ࡱ> 7 I~bjbjUU97|7|Lx*l. . . 8 t t t R 8<R SJJ"lll(C*C*C*C;eCiKmS$U W8St "SE ll7SEEE llt l(CE(CEEE Nl=H ,t (Cl> ?R d ]A0(CS0SAtX]X(CE X rD X @ ( An Attempt of Merging in a Synergetic Way Research Work and Higher Education Activities in Computer Engineering by an European Programme Project Ileana Hamburg, Oleg Cernian & Herbert ten Thij Abstract The continuous progress of technology implemented for the improvement of training/learning system, as well as the constant request for changing the old training/learning styles stirred the research work for merging the two trends. At present, there is ascertained a tremendous research activity for implementation of the most recent ICT tools into changing the traditional way of educational platforms, as well as the evolution of research in the pedagogical field to discover the needs and effects of the engaged learning. This paper approaches a facet of this endeavour through an international co-operation materialized in an EU Project, ViReC e-Initiative run within MINERVA scheme. A brief description of the project and the main attained outcomes constitute the major topic of the present work. INTRODUCTION T elecommunications and computer technologies are converging to make e-Learning one of the fastest moving trends in higher education. E-learning, especially for engineers and executives in technology industries, has evolved as a major mean of organizing education/training. At present, many courses, including degree and certificate programmes, are offered by universities and professional development centres. The global connectivity of the Internet and a new generation of hardware and software have pushed teaching of courses over the web. It is estimated that industry e-training will double its volume annually over the next several years, as well as that the academic on-line market will continue to expand its supply. From official American statistics it follows that the demand for e-Learning will leap from 5% of all students in 1998, to over 25% by 2005. Therefore no educator/instructor/professor can ignore this objective trend in the market. The impact of industry requirements for refreshing courses stimulated already more than ever and will stimulate also in the future the development of adequate on-line courses. Some large companies now operate corporate universities on line by collaboration with academic institutions that deliver basic courses from their curricula or customized courses. There are offered also product-specific courses on particular topics as Linux, Windows NT/ 2000/ XP, Novell Netware, etc. It can be appreciated that, at present, the market in on-line learning has matured to the point where there is sufficient software available for designing, teaching and administering a web-based course. Typically, e-learning packages incorporate a database-centred syllabus with links to internal or external web pages, on-line time-monitored testing, discussion groups and e-mail. In our approach there where added other efficient facilities comprising tutorials and remotely accessible physical laboratories. COMPARISON BETWEEN ON-LINE AND CONVENTIONAL CLASSROOMS A thorough comparative analysis that was applied to on-line web-based and conventional classroom (on-campus) courses concluded that no significant difference was put into evidence, the students from both categories obtaining quite similar grades. But experts stated that while on-line learning may add some value to an education, it cannot replace life on a real campus with face-to-face education; by attending classes and meeting professors and colleagues, the students gain more than just discipline specific or the core factual information. Another point to be mentioned is whether logistical matters raised by accompanying on -line learning do need extra time by producing web-based courses and extra time to teach web-based courses. To these questions the answers are contradictory. Some professors found that the total time can far exceed a traditional classroom course, while others estimated that the amount of time consumed is similar in both systems, but that only the time is distributed differently. However, the modern trend in academic institutions is to combine these both systems in such a way that all on-campus undergraduate courses include some e-Learning components. Traditional engineering instruction used the classes on campus method, with little interaction amongst students, while at present professors are using web sites as classroom tools, especially, also, to improve the interaction between them and the students, as well as between the students themselves. Obviously, using web tools forces professors to rethink their courses, so that the old on-campus style method could be improved significantly. In many universities seminars and web faculty colloquia were initiated, in which on-line features and tools were clarified outlining the digital accomplishments, as well as some uneasiness about virtual pedagogy. Another important matter for on-line classes consolidation is the looking for funds in order to launch new programmes. In general, web professors would receive two types of fees, one for developing the e-courses, another for teaching it over Internet, Additional administrative and technical staff is also needed to run web learning programmes, which must be kept up and running the entire day. There are additional costs for training, software licenses, e-commerce applications, web design tools and the maintenance of computer and telecommunications infrastructure. It is conspicuous that the enumerated costs led to a significant amount of investment, roughly about some millions of dollars. With respect to the students, tuitions for web-based courses are comparable to those for conventional classes; savings in time by commuting from campus to on-line learning must be balanced against the costs of computer hardware and software and Internet services to access the courses on-line. The intellectual property of e-learning courses is also a matter that yet has to be clarified in further detail. Anyhow, at present, it is a generally accepted opinion that certain types of instruction will never go entirely on-line, as, for example, laboratory courses that require immediate access to as well expensive as also highly specialized equipment. Nevertheless, it should be mentioned that efforts are undertaken in many universities to use some real equipment in virtual laboratories, where students can run experiments and analyze the results remotely. The main target of such laboratories is to allow students to interact easily with a set of physical processes through Internet. This represented one objective of the developed project approached by the authors of this paper. A BRIEF PRESENTATION OF VIREC e-INITIATIVE PROJECT The project ViReC e-Initiative was developed in the framework of European programme MINERVA between the years 2002-2005 by a Consortium formed of seven partners from Romania, Germany, Ireland and Greece. This project was clearly devoted to the development of innovative practices and services, having in view the setting up of a virtual resource centre composed of a Distributed Learning Environment (DLE), arising awareness of the impact of ODL and the use of ICT in education. One of the remarkable outputs of the project is creation, by carrying on applied research work, of virtual laboratories crossed with some real devices/equipment. By its structure, the virtual resource centre is reproducible, allowing integration of cross-curricular approaches; it fosters collaboration between learners and educators, as well as it stimulates multidisciplinarity. The main objective of the project was to set up a qualitative learning environment in an academic European network, ensuring an open access to improved methods and educational resources, as well as to the best practices applied in the partner teaching/learning institutions, by stimulating an innovative development of ICT-based educational products. The following additional objectives were considered by the applied research work carried on by partner institutions: Extended use for educational purposes of new tools and methods incorporating features of the emerging ICT technologies Development of ICT-based educational products, in particular multimedia-type, by encompassing advanced pedagogical skills Evaluation of the impact level of new products on a target group of students. The concrete aims foreseen from the incipient stage of the project were: Raising the quality of the educational process by means of ICT tools Improvement of learning processes at higher education level (undergraduate, postgraduate) as well as Continuing Education Development and implementation of new advanced technological scheme improving learning process by incorporating real laboratory equipment into virtual laboratories, using ICT means and facilities Promoting a better understanding among educational personnel, decision makers and the public at large of the role and importance of ICT in education Development and integration of services and educational systems in different geographic sites across Europe in a global system providing information for teachers, students, administrators, decision makers, learners and new ICT educational developers Setting up a superior interdependency between the learning processes and high performance technology, focusing on the engaged learning and high technology performance Establishing an efficient interconnection by using ICT means between European universities allowing promotion of Distributed Learning Environment. It could be appreciated that two major outcomes of the carried out project ensuring a qualitative student activity for several technical disciplines are setting up of mixed laboratory environments incorporating features of real and virtual laboratories and design and implementation of remotely accessible simulators. Obviously, such approaches are very efficient for running the current lab activity as requested by syllabi at certain technical disciplines (from Computer Engineering area) without having locally a direct access at enhanced and sophisticated resources. It can be pointed out that such modern approaches, becoming feasible through ICT means, are beneficial for Continuing Education system as well. The main pedagogical approach considered by the project promoters is dependent on the planned activities in synchronous section and in asynchronous section, in particular for the new styles of conducting laboratory activity, new approaches for evaluation, new shape of live courses delivered, new ways of writing and creating multimedia textboxes and tutorials, student testing procedures. In elaboration of the project there were considered also the learning management process mechanisms by scheduling and timetabling, assessment of learning styles, evaluation of learning level against criteria that are transparent, relevant, realistic, reliable and valid, etc. As target groups of running ViReC e-Initiative project there were envisaged. students (undergraduate, postgraduate, long-cycle, short-cycle), participants in Continuing Education process from companies (updating, reshaping, requalification, etc), participants in Adult Education, teachers, trainers, school managers. Of remarkable usefulness is development of distance laboratory activity on real equipment for some disciplines from Computer Engineering curriculum, like Network Management, Data Communications, Logical Design, enabling adaptation to the curricula requirements in locations where specific complex and expensive devices were missing. The entire project was structured on objectives, activities and outputs, synchronized by a rigorous planning scheme framed by a comprehensive monitoring and evaluation procedure. The entire proposal was stirred by an objective trend ascertaining that traditional education has shifted towards new methods of teaching and learning through proliferation of Information and Communication Technologies and that the continuous advances in technology enable the realization of a more distributed structure of knowledge transfer. This becomes critically important for countries that lack resources and infrastructure for implementing modern technologies in education practice. The correlation between technology performance and learning effectiveness led the identification of the following four categories: engaged learning and high technology performance engaged learning and low technology performance passive learning and high technology performance passive learning and low technology performance The proposed and performed project belongs to the category C, where high performance technology can be used to improve the learning process. By engaged learning according to the general definition, it was understood use of computer based technologies to help learners think through complex, authentic problems, take charge of their own learning and develop products for teaching or use in the real world. The engaged learning help students to develop advanced skills in reasoning, summarizing, high level self questioning and reflection, provide sophisticated tools for learning complex concepts and procedures, adjust the level or adapt the sequence of problems based on student performance, etc. This is an ideal that corresponds to the current accepted pedagogical approach to learning called the constructivist approach ,wherein the learning is student-centred ,that requires students involvement in the construction of knowledge and where they assume their responsibility for a particular style of learning. Anyhow, at the present stage it may be ascertained that ViReC e - Initiative project belongs to the level of objectivist methods, where the content is presented in a dedicated form that students have to repeat it. The future work of promoters is oriented to redesign the entire platform to learner centred system based on problem based learning approach, by developing a web based information technology student support system, leading to the superior level, that of engaged learning. GENERAL STRUCTURE OF VIREC PLATFORM The overall developed system architecture comprises Web servers, Data base servers including also open source servers, run on Windows as well as on Linux operating systems, running on a physical structure formed of microcomputers and laboratory real equipment. The user makes requests to the main Web server via the ViReC portal. The main server side languages used on the portal that analyse the user requests are ASP, ASP.NET and PHP. Afterwards, the portal sends an appropriate response in the form of a web page, containing HTML which is mandatory, and, depending on the case, FLASH animations and/or JAVA applets as well. For instance, in case of Computer Architecture module, FLASH movies were used to present the main concepts in the tutorial section, whereas JAVA programs (applets) were implemented for the laboratory works. A simplified representation of the entire ensemble is given in fig. 1.  THE MAIN OUTPUTS YIELDED BY ViReC e-INITIATIVE PROJECT The described project represents a complex approach involving an international collaboration and an efficient interaction between several expert groups responsible for different work packages. A tremendous amount of work was injected in this endeavour, finalized by a positive assessment by independent evaluators appointed by EU Commission. The quality of the educational process can be increased by means of ICT initiative ensuring superior interdependency between the learning process and high performance technology, like ICT, focusing on the engaged learning and high technology performance. At present, the integration of services and training systems placed in different geographic sites of a global system, providing information to all actors involved in educational system about the new educational methods and the most recent evolution of the available technology ensures efficient interconnections between European universities, thereby allowing promotion of Distributed Learning Environments. In many European universities there were created adequate ICT resources covering an inter-curricular area which are locally oriented. ViReC project was clearly oriented to development of innovative practices and services, having in view setting up a virtual resource centre composed of a Distributed Learning Environment (DLE), arising awareness of the impact of ODL and the use of ICT in education. Among several remarkable attained outputs, creation of virtual laboratories crossed with some real devices/equipment is considered a challenging achievement. The project succeeded to set up a qualitative learning environment in an academic European network ensuring an open access to improved methods and educational resources, as well as to the best practice applied at partners, by outlining an innovative development of ICT-based educational products. As a natural consequence of setting up the foreseen Distributed Learning Environment (DLE), the following collateral objectives were fulfilled as well: Promoting a better understanding among educational personnel, decision-makers and the public at large ,of the role and importance of ICT for education; Extended use for educational purposes of new tools and methods incorporating features of the new technologies specific to ICT; Development of ICT-based educational products, in particular multimedia-type, by encompassing improved pedagogical skills. To emphasize the importance of project monitoring and evaluation, a special activity called Project management and monitoring has been carried out. An operational and managerial structure of the entire consortium was elaborated by the general co-coordinator/promoter of the project. The consortium was formed out of seven partners of which three were German, one was Irish, one was Greek, two were Romanian, led by the Project Management Group (PMG).. The main pedagogical and didactical approaches considered by this project were dependent on the planned activities to be run: In synchronous section new styles of conducting laboratory activity, new approaches for evaluation such activities, new form of live courses delivered; In the asynchronous section new ways of writing and creating multimedia textbooks, new methods of testing learners via quiz, exercises, simulators. Besides this, it can be appreciated that pedagogical approaches were focused to ensure learning management processes encompassing scheduling and timetabling, assessment of learning, accommodation to learning styles, evaluation of learning against criteria that are transparent, relevant, realistic, reliable and valid. The importance of this facet is pointed out by the content of activity planned at the end of each year, where during the workshops debates on the pedagogy subject were initiated by inviting pertinent specialists. The outputs were designated O1 O9, each characterized by specific activities and products. The Project Guideline (O1) was elaborated by the PMG as a result of discussions during activity A3 (PMG planning meeting for year one). It outlined the main co-ordinates of the project progress for the entire life of the project. The Consolidated Study (O2) realizing a comparative analysis of the present stage in partners institutions, including the model and organization, of the DLE was elaborated during the preparatory stage of the project, The first meeting of the corresponding Expert Team was aimed at analysing the achievements of each partner in ODL field as well as at elaborating the organizational model of the DLE. In order to achieve this output, there were identified the distributed hardware and software resources available at all partners (by running the Activity A5 ). At each partner there were inspected the following aspects: Hardware and software resources available to be used during the life project or integrated within DLE Experience in the field of ODL and ICT of the staff involved in the project Results of previous related projects carried out by the partner institution Level of the usage of ICT in the teaching/learning processes. After data gathering, a comparative analysis and synthesis was performed in order to identify the complementary resources. By dividing the DLE into sections and modules, the design stage, materialized by O3 , as well as the effective implementation were split between partners. In order to monitor and synchronize the activities, bimonthly videoconferences were carried out. The Expert Teams informed periodically the PMG regarding the evolution of the tasks and the encountered difficulties. The design and implementation of the Portal for content and services access of DLE, output O4,of the generic tool destined to assembling and editing multipurpose multimedia materials, output O5,of the DLE lectures, output O6, and of the DLE forum, output O7,were run by each partner through performing the tasks assigned by the PMG. The applied research work was performed by using the following well known software tools: Visual Web Developer 2005 Express Edition Beta 2, Dreamweaver MX2004, Macromedia Flash MX Professional 2004, Macromedia Flash Player, FrontPage, MySQL Database Server. The implementation of tutorials was backed by multimedia facilitiers, including animations and sound. In order to elaborate the Biannual Informative Bulletin, output O8, and the conclusive materials corresponding to the stage O9, each partner published in the ViReC Informative Bulletin synthetic and conclusive materials, articles on different topics, such as managerial aspects, technical solutions adopted during implementation, etc. Some of the published articles were an outcome of the PMG and Expert Team meetings. University of Craiova co-ordinated and supervised the entire publishing activity. Summarizing the essence of the designed and yielded products, there can be ascertained the following items: Web based services (Forum, E-mail), common tools (generic tools, assessment, tracking), multimedia products (lectures, tutorials, laboratory guides), reports (consolidated study, quality criteria, assessments, etc.), needs analyses, biannual informative bulletin etc. By output O4 it was developed the VIREC portal for content and services access DLE, consisting of the Web server which represents the access point to DLE resources and consisting of the following modules: navigation system, VIREC presentation, links to VIRECs distributed resources, registration section and reservation section. The Web pages were written in English, having in view also the development of versions in the languages of each partner from consortium. By output O5 it was envisaged a generic tool aimed at assembling and editing of multipurpose multimedia materials; this output was achieved as a result of activity A11. Based on this tool the developers were able to process multimedia raw materials to produce versatile tutorials for different disciplines. With regard to DLE lectures, it must be pointed to the approached two sections: synchronous section: distributed training environment based on real laboratory equipment, integrated tool for live presentations, exercises on real equipment. asynchronous section, consisting of textbooks (Data security in computer networks, Computer architecture, Network management subjects ), tutorials, quizzes. Tutorials consist in animations and at a more illustrative explanations of the main concepts included in the textbooks. The animations were implemented using Macromedia Flash 5. A set of efficient simulators was developed for several disciplines, like Data security in computer networks, Computer architecture, Robot control, using for implementation Java technology. A set of exercises representing laboratory works attached to different subjects from the treated disciplines. The educational institutions participating in the project implementation can benefit of the DLE resources as an extension of their own assets. Based on the tutorials and multimedia textbooks, the professors/teachers can use tools and methods incorporating features of the new technology specific to ICT in the teaching process. Each educational institution will promote the availability of, and improve access to, relevant high quality and innovative learning, in particular through the use of information and communication technologies. Based on DLE resources, each partner will be able to develop new educational and training programs, as well as new learning styles geared to meeting the specific needs of the learners. Besides some regular common steps undertaken to implement VIREC e- Initiative project it can be appreciated that there were two innovative research outputs developed and experienced, namely: setting up mixed laboratory environments encompassing features of real and virtual laboratories; design and implementation of remotely accessible simulators for different technical disciplines. Such new approaches are very efficient for running the current lab activities as requested by curricula and syllabi at certain disciplines without having a direct access to complex and expensive resources. By means of the foreseen techniques and tools it was allowed remote access to resources at the host institution, by connecting to a set of assigned equipment or simulators. With regard to the evaluation activity the following methods were used: a Forum was created allowing gathering of comments, observations, remarks, critics, proposals, concerning the facilities offered by ViReC platform. The Forum is consulted by an internal evaluator designated by PMG, who is informing ,in turn, the Expert Team and/or PMG; an independent evaluator was appointed to analyse globally the main features of DLE; the feedback of learners is surveyed by a questionnaire deployed on the Forum by a careful analysis of the assessments of learners realized by internal evaluation where it is outlined the quality of the carried our work. An extension of activity A17, entitled Evaluation and validation of the efficiency of ICT based teaching/learning process within ViReC has to be set at a later instant and therefore the following inner sub-activities emerged: forming student target groups, presentations of the DLE role, presentation of DLE users guide, learning/teaching activities by using DLE materials and tools, design of questionnaires, feedback evaluation, global conclusion. This final change was required for an improvement of the global endeavour of ViReC by treating consistently the Evaluation/Assessment process on target groups of students/learners during one semester of academic activity. ConclusionS The applied research work performed by the expert groups from ViReC e-Initiative consortium should be continued in order to improve the present state of the set-up DLE, to extend the set of approached disciplines, to implement it in other higher institutions. A possible direction of development could be the customisation of the existing products. As mentioned in the paper, a new vision of this endeavour could be approached on a higher layer, by switching to the constructivist method of learning. This implies a deeper review of the set up products and organizations in order to consider category A referring to the engaged learning and high technology performance. Obviously, such an approach could be tackled through new EU projects in the pertinent European programmes. Acknowledgement The authors thank to the European Commission that funded through Socrates-Minerva programme, under the Contract Number 101424-CP-2002-MINERVA-RO-MM, allowing development of the presented EU project. The authors also would like to thank all students from Craiova Computer Engineering course for their contribution to project development and the valuable feedback on the on-line laboratories testing. References B. 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James - Gordon, Combining Traditional Learning Theories for e-Learning, Proc of ED-MEDIA 2003- Honolulu, Hawaii, 2003 P. Murugaiah et al, The Web-Based Learning Environment: A comparative Study between the Constructivist and Content-Based Approaches, Proc. of IEEE Conf on Advanced Learning Technologies, ICAL 2004 D. H. Jonasse, The Constructivist Learning Environment on the Web: Engaging Students in Meaningful Learning, Proc. of SUNTEC Conference, 9-11 Febr. 1999, Singapore B. Wilson, (ed), Constructivist Learning Environment, Englewood Cliffs, 1996 ViReC project on http://cs.ucv.ro/ViReC/ O. Cernian, A. Neatu, T. Hall, Towards on-line Learning System; a Case Study: ViReC e-Initiative Project Computer Architecture Set, Proc. of EAEEIE Conference, Craiova 2006. BIBB (ed.): e-Learning in Europe-Results and Recommendations, Bonn, European Commission: Open Invitation to Tender, DG EAC 21/02/2003. I. Hamburg, O. Cernian, H ten Thij, Blended Learning and Distributed Learning Environments, Lucerne, Switzerland, May 26-28, 2003 Cernian, Oleg / Hamburg, Ileana / Mancas, Dan, 2005: Distributed learning environments: an example. In: Academy of Economic Studies: Information & knowledge age: the proceedings of the Seventh International Conference on Informatics and Economy, Bucharest, Romania, May 19-20, 2005. Bucharest: Editura Economica, INFOREC, p. 259-265 Cernian, Oleg / Hamburg, Ileana / Mancas, Dan / Hall, Timothy (Mitarb.), 2004: Engineering education and its interaction with globalisation and localisation processes. In: Seventh IMAC Conference on Localization and Globalisation in Technology Design, Use and Transfer as a Subject of Engineering Work and Education; September, 13-15, 2004, University of Duisburg-Essen, Germany; band of manuscripts. Duisburg: IMAC, Internat. Inst. of Industrial and Manufacturing Culture, p. 105-114 The work performed in ViReC e-Initiative project was supported by the European Commission by means of the SOCRATES-MINERVA Programme Dr. Ileana Hamburg; IAT, Wissenschaftazentrum Nordrein-Westfalen Gelsenkirchen, Germany. Dr. Oleg Cernian; University of Craiova, Computer Department, Romania (phone: +40-251453666; fax: +40-251436699; e-mail: cernian@ucv.ro). Drs. Herbert ten Thij; I.E.R. 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