Elektromagnetische Felder im Alltag Niederfrequente Elektrische und magnetische Felder

1
Welcome to
Experiences and Adaption of Teaching Concepts
in the Field of Multimedia Learning for
Electrical Power Systems at the University of
Technology Graz
presented by
Mag. Walther Nagler
2
Contents

• E-Learning at the University of Technology
  Graz / Austria (TU Graz)
• Multimedia Learning at the Department for
  Electrical Power Systems (IFEA)
• Evaluation of e-Learning
• Conclusions

3
E-Learning at the University of Technology Graz

• Project MultiMediaLearning (MML) since 2001
• Blended and collaborative learning
• 11 several sub-projects
• eLS (e-Learning Suite) central e-Learning
  platform (Hyperwave)
• 26 courses online (winter 2003/04)
• 1000 registered users
• Online-training courses for authors of courses
  and trainers
• TUGonline System Administration and
  Management
• Individual study-management and public
  information services
• International awards

4
E-Learning Suite Technical Background

• Software
• Hyperwave IS/6 for administration
• Hyperwave e-Learning Suite version 1.3 for
  users interface
• Solaris 8 for data base management
• RedHat Linux 7.1 as web-frontends
• Oracle version 8.1.7 for data storage and
  memory within IS/6
• iPlanet5.1 / LDAP data base for users
  administration
• Hardware
• 1 Sun Enterprise 450 / 2.900MHz Ultrasparc II /
  4x 36GB
• 3 Linux PCs as web-frontends
• Switched Gbit Ethernet- connection between
  these 4 computers

5
E-Learning at IFEA The Concept

• Electronic scripts for courses
• Specially developed, designed and tested layout
  with a high degree of usability
• Hierarchical structured course system
• Teaching material splitted into multimedia
  based screens
• High quality of multimedia components
• Steady topicality and collaborated learning
• Multiple use of these courses
• Lessons of presence no distance learning
• Online offline self-study with eLS-presence,
  CD ROMs Printed scripts
• Connected to TUGonline
• Further and life long education industry and
  economy

6
E-Learning at IFEA Course Generating System

• Multimedia Input
• Course Structure
• 3 hierarchical levels
• ABC-Layout for content screens
• Multimedia Output
• Process oriented

7
E-Learning at IFEA The ABC-Layout

• Content 3 parts of relevance
• A basic content
• B description content
• C hyper content
• Functional design
• Predefined dimensions No scrolling
• 12-digit Identifier
• Wildcards
• interactions
• link to abstract
• list of questions and legends

enter Show Course
8
E-Learning at IFEA Carrying out an eLS-course

• Top-down design
• ECTS points - European Standard (more information
  about ECTS)
• Impact points - Weighting the Content
• Time / Content Total Content
• Implementation of dynamic multimedia material
• Examinations
• Questions for self-test on each screen and
  Multiple Choice test for self-assessment
• 6 randomly selected questions (written and oral
  examination)
• Evaluation

9
Evaluation of eLS at TU Graz

• Evaluation - 125 students after their exam in
  this lecture
• Carried out by professionals
• Anonymous paper pencil survey short interview
• Focus of evaluation
• A subjective judgment of the e-learning platform
  and its contents
• Acceptance of TU-Graz e-Learning system /
  motivation to use it
• A self-assessment of the achieved learning
  outcome
• Implemention of results into ABC-layout
  teaching practice

10
Evaluation Results of the overall performance

• Comparison results 2002 / 2003
• Evaluation each year
• Improvement of Contents
• Steady results towards Platform and Image

Answers given in marks 1very good to 5not
enough
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Evaluation Results of the specific assessments

• Relevance of TU-Graz e-Learning M 1,85
• Topics M 2,24
• Structure M 2,21
• Acceptance of TU-Graz e-Learning M 2,81
• Self-assessment of the achieved outcome M 2,55

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Conclusions I

• No distance learning No replacement policy
• E-Learning at universities shall focus on
  process and project character of the subject.
  No replacement of existing lectures and
  trainers. Context within the curriculum is
  important.
• Additional Expense to the teacher
• The usage of the new media means an
  respectable additional expense to the trainers in
  terms of preparation, administration and
  state-of-the-art of the courses.
• Lack of knowledge
• There is a lack of knowledge regarding to the
  variety of different tools (especially new media)
  and didactical implementation of e-Learning
  amongst the teachers.
• Evaluation is indispensable
• An evaluation of the e-Learning system and the
  process of its acceptance is indispensable.

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Conclusions II

• Appreciation from Students
• The polled students at the TU-Graz appreciate
  the concept and are willing to contribute.
• Expanding cooperation
• Expanding cooperation with other educational
  institutions, industry and economy shall be
  intended.
• Basic Commitment to e-Learning
• Regarding to the steady growing international
  market, e-Learning should become a guiding
  idea of a modern university and an integrated
  part in the everyday life of the student.

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Thank You for Listening to
Experiences and Adaption of Teaching Concepts
in the Field of Multimedia Learning for
Electrical Power Systems at the University of
Technology Graz
Mag. Walther Nagler nagler_at_ifea.tu-graz.ac.at
Department for Electrical Power Systems
University of Technology Graz /
Austria Inffeldgasse 18 / A-8010 Graz 43/(0)316
/ 873 7551 Cooperation with Department of
Psychology Karl Franzens University Graz /
Austria http//www.cis.tugraz.at/ifea
http//www.tugraz.at http//www.nml.at http/
/www.emf.tugraz.at http//wbt.tugraz.a
t http//serverprojekt.fh-joanneum.at/sp