Role of online supportive environment in professional development of in-service teachers : Case of TELMAE

The paper provides a structured overview drawing on the results of the first four years of a country-wide activity focused on professional development of science teachers. This activity, organized by the Laboratory of Distance Education, Charles University in Prague within the framework of the State Information Policy (SIP) in Education Program, started in 2001, and it has become one of the top online learning activities in the country. The paper introduces the whole developed system of in-service teacher training on a “voluntary basis” and focuses on the TELMAE Science Teachers’ Online Supportive Environment, developed also at the Laboratory of Distance Education at Charles University. The TELMAE supportive environment incorporates several features and communication, information, monitoring and controlling tools used for management and coordination of distributed systems of online courses. The key factors of the project are discussed at the end of the paperEducation for the 21 st century - impact of ICT and Digital Resources ConferenceRed de Universidades con Carreras en Informática (RedUNCI

Role of online supportive environment in professional development of in-service teachers : Case of TELMAE

The paper provides a structured overview drawing on the results of the first four years of a country-wide activity focused on professional development of science teachers. This activity, organized by the Laboratory of Distance Education, Charles University in Prague within the framework of the State Information Policy (SIP) in Education Program, started in 2001, and it has become one of the top online learning activities in the country. The paper introduces the whole developed system of in-service teacher training on a “voluntary basis” and focuses on the TELMAE Science Teachers’ Online Supportive Environment, developed also at the Laboratory of Distance Education at Charles University. The TELMAE supportive environment incorporates several features and communication, information, monitoring and controlling tools used for management and coordination of distributed systems of online courses. The key factors of the project are discussed at the end of the paperEducation for the 21 st century - impact of ICT and Digital Resources ConferenceRed de Universidades con Carreras en Informática (RedUNCI

Educational Datamining in Virtual Learning Environments

The present article describes the results of a medium-scale (N = 77) study, using log files from open remote laboratory at Charles University in Prague, Faculty of Mathematics and Physics, to observe students' behavior during their work in virtual environment. Simple data mining and text mining techniques were used to reveal individual user's behavioral patterns, to detect disengagement, and to compare learning outcomes and student preferences

Educational Datamining in Virtual Learning Environments

The present article describes the results of a medium-scale (N = 77) study, using log files from open remote laboratory at Charles University in Prague, Faculty of Mathematics and Physics, to observe students' behavior during their work in virtual environment. Simple data mining and text mining techniques were used to reveal individual user's behavioral patterns, to detect disengagement, and to compare learning outcomes and student preferences

Educational data mining from action LOG files of intelligent remote laboratory with embedded simulations in physics teaching

Remote laboratories enter the teaching process, especially in research based education. In connection of this, new demands on both teacher and student occur. Especially acute is the need for a fast feedback about the process of measurements and its correctness. All these is enabled by the static LOG file, providing a time record of all steps, executed during measurements. We present the detailed case study of remote laboratory “Transient phenomena in electric oscillations” with about 170 university students of bachelor studies. We discovered the “knowledge barrier” at the beginning of process of measurements, leading to the excessive time losses and discovering the sources of it in simple mathematical relation of formula—graph and inability to evaluate data accordingly. We also found the ill effect of this inability on the total time of laboratory exercise. As a solution we suggest the use of components of virtual and augmented reality and artificial intelligence for reasonable influence of students’ activities and advice together with cooperating experienced teacher. © 2019, Springer Nature Switzerland AG.Swiss National Science Foundation (SNSF) -"SCOPES"Swiss National Science Foundation (SNSF); Internal Agency Grant of the Tomas Bata University in Zlin, Czech Republi