An active learning and training environment for database programming

Active learning facilitated through interactive, self-controlled learning environments differs substantially from traditional instructor-oriented, classroom-based teaching. We present a tool for database programming that integrates knowledge learning and skills training. How these tools are used most effectively is still an open question. Therefore, we discuss analysis and evaluation of these Web-based environments focusing on different aspects of learning behaviour and tool usage. Motivation, acceptance of the learning approach, learning organisation and actual tool usage are aspects of behaviour that require different techniques to be used

Можливості засобів дистанційного навчання у процесі вивчення технічних дисциплін

The specifics of teaching technical subjects demands certain tools for development of students technical skills in modeling, programming, engineering, construction and design from distance technologies. The paper analyzes the possibilities of modern information technology in organization of distance learning of technical subjects, namely the platform of distance learning (Moodle and edX), including massive open online course (MVOK) program to create SCORM-packages and 3D- objects for visualization and simulation. The analysis of plug-ins (Virtual programming lab module «Activities», EJSApp), which help manage the programming tasks such as writing and changing the source code; setting the interactive mode of the program, launching a compiler; searching for similarities between files; setting limits in editing and external pasting is carried out. Some platforms for learning software engineering disciplines are analyzed. Functional possibilities of developed software simulators that implement practice-oriented methods of acquiring necessary professional skills are defined. The use of such simulators makes it possible to provide students with the opportunity to develop their ability to work with technical disciplines without equipment and data damage on training computers. The most common applications for the creation of electronic courses (Microsoft LCDS, Adobe Captivate), interactive learning materials (CourseLab) are presented. According to the conducted analysis of the software for distance learning and their own experience in the creation and management of online courses the authors determined the platform that had enough possibilities for teaching technical subjects. Key words: distance learning technologies, massive open online course, SCORM, 3D-objects, virtualization, simulationСпецифіка викладання технічних дисциплін вимагає від дистанційних технологій певних засобів для напрацювання у студентів технічних навичок з моделювання, програмування, інжинірингу, конструювання та проектування. У статті проаналізовано можливості сучасних інформаційних технологій для організації дистанційного вивчення технічних дисциплін, а саме: платформи дистанційного навчання, у тому числі для масових відкритих онлайн-курсів, програми для створення SCORM-пакетів та 3D-об’єктів для візуалізацій та симуляцій. Здійснений аналіз плагінів що допомагають управляти завданнями з програмування. Визначені функціональні можливості розроблених програмних тренажерів та наведені найпоширеніші програми для створення електронних курсів. На основі проаналізованих програмних засобів для дистанційного навчання і власного досвіду створення й управління дистанційними курсами, авторами була визначена платформа, яка має достатньо можливостей для викладання технічних дисциплін. Ключові слова: дистанційні технології навчання, масові відкриті онлайн-курси, SCORM, 3D-об’єкти, віртуалізації, симуляці

Можливості засобів дистанційного навчання у процесі вивчення технічних дисциплін

The specifics of teaching technical subjects demands certain tools for development of students technical skills in modeling, programming, engineering, construction and design from distance technologies. The paper analyzes the possibilities of modern information technology in organization of distance learning of technical subjects, namely the platform of distance learning (Moodle and edX), including massive open online course (MVOK) program to create SCORM-packages and 3D- objects for visualization and simulation. The analysis of plug-ins (Virtual programming lab module «Activities», EJSApp), which help manage the programming tasks such as writing and changing the source code; setting the interactive mode of the program, launching a compiler; searching for similarities between files; setting limits in editing and external pasting is carried out. Some platforms for learning software engineering disciplines are analyzed. Functional possibilities of developed software simulators that implement practice-oriented methods of acquiring necessary professional skills are defined. The use of such simulators makes it possible to provide students with the opportunity to develop their ability to work with technical disciplines without equipment and data damage on training computers. The most common applications for the creation of electronic courses (Microsoft LCDS, Adobe Captivate), interactive learning materials (CourseLab) are presented. According to the conducted analysis of the software for distance learning and their own experience in the creation and management of online courses the authors determined the platform that had enough possibilities for teaching technical subjects. Key words: distance learning technologies, massive open online course, SCORM, 3D-objects, virtualization, simulationСпецифіка викладання технічних дисциплін вимагає від дистанційних технологій певних засобів для напрацювання у студентів технічних навичок з моделювання, програмування, інжинірингу, конструювання та проектування. У статті проаналізовано можливості сучасних інформаційних технологій для організації дистанційного вивчення технічних дисциплін, а саме: платформи дистанційного навчання, у тому числі для масових відкритих онлайн-курсів, програми для створення SCORM-пакетів та 3D-об’єктів для візуалізацій та симуляцій. Здійснений аналіз плагінів що допомагають управляти завданнями з програмування. Визначені функціональні можливості розроблених програмних тренажерів та наведені найпоширеніші програми для створення електронних курсів. На основі проаналізованих програмних засобів для дистанційного навчання і власного досвіду створення й управління дистанційними курсами, авторами була визначена платформа, яка має достатньо можливостей для викладання технічних дисциплін. Ключові слова: дистанційні технології навчання, масові відкриті онлайн-курси, SCORM, 3D-об’єкти, віртуалізації, симуляці

Plastic pollution in the ocean

Plastic pollution in the ocean was first reported by scientists in the 1970s, yet in recent years it has drawn tremendous attention from the media, the public, and an increasing number of scientists spanning diverse fields, including polymer science, environmental engineering, ecology, toxicology, marine biology, and oceanography. In the oceans, the threat to marine life comes in various forms, such as overexploitation and harvesting, dumping of waste, pollution, alien species, land reclamation, dredging and global climate change. The extremely visible nature of much of this contamination is easy to convey in shocking images of piles of trash on coastlines, marine mammals entangled in fishing nets, or seabird bellies filled with bottle caps, cigarette lighters, and colourful shards of plastic. Even without these images, anyone who has visited a beach has certainly encountered discarded cigarette butts, broken beach toys left behind, or pieces of fishing gear or buoys that have washed ashore

Lessons taught and learned from the operation of the solar energy e-learning laboratory

The solar energy e learning laboratory (solar e-lab) in Cyprus is a good example of a web-based, remote engineering laboratory. It comprises a pilot solar energy conversion plant which is equipped with all necessary instrumentation, data acquisition, and communication devices needed for remote access, control, data collection and processing. The impact that the solar e-lab had during its nearly 5 years of operation is indeed high. Throughout this period, the solar e-lab has been accessed by users from over 500 locations from 79 countries spread all over the world. In the period of November 2004 to October 2008, more than a million visits were recorded, out of which 25000 have registered on the site and surfed through studying the supplied material. Around 1000 hits concerned registered users that passed the pre-lab test and performed the experimentation part. The four years of operation of the solar e-lab demonstrated how the Internet can be used as a tool to make the laboratory facilities accessible to engineering students and technicians located outside the laboratory, including overseas. In this way, the solar energy e-learning lab, its equipment and experimental facilities were made available and shared by a number of interested people, thus widening educational experiences. Judging from the online evaluation reports that were received from the solar e-lab users during the last 2 years of operation, it can be concluded that there is nearly excellent satisfaction by the users

A conceptual architecture for interactive educational multimedia

Learning is more than knowledge acquisition; it often involves the active participation of the learner in a variety of knowledge- and skills-based learning and training activities. Interactive multimedia technology can support the variety of interaction channels and languages required to facilitate interactive learning and teaching. A conceptual architecture for interactive educational multimedia can support the development of such multimedia systems. Such an architecture needs to embed multimedia technology into a coherent educational context. A framework based on an integrated interaction model is needed to capture learning and training activities in an online setting from an educational perspective, to describe them in the human-computer context, and to integrate them with mechanisms and principles of multimedia interaction