Here you may find several Case Studies in TEL or publish your in your native language.
Academic Internet Television Network Showcases the Best of Good Practice Activities (ATVN-EU-GP)
Academic Internet Television Network Showcases the Best of Good Practice Activities project’ (ATVN-EU-GP) mission was to promote, encourage and facilitate participation of organizations from Central and Eastern European (CEE) countries and Newly Independent States (NIS) in the European Community Funded Programmes by giving them a new source for learning how to turn their ideas into successful project. The opportunity to listen and watch how other people initiate, develop and run their projects is the best way to learn “how to prepare, run and implement successful project”. That kind of virtual audiovisual portfolio available everywhere and anytime will support the preparation of proposals coming from Europe as well as from other countries willing to be connected with the European research and business.
The Centre of Information Society Technologies (CIST) is an interdisciplinary research and training institution motivated by the challenge to support the development, introduction and wide use of Information Society Technologies (IST).
SERIOUS GAMING IN MANUFACTURING
Vocational training and education in manufacturing can beboosted using serious gaming approaches
The main objective of the European funded project PRIME is to give business professionals a learning environment where they can experiment with new ideas. In the past, serious gaming has been applied only partially in the business domain, providing semi-interactive case studies based on pre-written storylines, relying on discrete choices, and dealing essentially with training and/or coaching. The complexity of the collaboration, risk taking and negotiation activities intrinsic to work environments, in particular in the global manufacturing business context, raises interesting innovation challenges, which attracted the serious games approach. PRIME addresses this gap by developing a game which gives business professionals in strategic manufacturing a learning environment, where they can experiment with new ideas and learn how to handle the entire life cycle of products and processes for all stakeholders of the organisation.
Beside the PRIME software, a concept describing the integration of serious gaming as part of the daily work is developed. This concept is called PRIME-TIME and will support end users in the application of serious gaming within their vocational training procedures.
TRAINMOR-KNOWMORE (TRAINing Material in ORganisational KNOWledge Management for European ORganisations & Enterprises
Vocational training and education in manufacturing can beboosted using serious gaming approaches
In today’s knowledge society the organizations’ future and success are determined by their ability to turn organizational knowledge, their most precious resource, to their advantage. It is therefore essential for modern organizations and enterprises to develop practical systems and mechanisms for knowledge management (K.M.). They need to record corporate knowledge and key information thereby combining their existing knowledge in a manner that will optimize and enhance the performance of their everyday business operations. They also need to develop resources and methods for the cultivation, facilitation and diffusion of existing knowledge. Although the concept of K.M. is broadly accepted by the research community and has been used by leading consulting companies, there is a big gap in vocational training systems as well as in the methodologies available in Europe. The overall aim of the TRAINMOR KNOWMORE project is to address these training gaps and to provide practical guides and methodologies for the implementation of K.M.
In summary, the aim of the project is the development of an integrated training framework for the effective implementation of practical Knowledge Management (KM) systems and processes in SMEs and public sector organisations across Europe. The primary outcomes of the project include a handbook, practical methodology and an on-line reference portal in support of European SMEs wishing to incorporate KM into their organizations. The project also supports SMEs to understand what KM is, including the specific methodologies, the resources required for its implementation and best practice in the field.
The project consists of eleven partners across seven European countries including: Ireland, Greece, Germany, Cyprus, Bulgaria, Romania and Austria.
Unified eLearning environment for the school
UNITE
In today’s global knowledge-based economy the increasing flow of information and the infrastructure of digital technologies combining text, images, graphics and voice channels, are raising new challenges for educators in the classrooms and outside of them. The new communicational technologies used by school students as a part of their everyday lives, are supporting new social practices. These practices are expressed in a shift of values, of learners' interests and bring a fresh spirit in the traditional places of study. Educators are facing the need to effectively accommodate to the change through having sound pedagogical processes that identify the needs of the learners, choose appropriate technologies, and design motivating experiences that efficiently meet learning objectives and result in better learning outcomes.
The UNITE project seeks to develop and foster eLearning in secondary schools across the European Union. Its gool is to contribute to the improvement of education in secondary schools, based on common, innovative principles in technology, in pedagogy, and in learning scenarios, tested by a well-defined validation framework.
The UNITE consortium develops and establishes a technical platform together with pedagogical guidance for the creation of high-quality eLearning experiences for secondary school children. The UNITE portal-like platform supports the re-use of content material, the integration of mobile learning activities and the customisation of functionality at the level of the school, work group or individual. Through the consortium and network of schools there is a strong emphasis on the improvement of pedagogic models and the exchange of best practices.
Project coordinator: Dr. Christoph Hornung, FRAUNHOFER INSTITUTE FOR COMPUTER GRAPHICS
Partners: Fh-IGD (DE), EMS (GR), CTAD (UK), EA (GR), LiNK (DE), CIST (BG), UL-FSS (SLO), CARE (UK), KTU (LT), RTU (LV), UCY (CY), UoM (MT), UoS (HR)
The Introduction of CAD Communication Basics into Engineering Graphics Course
The paper deals with the engineering graphics skills development in engineering undergraduate studies at the Department of Computer Aided Engineering Graphics of Riga Technical University (RTU). Descriptive geometry is a grammar of engineering graphics which in turn is the essence for engineering language. These topics are still important at the age of rapid economic and information technology (IT) advancements all over the world. The main objective of the course is to introduce the students with graphic communication basics and prove the motivation and importance of classical knowledge while dealing with contemporary CAD systems. Geometric modelling and visualization exercises help in improving the spatial perception skills. The selection of particular CAD system depends on the curriculum. The efficiency of the teaching will be higher when one particular CAD system will be streamlined in different subjects during the studies – starting from Engineering Graphics in first year, following Machine Elements, Kinematics Analysis, Finite Element Analysis, Computer Aided Manufacturing, etc. in consecutive studies. SolidWorks software is a good choice in Mechanical Engineering studies as the most widely used 3D product design solution. In Civil Engineering and Architecture contemporary BIM (Building Information Modelling) approach is being demonstrated using ArchiCAD software. EU funded project “The Harmonization of CAD Communication Skills for Concurrent Engineering” facilitated to prepare new text books and study materials as well as to set up modern CAD laboratory with corresponding software for engineering graphics and CAD studies at RTU. The main deliverables of the project are presented in http://bf.rtu.lv/~grafika/EN/Inovac_E.htm.
Injecting Innovation Into Public Education Through Teacher Training
The Faculty of Informatics (http://www.inf.elte.hu/en) at Eotvos Lorand University (ELTE – http://www.elte.hu) – considers one of its main task the training of informatics experts and teachers who can educate the disciplines of informatics within all levels of schooling and be able to give advice on their use for teachers of other subjects. The aim of TeaM Lab (http://team-lab.ini.hu/) is the application, teaching, experimentation, evaluation, research and development of innovative TEL (Technology Enhanced Learning) tools and methodologies for the benefit of effective learning and developing skills.
All our courses require collaborative work that outlines a definitive part of a project to be launched and the sequence of courses contribute to the building, launching, running, managing and evaluating processes needed. Projects are launched directly into public education often in association with John von Neumann Computer Society Public Education SIG and results are reported twice a year at conferences of the Association of Informatics Teachers, where discussions with practicing teachers can produce important conclusions for the future. Some of these projects were run within local or European funded activities. Thus in the about past 10 years TeaM lab has contributed to public education considerably by injecting innovation in a direct way, through projects blended into the teacher training program.
Within the coursework, we managed to use and develop several tools and environments for learning, as well as a mentoring model that involves our own students to help learners make use of innovation for their own benefit.
CASE STUDY ON TECHNOLOGY-ENHANCED LEARNING IN ROMANIA
Technology is being used increasingly in both research and teaching We all recognise that technology has the power to transform teaching and learning in fundamental ways. Computers with new graphic interfaces, and voice-recognition capability, for example, allow the transfer of information in real time. It is important to put the use of technology in teaching and learning into perspective in our country, in order to upgrade the system and fulfil the students requirements. In teaching and learning, technology is a resource or a tool. At its current level of development it can support but not replace the human element Nor can it replace the human judgments which are essential in the process of teaching and learning. But the question is: How many of us use at least the available technology?
In my opinion, Romania has much to do in order to upgrade its educational system. Our president insists upon this subject as a priority for our future. From my experience, I noticed that even if the government gave important funds to schools to improve their libraries, almost nobody required technology. And in my opinion, the reason is very simple. Many decisional factors graduated a long time ago and the technology frightens them and they’d rather by books which they know how to use than technology that requires a specific training which they are not willing to accept. At the same time, the students of different grades have computers and look for resources on their own and they also speak foreign languages, especially English that help them in finding information. So there is a huge gap, with classes where students do not accept endless lectures so they skip the classes and of course it’s their fault because they are not interested any more like in old times. I think the first step is to raise awareness upon this subject using the experience from other countries. This is the reason why I tried to gather some data, but many of the teachers didn’t want to answer until I told them that the information is confidential and for others it was difficult to admit that they do not know how to start or turn off a computer. Under these circumstances, I tried to assess the use of technological resources in the teaching and learning process.
Blended Learning for Polish SMEs in Rural-eGov Leonardo da Vinci Project
Rural-eGov is a pilot project that is funded by the European Commision’s Leonardo da Vinci (LdV) programme. It started in October 2006 and is expected to run for 2 years. The "Rural-eGov" project aims to focus on and analyse the needs regarding public services support of SMEs in five rural areas of EU member states with different degrees of e-government services deployment and adoption. It will study existing e-government services for these rural SMEs and their level of awareness, and it will develop and evaluate a vocational training curriculum focusing on how to prepare rural SMEs to use and exploit cases of e-government services. In addition, a web-based observatory of e-government services for rural areas will also be deployed. The case study is devoted to Polish training scenario development. On a basis of projects’ achievements an invitation for all interested in implementing open content learning environment and collaborating tools will be introduced.
Integration of the Concept Map Based Knowledge Assessment System into the Learning Process
The case study focuses on institutional efforts to integrate a concept map based knowledge assessment system into the learning process. Problems of knowledge assessment are formulated. The results of the analysis of existing solutions, namely objective and subjective testing, are presented. Two developed prototypes of a concept map based knowledge assessment system which supports systematic knowledge assessment and knowledge self-assessment are described and their evaluation results in learning courses are discussed.
log in