HipothesysIn education and learning the next three issues caused a change of paradigm:

Flexible LearningDistance EducationOpen Learning

Teacher training without teachers?Change of paradigm in teacher training

Imre BaloghBalogh@deimos.bdtf.hu

BDF Informatics Department – BME Distance Education Laboratory

Thomas Kuhn:

STRUCTURE OF SCIENTIFIC REVOLUTIONS

(1962)

Paradigms are essentially scientific theories or ways of looking at the world that fulfill two requirements: they must be "sufficiently unprecedented to attract an enduring group of adherents away from competing modes of scientific activity," and they must be "sufficiently open-ended to leave all sorts of problems for the redefined group of practitioners to resolve"

Open learning

Interesting learning situation that helps students to be more responsible for what and where they learn, and as well how they learn and what the gained knowledge worth.

(Scriven, 1991)

Flexible learning

Satisfies the unique learning needs Demands greater responsibility

from students Uses resources more efficient Gives the ability for differenciated

learning Uses own developments

Distance education

The three generations of distance education: Single medium - mail model

(low-level interaction) Multimedia model

(Open University) Information technology – telelearning

model(USA)

Flexible and open learning on BDF

From 1999-2000:Foundations of information technology:2 semesters, 2 lessons per week

What do we want to reach? Teaching information technology to

make students get used to open and flexible learning methods

Research: does open and flexible learning help teaching without teachers being there all time, with the help of the intranet of the college?

HipothesysIf students have a good grounding in

information technology, then they can be educated without the presence of teachers, with using the intranet of the college.

Datas: Number of students: 314 Students who are educated using flexible

and open learning methods: 93

Curriculum1. Opening lesson2. Windows foundations3. Internet I - E-mail, WWW4. Word processing I5. Word processing II6. Word processing III7. Word processing IV8. Test9. Internet II - foundations,

E-mail10. Internet III – WWW11. Internet IV - IRC, ICQ12. Internet V - FTP, Outlook13. Closing lesson14. Test

1. Presentation creation IMicrosoft Word

2. Presentation creation IIPowerPoint

3. Presentation creation IIIPowerPoint. Using wizards. Working with objects

4. Presentation creation IVTable. Notes. Animation. Action. Printing. Stand-alone presentation.

5. Image processing I.Monitors, video cardsMicrosoft Photo Editor

6. Test7. Image processing II.

Microsoft Photo Editor

8. Sound processingPhysical properties of sound.Windows and sound. Sound recorder. Media player. CD Player.

9. HTML editing IParts of a web page, foundationsWord and HTML

10. HTML editing II Word and HTML (objects)PowerPoint and HTML

11. Test

Survey

Before starting education we made a survey to get a picture about the relationship between the students and modern technology, about how do they relate to the internet, computers and to networks. Some of these results are show on the next diagrams.

Research and getting the results of the survey are still in progress.In the next year we make the whole examination again, with more students and with using the experiences of this year.

Number of cases when computers were used in high school, in non-informatics lessons.

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Computer labs used by students in the last year of the high school, outside informatics lessons.

(per week, in hours)

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Internet used in school, outside lessons.(per week, in hours)

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Internet used at home.(per week, in hours)

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Internet used at othe places.(per week, in hours).

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Internet

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Computers and Internet are necessary in education.

Computers

Internet

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Teachers must be able to use the Internet and computers.

Computers

Internet

The following four diagrams show the achievement of the special and the traditional groups.

The achievement of the special groups (8 groups) are marked red, the achievement of the traditional groups are marked blue.

The last diagram shows the average score of the groups in the last four tests.

According to the diagrams, the following statements can be made: there’s no significant difference between the achievement of the groups trained by the ODL method and the groups trained with the traditional face-to-face method.

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2nd semester

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