Suchergebnisse

Η εξ αποστάσεως εκπαίδευση παρέχει δυνατότητες μάθησης σε πολλούς αλλά παράλληλα προκαλεί και εμπόδια πρόσβασης στα άτομα με αναπηρία (ΑμεΑ). Το παρόν άρθρο απευθύνεται στους φοιτητές με αναπηρία (ΦμεΑ) και ενθαρρύνει την ενσωμάτωση τους στο σχεδιασμό και τη διανομή υπηρεσιών πληροφόρησης. Επιπλέον, καταγράφει τη μηδαμινότητα αναφορών για την πληροφοριακή συμπεριφορά των ΑμεΑ στη βιβλιογραφία και στο χώρο της εξ αποστάσεως εκπαίδευσης, η οποία δεν έχει ασχοληθεί με ζητήματα ισότιμης πρόσβασης αυτής της ευπαθούς ομάδας χρηστών. Με απώτερο στόχο την εξάλειψη της πληροφοριακής αναπηρίας, το άρθρο αυτό επισημαίνει τον ουσιαστικό ρόλο των βιβλιοθηκών, της νομοθεσίας και των υποστηρικτικών τεχνολογιών και τονίζει την ανάγκη για περαιτέρω έρευνα στους τομείς της on-line προσβασιμότητας, της πληροφοριακής συμπεριφοράς των ΦμεΑ και των αναπηριών στο χώρο της πανεπιστημιακής εκπαίδευσης. ; Distance education options create learning opportunities for many people but simultaneously, they erect access barriers for some individuals with disabilities. This paper addresses this target group - students with disabilities- and encourages their greater inclusion in the planning and delivery of library services. Furthermore, it identifies the lack of literature on information seeking behavior of people with disabilities and the fact that distance learning literature does not discuss issues of equal access for this vulnerable group of users. For eliminating information disability, this paper pinpoints the essential role of libraries, legislation and assistive technologies and highlights the need for further research and investigation in the fields of on-line accessibility, information seeking behavior of disabled students and disabilities in higher education.

The dissemination of learning objects via the Internet in a smart way that meets the essential needs of learners could significantly improve the services offered by an e-learning system. A prerequisite for this is the adoption of an efficient framework for organising, describing and managing the available training materials. The various knowledge-organising systems that have been developed from time to time contribute to this objective, but are not the best solutions for each case. Therefore, through this work we are trying to distinguish the differences between the main knowledge representation structures and to identify the one best suited to modelling a field of knowledge in a machine-readable way. In this first attempt, we put in practice the knowledge organisation system which we believed to be predominant over others, in order to see its dynamics. Our ultimate goal is to make use of this technique in all aspects of a distance learning programme. ; Η διάχυση των μαθησιακών αντικειμένων μέσω του Διαδικτύου με τρόπο ευφυή, που να ανταποκρίνεται στις ουσιαστικές ανάγκες των εκπαιδευόμενων, θα μπορούσε να βελτιώσει σημαντικά τις προσφερόμενες υπηρεσίες ενός συστήματος ηλεκτρονικής μάθησης. Απαραίτητη προϋπόθεση για κάτι τέτοιο είναι η υιοθέτηση ενός αποδοτικού πλαισίου οργάνωσης, περιγραφής και διαχείρισης του διαθέσιμου εκπαιδευτικού υλικού. Τα διάφορα συστήματα οργάνωσης γνώσης που έχουν αναπτυχθεί κατά καιρούς αφενός συμβάλλουν στην επίτευξη αυτού του στόχου, ωστόσο δεν αποτελούν τις ιδανικότερες λύσεις για κάθε περίπτωση. Συνεπώς, μέσα από αυτήν την εργασία επιχειρούμε να διακρίνουμε τις διαφορές ανάμεσα στις κυριότερες δομές αναπαράστασης γνώσης και να εντοπίσουμε αυτή που ανταποκρίνεται ικανοποιητικότερα στην μοντελοποίηση ενός γνωστικού πεδίου με τρόπο μηχανικά αναγνώσιμο. Σε αυτή την πρώτη προσπάθεια, εφαρμόζουμε στην πράξη το σύστημα οργάνωσης γνώσης που κρίναμε ότι υπερτερεί έναντι των υπολοίπων, ώστε να διαπιστώσουμε τη δυναμική του. Απώτερο στόχο μας αποτελεί η αξιοποίηση αυτής της τεχνικής σε όλες ...

Ο πόλεμος εξ αποστάσεως αποτελεί μια σχετικά νέα έννοια του πολέμου, η οποία έχει αλλάξει σημαντικά την αντίληψη της ένοπλης σύγκρουσης. Μετά τις επιθέσεις της 11ης Σεπτεμβρίου και το αφήγημα του Πολέμου κατά της Τρομοκρατίας, όπλα όπως Μη Επανδρωμένα Εναέρια Οχήματα, κοινώς ονομαζόμενα drones, Αυτόνομα Οπλικά Συστήματα και επιθέσεις στον κυβερνοχώρο, έχουν παίξει σημαντικό ρόλο στην καταπολέμηση της τρομοκρατίας. Ωστόσο, αυτή η μέθοδος πολέμου έχει προσελκύσει αρκετή κριτική λόγω της μυστικότητας και της έλλειψης διαφάνειας γύρω από την έννοια. Το πεδίο του εξ αποστάσεως πολέμου δεν έχει ακόμη αναλυθεί διεξοδικά με σκοπό να γίνουν κατανοητές όλες οι επιπτώσεις της τακτικής του, καθώς και τα αφηγήματα που παρουσιάζονται υπέρ ή κατά την χρήση του. Η ανάλυση περιεχομένου κρίθηκε ως η καταλληλότερη ερευνητική μέθοδος για την παρούσα εργασία, δεδομένου ότι το εμπειρικό μέρος αποτελείται από πολιτικούς λόγους όπου κύριος στόχος είναι να πεισθεί το κοινό για τη νομιμότητα και την ακρίβεια του πολέμου με τη χρήση drone. Στόχος της παρούσας εργασίας είναι να παρουσιάσει την πραγματικότητα του εξ αποστάσεως πολέμου από κάθε άποψη, είτε όσον αφορά την ιστορία, το νομικό πλαίσιο, είτε την ηθική, προκειμένου να υπάρξει πλήρης κατανόηση των λόγων πίσω από ορισμένα αφηγήματα που φαίνεται να προωθούνται από αξιωματούχους. ; Remote warfare constitutes a relatively new concept of war that has significantly changed the perception of conflict. Since the 9/11 attacks and the War on Terror narrative, weapons such as Unmanned Aerial Vehicles, commonly named drones, Autonomous Weapons Systems, and cyber-attacks, have played a crucial role in fighting terrorism. However, this method of warfare has attracted much criticism due to the secrecy and lack of transparency surrounding the concept. The field of remote warfare has yet to be analysed thoroughly in order to understand all the implications of its tactics as well as the narratives that are presented in support or against its use. Content analysis was deemed as the most appropriate ...

Σκοπός της παρούσας εργασίας είναι να παρουσιάσει το πλαίσιο, το περιεχόμενο, τα αποτελέσματα και τα συμπεράσματα από το σεμινάριο με θέμα τη διαχείριση γεωλογικών καταστροφών της Επιτροπής για τους Δορυφόρους Παρατήρησης της Γης (Committee on Earth Observation Satellites/CEOS), το οποίο διενεργήθηκε στα πλαίσια του προγράμματος εξ 'αποστάσεως εκπαίδευσης της CEOS με γενικό αντικείμενο τις "Τεχνικές Τηλεπισκόπησης για τη Διαχείριση Καταστροφών" του 2015 – μια κοινή προσπάθεια των Υπηρεσιών της CEOS και συγκεκριμένα της ομάδας εργασίας για την ανάπτυξη δεξιοτήτων-διάθεση δεδομένων (Working Group on Capacity Building & Data Democracy/WGCapD) και της ομάδας εργασίας για τις καταστροφές (Working Group on Disasters/WGDisasters). ; The purpose of this paper is to present the framework, content, outcomes and the lessons learnt from the 2015 Committee on Earth Observation Satellites (CEOS) course on geological disasters management, delivered within the 2015 CEOS Distance Education Course entitled "Remote Sensing Technology for Disaster Management" - a joint effort by CEOS Agencies, in particular of the Working Group on Capacity Building & Data Democracy (WGCapD) and the Working Group on Disasters (WGDisasters).

In distance education, the student's high educational autonomy and active participation in the learning process are key features of the educational process that contribute to the concept of self-regulated learning in this environment, as they make the learner responsible for acquiring the knowledge through fact-finding and reflective learning practices. In this context, the work looks at the contribution of the Written Works and Group Consultative Meetings in supporting self-regulated learning strategies in the education environment of the Hellenic Open University. In particular, the purpose of the work is to explore how the Written Works and Group Consultative Meetings activate the mechanism for the expression of self-regulated learning for apprentices in the context of the educational autonomy that the OR offers through its curricula. The investigation is based on the literature review of distance education and self-regulated learning. The conclusions of the survey show that written work and group consultative meetings in the OR are areas for teaching, communication, collaborative management and evaluation negotiations and therefore important pedagogical tools to support self-regulated learning and, in particular, self-assessment strategies, self-monitoring, search for information, search for assistance and time management, which demonstrates the need for effective planning and organisation in providing them. ; Στην εξ αποστάσεως εκπαίδευση η υψηλή μορφωτική αυτονομία και η ενεργητική συμμετοχή του μαθητευόμενου στην διαδικασία μάθησης αποτελούν κυρίαρχα χαρακτηριστικά της εκπαιδευτικής διεργασίας που συντείνουν στην έννοια της αυτο-ρυθμιζόμενης μάθησης στο περιβάλλον αυτό, δεδομένου ότι καθιστούν υπεύθυνο τον μαθητευόμενο για την κατάκτηση της γνώσης μέσα από πρακτικές διερευνητικής και ανακαλυπτικής μάθησης. Στο πλαίσιο αυτό, η εργασία μελετά τη συμβολή των Γραπτών Εργασιών και των Ομαδικών Συμβουλευτικών Συναντήσεων στην υποστήριξη στρατηγικών αυτο-ρυθμιζόμενης μάθησης στο περιβάλλον εκπαίδευσης του ...

Open and Distance Education enjoys the acceptance and support from governments in most countries of the world. However, their motives (e.g. why do they support Open and Distance Education provision) and contexts as well as the subsequent practices are quite different as they correspond to their priorities. But there are some (less) similarities also. These differences and similarities were examined and ascribed to the social / cultural, economic, political / ideological and technological factors that compose the backbone of each developed and developing country. The nature and importance of the differences suggest that there no "turn-key" solutions regarding Open and Distance Education. The challenge is to find the successful match between priorities and solutions.

Access to services dedicated to families of children with autism remains a challenge in many countries, even though the national recommendations mention that family support should be targeted. In order to overcome difficulties in accessing services, distance learning has been an option chosen for many years. However, the democratisation of access to the Internet and video call applications is a new opportunity. This has led to the development of e-learning courses; some offer online courses, others allow intervention supervision, and others are the in-person translation of existing interventions. Our article aims to present what may govern how to adapt an online programme, the ABC programme for the behaviour of children with a TSA: parents in action! the difficulties encountered in this type of adaptation in connection with the plurality of stakeholders. Access to services for familiar of children with autism girls a challenge in many countries, in spite of national recommendations stating that support for familiar should be implemented. In order to go beyond the services, distance learning has been used for many years. However, the Democratisation of Internet access and video call applications is a new opportunity. Thus, online training courses have been developed. Some of these are online, some allow supervision of the interventions, and others consist of the adaptation of existing face-to-face interventions. Our article aims to present how an existing programme (The ABC of the Behavior of Children with ASD: parents in action!) had to be adapted in e-learning and the defendants listed in this type of adaptation due to the wide range of concerned stakeholders. ; International audience ; Access to services dedicated to families of children with autism remains a challenge in many countries, even though the national recommendations mention that family support should be targeted. In order to overcome difficulties in accessing services, distance learning has been an option chosen for many years. However, the ...

<p>Η τηλεκπαίδευση αποτελεί μία μέθοδο εκπαίδευσης η οποία με κατάλληλη εφαρμο­γή μπορεί να βοηθήσει στην επίλυση πολλών προβλημάτων του παραδοσιακού εκπαιδευτικού μας συστήματος. Πολλά είναι πλέον τα πανεπιστήμια που παρέχουν μέρος των εκπαιδευτικών τους προγραμμάτων και μέσω της εξ αποστάσεως εκπαί­δευσης. Η προοπτική μετατροπής των υπαρχόντων ακαδημαϊκών ιδρυμάτων παρα­δοσιακού τύπου σε αυτά υβριδικού τύπου δε φαντάζει πλέον τόσο μακρινή. Παρόλα αυτά η νέα μέθοδος εκπαίδευσης αμφισβητείται από πολλούς. Το έτος 2005, το Κέντρο Υπολογιστών του ΕΜΠ σε συνεργασία με το Κέντρο Ξένων Γλωσσών ανέ­πτυξε ενα μάθημα τηλεκπαίδευσης αγγλικής τεχνικής ορολογίας, συμπληρωματικό στην τρέχουσα σειρά μαθημάτων. Το μάθημα αντικαθιστούσε γραπτή εργασία. Από τα αποτελέσματα της έρευνας παρατηρείται μία ιδιαίτερη θετική στάση των εκπαι­δευτικών και των φοιτητών προς το καινούργιο εκπαιδευτικό μέσο.</p>

eTwinning is an innovative European program that strengthens lifelong learning and the main purpose of which is the networking of schools with the help of new technologies. It is an initiative of the European Commission to strengthen the collaborative distance learning and the implementation of new innovative instructional methods. Through literature review, this article explores the contribution of the eTwinning project to the cultivation of basic skills, which the European Parliament identifies as keys to an individual's lifelong learning. Mathematics are included in these skills. It is an attempt to show the schools' potential to cultivate the students' European identity and European skills, such as cooperation and respect for the perceptions and culture of other people. It is also a case study aimed at exploring the cognitive, creative, cooperative and technological dimensions of an eTwinning action, as well as the attitude of 18 students towards the distance learning action, which they participated in. Τhe subject of the eTwinning practice combines mathematical concepts applied in real context. ; eTwinning is an innovative European program that strengthens lifelong learning and the main purpose of which is the networking of schools with the help of new technologies. It is an initiative of the European Commission to strengthen the collaborative distance learning and the implementation of new innovative instructional methods. Through literature review, this article explores the contribution of the eTwinning project to the cultivation of basic skills, which the European Parliament identifies as keys to an individual's lifelong learning. Mathematics are included in these skills. It is an attempt to show the schools' potential to cultivate the students' European identity and European skills, such as cooperation and respect for the perceptions and culture of other people. It is also a case study aimed at exploring the cognitive, creative, cooperative and technological dimensions of an eTwinning action, as well as the attitude of 18 students towards the distance learning action, which they participated in. Τhe subject of the eTwinning practice combines mathematical concepts applied in real context.

Summary The COVID-19 virus expansion brought various social, political, economic and cultural consequences. Faced with the emergency, governments of different countries, including Chile, were forced to close schools and transport educational processes to virtual learning environments. This article summarises qualitative research, carried out on the basis of semi-structured interviews of six teachers, the aim of which was to know, analyse and Comprender Sus Teaching and Evaluation Practices, expanding into the Factors that have a direct or indirect impact on them. The results showed that personal characteristics, knowledge, conceptions and perceptions of different educational dimensions directly influence practices and platforms used in distance education. In parallel, the student context and the policies of each school appear as factors involved in teaching practices in virtual environments. ; Resumen La expansión del virus COVID-19 trajo diversas consecuencias de carácter social, político, económico y cultural. Ante la emergencia, los gobiernos de diferentes países, incluido Chile, se vieron obligados a cerrar las escuelas y transportar los procesos educativos a entornos virtuales de aprendizaje. Este artículo resume la investigación cualitativa, realizada en base a entrevistas semiestructuradas de seis docentes, cuyo objetivo fue conocer, analizar y Comprender Sus Prácticas De Enseñanza Y Evaluación, Profundizando En Los Factores Que inciden directa o indirectamente en ellas. Los resultados mostraron que las características personales, conocimientos, concepciones y percepciones sobre diferentes dimensiones educativas, influyen directamente en las prácticas y plataformas utilizadas en la educación a distancia. En paralelo, el contexto de los estudiantes y las políticas de cada escuela aparecen como factores que intervienen en las prácticas pedagógicas en entornos virtuales.

Summary The successful students are often concentrated in the regions with the greatest resources. This work investigates the potential impact of the geographical location of the student region on its achievement, assessed externally in pre-graduate (face-to-face, virtual and distance) university programmes of economic sciences in higher education institutions in Colombia. An analysis was carried out using geo-referenced and geolocalised models using evaluation results of students from the FTP-Colombian Institute for Education Evaluation and the Politico-Administrative Division. High achievements were found in face-to-face settings in central regions such as Bogotá and Antiochia, but also in remote regions in traditional remote modes, despite the fact that the location did not show statistically significant trends in Moran's Spatial Self-correlation Model I. The trends found and the possible limits of this model are discussed. ; Resumen Los estudiantes exitosos se concentran con frecuencia en las regiones con mayores recursos. Este trabajo indaga la posible incidencia de la ubicación geográfica de la región de los estudiantes sobre su logro, evaluado externamente en programas universitarios de pregrado (presenciales, virtuales y a distancia) de ciencias económicas en instituciones de educación superior en Colombia. Se realizó un análisis mediante modelos georreferenciados y geolocalizados utilizando resultados de evaluación de los estudiantes del sistema FTP-Instituto Colombiano para la Evaluación de la Educación y de la División Político-Administrativa. Se hallaron altos logros en modalidad presencial en regiones centrales como Bogotá y Antioquia, pero también en regiones apartadas en modalidad a distancia tradicional, a pesar de que la ubicación no mostró tendencias estadísticamente significativas en el Modelo de Autocorrelación Espacial I de Moran. Se discuten las tendencias encontradas y los posibles límites de este modelo.

Distance education program is a dimension of contemporary and new education technologies. Concepts and applications in this field are the results of a series of educational demands and developments in various communication and education technologies. Distance education applications have some conceptual bases. These are creating new education opportunities, realizing work-education unity, getting democratic in education, lifelong education, tendency to individual matters, effective use of institutions, integration of technology and education, tendency to individual and social needs, taking three dimensional integration as the main principle (publishing, printed materials and face to face education), reaching maximum mass, individual and mass education integrity and education demand and financial matters balance. Economics, Business Administration and Open Education faculties, which have been giving education within Anadolu University since1982 inTurkey, are carrying on education with nearly 1.000.000 students. The aim of this study is to determine organizational commitment levels of students who have been studying at Anadolu University Economics, Business Administration and Open Education faculties in the scope of affective, continuance and nominative commitment in Allen&Meyer model. In the study, organizational commitment of the Economics, Business Administration and Open Education faculty students, who are receiving education by means of distance education, to their faculties is dealt after introducing Anadolu University Distance Education system which gives higher education via distance education method in Turkey. In order to increase the success level of faculties it is required for students to have high level of organizational commitment to their faculties. A questionnaire has been applied by using "Organizational Commitment Scale", developed by Meyer&Allen to determine organizational commitments of Economics, Business Administration and Open Education students. Organizational commitment is dealt ...

Before the creation of the United Kingdom Open University (UKOU) - its Charter was given in 1969 and the first students were admitted in 1971 - the full-time residential model of higher education was pervasive, with part-time and distance modes of study seen as separate and inferior. The UKOU demonstrated the effectiveness of distance learning but also, because of its success, in some ways inhibited change in the mainstream tertiary sector. As social and political pressures on the sector grew, higher education providers were forced to innovate and models of "open learning" offered ways forward. As a result, the distinction between "distance" and "face-to-face" delivery rapidly eroded during the 1990s. However, barriers still remain to a more radical approach to provision as a whole.

For eight years Cornell's Legal Information Institute has offered online law courses to students at other US law schools. Using a paced asynchronous approach, with streaming audio linked to referenced Web materials, interactive problems, online discussion, and a series of written exercises, the courses offer a successful model of how law schools can pool teaching resources and students to enrich curricula. The article reports on and explains the choices, challenges, student response, and educational outcomes of this ongoing experiment, organized around ten frequently asked questions. It also ventures some cautious conclusions about the near-term prospects for distance learning in US legal education, noting both inhibiting forces, including importantly constraints imposed by accreditation rules, and recent grounds for optimism.

Germany's educational system has undergone a series of transformations during the last 40 years. In recent years, marked increases in enrolment have occurred. In response, admission requirements have been relaxed and new universities have been established. Academic distance education in the former Federal Republic of Germany (West Germany) was ushered in by the educational radio broadcasts around the end of the 1960s. Aside from the formation of the FernUniversität (Open University) in West Germany in 1975, there were significant developments in distance education occurring at the major universities in the German Democratic Republic (East Germany). After German reunification in 1990, the new unitary state launched programs to advance the development of distance education programs at conventional universities. Germany's campus-based universities (Präsenzuniversitäten) created various entities, including central units and consortia of universities to design and market distance education programs. Hybridisation provides the necessary prerequisites for dual mode delivery, such as basic and continuing education programs, as well as for the combination of distance and campus-based education (Präsenzstudium). Hybridisation also has also opened the door for the creation of new programs. Following an initial phase in which distance education research is expected to centralize a trend towards decentralisation is likely to follow. The German Association for Distance Education (AG-F) offers a viable research network in distance education. Two dual mode case studies are also be surveyed: The Master of Arts degree, offered by the University of Koblenz-Landau, with Library Science as the second major, and the University of Kaiserslautern, where basic education will continue to be captured within the domain of the Präsenzstudium or campus-based education. The area in which distance education is flourishing most is within the field ...