uminho evolución de un nuevo espacio de aprendizaje ana dias e filipe rocha

UMinho evolución de un nuevo espacio de aprendizaje Ana Dias e Filipe Rocha

UMinho - evolución de un nuevo espacio de aprendizaje . gae - universidade do minho . centro e-learning tecminho .

Geographic location

The Minho region has a population of over 1 million inhabitants and an extremely strong tradition of vibrant enterprise, essentially of small and medium-sized businesses.

The University campus of Gualtar, in Braga, occupies a 45ha area, and the campus of Azurém, in Guimarães, is located in a 29ha area (ha=10.000 m2).

Located in the North of Portugal, in the “province” of Minho, the University has two campi, one located in Braga and other in Guimarães, which are 20 kilometers apart.


Undergraduate and Postgraduate Degrees

39 Undergraduate courses (1st cycle degree),

13 Integrated Master Degrees (1st and 2nd Cycles integrated degrees)

150 Specialization or Master courses (2nd cycle degrees)

Almost all Schools are developing activities focused on promoting lifelong education among different professional groups (teachers, economists, lawyers, doctors) corresponding to their scientific domains.


Bologna at UMinho

One objective of the University is to become a reference point in terms of the quality of its teaching and learning in every cycle of the Bologna model, which was introduced at UM in the year 2006/07.

Measures were undertaken to help teachers and students to adapt to the new Bologna paradigm, and new learning methodologies - such as e-learning, active and project-led learning - were implemented ensuring a student-centered learning environment.

All graduate, postgraduate and doctoral programs are offered by the University according to the Bologna model since the year 2007/08.

Virtual Campus Project 2004


1. Implementation of a safe Wi-Fi network;

2. Implementation of a cross-e-learning tool; creation of training and support to develop internal skills for teachers in the production and publication of content; support of future users;

3. Development and implementation of a set of electronic services for members of the academic community.

Project e-U – 2004

The project, also called Virtual Campus Project, was developed on three fronts :


The methods of teaching / learning must be reformed, giving greater emphasis to the student's work, introducing:

Distance learning;

Active learning;

Learning based on problem-solving;

Learning oriented to projects;

More participation;

More attractive to students;

Centered on skills acquisition.

Bologna declaration


At this stage some schools experimented with various platforms,

and such policy of diversity allowed us to obtain feedback on the

features available in different Learning Management Systems.

Pilot Projects

•Easy Education

•TWT

•Moodle

•DMat

Defining New strategy 2006


Support teams

Technologies and Information Systems Office – GSI (devellopement, exploitation,

and coordination of the Information Systems) directly dependent on the Rectory and in

charge of the development and coordination of the Information Systems such as

Blackboard and its integration with the Information Systems.

Teaching Support Office – SAPIA (general services of computing support to

teaching and learning): directly dependent on the Rectory and supplies general

services of computing support to the academic community, including a help desk for

Blackboard users and training.


At this stage "e-Learning UM" is the use of web based tools to

provide a vast set of information, didactical resources and

administrative functions in the scope of the teach-learning process,

essentially for support in the classroom.

Definition


E-LEARNING? B-LEARNING? M-LEARNING?

SCORM? AICC? IEEE?SYNCHRONOUS?

ASSYNCHRONOUS?

LEARNING!!!

BLACKBOARD? MOODLE?SAKAI? WEBCT?

WIKI? BLOG?VIDEO? 2nd LIFE?

PedagogicalTechnological

Organizational

Strategic Economical

Cultural


DONT FORGET THE PAST!!!

MOTIVATION

STUDENTS ICT LEVEL?

TRAINING!!!

TEACHERS ICT LEVEL? GRADUAL

PROGRESSION

E-LEARNINGIS NOT A FASHION!

PedagogicalTechnological

Organizational

Strategic

Cultural

Economical


e-UM levels

e-UM(E) – e-Learning

e-UM(D) – Place Learning Objects on-line

e-UM(C) – Continuous use of at least one communication / assessment tool

e-UM(B) – Place static contents on-line - Library

e-UM(A) – Place " mandatory " contents on-line– Course Dossier


– Usability;

– Synchronous and asynchronous tools of communication;

– Modularity and customization;

– Development to the measure;

– Advanced Distributed Learning SCORM Compliance;

– Reliability;

– Redundancy and scalability;

– Integration with the Information Systems;

– Integration with the Service Directory and Authentication;

– Cost.

Criteria for selecting our e-Learning platform


Selection of the e-Learning platform

All the criteria respected Best choice in comparison Brand credibility


Implementation

Implementation on Microsoft technology (2 months):

Setting up the infrastructure of hardware support; Integration with the Information Systems, Human

Resources and Academic Services; Integration with the new Service Directory and

authentication; Adapting Blackboard image.

Analysis of various models of implementation of hardware possible for Blackboard.


Fitting Blackboard to UM


Given the inexistence of the Portuguese Language

pack in version 7.1 of the LMS, the translation has

been carried out by a translator of the University of

Minho.

Translation of the Language pack – 2006


Course dossier – 2007


Other Building Blocks – 2007


Description Level TrainingOther training

Place " obligatory " contents on-line e-UM(A)

• Introduction to e-Learning

• Course Dossier

Place static contents on-line – Library e-UM(B)• Introduction to e-Learning

Continuous use of at least one tool of communication / assessment

e-UM(C)

• Communication Tools

• Evaluation Tools

Place Learning Objects on-linee-UM(D)

•Content Production

• Authoring Tools

• SCORM

X% of classes held on-line e-UM(E)

Teachers support training

On-demand training and Help Desk


Monitoring (surveys and evaluation)

Training (new modules)

New deployments (building blocks)

Organization of events

Continuous improvement

Changing2010


Teaching Support Office (Gabinete de Apoio ao Ensino ) is an Organic Unit of the UM directly dependent on the Rectory and supplies general services of computing support to teaching and learning.


e-Learning platform Management of electronic services supporting the teaching/ learning process;

Computer laboratories and printing services Maintenance and management of the infra-structure;

Teachers Pedagogical Training Offers training in several domains, such as, pedagogies, evaluation, technologies…


First steps:

UOEI – contactState of the artTraining/support offer and contractsKey users identificationExpectations – teachers, students and staffEvents

2010/2011


Integrated Quality System


Mandatory use of the DUC =

Obligatory access to the e-Learning platform


Coordenador da UC

Portal Académico

Director de Curso


Equipa docente

PlataformaDUC

Coordenador da UC

Portal Académico


Some numbers


Course activations and Teacher enrollments


Student enrollments


International Courses with a strong on-line component

Maldives/UNICEF – Online Teaching and Learning & Professional Development of Teachers

Cape Verde - course in the area of Education with a specialization in Evaluation (EE) (2nd cycle degrees);

East Timor - course in the area of Information Systems(IS) (2nd cycle degrees);


PLE


David Hopkins’ PLE Gretchens Frage PLE

Source / Read more: PLE / Personal Learning Environment: What's yours like? – eLearning Blog Dont Waste Your Time http://www.dontwasteyourtime.co.uk/Under Creative Commons License: Attribution Non-Commercial Share Alike

D’Arcy Norman “My PLE“Francesc Esteve My Personal Learning Environment PLE


Special Thanks to:

SCOPEO

All participants


University of Minho

Campus de Gualtar

4710 – Braga

Portugal

www.uminho.pt

[email protected]

www.tecminho.uminho.pt

[email protected]

uminho evolución de un nuevo espacio de aprendizaje ana dias e filipe rocha

Documents