14th International Conference eLearning and Software for Education最新文献

{"title":"AN E-LEARNING APPROACH TO ENHANCING THE ENGINEERING STUDENTS' MOTIVATION TO STUDY BUSINESS ENGLISH FOR WORK PURPOSES","authors":"Elisabeta simona Catana","doi":"10.12753/2066-026x-18-130","DOIUrl":"https://doi.org/10.12753/2066-026x-18-130","url":null,"abstract":"Recognizing the huge role played by e-learning in mastering a foreign language for work purposes, we aim to point out its importance in meeting the engineering students’ needs for communication in English for business and work purposes. We emphasize the necessity of motivating the engineering students to take a blended learning approach, and particularly an e-learning approach, to studying business English to enable them to understand and cope with the culture of companies and multinationals with a view to their future successful career. The purpose of this paper is to highlight the importance of e-learning for enhancing the engineering students’ motivation to develop their knowledge of business English for work purposes in a company or in a multinational and to adequately use the acquired business English vocabulary in specific contexts, in written and verbal discourses, in presentations, simulated meetings and dialogues in the English language courses and seminars in a technical university. We argue for the necessity of focusing on e-learning for enhancing the engineering students’ awareness that developing their knowledge of business English for a career in a company can be a great asset even if their job description mainly includes technical activities such as software or hardware development. Having knowledge of business English would allow the engineering students to better understand the world of companies and their rules of doing business nowadays, enabling them to professionally communicate and make appropriate decisions in a company meeting, in negotiations or in other business contexts. This paper will present: 1) the importance of focusing on e-learning-based seminar activities meant to develop the students’ communication skills in English, their creativity in accomplishing the given tasks, enhancing their motivation to develop their business English vocabulary; 2) the engineering students’ perspective on the importance of e-learning for developing their business English knowledge for a future career and 3) a methodological approach to teaching business English to engineering students based on traditional learning and e-learning.","PeriodicalId":371908,"journal":{"name":"14th International Conference eLearning and Software for Education","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125550702","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"HOW TO CREATE AND HOW TO USE DIDACTIC EDUCATIONAL SOFTWARE","authors":"Veronika Stoffová","doi":"10.12753/2066-026x-18-069","DOIUrl":"https://doi.org/10.12753/2066-026x-18-069","url":null,"abstract":"The article summarizes the long-term experiences of the author in the field of creation, usage and evaluation of didactic computer applications in education. In this article, there are systematized principles of creation and effective usage of didactic software. Special attention is paid to visualized controllable interactive simulation model and simulation experiments oriented to acquisition of new knowledge based on the own observations of the learner. The author summarizes recommendations regarding the graphic design and the interactivity of the didactic simulation models for learning. The preparation of recommendations and advice on how to build and use educational application was based on the pedagogical and psychological knowledge about the learning process. It takes into account how an individual receives and processes new information - how he/she builds his knowledge system. It is also important to set up the questions and tasks correctly, therefore they can be answered or solved by implementing simulation experiments. Knowledge system of the learner is not a static storage of isolated information and information units in his/her memory, but their transformation into active knowledge which is integrated and ordered to a system – connected into logical hyper structures and forms. The actual knowledge system enables an individual to solve non-standard problems not only in science, technology and various research areas from which the necessary, suitable and useable knowledge system is built but also in everyday life. If a person wants to design and implement educational software to support learning, he/she must respect the rules of creating and building a knowledge system and the pedagogical, psychological and didactic rules and principles of learning.","PeriodicalId":371908,"journal":{"name":"14th International Conference eLearning and Software for Education","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127580379","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"PROJECT BASED LEARNING. PRACTICAL STEPS IN COMPLETING A LEARNING ASSIGNMENT","authors":"Anişoara Dumitrache, Mihaela Gheorghe","doi":"10.12753/2066-026x-18-012","DOIUrl":"https://doi.org/10.12753/2066-026x-18-012","url":null,"abstract":"The aim of the paper is to present best practices in project based learning emphasizing the use of new online technologies. We focus on distance learning students but the best practices can be replicated in different learning systems. As teachers we strive to improve our students’ learning experience. Learning by doing is one of the best options, and project based learning is a great approach to engage students in investigation of complex problems or challenges. Encouraging our students to work in teams, will add value to the learning experience, the key being collaboration and cooperation, possible through the use of technology and appropriate tools. During time, we were able to improve this experience and to make good choices in using technology, each experience being better than previous. Based on our own experience and on the researches in the field, for each project there are four practical steps in order to successfully complete the task at hand. We believe that any research can be completed by: understanding the requirements; shaping a study plan; implementing the plan; preparing the presentation. Once a project is assigned, every student is instructed to follow the four steps in order to ensure the quality of work, the best possible grade and meet all milestones and deadlines. We also include examples of good practices, copyright infringements, and bibliographical references. The project’s template is available online, on the elearning platform and can be customized on each subject/discipline. The first template draft must be approved by the teacher via online learning platform. The students follow the approved plan with regards to the materials, online resources, and weekly milestones. The final evaluation is based on the project presentation, peer review and teachers criteria on establishing the final grade.","PeriodicalId":371908,"journal":{"name":"14th International Conference eLearning and Software for Education","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121592326","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"TEACHING INTERCULTURALISM BY RESORT TO GAMIFICATION AND E-LEARNING","authors":"A. Mărginean","doi":"10.12753/2066-026x-18-041","DOIUrl":"https://doi.org/10.12753/2066-026x-18-041","url":null,"abstract":"This paper explores the extent to which the teaching of interculturalism in a higher education environment may become more effective by resort to gamification and e-learning. To highlight the benefits of these, if any, we used two separate series of third-year students who attended the same course, while introducing the e-learning game elements to only one (Series 2), and then examined, at the end of the semester, the academic achievement of those who were exposed to the e-learning gamification activity in comparison with those who were not. This activity relied on Geert Hofstede and Michael Minkov’s intercultural key concepts used in the profiling and classification of cultures, organized in six pairs concerning: individualism-collectivism, high-low power distance, high-low uncertainty avoidance, long-short term orientation, masculinity-femininity and indulgence-restraint. The task for the students consisted in the content authoring of realistic situations put into filmed short scenarios, which needed to highlight the problems and differences arising when people coming from dissimilar cultures, with various mindsets active as basic assumptions, meet and clash. Since there were six pairs of intercultural concepts, each of the two groups of students into which we divided the course participants from Series 2 received three, and had to make three videos, one for each set. The videos were made exclusively by them, transformed into actors-characters. The resources used for this assignment had to include, primarily, various electronic devices, along with other items such as clothing, shooting site, props etc. Besides the conception and making of the videos, the game further consisted in presenting them to the other group, who had to guess the theoretical concepts illustrated in each. In other words, the videos further became an e-learning tool for the students-viewers – a status that all the students involved in the task got to hold, in turns, being both creators and beneficiaries of an e-learning instrument with gamification elements. Academic performance, visible in the course test, was much better in the case of the students involved in the e-learning gamification task which helped both its authors and its spectators understand and remember the interculturalism notions better. The extended conclusion of the paper bears on the way in which this type of assignment helps the development of additional skills and desirable behaviors as well: computer and electronics-handling literacy, organizational and team work abilities, creativity and imagination, empathy and flexible perspective, work responsibility, self-esteem etc.","PeriodicalId":371908,"journal":{"name":"14th International Conference eLearning and Software for Education","volume":"323 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122710398","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"MAGNETICS TUTORIAL. MODELING PERMANENT MAGNETS USING THE ELECTROMAGNETIC SOFTWARE FEMM 4.2","authors":"Gheorghe Anghel, I. Anghel, E. Helerea, M. Calin","doi":"10.12753/2066-026x-18-252","DOIUrl":"https://doi.org/10.12753/2066-026x-18-252","url":null,"abstract":"We live in an era characterized by an informational explosion, of an accelerated and revolutionary technical progress, and it is, therefore highly important to ask questions, to evaluate risks, to change methodologies, concepts and to create new learning situation, making use of the creative potential of our students. We need to rethink how we communicate while teaching, we should emphasise a collaborative process where different pieces of opinion and perspectives are taken into consideration. Teaching and learning by means of information and communication technologies as well as new educational software in the domain of mathematics or engineering (solutions offered by software in e-learning require a complex teaching-learning system via laptops, smart phones, tablets, e-learning platforms, internet) support a collaborative process, and promote skills of paramount importance in the context of 21st century. Today, learning means knowing to search and deal with recent information, to exchange ideas on specialized forums, on e-learning platforms in order to actively contribute to the improvement of the already existing educational data. This can sometimes be done via especially designed questionnaires. Learning and teaching should nowadays rely on modern technologies. This is one of the subjects to be tackled in this article. Students should have access on e-learning platforms using individual account, while teachers should be aware of how these technologies work. The on-line environment should be continuously updated and improved so that those participants attending a course would feel motivated. What I more, the article deals in both a theoretical and experimental way with an important subject in electromagnetism, the permanent magnets. Starting off from knowledge known in the specialized literature and practice, what we propose is a tutorial to model permanent magnets, using FEMM.  4.2. software.","PeriodicalId":371908,"journal":{"name":"14th International Conference eLearning and Software for Education","volume":"145 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121715630","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"ANALYSIS OF THE WAY OF SERVICE IN A COMPLEX COMPUTER PROCESS WITHIN AN EDUCATIONAL PLATFORM (WWW.COMUNICARE.RO)","authors":"A. Gaitanaru","doi":"10.12753/2066-026x-18-239","DOIUrl":"https://doi.org/10.12753/2066-026x-18-239","url":null,"abstract":"With the passage of time, ICT has become accessible and used by more and more individuals without technical knowledge or skills. At the same time, the complexity of the instruments has grown enormously. Now those who acquire and use technology are not just IT specialists but also educational content creators, managers, teachers, instructors and students. These rapid changes have often left behind those who have failed to adapt and document properly. Lack of information and fear of the unknown often creates confusion and hostility towards the use of ICT in education. Processes running on multiple systems vary over time. For this reason, there is no static set of processes (and time intervals) that can be used for deterministic modelling. However, the CPU distribution and grid-generated bursts can be determined. These distributions can be measured and then approximated or estimated [1]. The results are mathematical formulas that describe the likelihood of occurrence of an event, for example the probability of the system being in a stable state. Usually the distribution is exponential, Poisson type, and is described by its average value. Similarly, the timing of the processes arriving in the system must be provided. From these two distributions the average values of productivity, usage, waiting time can be calculated using queuing networks analysis. Queuing networks are called open when the jobs can enter or leave the network by any node [2]. If the jobs cannot leave or enter the network, it is called closed, and the number of jobs on the network remains constant. Therefore, a network where a new job is admitted every time an old job leaves the system can be considered a closed network [3].","PeriodicalId":371908,"journal":{"name":"14th International Conference eLearning and Software for Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123179357","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"ROMANIA DURING 1918-1919 AFTER 100 YEARS IN DIGITAL MEDIA","authors":"D. Buşe","doi":"10.12753/2066-026x-18-278","DOIUrl":"https://doi.org/10.12753/2066-026x-18-278","url":null,"abstract":"A page of history is now at 100 hundred years rewritten and the digital media and authors use it for promotion. The study has two parts, historical facts and a short analyse on the tools used to promote it. Historical context starts, on June 5, 1918, the Treaty of Peace imposed on Romania by the Central Powers was ratified by Parliament and forwarded to the King for promulgation; he postponed the signing of this treaty. As the French army began to cross the Danube, on November 10, at Giurgiu, Zimnicea, Turnu Magurele and other points, the Romanian army re-joined the war, Romania proving \"de facto\" that it is in the allied camp. In this setting, on 11 November 1918, the Compiegne Armistice, between Germany and the Allied Powers, was signed, acknowledging, among other things, the caducity of the Bucharest Peace Treaty. At the same time, the end of the war brought with it the completion of the process of unification of all the Romanian provinces under one standard. And as the complete unity of Romania could not have been made without the inhabitants of Transylvania, the \"cradle of the formation of the Romanian nation\" for which the Romanian army had crossed the Carpathians, on 18 November / 1 December 1918, the Great National Assembly in Alba Iulia voted \"the unification of all the territories inhabited by the Romanians from the former Austro-Hungarian monarchy with Romania\". The digital development of this page of history was approached by both historians and media. The study show that the papers has a 27% of the covering of the event, the rest being covert by various encyclopaedia, blogs and essays. By channel by far Facebook covers the news on that event followed by Youtube and What’s Up.","PeriodicalId":371908,"journal":{"name":"14th International Conference eLearning and Software for Education","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125466516","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"ALTERNATIVE EVALUATION METHODS IN UNIVERSITY EDUCATION","authors":"R. Chivu, Mihai Orzan, Luizamaria Turlacu (lazar), Andra-Victoria Radu","doi":"10.12753/2066-026x-18-233","DOIUrl":"https://doi.org/10.12753/2066-026x-18-233","url":null,"abstract":"The alternative methods of evaluation are interest subject because of their presence in the Romanian educational system from the beginning of the educational stages until the last cycle of studies conducted by each person. I consider that the topicality of the theme is in its usefulness and applicability in the educational context regardless of the stage or cycle we refer to, alternative assessment methods being more and more common and used in the observation and evaluation of students. They have the main benefit of knowing the individual and their behavior, skills and abilities, and not just the ability of memorize or learn. The idea of alternative evaluation has become important, precisely because I appreciated the situations in which students was subjected to evaluation using these methods that offered them the possibility of organization, creativity and ingenuity. A reference example could be from a high school discipline, namely Language and Literature, in which the evaluation could consisted also in the elaboration of a work portfolio that included several optional individual activities. In addition, in the academic environment, the idea of portfolio or summative assessment is much more common because the marks obtained in the seminar count to the final grade, and here is the opportunity for the student to recover the score while for the exam has only one chance or more in case of arrears). Practically, assessment can be regarded as a complex process through which the student's level of training is measured, but this is an indispensable process from the perspective of the didactic framework which involves both scientific training in the evaluation and discipline field as well as a an extra effort to reduce, as close to the minimum as possible, the subjectivism in the appraisals it usually makes.","PeriodicalId":371908,"journal":{"name":"14th International Conference eLearning and Software for Education","volume":"286 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122305782","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"FINDING THE RIGHT PEDAGOGY AND RELATED PREREQUISITES FOR A TWO-CAMPUS LEARNING ENVIRONMENT.","authors":"R. Støckert, Georgeta Stoica","doi":"10.12753/2066-026X-18-030","DOIUrl":"https://doi.org/10.12753/2066-026X-18-030","url":null,"abstract":"A two-campus master in Music, Technology and Communication is being developed as a joint project between The Norwegian University of Science and technology (NTNU) and the University Of Oslo (UIO). Half the students are in Trondheim at the Music Technology Department of NTNU, while the other half will be in Oslo at the Department of Musicology at UIO. The departments at each University will be paired through several types of networked services, supporting sharing of local and remote resources. A \"Portal\" between the two locations, will facilitate the sharing of resources, audiovisual communication and collaboration in physical and virtually common workspaces. Students can bring their own devices and interconnect with each other and available online resources. Each topic in the master programme will be taught in real time on both locations, with the best local resources that fits the purpose Available resources in the form of teachers, facilitators, equipment and labs are all necessary building blocks in the new master design, as well as the technology behind the \"portal\" for interconnection between people and resources. Nevertheless, to facilitate and create student active learning, we need adapted pedagogy and related applied methods to the two-campus learning space. We must support and grow a good social and safe learning culture/atmosphere between the students on both locations. This is a prerequisite to facilitate and obtain effective cross-disciplinary teamwork and collaborative skills between the students. Hence, campuses need to be contemplated as a complete network of connected learning environments, where learning happens within a range of different types of pedagogies, spaces and technologies, which we can define as the learning spectrum. In this paper, we will present and discuss different pedagogical approaches related to a learning spectrum defined by the two-campus master, which can be applied and developed to provide the students with the 21st century soft and core skills.","PeriodicalId":371908,"journal":{"name":"14th International Conference eLearning and Software for Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129859476","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"ON IMPROVING STUDENTS' PERFORMANCE THROUGH COMBINED STATISTICS AND DATA MINING ANALYSIS","authors":"Andrei Duluta, S. Mocanu, Daniela Saru","doi":"10.12753/2066-026x-18-113","DOIUrl":"https://doi.org/10.12753/2066-026x-18-113","url":null,"abstract":"The learning process is (or should be) periodically monitored and evaluated in order to improve its results and efficiency. Unfortunately, most of the times, only the students' results are taken into consideration when making various reports, statistics or recommendations. However, it is obvious that, besides the instant or a period based student's performance, there are other external factors that affect in an objective manner the overall performance. Traditional investigation methods are based almost exclusively on statistical instruments and are not capable to reveal all aspects that lead to more or less good results for the students. For this reason, the authors aim to make a combined analysis based both on statistics and Data Mining instruments. While the approach based solely on statistics methods offers undeniable numerical results, the Data Mining approach comes with possible explanations for the plain figures. Used together, these tools are capable to offer not only a relevant track of students' performance but can also provide recommendations for improving the results. Various elements are taken into consideration increasing the objectivity of the analysis and offering a new perspective that allows searching and identifying the existence of relations between some not so obvious parameters such as student's load, scholar timetable, sequence of courses. The study is based on traditional statistics methods and Data Mining techniques in an attempt to validate teaching methods, on one hand, and to identify the aspects that may be improved, on the other. The relevance of the study is high since more than 2000 records distributed over a period of 8 years were used. Independent evaluations from practical activities (laboratory, tests, individual projects) and final exams cross-validated the overall results. The statistical approach is represented by time series and histograms which reveal numerical results for the students' performance over the entire period. The results are presented in ways that represent the start of Data Mining analysis which was performed afterwards. The Data Mining section outlines the most important aspects, such as: data preprocessing, implementation of various models and methods, results analysis. The overall approach is capable to identify some causes for non-optimal performance of the students and also to make some recommendations for improving it.","PeriodicalId":371908,"journal":{"name":"14th International Conference eLearning and Software for Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129943635","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}