Proceedings of the 12th International Conference On ...

Proceedings of the 12th International Conference On Virtual Learning

OCTOBER 28, 2017

MODELS & METHODOLOGIES, TECHNOLOGIES, SOFTWARE SOLUTIONS Phase II - Period 2010-2020: e-Skills for the 21st Century

, 2017

ICVL and CNIV Partners: Grigore Albeanu, Mircea Popovici, Radu Jugureanu, Adrian Adăscăliței, Olimpius Istrate www.icvl.eu

www.cniv.ro

ISSN: 1844-8933 - ISI Proceedings, accessed via Web of Science, since year 2006

© Bucharest University Press Şos. Panduri, nr. 90-92, BUCUREŞTI – 050663;Tel.Fax: 021.410.23.84 E-mail: [email protected] Librărie online: www.librarie-unibuc.ro Centru de vânzare: Bd. Regina Elisabeta, nr. 4-12, Bucureşti, Tel. (004) 021.305 37 03 Web: www.editura-unibuc.ro

Desktop publishing: Cătălin Ionuț Mihai

The 12th International Conference on Virtual Learning ICVL 2017

12

Video vs Audio Input for Developing Listening Skills in an Online EFL Course

9

120

Natalia Sazonova, Julia Troshina Methodical aspects of remote trainings for unemployed people 13

14

126 Mikhail Kuznetsov Interactive forms of teaching ―pilgrim tourism‖: creation and use in distance training of managers of tourism

131

Polina Ananchenkova, Svetlana Bazhenova The use of e-Learning technologies in orphans training programs 15

16

17

18

19

20

136 Olga Volkova, Oksana Besschetnova, Polina Ananchenkova Application of educational technical tools foranalysis the color of essential oils from white oregano Zlatin Zlatev, Stanka Baycheva Online Collaboration for Improving the Quality of Training Course for Craft Tapestry In Egypt Nedeva Veselina, ElNasharElSayed A., Zlatev Zlatin The Benefits of G Suite for Education on the Experience of Trakia University – Stara Zagora Nedeva Veselina, Karabaliev Miroslav The Benefits of Combining Social Media and e-learning for Training Improving in FTT Yambol Nedeva Veselina, Dineva Snejana Options for e-evaluation of the theoretical training of students of pedagogical disciplines

141

145

151

158

165

Ivanka Nikolaeva Shivacheva-Pineda Metasystems Learning Design Theory and Information Visualization 21

170 Elena Railean Incorporating Group Projects in E-Learning: Challenges for the Educators

22

23

176 Joanna Dzionek-Kozłowska, Tony Broadwick Identity Criteria, Knowledge Formation and Conformity Conceptsin Learning Space

183

Dragoș Iliescu Chaos as Art principle - Reason for Composition Imbalance 24

Vaska Sandeva, Katerina Despot, Tamara Veselinova

190


17

Scientific Committee/Technical Programme Committee / Executive reviewers Dr. Grigore Albeanu

Professor of Computer Science, Spiru Haret University, Research Center for Mathematics and Informatics, Romania

Dr. Adrian Adascalitei

Professor of Electrical Engineering Fundamentals, Technical University "Gh. Asachi", Faculty of Electrical Engineering, Iasi, Romania

Dr. Michael E. Auer

Professor of Electrical Engineering, Carinthia University of Applied Sciences, School of Systems Engineering, Villach, Austria General Chair, ICL – Interactive Computer aided Learning, http://www.icl-conference.org/

Dr. Angelos Amditis

Research Associate Professor (INTUITION Coordinator, http://www.intuition-eunetwork.net/), Institute of Communication and Computer Systems, ICCS- NTUA Microwaves and Optics Lab, ATHENS, GREECE

Professor of Computer Science (Virtual Reality), Mathematics Dr. Rareş Boian and Computer Science, "Babes-Bolyai" University of ClujNapoca, Romania, http://www.ubbcluj.ro Dr. Grigore Burdea

Professor of Applied Science (Robotics), Rutgers – The State University of New Jersey, Director, Human-Machine Interface Laboratory, CAIP Center, USA

Dr. Pierre Chevaillier

LISYC – Laboratoire d'Informatique des Systèmes Complexes, CERV – Centre Européen de Réalité Virtuelle (European Center for Virtual Reality), France, European INTUITION Consortium member

Dr. Mirabelle D' Cruz

Virtual Reality Applications Research Team (VIRART), School of Mechanical, Materials and Manufacturing Engineering (M3),University of Nottingham University, U.K., European INTUITION Consortium member

Dr. Steve Cunningham

Noyce Visiting Professor of Computer Science, Grinnell College, Grinnell, Iowa, USA Department of Computer Science

Dr. Ioan Dzitac

Professor of Computer Science, Executive Editor of IJCCC, Agora University,Oradea, Romania

Dr. Victor Felea

Professor of Computer Science, ―Al.I. Cuza‖ University of Iasi, Faculty of Computer Science, Romania

Dr. Horia Georgescu

Professor of Computer Science University of Bucharest, Faculty of Mathematics and Computer Science, Romania

University of Bucharest and “L. Blaga” University of Sibiu

18 Dr. Radu Gramatovici

Professor of Computer Science University of Bucharest, Faculty of Mathematics and Computer Science, Romania

Dr. Felix Hamza-Lup

Professor of Computer Science at Armstrong Atlantic State University, USA

Dr. Angela Ionita

Romanian Academy, Institute for (RACAI), Deputy Director, Romania

Dr. Olimpius Istrate

University of Bucharest, Faculty of Psychology and Educational Sciences, Bucharest, Romania www.elearning.ro

Prof. Radu Jugureanu

AeL eContent Department Manager, SIVECO Romania SA, Bucharest, Romania www.siveco.ro

Dr. Bogdan Logofatu

Professor at University of Buchares, Faculty of Psychology and Educational Sciences, Bucharest, Romania www.unibuc.ro

Artificial

Intelligence

Dr. Jean-Pierre ISEN Brest (école d'ingénieurs généralistes des hautes technologies), France, European INTUITION Consortium member Gerval Dr. Daniel Mellet-d'Huart

AFPA Direction de l'Ingénierie Unité Veille sur la Réalité Virtuelle MONTREUIL, European INTUITION Consortium member

Dr. Marius Măruşteri

Professor in the Department of Informatics, University of Medicine and Pharmacy Târgu - Mureş, Romania

Dr. Mihaela Oprea

Professor in the Department of Informatics, University of Ploiesti, Romania

Thomas Osburg Intel Education Manager, Europe www.intel.com/education

Dr. Harshada (Ash) Patel

Virtual Reality Applications Research Team (VIRART)/Human Factors Group Innovative Technology Research Centre, School of Mechanical, Materials and Manufacturing Engineering, University of Nottingham, University Park, Nottingham, U.K., European INTUITION Consortium member

Professor at Computer Science Department of Western Dr. Dana Petcu University of Timisoara, Director at Institute e-Austria Timisoara, Romania Professor of Computer Science, Ovidius University of Dr. Dorin Constanta, Romania / CERV– European Center for Virtual Mircea Popovici Reality (France, European INTUITION Consortium member) Professor of Computer Science, Director of the Advanced Dr. Ion Roceanu Distributed Learning Department, "Carol I" National Defence University, Bucharest, Romania


Dr. Maria Roussou

Virtual Environments and Computer Graphics Lab., Department of Computer Science, University College London, U.K., European INTUITION Consortium member

Dr. Ronan Querrec

CERV – Centre Européen de Réalité Virtuelle (European Center for Virtual Reality), Laboratoire d'Informatique des Systèmes Complexes, France

Dr. Luca-Dan Serbanati

Professor of Computer Science, University "Politehnica" of Bucharest, Romania and Professor at the "La Sapienza" University, Italy, European INTUITION Consortium member

Dr. Leon Tambulea

Professor of Computer Science, "Babes-Bolyai" University, ClujNapoca, Romania

Dr. Jacques Tisseau

CERV – Centre Européen de Réalité Virtuelle (European Center for Virtual Reality), LISYC – Laboratoire d'Informatique des Systèmes Complexes, France, European INTUITION Consortium member

Dr. Alexandru Tugui

Professor at ―Al. I. Cuza‖ University of Iasi, FEAA, ―Al. I. Cuza‖ University Iasi, Romania

Dr. Marin Vlada

Professor of Computer Science, University of Bucharest, Romania, European INTUITION Consortium member

19

Research papers – Major Topics The papers describing advances in the theory and practice of Virtual Environments for Education and Training (VEL&T), Virtual Reality (VR), Virtual Laboratory (VirtLab), Information and Knowledge Processing (I&KP), as well as practical results and original applications. The education category includes both the use of Web Technologies, Computer Graphics (CG) and Virtual Reality Applications, New tools, methods, pedagogy and psychology, Case studies of Web Technologies and Streaming Multimedia Applications in Education, experience in preparation of courseware. Thematic Areas / Sections    

MODELS & METHODOLOGIES (M&M) TECHNOLOGIES & VIRTUAL LABORATORY (TECH) SOFTWARE SOLUTIONS (SOFT) "Intel® Education" – Innovation in Education and Research (IntelEdu)

Online Collaboration for Improving the Quality of Training Course for Craft Tapestry In Egypt Nedeva Veselina1, ElNasharElSayed A.2, Zlatev Zlatin1 (1)Trakia University - Stara Zagora; Faculty of Techniques and Technology; Yambol 8602, "Gr. Ignatiev" str. №38, Bulgaria, E-mail: veselina.nedeva[at]trakia-uni.bg (2)Faculty of Specific Education, Kafrelsheikh University, Kafrelsheikh, Egypt; E-mail: Smartex[at]kfs.edu.eg

Abstract The courses for Craft Tapestry in Egypt meet the required standards for the preparation of the students from Kafrelsheikh University, Egypt - Performance standards, Textiles and Apparel standard and Technological standards, when applying the electronic forms for training. The report are examined and analyzed the various forms for online collaboration solutions which shall be selected according to the specificity of each task which have to fulfill the students during their training. Presented are the most popular programming applications for sharing of knowledge, which are the most adaptive. Traced are the main stages for the implementation of the instruments for online collaboration. It was separated from the place of open source, shareware and free collaboration tools. They are made outlets are their role in improving the quality of the training in the conduct of the course in craft tapestry in Egypt. Keywords: e-learning, online collaboration, training, Craft Tapestry

1 Introduction Collaborative learning is an educational approach to teaching and learning that involves groups of learners working together to solve a problem, complete a task, or create a product. Collaborative learning is based on the idea that learning is a naturally social act in which the participants talk among themselves(Srinivas, 2011a).. The concept of collaborative learning, the grouping and pairing of learners for the purpose of achieving a learning goal, has been widely researched and advocated - the term "collaborative learning" refers to an instruction method in which learners at various performance levels work together in small groups toward a common goal. The learners are responsible for one another's learning as well as their own. Thus, the success of one learner helps other students to be successful(Srinivas, 2011). The broadest definition of 'collaborative learning' is that it is a situation in which two or more people learn or attempt to learn something together (Dillenbourg, 1999). The purpose of the report is to describe and analyse the opportunities that students have learned in the Craft Tapestry course for online collaboration in order to achieve a higher quality of their training to accomplish their learning tasks. 2 Materials and Methods This course is an introduction to drawing the Tapestry a variety of materials. The focus is on using visual elements, and proportion and symmetry, for raw materials, and studying this course, students must be able to demonstrate proficiency in drawing the Tapestry figure, and by completion of the

146


training program crafts men are able to: understand the composition of Tapestry design with lines and colors, textures and design structure/properties, and performance relationships of couture tapestry, Conscious relationship couture configure design elements (mixing colors and raw materials) understand the composition of couture configure Tapestry to configure elements of tapestry. The aim of the course is: to give craftstudents the basic knowledge and skills of fashion design techniques, and aims to increase knowledge and skills in the visual field of fashion design. And attention to focus on the basics of fashion design (color, lines and textures "body proportions", and design elements, and structural composition of components of uniform, students should be able to explain the different methods and their application in couture on representational images: The crafts men qualify for and pass the high level design systems clothes and fabric textures and properties, and textile design, and on the human body. Give and develop the ability to sense perception fantasizing on expression and translation of ideas into fashion design models Professionalization and development of capacity to implement and apply models couture garments industry contributes Learn how to identify different kinds of designs for clothes according to job performance and its relation to the structural composition of the human body. Emphasis on implementation and simple layout structures of the human body. Identify methods of couture clothing fabrics formed on the body similar to the human body, elements of human body structure and fabric structures and prepare their constituents. Hands and skill development configure design elements (fonts, colours and materials) Learn how to configure the human body; Learn how to configure elements of human body structure; Professionalization and development of skill for the relationship between colour and structure components of the human body; Emphasis on fashion design with lines and colours and textures coating systems on the human body. To produce innovative models for garments. There are learning expectations for students from training course for craft tapestry: analyze the significance of tapestry and fashion; examine the impact of fashion trends and forecasting on tapestry and products; examine tapestry styles and features; analyze the impact of technology on textiles and tapestry design, production, and sales. According to Performance standards students have to: - Examines the psychology, symbolism, and terms related to tapestry color; - Practices using color schemes and illusions effectively in tapestry; - Chooses colors of tapestry than enhance physical appearance; - Identifies elements and principles of tapestry design; - Explains how to use principles and elements to enhance the appearance of tapestry; - Explains how principles and elements of design are used in tapestry design and construction; - Describes silhouette and its effect on appearance. There are Textile and apparel standard that required student to demonstrate design skills in textiles and apparel selections. According to International Society of Technology in Education (ISTE) there are ISTE Standards for students. We can resume them as follow (ICTE, 2017): 1. Creativity and innovation. Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. 2. Communication and collaboration. Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.


147

3. Research and information fluency. Students apply digital tools to gather, evaluate, and use information. 4. Critical thinking, problem solving, and decision making. Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. 5. Digital citizenship. Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. 6. Technology operations and concepts. Students demonstrate a sound understanding of technology concepts, systems, and operations. For Collateral Development an eLearning community may work towards (White, 2017): Documentation of best practices and standards for eLearning in an organization; The development of precedents for eLearning, i.e. storyboards and session plans; Development of competency standards for eLearning professionals that can underpin business-wide stewardship in this area. The methods used to achieve the goals set in the report are monitoring students' work, analyzing the results, discussing and interviewing them during and after the completion of their tasks. 3 Discussion and results First and foremost, you should focus on usability and accessibility when selecting collaboration tools for your eLearning course or deliverable. Another key consideration to keep in mind is how the collaboration tool will serve your primary learning goals. Ideally, you want to choose a collaboration tool that is going to be user friendly for all of your learners, and can be accessed on a variety of different devices, such as mobile phones and tablets. The collaboration tool should also fit in with your strategy and allow learners to gain skills, insight, and experience that will help them to achieve the learning objectives of the eLearning course (Pappas, 2014). 3.1 Sample performance tasks for students training Sample performance tasks for students training in Craft Tapestry are as follow: Participate in a ―colour analysis of tapestry‖. Work in pairs to develop a personal analysis. Identify personal features to consider when selecting tapestry. Using a computer analysis program, determine tapestry styles appropriate for various types of silhouettes. Select different examples of texture and patterns; explain how the tapestry would affect one‘s personal choice. Determine most desirable/flattering colours by using tapestry swatches for individual skin tones and how these colour schemes can be used in personal tapestry choices. Forecasting and cerate samples of the ancient history of school of tapestry arts and indicator of simple. The modern school of tapestry arts and indicator of simple. Forecasting markets needs of design tapestry. 3.2 Collaboration tools for students of Craft Tapestry For the collaboration, the students in the specialty use the social media and platforms they are familiar with.This is realized with the help of their mentors who monitor the work process in order to assist students and to gather necessary personal impression of the participation of each student in the process of realization of the given task.

148


Facebook.Through Facebook groups students remain organized as a team.The creation of Facebook closed groups takes place after the assignment of the tasks and the team formation.Thus, formed the group allows students to communicate and collaborate form anywhere.They can also have feedback with a mentor and exchange information with each other.In certain cases, when working on a particular project, not a task a Facebook page can be made. The possibilities and limitations can be represented by the following way (Burt, 2011): Table 1.Comparison of Facebook Groups and Pages Groups vs. Pages Groups Publish to users’ live streams  Share photos, videos, and events  Include discussion forums and comments   Make group private and manage members  Allow / Limit messaging between group members  Edit group docs wiki style  Group chat all at once Maintain complete control of what is posted  Use widgets on your blog/website to promote  rd Choose from thousands of 3 party apps  Automatically publish blog posts and tweets  Access “insights” or user stats 

Pages            

For communication and information sharing, students can also use Facebook Messenger: to share photos or share them at the moment of creating with a built-in camera; quick sharing of where they are located; send and receive audio notes and voicemail, print group chats, and search for messages in conversations already made. Conduct of online discussionfor each student‘s group or topic.This can be done in a variety of ways, but especially popular and easy to use are Facebook, Skype, TeamViewer or Google groups. Discussions should be held on a topic set at a specific point in time, or with provocative questions that provoke interest and lively discussion to challenge students to make their point of view and their suggestions for discussion.It is desirable for mentors to give guidance on the conduct or to offer previously developed rules in order not to deviate from the subject and to respect each point of view. Students can discuss, but be clear to the author of the suggestion at a given time. For online collaboration, it is important to provide online mentorship.When performing online training mentor and student can communicate through various platforms, for example. video conferencing tools. There are free and open source conferencing tools, for example Big Blue Button.Even if a Moodle e-learning platform is used, Big Blue Button can integrate into its learning environment and start and use it with the courses and groups created on this platform. If online mentorship is used, the next meetings can be planned, a calendar of upcoming events can be created, and information disseminated to students interested in the field. YouTube can be used to share recordings from video conferencing and other video material. Video tutorials can be offered to students to watch online tutorial. YouTube video channel material can be shared through social media and groups. G Suite for Education.Especially suitable for online collaboration is G Suite for Education.The main services that can be used after the registration of the University in G Suite for


149

Education: Classroom, Gmail, Drive, Calendar, Vault, Docs, Sheets, Slides, Forms, Sites, Hangouts. After creating a profile and email to everyone can use: Account, Contacts, YouTube, Photos, Meet, Google+, Translate, Keep, Groups. There are a number of other benefits to G Suite for Education: Inaddition, G Suite for Education is completely free. Google plans to keep the core offer of G Suite for Education free. "This is a user-friendly course for future incoming students. As it is known, Google was founded by a research project at Stanford University, and this is just one way we can give back to the educational community" (Google G-Suite Training, 2017); G Suite allows easy collaboration: anyone can create, share and edit their files in real time. At the same time all can workonthesamepageanditisauto maticallysavedinthecloud.; G Suitecanbeusedonanydeviceatanytime - a computer, tabletorphone. All applications for using the services provided by Google for Education are completely free and are developing continuously. A wealth of experience has been gained that can be explored and used. Suitable for collaboration are courses designed by Google Classroom. Benefits of Classroom: save teachers time, communicate and collaborate with other teachers (up to 20) and students andeasy support for administrator. Additionally, there are a number of third party applications that can be used and new ones can be created using Google Apps script - a programming language integrated in G Suite for Education. Lecturers can use different application with Classrooms as GeoGebra, Khan Academy, EDpuzzle and other. 3.3 Using collaboration tools to improve training quality Proponents of collaborative learning claim that the active exchange of ideas within small groups not only increases interest among the participants but also promotes critical thinking. There is persuasive evidence that cooperative teams achieve at higher levels of thought and retain information longer than learners who work quietly as individuals. The shared learning gives learners an opportunity to engage in discussion, take responsibility for their own learning, and thus become critical thinkers(Srinivas, 2011). Collaborative learning is an important part of eLearning. It allows learners to benefit from the experience of their peers, become fully engaged in their own learning experience, and more effectively acquire and retain information (Pappas, 2014). Findcollaborationtoolsthat are easy to use, accessible, and ideal for your learning goals. Explainhowthelearner can benefit from the collaboration tools. Replace old practices with new collaborative ones. Incorporate scenarios and real world examples that boost engagement. Hold live virtual events that facilitate group discussion. Keep in mind that collaboration tools are also great support tools. Create assignments based around video chats, instant messaging, and emails. Encourage learners to work together by creating shared projects. Ensure that everyone is aware of expectations, timelines, and objectives. Remember that you are the facilitator not an active participant. Regardless of the collaboration tools that you will decide to use while developing your eLearning courses or deliverables, by keeping these collaboration tool tips in mind you will have the ability to take full advantage of the features they offer. Whether you are designing for K-12, private institutions, or corporate training, collaboration tools can provide a number of advantages to your learners. Here are 8 ways that you can facilitate knowledge sharing through a thriving online learning community (Pappas, 2017): Create Topic-Centered Social Media Groups;

150


Integrate Online Group Collaboration Projects; Start An Online Discussion Forum; Host Monthly Live Webinars; Develop A Mentorship Online Training Program; Create Peer-Based Online Training Teams; Launch A "Moment Of Need" Microlearning Library; Encourage Learner-Generated Blogs. Dynamic web based learning groups depend on consistency and continuous correspondence. In that capacity, they do require some upkeep. Make people group rules to clear up desires and a presenting plan on consistently support learning sharing. You ought to likewise keep up a dynamic nearness inside the social learning stages in order to show others how it‘s done. Conclusion The report presents the training of students in the Craft Tapestry course describing the purpose of this course, the knowledge and skills that students must possess and the expected results that they must achieve after completing it.Performance standards were considered. During the training, students have tasks, some of which can be solved by working together online with their colleagues.For this purpose, they can use Facebook Groups or Facebook Pages, Facebook Messenger, Gmail for Education - Classroom, Google Groups or Google Drive and Docs. References Book Chapters: Dillenbourg P. (1999) Whatdoyuomeanbycollaborativeleraning?.In P. Dillenbourg (Ed)Collaborativelearning: CognitiveandComputationalApproaches. Elsevie Internet Sources: Burt, Ronnie (2011), The why and how of using Facebook for educators – no need to be friends at all!,https://www.theedublogger.com/2011/05/11/the-why-and-how-of-using-facebook-for-educatorsno-need-to-be-friends-at-all/, accessed 31.08.2017 Google (2017), G-Suite Training, https://sites.google.com/mrbwebsite.com/home/trainings/g-suite-training, accessed 31.08.2017 ICTE (2017), ISTE (International Society foe Technology in Education) Standards Students, https://www.iste.org/docs/pdfs/20-14_ISTE_Standards-S_PDF.pdf, accessed 31.08.2017 Pappas, Christoforos (2014), Top 10 Tips to UseCollaborationToolsineLearninghttps://elearningindustry.com/top-10-tips-use-collaboration-toolselearning, accessed 31.08.2017 Pappas, Christoforos (2017), 8 Tips To Foster Knowledge Sharing Through Online Learning Communities,https://elearningindustry.com/tips-foster-knowledge-sharing-through-online-learningcommunities, accessed 31.08.2017 Srinivas, H. (2011).WhatisCollaborativeLearning?TheGlobalDevelopmentResearchCenter, Kobe; Japan; http://www.gdrc.org/kmgmt/c-learn/index.html, accessed 25.08.2017 Srinivas, H. (2011a).WhatisCollaborativeLearning?TheGlobalDevelopmentResearchCenter, Kobe; Japan; http://www.gdrc.org/kmgmt/c-learn/what-is-cl.html, accessed 04.09.2017 White, Carolyn (2017), eLearning Communities Of Practice: 6 Forms Of Practical Application, https://elearningindustry.com/elearning-communities-of-practice-6-forms-practical-application, accessed 31.08.2017