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1
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THE IDEA OF AN INTEGRATED REMOTE TEACHING SYSTEM (Koncepcja integracji systemów zdalnego nauczania)

100%
Pyzik L.
e-mentor
|
2010
|
issue 2(34)
42-46
EN
The article presents the concept, as well as a prototype of an integrated remote teaching system (ZSZN - from Polish: Zintegrowany System Zdalnego Nauczania). The integrated system incorporates synchronic and asynchronic e-learning systems and the virtual machines system. The concept of the system and the prototype lead to a single central managing system, which is linked to all the components, that use a common interface. It allows creating synchronic e-learning sessions, regulating the time of the session and also generating access codes for a session. Additionally, the lecturer has the possibility to assign access to e-learning resources and to create/manage other user's virtual machines. The article presents basic ideas of the system and its functions. The system integrates different teaching methods. It is perfect for teaching student with disabilities, allowing them to fully participate in the stationary lectures.
2
Content available remote

OLAT PLATFORM AS A TOOL OF DISTANCE EDUCATION. PART 2 (Platforma OLAT jako narzedzie zdalnej edukacji. Czesc.II)

100%
Palka E.
e-mentor
|
2010
|
issue 3(35)
36-42
EN
In this article the most important aspects of learning platform OLAT from the point of view of the main users, namely, administrator, teacher and student are discussed. The paper is based on information available on the Internet as well as on personal experience gained by using it.
3
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Content available

Narodowy Uniwersytet Kształcenia na Odległość (UNED) w Hiszpanii – 40 lat w służbie edukacji ustawicznej

100%
Konieczny P.
Rocznik Andragogiczny
|
2012
|
vol. R. 2012
292-307
EN
The National University of Distance Education (UNED) celebrate its 40th anniversary in the 2012th year. Currently, the University is one of the largest institutions specialized in distance education in Europe and in the world. In this article an author presents selected aspects of working the UNED: the history, the structure, the educacional offer and the methodology of learning. A lot of solutions applicated in the UNED are worth to discuss in the context of polish distance education.
4
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Narodowy Uniwersytet Otwarty im. Indiry Gandhi - wiodąca placówka systemu edukacji otwartej na odległość (open distance learning) w Indiach

88%
Mystek-Pałka H.
Rocznik Andragogiczny
|
2010
|
vol. R. 2010
EN
The author shows the activity and development of the Indira Gandhi National Open University (IGNOU) as a part of Open Distance Learning system (ODL) since it was established in 1985. The University educational offer is being intensively developed to be available for distance learners from all parts of the country. IGNOU cooperates with international organizations, such as UNESCO and it is also an important member of the Commonwealth of Learning (COL) to exchange knowledge and experiences. The text reveals that IGNOU is a part of human resources development strategy implemented by the Ministry of Education. Its goal is to provide high quality education by using innovative solutions and new technologies to make distance higher education accessible for all.
5
Content available remote

OLAT PLATFORM AS A TOOL OF DISTANCE EDUCATION. PART 1 (Platforma OLAT jako narzedzie zdalnej edukacji. Czesc I)

88%
Palka E.
e-mentor
|
2010
|
issue 2(34)
38-41
EN
In the first part of the study, presented here, the authoress discusses the most important aspects of educational platform OLAT, which is gathering increasing popularity in many European countries as well as in Poland. In the second part the platform is going to be presented from the perspective of three groups of users: administrator, teacher and student in the context of particular course of Algorithmics. Both papers were created on the basis of works available in the Internet as well as authoress' own experience with using the platform.
6
Content available remote

TECHNOLOGY AND BUSINESS SCHOOLS

88%
Fleck J.
e-mentor
|
2010
|
issue 2(34)
85-90
EN
The paper considers how technology is currently affecting the Business School world, and seeks to draw out some of the implications and ramifications that Business School administrators and educationalists should bear in mind. The paper starts out by describing a particular approach to teaching pioneered by the Open University Business School, contrasting it with the more traditional approach generally found in the sector. Then, drawing on insights from analyses of technology development which employ a broad view of technology as including organisational and cultural aspects as well as the narrowly instrumental 'hardware' aspects several important general observations are made.
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