Information and Comunication Tecnologies as a suport for ...paginas.fe.up.pt/~dsie10/presentations/session 7...Nº GROUPS 29 117 211 7 Nº QUESTIONS 465 464 536 560 Nº res. DIRECTORY

Information and Communication Technologies as a support for learning

in Higher Education

Bertil Marques -ProDEI

[email protected]

Outline

• Introduction

• The platform

• Results

• Conclusions

2DSIE'10 Doctoral Symposium in Informatics Engineering

ICT*

e-LearningHE*

* HE – High Education

* ICT - Information and Communication Technology

Introduction - Objectives

• This study was made in a Higher Education Context :

– Use of Information and Communication Technology (ICT);

– Adoption of online learning platforms;

– Impact in the teaching – learning model.

Understand whether there was a change of practicesby teachers as a consequence of the Bologna model,making teaching more dynamic, less expository, andmore ICT supported.


Introduction - Motivation

• Teacher in High School of Engineering – Level HighEducation (HE)

• The use of ICT in teaching

• Personal interests in new technologies focused onWeb 2.0


Introduction - Temporal evolution

1852 -Foundation of ISEP as

“EscolaIndustrial do

Porto”

1989 – ISEP was integrated

into Polytechnic

Higher Education Subsystem

1998 -Reform of

Polytechnic Higher

Education system

2005 – Portugal adhesion to

Bologna Declaration

“Decreto-Lei nº 42/2005 de 22 de Fevereiro”

2006 – ISEP started to offer

a new Study Plan

(Graduation and Master)


The platform - MOODLE

• Modular Object-Oriented Dynamic Learning Environment;

• Open source virtual learning environment (VLE);

• Developed collaboratively; Community of professionals;Different areas;

• New features and functionalities continually being added;

• Main Features:• Providing content, exercises;

• Tools and media services (chat and forums);

• Protected access and management of user profiles;

• Control systems activities.

• Currently being translated in over 60 languages.


The platform at DEI – Numbers


Computer Engineering Course 2006/2007 2007/2008 2008/2009 2009/2010Total Curric. Units. 29 207 120 111B-Learning Curric. Units. 10 24 29 11Repository Curric. Units. 10 46 34 19Total enrolled students 4129 11154 13366 12966Total subscribed teachers 133 574 628 289Total subscribed teachers-editors 90 320 226 144Nº actions VIEW 3825 12830 1103444 569741Nº actions ADD 0 22 3676 2354Nº actions UPDATE 2 28 3931 1685Nº actions DELETE 0 27 558 427Nº EVENTS 62 162 265 91Nº GROUPS 29 117 211 7Nº QUESTIONS 465 464 536 560Nº res. DIRECTORY 78 164 132 83Nº res. FILE 762 1995 1951 1048Nº res. WEB PAGE 118 241 95 35Nº res. TEXT PAGE 8 22 33 7Nº res. LABEL 204 833 601 353Nº mod. ASSIGNMENTS 13 114 213 64Nº mod. CHATS 3 1 1 0Nº mod. CHOICES 0 0 0 0Nº mod. DATABASES 4 2 2 0Nº mod. FORUMS 35 227 145 121Nº mod. GLOSSARIES 3 1 0 0Nº mod. LESSONS 0 0 0 0Nº mod. QUIZZES 14 15 14 14Nº mod. WIKIS 0 2 0 0Nº mod. WORKSHOPS 0 0 0 0Nº mod. SURVEYS 0 0 9 0Nº Curric. Unit. Files 3682 6342 10348 6735Nº Curric. Unit. Files submitted 842 3557 6402 2041

Results – General

• First year of operation

• 2 plans operating at DEI

• Created only requested C.U.

• Only 69% were accessed (20)

– 50% - b-Learning (10)

– 50% - repository (10)

31% - » teachers-editors did even not login platform (9)


69%

31%

2006/2007

% C.U. working % C.U. not working

Results – Registration Data


29

207

120111

20

70 63

30

2006/2007 2007/2008 2008/2009 2009/2010

Total Curric. Units. Total Curric. Units. Working

The number of C.U. between these 2 years isdrastically low; this was the result of thetransitional period between the bi-step systemand Bologna.

There was no edition of thePost graduation ComputerScience Applied to Healthreducing then four curriculafor only two.

Results – Actions [1]

•VIEW – Any click that runs on any resource available on a C.U.

•ADD – Addition of a resource in a C.U.

•UPDATE – Change on a resource available on a C.U.

•DELETE – Elimination of a resource on a C.U.


•Data on actions VIEW, ADD, UPDATE and DELETE is valid only for

2008/2009 and 2009/2010, due to a problem with the platform

server.

•The previous data were erased and turned to zero at the beginning of

2008/2009.

Student and teacher (editor or non-editor)

Only teacher-editor

Results – Actions [2]


1103444

569741

2008/2009 2009/2010

Nº actions VIEW

3676

2354

3931

1685

558 427

2008/2009 2009/2010

Nº actions ADD Nº actions UPDATE Nº actions DELETE

1103444

569741

3676 23543931 1685558 427

2008/2009 2009/2010

Nº actions VIEW Nº actions ADD Nº actions UPDATE Nº actions DELETE

Different yyscale for:-action VIEW;-actions ADD, UPDATE and DELETE.

Equal yy scale for all action 4 actions.

Particular situation:2009/2010-27% of the academic year

51% -actions VIEW!

Results – Activities Modules


13

114

213

64

620 25

1014 15 14 14

2006/2007 2007/2008 2008/2009 2009/2010

Nº mod. ASSIGNMENTS Nº mod. FORUMS Nº mod. QUIZZES

Regular data of use on the 4 academic years.

Results – Curricular Units Files


3682

6342

10348

6735

842

3557

6402

2041

2006/2007 2007/2008 2008/2009 2009/2010

Nº Curric. Unit. Files Nº Curric. Unit. Files submitted

Regular data of use on the 4 academic years.

Future Work

• 2 more years and subdivided information need to a good study ;

• Data by curricular unit/semester/academic year;

• Enlarge the study to all ISEP (All 7 departments) ;

• Identify others tools for help on e-Learning in HE, study them

and put in practice;

• Enrollee students and teachers in new technologies and new

learning/teaching methodologies, with ICT.


Conclusions

• Low rate of adherence to the use of online teaching platform;

• With the information were given, we conclude that there were

some changes in behavior, some of which have been seen by

direct observation;

• But as for the hold up of ICT, to support the online learning

platform available to MOODLE and how this verification is

helped by the figures presented:


The hypothesis placed initially could not be proven.

Thank You !


Bertil Marques -ProDEI

[email protected]

Documents

Information and Comunication Tecnologies as a suport for ...paginas.fe.up.pt/~dsie10/presentations/session 7...Nº GROUPS 29 117 211 7 Nº QUESTIONS 465 464 536 560 Nº res. DIRECTORY