E-learning ECEL-2015 in Kazakhstan

(1)

14

th

European

Conference

on

e-Learning

ECEL-2015»

халы

қ

аралы

қ

конференциясына

қ

атысу туралы (Хатфилд

қ

аласы)

Тулемисова Г.Е., «Ақпараттықтехнологиялар және жалпыбілімдік пәндер» кафедрасыныңаға оқытушысы

 Ғылыми сәрсенбісі

 04 қараша 2015

Об участи в международной конференции 14th _{European Conference on e-Learning ECEL-2015}

в г. Хатфилд, Великобритания

Тулемисова Г.Е.,к.т.н., ст. преп., сотрудник лаборатории ИТ в образовании

 Научная среда

 04 ноября 2015 г.

The report of participation on the 14th European Conference on e-Learning ECEL-2015 (Hatfield, UK)

G.E. Tulemissova,senior lecturer of IT and General education department

 Research Wednesday

(2)

(3)

(4)

Mobile learning as a condition for the evolution of

competencies in the alternative periods of study

G. Tulemissova

Almaty Management University,

Almaty, Kazakhstan

(5)

Preparation of specialists on ICT

technology differs from other majors. A

A graduate must have practical skills in

programming, network design or

database administration, etc.

(6)

In Kazakhstan, we have some problems on

training students of specialty "Information

Systems”

1. Not always a catalog of elective courses

for students promotes reception one or

another skills. Each teacher has its

requirements and the experience of

transfer of skills, not all adhere to the

standards of competence for the specialty

"Information Systems"

(7)

1

st

task:

To select standards from international

experience to develop common

standards for the future work of our

graduates in any worldwide company.

(8)

In order to know exactly what skills are required

for graduates of ICT around the world, the

standards of competencies are developed. We

analyzed many documents and stopped at

Barcelona School of Informatics (FIB)

(9)



The competencies on specialization "Information systems” (CSIS).

 CSI1 To demonstrate comprehension and apply the principles and practices of the organization, in a way that they could link the technical and management communities of an organization, and participate actively in the user training.

 CSI2 To integrate solutions of Information and Communication Technologies, and business processes to satisfy the information needs of the organizations, allowing them to achieve their objectives effectively.

 CSI2.1 To demonstrate comprehension and apply the management principles and techniques about quality and technological innovation in the organizations.

 CSI2.2 To conceive, deploy, organize and manage computer systems and services, in business or institutional contexts, to improve the business processes; to take responsibility and lead the start-up and the continuous improvement; to evaluate its economic and social impact.

 CSI2.3 To demonstrate knowledge and application capacity of extraction and knowledge management systems .  CSI2.4 To demostrate knowledge and capacity to apply systems based on Internet (e-commerce, e-learning,

etc.).

 CSI2.5 To demostrate knowledge and capacity to apply business information systems (ERP, CRM, SCM, etc.).  CSI2.6 To demonstrate knowledge and capacity to apply decision support and business intelligence systems.  CSI2.7 To manage the presence of the organization in Internet.

 CSI3 To determine the requirements of the information and communication systems of an organization, taking into account the aspects of security and compliance of the current normative and legislation.

 CSI3.1 To demonstrate comprehension of the principles of risks evaluation and apply them correctly when elaborating and executing operation plans.

 CSI3.2 To develop the information system plan of an organization.

 CSI3.3 To evaluate technological offers for the development of information and management systems.  CSI3.4 To develop business solutions through the deployment and integration of hardware and software

systems.

 CSI3.5 To propose and coordinate changes to improve the operation of the systems and the applications.

 CSI4 To participate actively in the specification, design, implementation and maintenance of the information and communication systems.

 CSI4.1 To participate actively in the specification of the information and communication systems.  CSI4.2 To participate actively in the design, implementation and maintenance of the information and

communication systems.

(10)

 The competencies on specialization "Information systems” (CSIS).

 CTI1 To define, plan and manage the installation of the ICT infrastructure of the organization.

 CTI1.1 To demonstrate understanding the environment of an organization and its needs in the field of the information and communication technologies.

 CTI1.2 To select, design, deploy, integrate and manage communication networks and infrastructures in a organization.

 _{CTI1.3 To select, deploy, integrate and manage information system which satisfy the organization needs}

with the identified cost and quality criteria.

 CTI1.4 To select, design, deploy, integrate, evaluate, build, manage, exploit and maintain the hardware, software and network technologies, according to the adequate cost and quality parameters.

 _CTI2 _{To guarantee that the ICT systems of an organization operate adequately, are secure and}

adequately installed, documented, personalized, maintained, updated and substituted, and the people of the organization receive a correct ICT support.

 CTI2.1 To manage, plan and coordinate the management of the computers infrastructure: hardware, software, networks and communications.

 _{CTI2.2 To administrate and maintain applications, computer systems and computer networks (the}

knowledge and comprehension levels are described in the common technical competences).

 CTI2.3 To demonstrate comprehension, apply and manage the reliability and security of the computer systems (CEI C6).

 _CTI3 _{To design solutions which integrate hardware, software and communication technologies (and}

capacity to develop specific solutions of systems software) for distributed systems and ubiquitous computation devices.

 CTI3.1 To conceive systems, applications and services based on network technologies, taking into account Internet, web, electronic commerce, multimedia, interactive services and ubiquitous computation.

 _{CTI3.2 To implement and manage ubiquitous systems (mobile computing systems).}  _{CTI3.3 To design, establish and configure networks and services.}

 CTI3.4 To design communications software.

 _CTI4 _{To use methodologies centred on the user and the organization to develop, evaluate and manage}

applications and systems based on the information technologies which ensure the accessibility, ergonomics and usability of the systems.

(11)

Specific competences for the

subject of computer networks

have been taken from the national

standard of Kazakhstan

State educational standards of

RK. Baccalaureate (2006) 050703

Specialty - Information Systems.

SES RK-3.08.329 - 2006.

(12)

The third link in the model provides training competency for

designing computer networks (CDCN)



•

to choose the network topology;



•

to plan the structure of the network with the usage of the graph

with an optimal arrangement of nodes;



•

to apply the shortest research algorithms with the usage of the

mathematical apparatus of graph theory;



•

to calculate the basic parameters of the local network;



•

to customize TCP / IP protocol and use the built-in operating

system utilities for diagnostics network operability;



•

LAN design;



•

to take into account the parameters of the reliability in the design

of networks



•

to use the multi-function devices and monitoring software;



•

to use hardware and software engineering controls;



•

to be able to read the technical and design documentation for the

organization of network segments;



•

to monitor compliance preparation of documentation phases of

(13)

(14)

The mechanism of mutual influence of all

kinds of competencies

All competencies are

interconnected and

operate on the principle

of clockwork

(15)



The period of manufacturing practices for the project

and protect it.



In principle it is a sufficient period for the acquisition of

practical skills and specialization before preparation of

the graduation project.



All practice last continuously for since December to

May.



Figure 3 shows the timing and the duration of

pre-diploma practice

(16)

(17)



This has a negative effect on students' motivation to start work on

their final projects (diplomas). Practical consultancy experience of

teachers shows that those students cannot get credible

information for their learning. The restart of the education

process makes no sense and is impossible in practice. Moreover,

all the themes of diplomas are approved at the beginning of the

semester in September. The choice of the theme of the diploma

work is related to the project-specific objectives or within spheres

of specialization (programming, hardware, administration, etc.).



Therefore, it is proposed to consider additional intervals for

extended periods to improve professional internship. For these

periods it is better to use the terminology of alternative periods. It

is advisable to divide the entire academic year by months as it was

made in Figure 4.

(18)

Graph of alternative periods for

diploma internships

We get striping

activities of the

students and at that

time each time they

have to take the

tests for the

professional

competence

(19)

During the practice there are periods when students

are "missing" from the field of view of the head. The

best way is if the teacher wants to start the

consultation with students from the first day of the

internship, but some students are not available

because they have the internship in remote places.

(20)



To solve these three problems has been

specially created application for testing

students' competence in the discipline

"Computer networks” - Counting

Grades (goals) of Students’

Competencies".

(21)

.

Mobile application "Counting Grades

(goals) of Students’ Competencies"

(22)



1. Announced hypothesis about the impact of mobile learning technology to improve the level

of competencies is fully confirmed by the results of the experiment. Out of the 10 students

tested, 8 students received additional motivation to learn by gaining the first results of

testing on the basic technical competence. The students themselves had a reflection on the

level of their professional competence. It confirmed the hypothesis that a

personality-oriented training paradigm replaces the traditional paradigm.



2. As a result of the experiment, was carried out study dosed theory and practice in

alternative periods for eliminate gaps in the theory.



In practice, the implementation of industrial projects was held for the design of networks..

Clear division of alternate periods of study on the theory and practice did not happen because

of the approved calendar of research practices. This led to a decrease in motivation to

improve training of professional competencies for the entire period up to graduation

practice, until March. In general, the level of competence before the month of May increased

by 18% compared to the September test.



3. The participants’ educational progress was built on the principles of collaboration,

co-creation, dialogue, exchange and mutual responsibility for the free choice of its position.

Teacher engaged in inspection, monitoring, analysis and synthesis.



4

. Mobile applications are universal and can be used for all courses and specialties, only

changing in database competencies.



The use of mobile technology could be simulated the learning process, so that the content

was assimilated independently and was the basis for the self-organization of personal and

professional development of the person.

The experimental results and

conclusions

(23)



Motto Sancte et Sapienter



(Latin)



Motto in English



"With Holiness and Wisdom« – со святостью и опытом



Established -

1829 (oldest medical school est. 1550)



Type

Public research university



Endowment(вклад)

£162.6 million (at 31 July 2014)[1]



Chancellor

The Princess Royal (as Chancellor of the

University of London)



Students

25,187 (2012–13)



Undergraduates 14,997[3]



Postgraduates

10,190[3]



Location

London, United Kingdom



Chairman of the Council

The Duke of Wellington

(24)

(25)

(26)

(27)

(28)

CENTRE FOR

TELECOMMUNICATIONS RESEARCH

Professor Mischa Dohler

Telephone: +44 (0)20 7848 1259

Email: [email protected]

Office: S1.14 Strand Building, Strand Campus

Research Group: Centre for Telecommunications Research

• Chair Professor of Wireless Communications

• Head of the Centre for Telecommunications Research (CTR) • Fellow and Distinguished Lecturer of the IEEE

• Editor-in-Chief of the Transactions on Emerging Telecom. Techn • Founder and Board of Directors of Worldsensing

• 200+ peer-reviewed journals, magazines and conference papers • 4 books on UMTS, UWB, Cooperative Communications and M2M • Founding member and contributor to numerous standards • 100+ keynotes, panels and tutorials

• Policy, technology and entrepreneurship adviser

• Coverage by radio and TV (BBC, Wall Street Journal, etc) • Editor-in-Chief of the Transactions on Internet of Things • Doctor Honoris Causa (Ph.D. DHC), INSA, France, June 2015

 Research Interests • 5G networks • Tactile Internet