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Wykorzystanie wiedzy z zakresu informatyki ekonomicznej w procesie modelowania ścieżek kształcenia

100%
Korczak K., Szymański K.
Informatyka Ekonomiczna
|
2014
|
issue 2(32)
338-349
EN
The purpose of this article is to present the concepts of modeling learning pathways resulting mainly from the rapidly changing application area of Business Informatics. The authors discussed in detail two concepts of learning pathways, which are based on modular and personalized learning programs. The potential benefits, risks as well as selected research problems were identified. The subject of article corresponds to a certain extent to the planned changes in the offer of Computer Science curriculum. This field of study is led by the Department of Computer Science in Economics from the University of Łódź.
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Spersonalizowane ścieżki kształcenia - propozycja uelastycznienia programu studiów

100%
Korczak K., Szymański K.
Informatyka Ekonomiczna
|
2015
|
issue 4(38)
31-44
EN
In the article, the authors analyse the concept of personalised learning pathways (SSK) dedicated to the fields of studies which make up a large part of the contents of Business Informatics. This concept proposes a more flexible study program primarily through the resignation from the specialties and the significant increase in the pool of subjects to choose from. The basis of conclusions were the results of a representative survey conducted among 108 students of Computer Science (Bachelor`s Studies) at the Faculty of Economics and Sociology, University of Lodz. Students completing the questionnaire referred to the selected elements of the concept of SSK, and also pointed to the potencial benefits and challenges that may be associated with this concept.
3

Improving Learning in a Traditional, Large-Scale Science Module with a Simple And Efficient Learning Design

75%
Godsk M.
European Journal of Open, Distance and E-Learning
|
2014
|
vol. 17
|
issue 2
143-159
EN
This article presents the experiences and results of using a simple learning design for transforming a traditional, large-scale, face-to-face science module in calculus into blended learning where all face-to-face lectures were replaced by webcasts and online activities. The article presents the impact on teaching and learning in terms of how the teacher and the students used the materials and the impact on the students’ performance and satisfaction. The article concludes that replacing face-to-face lectures with webcasts and online activities has the potential to improve learning in terms of a better student performance, higher student satisfaction, and a higher degree of flexibility for the students. In addition, the article discusses implications of using learning design for educational development, how learning design may help breaking with the perception that facilitating blended learning is a daunting process, and, ultimately, its potential for addressing some of the grand challenges in science education and the political agenda of today
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