The necessity of e-presentations in higher education
Kis-Tóth Lajos Dr. habil. <ktoth@ektfhu>
Eszterházy Károly Főiskola
During the past decade the methodological apparatus of higher education has continuously expanded and the respective changes led to significant results. One of the main impulses behind this development was provided by computer applications and the rise of the scholarly discipline of informatics. The subject of this lecture, e-presentations is one of the achievements of this process as well.
Our lecture’s main focus is on the history of the e-presentation method in addition to appraising the most important issues surrounding its implementation both in Hungary and abroad.
Accordingly, we address the ever-strengthening call for providing access to instructional materials on demand in addition to the respective recording/documentation and portability guidelines.
Furthermore, we have to respond to a widespread apprehension concerning the public availability of instructor presentations and the alleged subsequent decline in lecture attendance. While several research programs have confirmed that student access to instructor presentations does not substantially impact lecture attendance, our survey revealed that most teachers are reluctant to provide accessibility to their presentations.
Moreover, we have to attend to the technological infrastructure requirements of the implementation of such technology. It is recommended that such instruction technology infrastructure be developed which can be operated without advanced level informatics training. Another equally important issue is the means by which accessibility is provided along with the format of the respective e-presentation.
In addition to the above our lecture will also examine the impact of e-presentations on quality assurance aspirations in higher education along with the respective relevant implementation guidelines.
The road from Little Media via Big Media to Community Media
Forgó Sándor Dr. habil. <forgos@ektfhu>
Eszterházy Károly Főiskola
Web-based social organizations or internet communities have had their impact on education, specifically distance learning schemes. Students themselves have developed a variety of autonomously generated media content including blogs, forums, community web-pages, and content sharing programs, which considered “unmonitored resources” have become primarily characteristic of civilian or grassroots communities.
The availability and simplicity of on-line communication following the practice of several television channels enables students to discuss and react to information received either from instructors or peers in a non-moderated manner. Digitalization, which at first revolutionized content processing and communication with fixed or local media have developed radically new subsections of network-based communication forms:
The past decade has experienced a more intensive integration between media and informatics as disciplines previously focusing on analogue media along with digital processing yielded new areas of professional inquiry. Moreover, traditional printing, film, and media have separated the respective professions as the printer was not a reporter, the cinematographer could not function as a director or producer In our post-modern world a dual tendency emerged as in addition to specialization of mass media known as Big Media, a new trend, presently called non-professional journalism, or previously named Little Media assisted by the Internet has achieved full legitimacy. Today the abovementioned tasks can be fulfilled by anyone as no specialized training is required in order to become either a cinematographer or editor, that is information provider and content sharer both in the individual (Me Media) and collective (We Media) world of the Internet.
Currently we are experiencing the convergence of the various types of media as one can listen to radio programs or watch television via the Internet without any significant difficulty.
Moreover, as a community we can prepare new contents or share our information with others.
Modern communication devices are capable of reproducing the essential channels of direct human communication.
While these media have always been closely associated with education, teaching and learning, the encounter and fusion of several types of media (media convergence), and the independent spreading of the latter (diversification) pose significant challenges to pedagogy and andragogy (adult education) as well..
Furthermore, we have to acknowledge that the network-based grassroots or bottom up paradigm of electronic learning has become integrated into youth culture for several years.
Consequently, we have to reconsider the suitability of the new media system and the
respective e-learning 2.0 solutions in addressing the social and education policy challenges related to the life long learning phenomenon.
My presentations attempts to explore and assess the benefits and shortcomings of the NEW MEDIA system developed as a result of the application of digital technology The forthcoming inquiry focuses on such crucial aspects of the instruction process as competences, content presentation, student motivation, flexible applicability, and the evaluation of learner achievement
Moreover, we have to investigate how the main features of Web 2.0-based e-learning programs including flexibility, unrestricted or irregular (autonomous) arrangement capability can contribute to the mainstream of research efforts in pedagogy and specialized methodology.
The professional aspects of the Information Management (library informatics) training programs delivered at the Eszterházy Károly College
Lengyelné Molnár Tünde Dr. <mtunde@ektf.hu>
Eszterházy Károly Főiskola
As of September 2010 Information Management training programs will have been available in 11 institutions of the Hungarian higher education sphere. While the respective basic principles appear to be identical, particular institutions tend to have differing priorities manifested in offering a variety of specializations. The range of the respective differences is greater in undergraduate programs than in case of postgraduate or M.A/M.Sc. schemes. The Eszterházy Károly College assigns a crucial priority to informatics instruction enabling students enrolled into Information Management programs to become familiar with the latest equipment in addition to acquiring a comprehensive theoretical and practical knowledge applicable to several areas of the discipline. Consequently, reflecting an attempt to meet student needs three specializations are offered within the Informatics Management B.A/B. Sc.
program:
• Web-publishing
• Information brokerage
• School librarian
It is noteworthy, however, that until recently only the first two informatics-oriented specializations have been actively sought by students indicating that the acquisition of these skills have a crucial importance both for undergraduates and those seeking employment as well.
Are we on the right track? Can we consider our objectives relevant to the expectations of the labour market?
In addition to the undergraduate programs we offer the Informatics or Media-matics and the more traditional Classic Printed Materials specializations for post-graduate students. The programs launched with groups with identical enrolment numbers have yielded several new experiences.
My presentation focusing on the needs of “the other, receiving side” is exploring the features of the ideal librarian in addition to surveying the potential solutions and compromises employed during the selection process. I will also assess the professed need for the knowledge and skills acquired during the Web publishing, and Information brokerage specialization.
Furthermore, I will attempt to find answers to such concerns as the expected informatics skill level for a graduate of the Information Management program in addition to investigating the currently perceived role of traditional library science knowledge along with other criteria. All in all, the presentation evaluates the professional expectations in relation to the programs offered at our institution.
Virtual classrooms
Komló Csaba <csabakom@ektfhu>
Eszterházy Károly Főiskola
As more and more sectors of life have become impacted by computers education institutions have followed this trend as well. In some cases the development of students’ informatics potential begins in kindergarten and the process lasts through elementary, secondary and higher education too. In the beginning pupils become familiar with the basic aspects of computer use, acquire such skills as file processing, the application of generally available administrative software and the use of the Internet. At a later stage of their studies they can focus on more special applications including computer graphics, video editing, sound processing, or programming.
At first almost in all cases instruction takes place in the traditional classroom or the computer laboratory, and only during the delivery of e-leaming, or blended learning programs facilities called cyber space for lack of the better word are introduced. Consequently, a group of students participating in such programs is named virtual class, and the respective section of the cyber space bears the name of the virtual classroom.
Through the years several types of virtual classrooms have developed. The most frequently used on-line class room denomination refers to user connection and interaction achieved via computerized networks-provided synchronized communication. Other important features include an attempt to model the traditional class room via the central role of the instructor and interaction options available to students.
The second type of virtual classrooms focuses on content provision while placing a lesser emphasis on student interaction. In this case students can follow the instructor presentation or any other auxiliary material both in a synchronous and asynchronous manner.
The third version of the virtual classroom uses the traditional classroom model while the use of the class management software produces the appearance and outline of the virtual classroom affording an identically prioritized role to the instructor to that of the real world.
This facility and instructional arrangement is primarily characterized by synchronous communication and interaction.
Eszterházy Károly College: From the practice school to teacher training
Nyeste Gábor <nyegab@ektf hu>
Eszterházy Károly Főiskola
The Institute of Media and Information Science of the Eszterházy Károly College joined by the College’s Demonstration Elementary School will launch an unprecedented pedagogical and methodological experiment in the 2009/2010 academic year. As a result of this new and exciting venture aiming to promote efficient and productive digital literacy all fifth grade students of the Demonstration School can start their studies in an electronic and interactive learning environment comprised of projectors, interactive boards and such IP cameras, which facilitate the synchronous broadcast and archiving of lessons and presentations on-line.
Furthermore, the traditional work stations will be superseded by Classmate PC machines in the respective classrooms.
This experiment represents the culmination of developmental efforts aiming at the maximisation of the electronic learning environments and digital literacy at the Eszterházy Károly College. Since the middle of the 1990s research and development efforts took place in the field of e-leaming leading to the simultaneous elaboration and dissemination of new educational materials. While similarly to other educational institutions WEB CT LMS system were used, the increasing costs associated with the growing number of users compelled the introduction of a new system.
A conversion to an open source code MOODLE framework system enabled all instructors of the College to announce their courses in an LMS format if the respective product met all criteria established by an accreditation committee. In 2006 the College created an electronic educational material development team with the expressed goal of increasing the availability of such texts and products, and in 2007 two lecture hall were equipped with e-presentation systems facilitating the delivery and recording of lectures and professional presentations Representing the completion of an almost one year experimental period the introduction of the open source code Mahara electronic portfolio in September 2008 signified the next stage in the development process.
As a result of continuous improvements and infrastructure expansion efforts undertaken since the end of the 1990s the Eszterházy Károly College has developed a state of the art computer pool including over 1300 workstations. Since the conversion of classrooms to computer laboratories cannot provide an efficient response to the challenge of promoting efficient and productive digital literacy, the management decided to supersede conversion efforts with the provision of portable personal computers to all freshmen as of September 2008. These laptop computers can be purchased by the students after graduation.
In addition to elaborating electronic learning environments for students, the technical and professional support efforts included instructors as well. Consequently, in 2008 all instructors were provided with notebook computers. Moreover, professional training programs familiarised interested instructors with the foundations of electronic educational material development, and with the use of the MOODLE LMS framework and the Mahara electronic portfolio.
In the summer of 2009 teachers of the Demonstration School of the Eszterházy Károly College were provided professional training. Accordingly, fifth grade teachers were familiarised with the technological foundations and the methodology of the efficient use of such equipment and devices as the CMPC, the Interactive Board and e-presentations.
We believe that the novelty value of this experimental joint venture is based on the fact that technological and methodological devices used separately in other institutions in this case are deployed simultaneously thereby leading to a potential maximisation of their respective positive impact.
Information, human beings, society: Components of an interdisciplinary program developed for higher education purposes
Komenczi Bertalan Dr. habil. <kbert@ektfhu>
Eszterházy Károly Főiskola
The author of the present book titled Information, human beings, and society: From information until the information society was driven by a dual goal: the interpretation and exploration of the information concept and the overview and systemised analysis of the various forms of information processing and the basic information processing systems. The particular chapters focus on such issues as the notion of information, the evolution of information systems, the history and development of computers and the Internet along with defining features of the information-based society. The forthcoming analysis presented in a uniform evolutionary framework reflects the author’s striving for a systemized integration of the respective components in an inter- and trans-disciplinary manner.
The book is divided into five sub-units, the introductory section and four individual chapters.
Chapter One titled “The Information Concept” explores the very theme in detail, Chapter Two
named “The Information Revolution” retraces the history of information processing and the respective information processing systems along the uniform spectrum of the biological, cultural, and technological evolution. Built on a brief outline at the end of the previous unit Chapter Three titled “Information Machines” provides a detailed analysis of the latest stage of the information revolution utilizing the mechanized technology of the modern age, while Chapter Four (The Information-based Society) examines the interaction of the information revolution and its societal background.
Textual content is presented in a three-partite format. The principal section contains the basic narrative of the respective analyses. Although the internal sections presented with a differing typographic scheme are fully integrated into the respective contextual background and provide additional information in detail, the former section offers self-contained and coherent information on its own. The third formal aspect includes a large amount of footnotes with bibliographical citations identifying further, more detailed resources in addition to providing explanations and interpretations of information found either in the main text or in the internal sections. The text is enhanced by English and not as frequently German language quotes rendering the original version of the respective referenced passages.
While the book is primarily targeted to students of higher education institutions, the respective systemized and variegated content, the deployment of a wide variety of scholarly approaches, and the frequent references to additional sources can make it a useful and interesting reading for anyone interested in this topic.
Digital storytelling and decoding of pictures in groups of netgeneration
Fodorné Tóth Krisztina <ftoth.krisztina(g)feek.pte.hu>
PTE FEEK Andragógia Intézet Egervári Dóra <egervari.dora@feek.pte.hu>
PTE FEEK
Western experts say we should count to netgeneration all those people who were born since 1982, so they were grown up in internet society. Aborigines of the digital age are those, who haven't ever live in a world wtihout internet. Students of this age will reach universities in one or two years; teachers, who are digital immigrants will face them and this phenomenon.
University students are in a not surprising way everyday internet-users and first of all users of web 2.0 services (they learn, gain information, entertain themselves through them). They often identify internet with these services. Buliding online groups and communities, nets, living with digital mediaconvergence, seeing vanishing phases of producing, transfering and using of media contents and opportunities residing in content-sharing are natural for them.
But how can they "read" and interpret videoclips coming from digital storytelling? How they decode digital contents of network communities? How influence elements of context, medium
and community, comments of community participants and process of a digital story their interpretations?
Students taking part in different university courses interpret group-made videoclips on video portals int our research project. Our question is if their interpretations (in comments or in abstracts) are at least partly identific to the author's aim and how they transform in the online story started with the publication of clips.
The Student Knowledgebase (Hallgatói Tudástár) in University of Miskolc -how it started and now
Sztermen Orsolya Lili <sztermenol@gmail.com>
Miskolci Egyetem, Számítóközpont Vitéz Gáborné <szkvitez@uni-miskolc.hu>
Miskolci Egyetem, Számítóközpont Veréb Norbert <szknorbi@uni-miskolc.hu>
Miskolci Egyetem, Számítóközpont
The University of Miskolc has a database, which contains the scientific publications of the university tutors. The database is useful for the tutors and also for the University. The discipline of the Publication Database (Publikációs Adatbázis) is based on the system of personal uploading and just sometimes contains the actual publications, but the place, date or co-authors, so the metadata. Student Knowledgebase (S.K. in the followings) follows this discipline, but deflects on one main part. This is the content.
A PhD student (University of Miskolc Faculty of Arts) came up with the idea of establishing a similar database for the advantage of the university students, but this database was to contain the actual works as well as the name of the author, the student’s faculty etc. Firstly the initial idea was to establish a simple blog, or an individual webpage which was to be introduced to her student mates, in the aim of uploading their academic works. According to the PhD regulations, all published scientific works value credit points for the authors. Except the hallnet, no similar database existed at the university at this time. The idea of establishing an individual webpage or blog went into difficulties, and there was also the risk of not receiving the confess of the university. The idea was decided to achieve the approval of the university, so to get approved also by the students, and of course not just by the PhD students. For seek of the success the idea maker visited the management of the university.
The first inciting was Lóránt Kabdebó, the tutor of the PhD student who created the idea of the S.K. A few days later István Stipta, the vice president of University of Miskolc was also urged the idea and requested the Computer Center to help in organizing the database. The headquarter of Computer Center. Mr László Balia PhD was also very helpful and positive
The first inciting was Lóránt Kabdebó, the tutor of the PhD student who created the idea of the S.K. A few days later István Stipta, the vice president of University of Miskolc was also urged the idea and requested the Computer Center to help in organizing the database. The headquarter of Computer Center. Mr László Balia PhD was also very helpful and positive