Полатовские чтения – 2009 «Дистанционное обучение в предметных областях»: материалы второй международной научно-практической конференции, 19 ноября – 24 декабря, 2009 г. (Москва)
Technology of electronic distance course development was created. This technology is useful for developing training tutorial of foreign languages. Firstly, it can be integrated into the LMS and can be used online as a web service. Secondly, it can be used as a standalone desktop tutorial. A helpful tool tip was added. The tip contains grammar information and English translation for each separated word in the tutorial. With the help of this technology there was created a distance course for Russian language as a foreign one. Additionally, on the basis of Russian National Corpus there was organized a tool for search and extraction of actual sentences with examples of word usage.
The information volume growth, need in the processing and analysis, as well as the improvement of information technologies in various fields of human activity lead to the need for constant updating of methods and techniques for teaching schoolchildren, students and retraining of the adult population. To improve the methodological support of lecturers and researchers, various theoretical and experimental studies, assessments, and analysis of innovative methods and approaches are carried out that can be implemented in the learning process in order to increase its effectiveness on a new information base. The monograph presents results of pedagogical research carried out in various areas of education and training of specialists, and aimed at improving the quality and effectiveness of modern educational processes. Research materials presented in the monograph have a theoretical and practical novelty and will be useful for lecturers, professors and trainers of other educational institutions, undergraduates, graduate students and other specialists in the field of education.
The presented paper demonstrates the results of a survey conducted at the Institute of Distance Learning (IDL), Saint Tikhon’s Orthodox University. The survey aimed at investigating the attitude of scientists and practitioners to the issue of communication when teaching and learning theology through distance education. Familiarization with the teaching experience at DEI was organized by means of interviewing teaching staff of the department of new technologies in education in the humanities. Semi-structured interview was employed as a method to collect information for research purposes. Having studied the respondents’ answers to the questions on students and teachers collaboration quality assurance the collective of authors came to the conclusion that agreement of opinion, like-mindedness and trust among the participants of distance educational process are possible and even necessary to make it well-worked. The research fi ndings illustrate that the instruments of distance educational system allow achieving deep interpersonal interaction between learners and teachers and high quality of education on the condition that the participants of educational process are minded to use these instruments and skilled for that. Comparing foreign approach to communication process organization when teaching theology online with the experience of the research participants, authors drew the following conclusions: 1. IDL teachers apply a blended teaching and learning model referring to the point that a teacher may act as an expert translating knowledge, on one hand, and organize, moderate interaction among the learners, on the other hand. 2. Study participants, like their foreign colleagues, face the lack of methodical competence when organizing teaching and learning online. 3. Surveyed teachers utilize in an inadequate degree the opportunities provided by the distance educational system to organize interpersonal interaction.
This book contains the proceedings of the 4th International Conference on Computer Supported Education (CSEDU 2012) which was organized and sponsored by the Institute for Systems and Technologies of Information, Control and Communication (INSTICC) and technically co-sponsored by SPEE (Portuguese Society for Engineering Education), IGIP (International Society for Engineering Education), ROLE (Responsive Open Learning Environments) and IFIP TC3 (International Federation for Information Processing - Technical Committee 3 - ICT and Education).
CSEDU has become an annual meeting place for presenting and discussing learning paradigms, best practices and case studies that concern innovative computer-supported learning strategies, institutional policies on technology-enhanced learning including learning from distance, supported by technology. The Web is currently a preferred medium for distance learning and the learning practice in this context is usually referred to as e-learning or technology-enhanced learning. CSEDU 2012 is expected to give an overview of the state of the art in technology-enhanced learning and to also outline upcoming trends and promote discussions about the education potential of new learning technologies in the academic and corporate world.
This conference brings together researchers and practitioners interested in methodologies and applications related to the education field. It has five main topic areas, covering different aspects of Computer Supported Education, including "Information Technologies Supporting Learning", "Learning/Teaching Methodologies and Assessment", "Social Context and Learning Environments", "Domain Applications and Case Studies" and "Ubiquitous Learning". We believe the proceedings, demonstrate new and innovative solutions, and highlight technical problems in each field that are challenging and worthwhile.
CSEDU 2012 received 243 paper submissions from 58 countries in all continents. A double-blind review process was enforced, with the help of the 297 experts who are members of the conference program committee, all of them internationally recognized in one of the main conference topic areas. Only 29 papers were selected to be published and presented as full papers, i.e. completed work (10 pages in proceedings / 30' oral presentations). 73 papers, describing work-in-progress, were selected as short papers for 20' oral presentation. Furthermore 37 papers were presented as posters. The full-paper acceptance ratio was thus 12%, and the total oral paper acceptance ratio was less than 42%. These ratios denote a high level of quality, which we intend to maintain and reinforce in the next edition of this conference.
The high quality of the CSEDU 2012 programme is enhanced by three keynote lectures, delivered by distinguished guests who are renowned experts in their fields, including (alphabetically): Joseph Trimmer (Ball State University, United States), David Kaufman (Simon Fraser University, Canada) and Hugh Davis (University of Southampton, United Kingdom).
For the fourth edition of the conference we extended and ensured appropriate indexing of the proceedings of CSEDU including DBLP, INSPEC, EI and Thomson Reuters Conference Proceedings Citation Index. Besides the proceedings edited by SciTePress, a short list of papers presented at the conference will be selected for publication of extended and revised versions in the Journal of Education and Information Technologies. Furthermore, all presented papers will soon be available at the SciTePress digital library.
The conference is complemented with two special sessions, focusing on specialized aspects of computer supported education; namely, a Special Session on Enhancing Student Engagement in e-Learning (ESEeL 2012) and a Special Session on Serious Games on Computer Science Learning (SGoCSL 2012).
Building an interesting and successful program for the conference required the dedicated effort of many people. Firstly, we must thank the authors, whose research and development efforts are recorded here. Secondly, we thank the members of the program committee and additional reviewers for their diligence and expert reviewing. We also wish to include here a word of appreciation for the excellent organization provided by the conference secretariat, from INSTICC, who have smoothly and efficiently prepared the most appropriate environment for a productive meeting and scientific networking. Last but not least, we thank the invited speakers for their invaluable contribution and for taking the time to synthesize and deliver their talks.
Institutions affect investment decisions, including investments in human capital. Hence institutions are relevant for the allocation of talent. Good market-supporting institutions attract talent to productive value-creating activities, whereas poor ones raise the appeal of rent-seeking. We propose a theoretical model that predicts that more talented individuals are particularly sensitive in their career choices to the quality of institutions, and test these predictions on a sample of around 95 countries of the world. We find a strong positive association between the quality of institutions and graduation of college and university students in science, and an even stronger negative correlation with graduation in law. Our findings are robust to various specifications of empirical models, including smaller samples of former colonies and transition countries. The quality of human capital makes the distinction between educational choices under strong and weak institutions particularly sharp. We show that the allocation of talent is an important link between institutions and growth.