Teamwork Development across the Curriculum for Information Technology Students at Liepāja University: Processes, Outcomes and Lessons Learned

Teamwork skills are key feature for Information Technology (IT) specialists. The university IT curriculum contains both IT specific courses, and comprehensive courses. Due to limited amount of the learning courses and efficient achievement of learning goals, it is necessary to look for opportunities to integrate activities developing social and communication skills courses into IT specific courses. Managing the teamwork that is close to practice, it is necessary to solve the problems of teaching and learning organisation, and assessment of individual learning outcomes and competences. In Liepāja University, the student teamwork has been managed for several years as integral part of Software Engineering courses and study projects. The course management system Moodle has been used in learning process providing possibilities to evaluate both assignments submitted by students and their learning behaviour.  The current paper describes and analyses the experience of academic staff of Liepāja University

Implementing of Modeling Methods and Game Approach in Continuing Education Design

Sakarā ar straujo tehnoloģiju attīstību, visās nozarēs pieaug pieprasījums pēc jaunām specifiskām zināšanām un prasmēm, kuras ir nepieciešams nepārtraukti pilnveidot. Šī iemesla dēļ, aizvien lielāku nozīmi izglītībā ieņem tālākizglītība un mūžizglītība. Atšķirībā no tradicionālās izglītības kursiem, tālākizglītības kursu izstrādē daudz lielākā mērā ir jāņem vērā tādi faktori kā: iepriekšējā izglītība, tirgus pieprasījums, kursa izstrādes un realizācijas automatizācija, kursa individualizācijas iespējas, mācību objektu atkārtotas izmantošanas iespējas, izglītības un profesionālo standartu saskaņotība ar tehnoloģiju iespējām. Šajā rakstā ir izpētītas modelēšanas metodes, kas ļauj atspoguļot augstākminētos faktorus un to savstarpējo saistību. Šīs modelēšanas metodes tiek izmantotas, lai izstrādātu vadlīnijas tirgus prasībām atbilstošu profesionālo prasmju iegūšanai, izmantojot spēļu pieeju. Spēļu pieeja apmācībā dod iespēju iegūt prasmes, kuras ne vienmēr ir precīzi definējamas. Modelēšanas metožu izmantošana tālākizglītības kursu izstrādē dod iespēju dinamiski pielāgot kursa saturu atbilstoši nozarē nepieciešamajām specifiskajām zināšanām un prasmē

Application of a Service Oriented Paradigm as a Solution for the Development and Delivery of a Continuing Education Course

Līdz ar straujo tehnoloģiju attīstību un tām atbilstošo specifisko nozares zināšanu nepārtrauktas pilnveides nepieciešamību, pieaug tālākizglītība un mūžizglītības loma sabiedrībā. Tas, savukārt, rada nepieciešamību noteikt tālākizglītības kursa izstrādes un īstenošanas prasības atbilstoši ārējās vide izmaiņām un apmācāmā individuālajam mācīšanās stilam. Ir būtiski izstrādāt tālākizglītības kursu atbilstoši reālās dzīves situācijai, kā arī piedāvāt elastīgu un neatkarīgu mācību vidi. Lai sasniegtu šo mērķi, ir izstrādāts tālākizglītības kursa prototips, atbilstoši servisu orientētas arhitektūras principiem un spēļu pieejai. Šajā rakstā ir atspoguļoti un sīkāk raksturoti tā darbības principi. Servisu orientētā arhitektūra (SOA) kļūst populāra, kā jauna pieeja IT sistēmu veidošanā. Tā dod iespēju elastīgi izmantot un uzlabot biznesa procesu nodrošināšanu saskaņā ar tā vajadzībām. Šī paradigma galvenokārt tiek izmantota IT sistēmās uzņēmumos, bet reti tālākizglītības kursu izstrādē un īstenošanā. Šajā rakstā tiek atspoguļots SOA pielietojums tālākizglītības kursu izstrādē un īstenošanā. Spēļu pieeja , kas tiek veidota atbilstoši spēlē atspoguļotai reālai dzīves situācijai, ir lietderīgi izmantojama profesionālo prasmju iegūšanā un demonstrēšanā

E-Learning Innovation: Cases in Riga Technical University

The article presents the stories of the eLearning development projects initiated by Riga Technical University Distance Education Study Centre. All the projects were carried out by early innovators at universities and city and town councils. Our plan intends to promote the acceptance of eLearning in the regions. To achieve this goal, we intend to employ the skills from diverse activity sectors (TV, Mobile phone), which will include eLearning, tLearning, mLearning and ePortfolio skills. We feel that this multi-informational approach better meets the skills, needs and expectations of the target group. The plan has the potential to become a platform for further innovation and large scale deployment

Empowering the Disabled by Helping Them Achieve Their Educational Aspirations by a Multimedia Game-Based Approach

We tested the idea to develop the educational aspirations of the disabled in a multimedia game approach. Our aim was to develop IT and social interactive skills. Right from the start the game concept to teach skills to the disable received enthusiastic support from many special education teachers working with the disabled, game developers, volunteers working with the disabled and political leaders’ active in supporting social inclusion. In addition, our pilot project identified another target group, the service and support staff who work with the disabled. A number of the staff is eExcluded and lack basic computer skills, although a number are interested in learning these skills

Using a Multimedia Game-Based Approach to Empower the Disabled and Help them Achieve their Educational Aspirations

In this study we tested our idea about developing the educational aspirations of the disabled in a multimedia game approach. Our aim was to develop IT and social interactive skills. Right from the start the game concept to teach skills to the disable received enthusiastic support from many special education teachers working with the disabled, game developers, volunteers working with the disabled and political leaders active in supporting social inclusion. In addition, our pilot project identified another target group, the service and support staff who work with the disabled. A number of the staff is eExcluded and lack basic computer skills, although a number are interested in learning these skill

User Behavior in Multi-Screen Elearning

This article reports on the progress we have achieved as we continue to pilot new approaches using an eEcosystem that is based on a multi-screen concept to support e-learning. Here we recap our recent progress with the project JAUZI/eBig3 that is a multi-screen e-learning development. The approach effectively integrates the popular technologies of television, Internet, and mobile phones. It is a new way of using technology to support and encourage engagement in the lifelong learning process. Here we present the results of ten course pilots offered in 2013 with the eBig3-learning format as well as the teacher training courses offered by the MII project (Modern Education of Interests) in 2014. The target group of eBig3 courses was general public, but for the MII courses it was teachers. We compared the user behavior data from the various presented courses with the number of learning objects to the number of users. The normalised curves of the user behavior data graph are a valuable source for data analysis to teachers and course developers because they profile effectiveness of course content and delivery approach in respect to target group expections. Our observations about the variance in user behavior distribution between mandatory and optional courses can be used as a potential quality indicator for the success of eLearning courses

"eBig3": A New Triple Screen Approach for the Next Generation of Lifelong Learning

In this report we want to map out our progress on design science research project ETM that creates a new approach to lifelong learning by the smart integration of the popular technologies Internet, mobile phones, and television [1,2,3]. By studying the results of the target group behaviour as they simultaneously use of these technologies, we designed the learning approach eBig3 that is based on user usage patterns. The evaluation of the initial delivery of the courses confirms the interest of the target group and their commitment to continue-on to pass the courses