies /1/ Leonardo II pre-proposal “New Media Knowledge Village for Innovative e-Learning Solutions – KNOSOS”(January 2002). Aim: to create a network of virtual training and resource centres of expertise for development of competence in integrated web and digital TV Anytime-Anywhere technologies. Partners: TUC, Hellenic Broadcasting Co (GR); IIT (BG), Eurotelematika, Balkan Multimedia Centre (BG); Maison des Sciences de l’Homme (F); Kurt Computer, MTA SZTAKI (HU). SZTAKI Center of Excellence

28. R&D oriented to Ubiquitous Learning Technologies /2/ Expected results (KNOSOS): 1/ New Media Knowledge Village, containing local centres of expertise in the form of applied software systems. 2/ Methods for pedagogical use of integrated web and interactive TV technologies. 3/ Distributed repository (multimedia database) of information resources and re-usable training materials in the field of integrated web- and digital TV technologies. 4/ Curricula in the field of digital TV technologies for professionals and/or students with various backgrounds and different training levels. SZTAKI Center of Excellence

29. Raising Public Awareness of New Applications for Ubiquitous Learning There is a need “to help Europeancitizens to understand better both the beneficial impact of Ubiquitous Learning on their day-to-day lives as well aslimitations and possible implications of research and technological developments.” Call for proposals for indirect RTD actions under the programme “Improving the human research potential…” (15/01/2002)“Raising public awareness of science and technology” Thematic networkfor raising public awareness of new applications for technology supported learning(under discussion). SZTAKI Center of Excellence