1 (2), 2000
A Model of Virtual University
This article aims to explain elements, structure and process of virtual university. The potential of communication media and networks has provided the means for worldwide communication “online” and this opportunity can be used in education. In this way of education provides effective education process also improve the cost-effectiveness.
In this model, work team, comprised by teachers which occurs TV-producers, students, a technology-specialist, a visual aids producer, and an instructional designer; student profile which may be different for every individual and it has to be considered in the design of the learning activities; student action which means the activity that the students realize to learn and to develop concepts, skills and attitudes and the communication media play key roles in model of Virtual University.
A understanding of Distance Education History and Theory of Distance Education is necessary to understand the differences between Distance Education and the potential that a virtual university could offer. The conclusions of virtual university depends on the consideration of all elements of this model and its relations.
Dr. Gilly SALMON
Driving Through! Online Learning for Industrial Supply Chains
Interaction between work (thought of as doing) and learning (mastering new knowledge and skills) and between paid work and leisure is predicated to become much more fluid in the future . With the advent of online learning, this notion becomes real and the role of training to work in new ways and in new online environments becomes of critical importance. There is broadening acceptance and understanding of learning as a socially mediated and constructed process and of knowledge as no longer "fixed". Therefore supporting training and education through work-based networks, especially exploiting the interactive benefits of online working, needs to take account of a much wider variety of factors than learning to use appropriate software.
This article aims to research and develop concepts and practice in this field of well-structured distance learning courses (which increasingly include some online working), to the requirements of organisational learning and the individuals within them in the context of the project, named KLASS (Knowledge and Learning in Automotive Supply Systems).
KLASS has a course which provides learning within industry based networks and aims: to attract to distance learning individuals and groups that tend to be under represented within the adult learner population (people working within manufacturing in small and medium enterprises (SMEs),using an appropriate mix of media; to develop motivations for learning among individuals and within the companies that employ them; to identify, through an initial focus on the development of work capabilities, the potential for improvements in performance, thereby contributing to improved employment security in a sector that faces intense economic and technological pressures; to stimulate collaborative learning in supply chains.
The course which takes 220 hours includes a higher than average level of tutorial support for students, through four routes: Preliminary induction, via day schools/workshops and support materials, for key role holders: Change Facilitators and Team Leaders; Day schools held in the start-up and mid-project stages; Learning support from highly
experienced tutors, which is provided face-to-face, and via synchronous and who have extensive experience of the analytical tools and approaches being used in the course and of support for industry based learners. And the course consists of Module One: Working
Smarter?; Module Two: Analysing Your Workplace; Module Three: Developing a Learning Network as three main modules.
The course implement in two main steps. One of them is Supporting online learning for supply chains, and contains five stage as Stage 1 Gaining Access To and Use of the CMC System, Stage 2 Becoming Familiar with the On-line Environment, Stage 3 Asking For and Giving Information, Stage 4- Knowledge construction-group and community interaction, Stage 5 Looking for Additional Benefits. The sacond main step is Building an Interactive Online Training Programme. In this step the researcher care about The Principle of Training Online, Training Structures, Building in Reflection and Learning online through supply chains-translation to practice.
Carolina Ruiz MONTANI
The Internet: The Killer Application
Telematics is an additional medium for learning and communication . The inclusion of the new media in the language learning process takes time. On the other hand, the learning process can be dealt with easily and more effectively. The information industry is becoming a mega-industry which is evolving into the engine of growth in today's demands of rapid internationalization and global economy.
The internet is its most visible manifestation: it has become more than a medium for connecting people and sharing and exchanging information. It is one of those transformational technologies that appears once in a lifetime. Since it enables parties of any kind to conduct interactions of any type the internet is a very powerful agent to deliver educational content. The language demands of a language learning community can alter extremely rapidly over a period of time not only for relevant language learning material, but also for intercultural training. Networks pull down barriers like time and distance that once limited market opportunity where interpersonal skills and technology increasingly play an important role. Internet users surf the net, skipping unwanted exercises and carrying out only the preferred, relevant ones. The system is supposed to think for them so that they can select the most suitable learning option. The net is a very powerful tool for delivering and managing education and training, because in the field of education it enables students to learn or supplement formal curricula at their own pace.
Online learning offers the flexibility of learning at any time, anywhere, so that people can seize the best content whenever it suits them without suffering time constrains in their professional or private lives. It also involves collaborative work between teachers and parents enhancing learning as a result of sharing information on assignments or performance. Another feature is the possibility of delivering tailor-made programs, including on-line tutoring and tutors via e-mail, producing segments to target specific educational needs. The most remarkable features in this conditions are: delivering courseware, providing tools for integrating information, tutor support, collaborative work with peers.
We need the right pedagogic tools as well as a new pedagogic culture that must be nurtured by those who actively promote change and the use of technology to prepare learners for reality. Technology will neither replace competent teachers nor classroom education, but if appropriately adapted and not adopted, will foster access to education, raise its quality and enable students to learn more comfortably. Also:
A new pedagogic culture; Advantages of telematics and telelearning.; Open and distance education; Teaching adults via e-mail; Developing a Virtual Community; Project work at school: results; Research and facts (conducted in 1999); Emotion-motivation-feedback; Access-Exchange- Community- Discussion-Collaboration
Distance Education as a Challenging Concept in Sociology
The contemporary period is often characterised by unpredictable changes realised in all dimensions of sphere of human social life. Besides individuals, also societies with its all-institutional structures are compelled to change in order to survive within the process of globalisation and post-modern trends. Thus globalisation and post-modernism as the key terms that underlie the dynamics of societal change and technology another of the accelerative force of change agent have defined the process of change as a whole. Education as also societal institution has been in this process of change. Strategies which aim to cope with accelerative change have became much important not only important for individuals but also institutions. Common demands of both institutions and individuals to meet the needs of change necessitate the search of new educational environment that solves the problem in access, equity, excellence and funding. And distance education with the means of new information and communicative educational technology has emerged as a leading strategy for meeting needs of change drived by concept of globalisation and postmodernism.
In this article, it is critically aimed to examine sociological meaning of distance education as a challenging advantageous of new information and educational technology within the framework of societal implications of three main traditions- Postmodern, Marxian, Functionalist.
M. Cüneyt BIRKOK
A Conceptual Analysis of Distance Eeducational Functions and Perspectives in Sociology
In the following study, some literature is reviewing on the sociology of education. Sociological perspectives are discussed, and then some hypotheses are assumed that taken for granted in this paper. Those analyses have been developed and dealt with them as a sociological problem in distance education such as group structure, social control in society and technological effects on social change. In conclusion, the distance education is examined as a factor that determines social structure. It has primary contribution to social structure. Thanks to distance education methods, necessary knowledge is to diffuse to the person at the forest rank of social structure, and to draw them rapidly to higher ranks. These conclusions are considering that distance education based on technology modifies social reality. However, during this rapid evaluation, the balances in social structure are being loosed, and therefore many social problems arise. Then, new developments of distance education bring up solutions for those problems. Sociological researches in the field of distance education will give some light for the reconstruction of social balances in this circle.
Paivi Kristina KARKKAINEN
The Vocational Challenge of Higher Education in Finland: Developing a Virtual Polytechnic
The Ministry of Education(htpp://www.minedu.fi.) in Finland has launched the second Information Society Strategy for the Education and Research for the years of 2000-2004,
The aim of this strategy is to produce highly qualified information society with the experts on virtual education from primary education to tertiary one. In the visions of the year 2004, most of the 5,1 million finnish citizens will communicate with their own e-mail addresses and, believe or not, from grandparents to primaryschool youngsters. The public sector is fastly developing electronic services beside the private ones and there is the urgent need for information network literacy. From patent services up to tax information, different registration forms and other official services are on-line allready, electronic business needs and servises are just a small slice of the whole.
The heaviest burden of all is on the higher education, on universities and vocationally oriented polytechnics, that according to expectations should implement this national strategy on their regions. The number of teacheres, lecturers and instructors working in finnish educational system is little less than 70 000. All of these have to have skills to work in virtual environment and to use digital learning materials, but it´s not enough; the production skills of digital learning material and new innovations on virtual learning is valued the most.
Universities in Finland are state financed, however, the polytechnics are financed by local municipals or regional Joint Municipal Authorities, which due to the economical recession years of Finland in 1990 - 1996 are still suffering from regional development differences and lack of innovation adaptation. The training of personnel within higher education, for example in polytechnics, should be considered within regional development schemes.
The region of South Carelia is located in South-Eastern part of Finland. Being part of the eastern border of The European Union and the very location of EU´s largest paper- and pulp production units, the regional South Carelia Polytechnic -located in the cities of Imatra and Lappeenranta, has naturally specialized on wood-processing industry as well as on Russian Trade. Together with the Lappeenranta University of Technology these two institutions of higher education are responsible of the implementation of the New Information Society Strategies and the innovative development of the knowledge stock of their region with about 137 000 inhabitants, besides serving the national as well as international level with the production of higly qualified employees.FINLAND