Virtual Education Wiki - User contributions [en]

SZÁMALK Education and Information Technology Ltd.

2009-10-21T10:43:53Z

Grego lucas:

SZÁMALK Ltd. is one of the biggest private education institutes in Central Europe looking back on more than 30 years past. Main profile of the company involves informatics and economy providing education and solution services on different levels for different target groups in these special areas.

SZÁMALK Ltd. main office is in Budapest, Hungary.

The company web site is at http://www.szamalk.hu/ and the educational part http://www.szamalk.hu/Altalanos/introduction.aspx and http://www.szamalk.hu/eLearning/Default.aspx

SZÁMALK Ltd. also does the following interesting things:
* E-learning material development (ILIAS platform)
* Fields: information technology, economics, managerial and business
* Activities:
** e-learning projects
** organisation of workshop
** online distance education
** main partner: Dennis Gabor College

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> [[Hungary]]

[[Category:Colleges]]
[[Category:Universities]]
[[Category:Private providers]]
[[Category:Evolution of existing institutions]]

University of Miskolc

2009-10-21T09:16:58Z

Grego lucas:

The University of Miskolc supports tradictional learning and distance learning in the field of Economics.

In 1998 with the support of PHARE, the Northern Hungarian Regional Distance Education Centre was established as the methodological and international background institution of the faculty and departmental educational units of the University of Miskolc. This had a positive influence on the modernization of training programs, effectiveness, and expansion of offers within the scope of the University of Miskolc.

The University has a separate eLearning unit and eLearning is predominantly centralised in the Institution. The applied system is user-friendly and today’s student generaly can use it without too much support. ELearning is most often applied at the entrance level.

There are classroom based and web-based training available for teaching staff responsible for conducting eLearning classes and for learners to become proficient with the technology used to support the eLearning environment. Faculty members are provided with quick and personal support, which is provided immediately by the respective eLearning staff. ELearning course/programmes are developed in partial accordance with the European Credit Transfer System ‘Information Package/Course Catalogue’ checklist and transfer. The majority of eLearning activities are connected to “blended” learning, where review is performed in a traditional way.

Besides the continuous, personal or electronic consultation possibilities, the curriculum developers can gain access to significant methodological work and to a collection of sample courses in the library. The development of the different curriculum takes place within the project’s framework. The Institution does not have a defined eLearning Strategy.

The University is located in the city of Miskolc, in the north-eastern part of Hungary. The Miskolc University has 15,000 students, 800 lecturers and 1,200 other staff. The University consists of three technical faculties and three faculties of the humanities.

Several web site are of interest refering to the University of Miskolc:
* [http://emrtk.uni-miskolc.hu/en/ Miskolc university - regional distance education center web site]
* [http://emrtk.uni-miskolc.hu/en/index.php?page=demo&image=demo_header&css=inner_css e-learning solutions developed by the university]

University of Miskolc also does the following interesting project:

* Virtual Campus for Digital Students (ViCaDiS)

Web URL: http://queen.odl.uni-miskolc.hu/

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> [[Hungary]]
 
> [[Programmes]]

[[Category:Universities]]
[[Category:Evolution of existing institutions]]

University of Miskolc

2009-10-21T09:16:32Z

Grego lucas:

The University of Miskolc supports tradictional learning and distance learning in the field of Economics.

In 1998 with the support of PHARE, the Northern Hungarian Regional Distance Education Centre was established as the methodological and international background institution of the faculty and departmental educational units of the University of Miskolc. This had a positive influence on the modernization of training programs, effectiveness, and expansion of offers within the scope of the University of Miskolc.

The University has a separate eLearning unit and eLearning is predominantly centralised in the Institution. The applied system is user-friendly and today’s student generaly can use it without too much support. ELearning is most often applied at the entrance level.

There are classroom based and web-based training available for teaching staff responsible for conducting eLearning classes and for learners to become proficient with the technology used to support the eLearning environment. Faculty members are provided with quick and personal support, which is provided immediately by the respective eLearning staff. ELearning course/programmes are developed in partial accordance with the European Credit Transfer System ‘Information Package/Course Catalogue’ checklist and transfer. The majority of eLearning activities are connected to “blended” learning, where review is performed in a traditional way.

Besides the continuous, personal or electronic consultation possibilities, the curriculum developers can gain access to significant methodological work and to a collection of sample courses in the library. The development of the different curriculum takes place within the project’s framework. The Institution does not have a defined eLearning Strategy.

The University is located in the city of Miskolc, in the north-eastern part of Hungary. The Miskolc University has 15,000 students, 800 lecturers and 1,200 other staff. The University consists of three technical faculties and three faculties of the humanities.

Several web site are of interest refering to the University of Miskolc:
* [http://emrtk.uni-miskolc.hu/en/ Miskolc university - regional distance education center web site]
* [http://emrtk.uni-miskolc.hu/en/index.php?page=demo&image=demo_header&css=inner_css e-learning solutions developed by the university]

University of Miskolc also does the following interesting things:

=Project=

* Virtual Campus for Digital Students (ViCaDiS)

Web URL: http://queen.odl.uni-miskolc.hu/

----
> [[Hungary]]
 
> [[Programmes]]

[[Category:Universities]]
[[Category:Evolution of existing institutions]]

University of Miskolc

2009-10-21T09:11:06Z

Grego lucas:

The University of Miskolc supports tradictional learning and distance learning in the field of Economics.

In 1998 with the support of PHARE, the Northern Hungarian Regional Distance Education Centre was established as the methodological and international background institution of the faculty and departmental educational units of the University of Miskolc. This had a positive influence on the modernization of training programs, effectiveness, and expansion of offers within the scope of the University of Miskolc.

The University has a separate eLearning unit and eLearning is predominantly centralised in the Institution. The applied system is user-friendly and today’s student generaly can use it without too much support. ELearning is most often applied at the entrance level.

There are classroom based and web-based training available for teaching staff responsible for conducting eLearning classes and for learners to become proficient with the technology used to support the eLearning environment. Faculty members are provided with quick and personal support, which is provided immediately by the respective eLearning staff. ELearning course/programmes are developed in partial accordance with the European Credit Transfer System ‘Information Package/Course Catalogue’ checklist and transfer. The majority of eLearning activities are connected to “blended” learning, where review is performed in a traditional way.

Besides the continuous, personal or electronic consultation possibilities, the curriculum developers can gain access to significant methodological work and to a collection of sample courses in the library. The development of the different curriculum takes place within the project’s framework. The Institution does not have a defined eLearning Strategy.

The University of Name's main office is in Town, Country. Other campuses...

The University of Miskolc web site is at
[http://emrtk.uni-miskolc.hu/en/ Miskolc university - regional distance education center web site]

[http://emrtk.uni-miskolc.hu/en/index.php?page=demo&image=demo_header&css=inner_css e-learning solutions developed by the university]

http://queen.odl.uni-miskolc.hu/

University of Name also does the following interesting things.

*

{| border="1"
|-
| Name || UNIVERSITY OF MISKOLC - NORTH HUNGARIAN REGIONAL DISTANCE EDUCATION CENTER
|-
| Status ||
|-
| Field || Economics
|-
| Activities || Distance learning.

e-learning : linked to running projects

e-learning : COEDU e-learning platform.
|-
| Contact|| Mária Kocsis Baán
|-
| Parnership / Network || Collaborate in EADTU Network
|-
| Focus group ||
|-

|-
| ! || Distance learning center started within a PHARE programmme (IDEA). 13 Other centers. Network.
|}

The University is located in the city of Miskolc is located in the north-eastern part of Hungary. The Miskolc University has 15,000 students, 800 lecturers and 1,200 other staff. The University consists of three technical faculties and three faculties of the humanities.

University of Miskolc also does the following interesting things:

=Project=

* Virtual Campus for Digital Students (ViCaDiS)

Web URL: http://queen.odl.uni-miskolc.hu/

----
> [[Hungary]]
 
> [[Programmes]]

[[Category:Universities]]
[[Category:Evolution of existing institutions]]

Eötvös Lóránt University

2009-10-21T08:45:19Z

Grego lucas:

Eötvös Loránt University (ELTE) was founded in 1635. The University is internationally recognized and its programmes are accredited by the Hungarian Accreditation Board. The diplomas issued by Eötvös Loránt University are acknowledged worldwide, and its course credits are transferable throughout the European community. Currently, the University has 8 faculties: Science, Informatics, Law and Political Sciences, Humanities, Social Sciences, Education and Psychology, Elementary and Nursery School Teacher Training and the Bárczi Gusztáv Faculty of Special Education. The current number of students enrolled is about 32,000, with an academic staff of 1,800 highly-qualified teachers and researchers. The University does not have a separate eLearning unit. Faculties and departments are the ones in charge of the eLearning management.

ELTE main office is in Budapest, Hungary.

Web URL: http://www.elte.hu/en

There is classroom based training available for teaching staff involved in eLearning activities and for learners to become proficient with the technology used to support the eLearning environment. Faculty members are assisted in the transition towards ICT supported classes, but they are not assessed during the process. Teachers are tested in general by a digital testing process. This training and assistance does not continue through the progression of ICT supported education yet (e.g. peer mentoring, or an available department for further teacher education), but it is planned for the near future. Such services will be provided by the Centre for Multimedia and Educational Technology – Hungarian licence holder for EPICT, the European Pedagogical ICT Licence.

The majority of eLearning activities found at the University are blended learning activities with teaching materials being developed by creative groups. The use of virtual learning environments (simulations, labs) and collaborative distance learning and distance work - carried out in a real time approach - can be frequently found at the University. Since 2005, a teleconference system has been in operation to provide Ph.D. students with training. To assure the required degree of quality the University introduced a compulsory quality control feature, which is integrated in the learning management system (type: ETR). The University’s good reputation is also expressed by 50% of all Hungarian higher scientific degree holders (Doctors and Members of the Hungarian Academy of Sciences) in Mathematics and Natural Science being employed as staff of the Faculty of Science of the Eötvös University. ELearning course/programmes are not developed by using the European Credit Transfer System ‘Information Package/Course Catalogue’ checklist and transfer. The Institution does not have a defined eLearning Strategy.

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> [[Hungary]]

[[Category:Universities]]
[[Category:Evolution of existing institutions]]

Eötvös Lóránt University

2009-10-21T08:44:47Z

Grego lucas:

Budapest University of Technology and Economics

2009-10-21T08:42:50Z

Grego lucas:

The University of Technology and Economics, the second largest university in Hungary, established in 1997 its Distance Education Centre. It is a member of the largest European distance education association, the European Distance and ELearning Network (EDEN), the most comprehensive European association in open and distance learning (www.eden-online.org). Further the Centre co-ordinates the work of the BME Professional Advisory Body for Adult Learning. ELearning is predominantly centralised in the University. The Distance Education Centre of the University is the main centre of eLearning. The Centre has expertise on activities related to distance education especially course development. It developed all together 12 teacher further distance education courses accredited by the Ministry of Education. The Centre has participated effectively in a high number of European Union projects and national projects.

The University of Techology and Economics main office is in Budapest, Hungary. The University hosts the Secretariat of [[EDEN]].

The University of Technology and Economics web site is at http://elearning.itc.hu/niif/inside/oldalak/curlist.php

Web-based training is available for teaching staff responsible for conducting eLearning classes and for learners to become proficient with the technology used to support the eLearning environment. ELearning course/programmes are developed in partial accordance with the European Credit Transfer System ‘Information Package/Course Catalogue’ checklist and transfer.

The majority of eLearning activity is provided in a blended mode. The Institution does not have a defined eLearning Strategy.

----
> [[Hungary]]

[[Category:Universities]]
[[Category:Evolution of existing institutions]]

Eszterházy Károly College

2009-10-21T08:37:16Z

Grego lucas:

''Eszterházy Károly College'' (EKTF) is an acclaimed regional higher educational institution in [[Hungary]] offering a wide variety of educational programmes in humanities, natural sciences, economic and social sciences, sports and arts. The institution offers 25 college and 4 university-level undergraduate programs, in addition to 2 university level auxiliary programs, 9 post-secondary schemes and numerous specialized postgraduate programs. There are approximately 10,000 students enrolled at the institution.

Eszterházy Károly Collegemain office is in Eger, Hungary, the campus building are disseminated ...

The University of Name web site is at http://www.uname.edu

The Eszterházy Károly College web site is at http://www.ektf.hu/ujweb/

The institution has a centre of e-Learning, the 'Open Training and Coordination Centre,' which operates as a separate unit. There is classroom-based and web-based training available for teaching staff responsible for conducting e-Learning classes and for learners to become proficient with the technology used to support the eLearning environment.

All students initially attend a face-to-face welcome consultation, followed by the provision of an electronic framework, enabling them to send home lessons to the teachers, or to read and learn online the electronic and printed curriculum. E-Learning is predominantly provided in a blended mode.

E-Learning courses/programmes are developed in partial accordance to the European Credit Transfer System ‘Information Package/Course Catalogue’ checklist and overall system. All students enjoy a freedom of choice concerning course unit selection. By completing all academic requirements of the respective course students are awarded the ECTS credit points of the course.

The Institution’s management department established a number of digital open student services like: ‘City Information Portal’ and ‘Student Information Point’. A ‘Virtual Conference Centre’ and a ‘Virtual Learning Centre’ are currently under development.

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> [[Hungary]] 
> [[Programmes]]

[[Category:Colleges]]

Eszterházy Károly College

2009-10-21T08:37:05Z

Grego lucas:

MTA SZTAKI Computer and Automation Research Institute, Hungarian Academy of Sciences

2009-10-21T08:30:40Z

Grego lucas:

The MTA SZTAKI ([[Hungary]]) is a research institute, governed by the Hungarian Academy of Sciences. Upon the charge by the Secretary-general of the Academy, the supervision of the scientific activity pursued at the Institute is provided by the Board of the Institute.

MTA SZTAKI is the Hungarian acronym for "The Computer and Automation Research Institute, Hungarian Academy of Sciences". It is situated in Budapest, in [[Hungary]].

The Institute was founded in 1964. Its staff consists of more than 300 full-time employees, more than 200 with university diploma and more than 70 with scientific degrees.

The fundamental task of the Institute is to perform basic and application-oriented research in an interdisciplinary setting in the fields of computer science, engineering, information technology, intelligent systems, process control, wide-area networking and multimedia.

Contract-based target research, development, training and expert support for domestic and foreign industrial, governmental and other partners are important activities at the Institute.

'''Description of the E-learning department'''

MTA SZTAKI has become a key player of the domestic eLearning market in recent years profiting from its multimedia technology experiences on different areas of eLearning including research, expertise, product and content development. According to its active participations on different forums, the eLearning standards nowadays are already widely applied in Hungary supporting the free transfer of contents.

Its homepage is http://www.sztaki.hu/?en

The Department works on four main areas:

* Applied research, professional consultancy

Research includes several topics such as adaptive multimedia contents, which can be successfully applied in eLearning environment as well.
In the area of the research of Adaptive Multimedia Technologies, they joined program "Adaptive Distributed Multimedia Server” (ADMS) of the University of Klagenfurt who are considered as one of the leading research groups of Europe in the area of multimedia. Under the leadership of Prof. László Böszörményi, the Information Technology Department of the University is developing an architecture for the distribution of video streams over wide area networks, an architecture that is able to install individual proxy components to new network nodes in the case of network or node overload. Several valuable domestic and international publications were created in this topic.
Within the framework of the four-years long Mobile Innovation Centre (MIK) project, we work on creating an adaptive content development architecture which is able to store eLearning materials independently from the platform and it provides them in the appropriate time and place for the clients having different platforms.
The colleagues of our department work in several domestic and international committees examining different aspects of eLearning. We founded the already mentioned eLearning Forum conference series in 2002 and later we participated in it as co-organisers.

* Software development
We developed several software products in the last years that became widely known and they are used in different eLearning applications.
SZTAKI SCORM eLibrary training material repository: It is used for managing standardised SCORM-compliant training material packages.
SZTAKI SCORM Viewer 2.1: An application enabling to view packages off-line in SCORM format.
SZTAKI SSS ® Technology (Synchron Slide and Stream): Comparing to several products available on the market, it is a really platform independent solution for synchronising video streams, slides and animations.

* Development of training materials
We develop specific or generic training materials very efficiently for the satisfaction of our clients due to the experiences collected for several years. Our colleagues have experiences in development of several thousands multimedia elements. Our products are developed in harmonised teamwork and the results are always standardised training material packages, their local installations and configurations. We gained experiences with several eLearning Learning Management Systems LMSs available in our country which helps us in fine tuning the eLearning materials.

* Complex domestic and EU projects
We participate in realisations of several domestic and international projects. They are focused on the application of multimedia and the ubiquitous learning. We are interested in areas beyond the traditional TCP/IP technology, e.g. we apply the results of interactive digital television iDTV. Another important area is the determining the position of the client since the accurate coordinates and intelligently collected further information can make the life-long learning more comfortable.

Some additional information available here: https://www.sztaki.hu/fileadmin/department/Elearning.pdf

----

> [[Hungary]]

[[Category: Universities]]
[[Category:Research labs]]

MTA SZTAKI Computer and Automation Research Institute, Hungarian Academy of Sciences

2009-10-21T08:30:30Z

Grego lucas:

The MTA SZTAKI ([[Hungary]]) is a research institute, governed by the Hungarian Academy of Sciences. Upon the charge by the Secretary-general of the Academy, the supervision of the scientific activity pursued at the Institute is provided by the Board of the Institute.

MTA SZTAKI is the Hungarian acronym for "The Computer and Automation Research Institute, Hungarian Academy of Sciences". It is situated in Budapest, in [[Hungary]].

The Institute was founded in 1964. Its staff consists of more than 300 full-time employees, more than 200 with university diploma and more than 70 with scientific degrees.

The fundamental task of the Institute is to perform basic and application-oriented research in an interdisciplinary setting in the fields of computer science, engineering, information technology, intelligent systems, process control, wide-area networking and multimedia.

Contract-based target research, development, training and expert support for domestic and foreign industrial, governmental and other partners are important activities at the Institute.

'''Description of the E-learning department'''

MTA SZTAKI has become a key player of the domestic eLearning market in recent years profiting from its multimedia technology experiences on different areas of eLearning including research, expertise, product and content development. According to its active participations on different forums, the eLearning standards nowadays are already widely applied in Hungary supporting the free transfer of contents.

Its homepage is http://www.sztaki.hu/?en

The Department works on four main areas:

* Applied research, professional consultancy

Research includes several topics such as adaptive multimedia contents, which can be successfully applied in eLearning environment as well.
In the area of the research of Adaptive Multimedia Technologies, they joined program "Adaptive Distributed Multimedia Server” (ADMS) of the University of Klagenfurt who are considered as one of the leading research groups of Europe in the area of multimedia. Under the leadership of Prof. László Böszörményi, the Information Technology Department of the University is developing an architecture for the distribution of video streams over wide area networks, an architecture that is able to install individual proxy components to new network nodes in the case of network or node overload. Several valuable domestic and international publications were created in this topic.
Within the framework of the four-years long Mobile Innovation Centre (MIK) project, we work on creating an adaptive content development architecture which is able to store eLearning materials independently from the platform and it provides them in the appropriate time and place for the clients having different platforms.
The colleagues of our department work in several domestic and international committees examining different aspects of eLearning. We founded the already mentioned eLearning Forum conference series in 2002 and later we participated in it as co-organisers.

* Software development
We developed several software products in the last years that became widely known and they are used in different eLearning applications.
SZTAKI SCORM eLibrary training material repository: It is used for managing standardised SCORM-compliant training material packages.
SZTAKI SCORM Viewer 2.1: An application enabling to view packages off-line in SCORM format.
SZTAKI SSS ® Technology (Synchron Slide and Stream): Comparing to several products available on the market, it is a really platform independent solution for synchronising video streams, slides and animations.

* Development of training materials
We develop specific or generic training materials very efficiently for the satisfaction of our clients due to the experiences collected for several years. Our colleagues have experiences in development of several thousands multimedia elements. Our products are developed in harmonised teamwork and the results are always standardised training material packages, their local installations and configurations. We gained experiences with several eLearning Learning Management Systems LMSs available in our country which helps us in fine tuning the eLearning materials.

* Complex domestic and EU projects
We participate in realisations of several domestic and international projects. They are focused on the application of multimedia and the ubiquitous learning. We are interested in areas beyond the traditional TCP/IP technology, e.g. we apply the results of interactive digital television iDTV. Another important area is the determining the position of the client since the accurate coordinates and intelligently collected further information can make the life-long learning more comfortable.

Some additional information available here: https://www.sztaki.hu/fileadmin/department/Elearning.pdf

----

[[Hungary]]

[[Category: Universities]]
[[Category:Research labs]]

SZÁMALK Education and Information Technology Ltd.

2009-10-21T08:28:45Z

Grego lucas:

* '''SZÁMALK Education and Information Technology Ltd.'''

{| border="1"
|-
| Name || SZAMALK - Education and Information Technology Ldt

|-
| Status || privately owned educational institution
|-
| Field || information technology, economics, managerial and business
|-
| Activities || E-learning material development (ILIAS platform)

e-learning projects

organisation of workshop

online distance education
|-
| Contact|| Dr. Zárda Sarolta Ph.D / Miklos Havass
|-
| Parnership / Network || Dennis Gabor College (BSc)

SZÁMALK Vocational School

SZAMALK OBS (Open Business School)

|-
| Focus group || Carry out educational activities ranging from primary school level to MBA degrees

10.000 students/year
|-
| URL || [http://www.szamalk.hu/English/default.htm the web page of SZAMLAK]

[http://www.szamalk.hu/projects/Projects.htm interesting list of ODL and e-learning projects]
|}

----

> [[Hungary]]

[[Category:Colleges]]
[[Category:Universities]]
[[Category:Private providers]]
[[Category:Evolution of existing institutions]]

SZÁMALK Education and Information Technology Ltd.

2009-10-21T08:28:28Z

Grego lucas:

* '''SZÁMALK Education and Information Technology Ltd.'''

{| border="1"
|-
| Name || SZAMALK - Education and Information Technology Ldt

|-
| Status || privately owned educational institution
|-
| Field || information technology, economics, managerial and business
|-
| Activities || E-learning material development (ILIAS platform)

e-learning projects

organisation of workshop

online distance education
|-
| Contact|| Dr. Zárda Sarolta Ph.D / Miklos Havass
|-
| Parnership / Network || Dennis Gabor College (BSc)

SZÁMALK Vocational School

SZAMALK OBS (Open Business School)

|-
| Focus group || Carry out educational activities ranging from primary school level to MBA degrees

10.000 students/year
|-
| URL || [http://www.szamalk.hu/English/default.htm the web page of SZAMLAK]

[http://www.szamalk.hu/projects/Projects.htm interesting list of ODL and e-learning projects]
|}

----

[[Hungary]]

[[Category:Colleges]]
[[Category:Universities]]
[[Category:Private providers]]
[[Category:Evolution of existing institutions]]

University of Miskolc

2009-10-21T08:27:38Z

Grego lucas:

* '''University of Miskolc'''

{| border="1"
|-
| Name || UNIVERSITY OF MISKOLC - NORTH HUNGARIAN REGIONAL DISTANCE EDUCATION CENTER
|-
| Status ||
|-
| Field || Economics
|-
| Activities || Distance learning.

e-learning : linked to running projects

e-learning : COEDU e-learning platform.
|-
| Contact|| Mária Kocsis Baán
|-
| Parnership / Network || Collaborate in EADTU Network
|-
| Focus group ||
|-
| URL ||[http://emrtk.uni-miskolc.hu/en/ Miskolc university - regional distance education center web site]

[http://emrtk.uni-miskolc.hu/en/index.php?page=demo&image=demo_header&css=inner_css e-learning solutions developed by the university]

http://queen.odl.uni-miskolc.hu/
|-
| ! || Distance learning center started within a PHARE programmme (IDEA). 13 Other centers. Network.
|}

The city of Miskolc is located in the north-eastern part of Hungary. The Miskolc University has 15,000 students, 800 lecturers and 1,200 other staff. The University consists of three technical faculties and three faculties of the humanities.

In 1998 with the support of PHARE, the Northern Hungarian Regional Distance Education Centre was established as the methodological and international background institution of the faculty and departmental educational units of the University of Miskolc. This had a positive influence on the modernization of training programs, effectiveness, and expansion of offers within the scope of the University of Miskolc.

The University has a separate eLearning unit and eLearning is predominantly centralised in the Institution. The applied system is user-friendly and today’s student generaly can use it without too much support. ELearning is most often applied at the entrance level.

There are classroom based and web-based training available for teaching staff responsible for conducting eLearning classes and for learners to become proficient with the technology used to support the eLearning environment. Faculty members are provided with quick and personal support, which is provided immediately by the respective eLearning staff. ELearning course/programmes are developed in partial accordance with the European Credit Transfer System ‘Information Package/Course Catalogue’ checklist and transfer. The majority of eLearning activities are connected to “blended” learning, where review is performed in a traditional way.

Besides the continuous, personal or electronic consultation possibilities, the curriculum developers can gain access to significant methodological work and to a collection of sample courses in the library. The development of the different curriculum takes place within the project’s framework. The Institution does not have a defined eLearning Strategy.

=Project=

* Virtual Campus for Digital Students (ViCaDiS)

Web URL: http://queen.odl.uni-miskolc.hu/

----
> [[Hungary]]
 
> [[Programmes]]

[[Category:Universities]]
[[Category:Evolution of existing institutions]]

University of Miskolc

2009-10-21T08:26:24Z

Grego lucas: /* Project */

* '''University of Miskolc'''

{| border="1"
|-
| Name || UNIVERSITY OF MISKOLC - NORTH HUNGARIAN REGIONAL DISTANCE EDUCATION CENTER
|-
| Status ||
|-
| Field || Economics
|-
| Activities || Distance learning.

e-learning : linked to running projects

e-learning : COEDU e-learning platform.
|-
| Contact|| Mária Kocsis Baán
|-
| Parnership / Network || Collaborate in EADTU Network
|-
| Focus group ||
|-
| URL ||[http://emrtk.uni-miskolc.hu/en/ Miskolc university - regional distance education center web site]

[http://emrtk.uni-miskolc.hu/en/index.php?page=demo&image=demo_header&css=inner_css e-learning solutions developed by the university]

http://queen.odl.uni-miskolc.hu/
|-
| ! || Distance learning center started within a PHARE programmme (IDEA). 13 Other centers. Network.
|}

The city of Miskolc is located in the north-eastern part of Hungary. The Miskolc University has 15,000 students, 800 lecturers and 1,200 other staff. The University consists of three technical faculties and three faculties of the humanities.

In 1998 with the support of PHARE, the Northern Hungarian Regional Distance Education Centre was established as the methodological and international background institution of the faculty and departmental educational units of the University of Miskolc. This had a positive influence on the modernization of training programs, effectiveness, and expansion of offers within the scope of the University of Miskolc.

The University has a separate eLearning unit and eLearning is predominantly centralised in the Institution. The applied system is user-friendly and today’s student generaly can use it without too much support. ELearning is most often applied at the entrance level.

There are classroom based and web-based training available for teaching staff responsible for conducting eLearning classes and for learners to become proficient with the technology used to support the eLearning environment. Faculty members are provided with quick and personal support, which is provided immediately by the respective eLearning staff. ELearning course/programmes are developed in partial accordance with the European Credit Transfer System ‘Information Package/Course Catalogue’ checklist and transfer. The majority of eLearning activities are connected to “blended” learning, where review is performed in a traditional way.

Besides the continuous, personal or electronic consultation possibilities, the curriculum developers can gain access to significant methodological work and to a collection of sample courses in the library. The development of the different curriculum takes place within the project’s framework. The Institution does not have a defined eLearning Strategy.

=Project=

* Virtual Campus for Digital Students (ViCaDiS)

Web URL: http://queen.odl.uni-miskolc.hu/

----
> [[Hungary]]
> [[Programmes]]

[[Category:Universities]]
[[Category:Evolution of existing institutions]]

Eötvös Lóránt University

2009-10-21T08:25:52Z

Grego lucas:

Eötvös Loránt University (ELTE) was founded in 1635. The University is internationally recognized and its programmes are accredited by the Hungarian Accreditation Board. The diplomas issued by Eötvös Loránt University are acknowledged worldwide, and its course credits are transferable throughout the European community. Currently, the University has 8 faculties: Science, Informatics, Law and Political Sciences, Humanities, Social Sciences, Education and Psychology, Elementary and Nursery School Teacher Training and the Bárczi Gusztáv Faculty of Special Education. The current number of students enrolled is about 32,000, with an academic staff of 1,800 highly-qualified teachers and researchers. The University does not have a separate eLearning unit. Faculties and departments are the ones in charge of the eLearning management.

There is classroom based training available for teaching staff involved in eLearning activities and for learners to become proficient with the technology used to support the eLearning environment. Faculty members are assisted in the transition towards ICT supported classes, but they are not assessed during the process. Teachers are tested in general by a digital testing process. This training and assistance does not continue through the progression of ICT supported education yet (e.g. peer mentoring, or an available department for further teacher education), but it is planned for the near future. Such services will be provided by the Centre for Multimedia and Educational Technology – Hungarian licence holder for EPICT, the European Pedagogical ICT Licence.

The majority of eLearning activities found at the University are blended learning activities with teaching materials being developed by creative groups. The use of virtual learning environments (simulations, labs) and collaborative distance learning and distance work - carried out in a real time approach - can be frequently found at the University. Since 2005, a teleconference system has been in operation to provide Ph.D. students with training. To assure the required degree of quality the University introduced a compulsory quality control feature, which is integrated in the learning management system (type: ETR). The University’s good reputation is also expressed by 50% of all Hungarian higher scientific degree holders (Doctors and Members of the Hungarian Academy of Sciences) in Mathematics and Natural Science being employed as staff of the Faculty of Science of the Eötvös University. ELearning course/programmes are not developed by using the European Credit Transfer System ‘Information Package/Course Catalogue’ checklist and transfer. The Institution does not have a defined eLearning Strategy.

Web URL: http://www.elte.hu/en

----
> [[Hungary]]

[[Category:Universities]]
[[Category:Evolution of existing institutions]]

Budapest University of Technology and Economics

2009-10-21T08:25:09Z

Grego lucas:

* '''Budapest University of Technology and Economics''' (distance learning and adult training center)

{| border="1"
|-
| Name || Centre for Learning Innovation and Adult Learning -
Budapest University of Technology and Economics (BME)
|-
| Status || Part of university
|-
| Field || information technology, media
|-
| Activities || adult learning activities

Course develpoment

Publication

Quality

Research development

|-
| Contact|| Dr. András Szűcs - director
|-
| Parnership / Network ||
|-
| Focus group || The Budapest University of Technology and Economics = 20 000 students
|-
| URL || http://portal.bme.hu/langs/en/default.aspx

[http://www.bme-tk.bme.hu/index.php?p=m&lang=en center of learning inovation and adult learning]
|-
| ! || Partner in the [[MegaTrends]] project
|}

The Budapest University of Technology and Economics, the second largest university in Hungary, established in 1997 its Distance Education Centre. It is a member of the largest European distance education association, the European Distance and ELearning Network (EDEN), the most comprehensive European association in open and distance learning (www.eden-online.org). The University hosts the Secretariat of EDEN. Further the Centre co-ordinates the work of the BME Professional Advisory Body for Adult Learning. ELearning is predominantly centralised in the University. The Distance Education Centre of the University is the main centre of eLearning. The Centre has expertise on activities related to distance education especially course development. It developed all together 12 teacher further distance education courses accredited by the Ministry of Education. The Centre has participated effectively in a high number of European Union projects and national projects.

Web-based training is available for teaching staff responsible for conducting eLearning classes and for learners to become proficient with the technology used to support the eLearning environment. ELearning course/programmes are developed in partial accordance with the European Credit Transfer System ‘Information Package/Course Catalogue’ checklist and transfer.

The majority of eLearning activity is provided in a blended mode. The Institution does not have a defined eLearning Strategy.

Web URL: http://elearning.itc.hu/niif/inside/oldalak/curlist.php

----
> [[Hungary]]

[[Category:Universities]]
[[Category:Evolution of existing institutions]]
[[Category:NOT IN TEMPLATE]]

Eszterházy Károly College

2009-10-21T08:24:39Z

Grego lucas:

''Eszterházy Károly College'' (EKTF) is an acclaimed regional higher educational institution in [[Hungary]] offering a wide variety of educational programmes in humanities, natural sciences, economic and social sciences, sports and arts. The institution offers 25 college and 4 university-level undergraduate programs, in addition to 2 university level auxiliary programs, 9 post-secondary schemes and numerous specialized postgraduate programs. There are approximately 10,000 students enrolled at the institution.

The institution has a centre of e-Learning, the 'Open Training and Coordination Centre,' which operates as a separate unit. There is classroom-based and web-based training available for teaching staff responsible for conducting e-Learning classes and for learners to become proficient with the technology used to support the eLearning environment.

All students initially attend a face-to-face welcome consultation, followed by the provision of an electronic framework, enabling them to send home lessons to the teachers, or to read and learn online the electronic and printed curriculum. E-Learning is predominantly provided in a blended mode.

E-Learning courses/programmes are developed in partial accordance to the European Credit Transfer System ‘Information Package/Course Catalogue’ checklist and overall system. All students enjoy a freedom of choice concerning course unit selection. By completing all academic requirements of the respective course students are awarded the ECTS credit points of the course.

The Institution’s management department established a number of digital open student services like: ‘City Information Portal’ and ‘Student Information Point’. A ‘Virtual Conference Centre’ and a ‘Virtual Learning Centre’ are currently under development.

The Eszterházy Károly College web site is at http://www.ektf.hu/ujweb/

----
> [[Hungary]] 
> [[Programmes]]

[[Category:Colleges]]
[[Category:NOT IN TEMPLATE]]

Dennis Gabor Applied University

2009-10-21T08:23:41Z

Grego lucas:

Dennis Gabor Applied University (Gábor Dénes Főiskola (Hungarian name), DGAU) is a private applied university that supports traditional learning, distance education and e-learning in the Field of economics, computing and information technology. DGAU was the first institution to develop distance learning and to introduce e-learning in Hungary.

''Dennis Gabor Applied University'' (DGAU) is the best-known higher educational institution in Hungary, offering courses by distance education and e-Learning. It was founded in 1992. Also known as Dennis Gabor College, it is a fast-growing provider in a few fields of study and runs a network of local consultation centres across Hungary and abroad, serving Hungarian minorities in neighbour countries, with about 10,000 students. The offered BSc programmes include: engineering, technical management and economics, information technology, and information technology combined with economics.

E-Learning is predominantly centralised in the institution. The university has a multimedia department for development of e-Learning materials, but does not have a separate e-Learning unit. There is classroom based and web-based training available for teaching staff responsible for conducting e-Learning classes and for learners to become proficient with the technology used to support the e-Learning environment. Course/programmes are developed by using the European Credit Transfer System ‘Information Package/Course Catalogue’ checklist and overall system.

The university offers courses by traditional distance education or e-Learning mode. The majority of e-Learning activity is connected to “blended” learning. Some of the College training centres offer the courses only by e-Learning (ODL).

The students compose their individual curricula from the compulsory, enforced optional and freely chosen subjects. There are no fixed examination periods; any student can choose freely when he/she wants to take the examination. The lectures and examinations are conducted simultaneously and in a uniform way both in Budapest and through the network of consulting centres. As the possibilities of access multiply, GDF publishes on the College homepage electronic training materials and other aids in support of independent learning (sample tasks, interpretation vocabulary, etc.). A student consulting service assists in independent learning. Each student has a personal mentor, who monitors his/her progress in learning and provides intensive assistance until the successful final examination.

DGAU main office is in Budapest, Hungary.

The Dennis Gabor Applied University web site is at http://www.gdf.hu/English/Lapok/English.aspx

University of Name also does the following interesting things:

* all the educational materials are avaible in e-format on ILIAS platform
* Participation to ILIAS meeting and EDEN Conference
* Parnership and networking with the national parnters:
** SZAMALK - Education and Information Technology Ldt
** SZAMALK - Open Business School
**MTA SZTAKI - Computer and Automation Research Institute
** MATISZ
* international networking (for exchange)
* DGAU was a Case study in the [[MegaTrends]] project: http://nettskolen.nki.no/in_english/megatrends/Gabor_Article.pdf
This institution/programme was discussed as a case study in the [[Megatrends]] project in its second report, [http://www.nettskolen.com/in_english/megatrends/Book2.pdf Megaproviders of e-learning in Europe (PDF - 212 pages - EN)], 2007 (ISBN 978 82 562 88184).

----
> [[Hungary]]
 
> [[Programmes]]

[[Category:Hungary]]
[[Category:Universities]]
[[Category:Private providers]]
[[Category:Evolution of existing institutions]]
[[Category:Megatrends]]

Dennis Gabor Applied University

2009-10-21T08:22:49Z

Grego lucas:

Dennis Gabor Applied University (Gábor Dénes Főiskola (Hungarian name), DGAU) is a private applied university that supports traditional learning, distance education and e-learning in the Field of economics, computing and information technology. DGAU was the first institution to develop distance learning and to introduce e-learning in Hungary.

''Dennis Gabor Applied University'' (DGAU) is the best-known higher educational institution in Hungary, offering courses by distance education and e-Learning. It was founded in 1992. Also known as Dennis Gabor College, it is a fast-growing provider in a few fields of study and runs a network of local consultation centres across Hungary and abroad, serving Hungarian minorities in neighbour countries, with about 10,000 students. The offered BSc programmes include: engineering, technical management and economics, information technology, and information technology combined with economics.

E-Learning is predominantly centralised in the institution. The university has a multimedia department for development of e-Learning materials, but does not have a separate e-Learning unit. There is classroom based and web-based training available for teaching staff responsible for conducting e-Learning classes and for learners to become proficient with the technology used to support the e-Learning environment. Course/programmes are developed by using the European Credit Transfer System ‘Information Package/Course Catalogue’ checklist and overall system.

The university offers courses by traditional distance education or e-Learning mode. The majority of e-Learning activity is connected to “blended” learning. Some of the College training centres offer the courses only by e-Learning (ODL).

The students compose their individual curricula from the compulsory, enforced optional and freely chosen subjects. There are no fixed examination periods; any student can choose freely when he/she wants to take the examination. The lectures and examinations are conducted simultaneously and in a uniform way both in Budapest and through the network of consulting centres. As the possibilities of access multiply, GDF publishes on the College homepage electronic training materials and other aids in support of independent learning (sample tasks, interpretation vocabulary, etc.). A student consulting service assists in independent learning. Each student has a personal mentor, who monitors his/her progress in learning and provides intensive assistance until the successful final examination.

DGAU main office is in Budapest, Hungary.

The Dennis Gabor Applied University web site is at http://www.gdf.hu/English/Lapok/English.aspx

University of Name also does the following interesting things:

* all the educational materials are avaible in e-format on ILIAS platform
* Participation to ILIAS meeting and EDEN Conference
* Parnership and networking with the national parnters:
** SZAMALK - Education and Information Technology Ldt
** SZAMALK - Open Business School
**MTA SZTAKI - Computer and Automation Research Institute
** MATISZ
* international networking (for exchange)
* DGAU was a Case study in the [[MegaTrends]] project: http://nettskolen.nki.no/in_english/megatrends/Gabor_Article.pdf

== More Information ==

This institution/programme was discussed as a case study in the [[Megatrends]] project in its second report, [http://www.nettskolen.com/in_english/megatrends/Book2.pdf Megaproviders of e-learning in Europe (PDF - 212 pages - EN)], 2007 (ISBN 978 82 562 88184).

----
> [[Hungary]]
 
> [[Programmes]]

[[Category:Hungary]]
[[Category:Universities]]
[[Category:Private providers]]
[[Category:Evolution of existing institutions]]
[[Category:Megatrends]]

Dennis Gabor Applied University

2009-10-21T08:22:07Z

Grego lucas:

Dennis Gabor Applied University (Gábor Dénes Főiskola (Hungarian name), DGAU) is a private applied university that supports traditional learning, distance education and e-learning in the Field of economics, computing and information technology. DGAU was the first institution to develop distance learning and to introduce e-learning in Hungary.

''Dennis Gabor Applied University'' (DGAU) is the best-known higher educational institution in Hungary, offering courses by distance education and e-Learning. It was founded in 1992. Also known as Dennis Gabor College, it is a fast-growing provider in a few fields of study and runs a network of local consultation centres across Hungary and abroad, serving Hungarian minorities in neighbour countries, with about 10,000 students. The offered BSc programmes include: engineering, technical management and economics, information technology, and information technology combined with economics.

E-Learning is predominantly centralised in the institution. The university has a multimedia department for development of e-Learning materials, but does not have a separate e-Learning unit. There is classroom based and web-based training available for teaching staff responsible for conducting e-Learning classes and for learners to become proficient with the technology used to support the e-Learning environment. Course/programmes are developed by using the European Credit Transfer System ‘Information Package/Course Catalogue’ checklist and overall system.

The university offers courses by traditional distance education or e-Learning mode. The majority of e-Learning activity is connected to “blended” learning. Some of the College training centres offer the courses only by e-Learning (ODL).

The students compose their individual curricula from the compulsory, enforced optional and freely chosen subjects. There are no fixed examination periods; any student can choose freely when he/she wants to take the examination. The lectures and examinations are conducted simultaneously and in a uniform way both in Budapest and through the network of consulting centres. As the possibilities of access multiply, GDF publishes on the College homepage electronic training materials and other aids in support of independent learning (sample tasks, interpretation vocabulary, etc.). A student consulting service assists in independent learning. Each student has a personal mentor, who monitors his/her progress in learning and provides intensive assistance until the successful final examination.

DGAU main office is in Budapest, Hungary.

The Dennis Gabor Applied University web site is at http://www.gdf.hu/English/Lapok/English.aspx;
http://www.gdf.hu/English/Lapok/English.aspx Dennis Gabor College website

University of Name also does the following interesting things:

* all the educational materials are avaible in e-format on ILIAS platform
* Participation to ILIAS meeting and EDEN Conference
* Parnership and networking with the national parnters:
** SZAMALK - Education and Information Technology Ldt
** SZAMALK - Open Business School
**MTA SZTAKI - Computer and Automation Research Institute
** MATISZ
* international networking (for exchange)
* DGAU was a Case study in the [[MegaTrends]] project: http://nettskolen.nki.no/in_english/megatrends/Gabor_Article.pdf

== More Information ==

This institution/programme was discussed as a case study in the [[Megatrends]] project in its second report, [http://www.nettskolen.com/in_english/megatrends/Book2.pdf Megaproviders of e-learning in Europe (PDF - 212 pages - EN)], 2007 (ISBN 978 82 562 88184).

----
> [[Hungary]]
 
> [[Programmes]]

[[Category:Hungary]]
[[Category:Universities]]
[[Category:Private providers]]
[[Category:Evolution of existing institutions]]
[[Category:Megatrends]]

MTA SZTAKI Computer and Automation Research Institute, Hungarian Academy of Sciences

2009-10-21T07:53:03Z

Grego lucas:

The MTA SZTAKI ([[Hungary]]) is a research institute, governed by the Hungarian Academy of Sciences. Upon the charge by the Secretary-general of the Academy, the supervision of the scientific activity pursued at the Institute is provided by the Board of the Institute.

MTA SZTAKI is the Hungarian acronym for "The Computer and Automation Research Institute, Hungarian Academy of Sciences". It is situated in Budapest, in [[Hungary]].

The Institute was founded in 1964. Its staff consists of more than 300 full-time employees, more than 200 with university diploma and more than 70 with scientific degrees.

The fundamental task of the Institute is to perform basic and application-oriented research in an interdisciplinary setting in the fields of computer science, engineering, information technology, intelligent systems, process control, wide-area networking and multimedia.

Contract-based target research, development, training and expert support for domestic and foreign industrial, governmental and other partners are important activities at the Institute.

'''Description of the E-learning department'''

MTA SZTAKI has become a key player of the domestic eLearning market in recent years profiting from its multimedia technology experiences on different areas of eLearning including research, expertise, product and content development. According to its active participations on different forums, the eLearning standards nowadays are already widely applied in Hungary supporting the free transfer of contents.

Its homepage is http://www.sztaki.hu/?en

The Department works on four main areas:

* Applied research, professional consultancy

Research includes several topics such as adaptive multimedia contents, which can be successfully applied in eLearning environment as well.
In the area of the research of Adaptive Multimedia Technologies, they joined program "Adaptive Distributed Multimedia Server” (ADMS) of the University of Klagenfurt who are considered as one of the leading research groups of Europe in the area of multimedia. Under the leadership of Prof. László Böszörményi, the Information Technology Department of the University is developing an architecture for the distribution of video streams over wide area networks, an architecture that is able to install individual proxy components to new network nodes in the case of network or node overload. Several valuable domestic and international publications were created in this topic.
Within the framework of the four-years long Mobile Innovation Centre (MIK) project, we work on creating an adaptive content development architecture which is able to store eLearning materials independently from the platform and it provides them in the appropriate time and place for the clients having different platforms.
The colleagues of our department work in several domestic and international committees examining different aspects of eLearning. We founded the already mentioned eLearning Forum conference series in 2002 and later we participated in it as co-organisers.

* Software development
We developed several software products in the last years that became widely known and they are used in different eLearning applications.
SZTAKI SCORM eLibrary training material repository: It is used for managing standardised SCORM-compliant training material packages.
SZTAKI SCORM Viewer 2.1: An application enabling to view packages off-line in SCORM format.
SZTAKI SSS ® Technology (Synchron Slide and Stream): Comparing to several products available on the market, it is a really platform independent solution for synchronising video streams, slides and animations.

* Development of training materials
We develop specific or generic training materials very efficiently for the satisfaction of our clients due to the experiences collected for several years. Our colleagues have experiences in development of several thousands multimedia elements. Our products are developed in harmonised teamwork and the results are always standardised training material packages, their local installations and configurations. We gained experiences with several eLearning Learning Management Systems LMSs available in our country which helps us in fine tuning the eLearning materials.

* Complex domestic and EU projects
We participate in realisations of several domestic and international projects. They are focused on the application of multimedia and the ubiquitous learning. We are interested in areas beyond the traditional TCP/IP technology, e.g. we apply the results of interactive digital television iDTV. Another important area is the determining the position of the client since the accurate coordinates and intelligently collected further information can make the life-long learning more comfortable.

Some additional information available here: https://www.sztaki.hu/fileadmin/department/Elearning.pdf

----
[[Category: Hungary]]
[[Category: Universities]]
[[Category:Research labs]]

MTA SZTAKI Computer and Automation Research Institute, Hungarian Academy of Sciences

2009-10-21T07:52:49Z

Grego lucas:

The MTA SZTAKI ([[Hungary]]) is a research institute, governed by the Hungarian Academy of Sciences. Upon the charge by the Secretary-general of the Academy, the supervision of the scientific activity pursued at the Institute is provided by the Board of the Institute.

MTA SZTAKI is the Hungarian acronym for "The Computer and Automation Research Institute, Hungarian Academy of Sciences". It is situated in Budapest, in [[Hungary]].

The Institute was founded in 1964. Its staff consists of more than 300 full-time employees, more than 200 with university diploma and more than 70 with scientific degrees.

The fundamental task of the Institute is to perform basic and application-oriented research in an interdisciplinary setting in the fields of computer science, engineering, information technology, intelligent systems, process control, wide-area networking and multimedia.

Contract-based target research, development, training and expert support for domestic and foreign industrial, governmental and other partners are important activities at the Institute.

'''Description of the E-learning department'''

MTA SZTAKI has become a key player of the domestic eLearning market in recent years profiting from its multimedia technology experiences on different areas of eLearning including research, expertise, product and content development. According to its active participations on different forums, the eLearning standards nowadays are already widely applied in Hungary supporting the free transfer of contents.

Its homepage is http://www.sztaki.hu/?en

The Department works on four main areas:

* Applied research, professional consultancy

Research includes several topics such as adaptive multimedia contents, which can be successfully applied in eLearning environment as well.
In the area of the research of Adaptive Multimedia Technologies, they joined program "Adaptive Distributed Multimedia Server” (ADMS) of the University of Klagenfurt who are considered as one of the leading research groups of Europe in the area of multimedia. Under the leadership of Prof. László Böszörményi, the Information Technology Department of the University is developing an architecture for the distribution of video streams over wide area networks, an architecture that is able to install individual proxy components to new network nodes in the case of network or node overload. Several valuable domestic and international publications were created in this topic.
Within the framework of the four-years long Mobile Innovation Centre (MIK) project, we work on creating an adaptive content development architecture which is able to store eLearning materials independently from the platform and it provides them in the appropriate time and place for the clients having different platforms.
The colleagues of our department work in several domestic and international committees examining different aspects of eLearning. We founded the already mentioned eLearning Forum conference series in 2002 and later we participated in it as co-organisers.

* Software development
We developed several software products in the last years that became widely known and they are used in different eLearning applications.
SZTAKI SCORM eLibrary training material repository: It is used for managing standardised SCORM-compliant training material packages.
SZTAKI SCORM Viewer 2.1: An application enabling to view packages off-line in SCORM format.
SZTAKI SSS ® Technology (Synchron Slide and Stream): Comparing to several products available on the market, it is a really platform independent solution for synchronising video streams, slides and animations.

* Development of training materials
We develop specific or generic training materials very efficiently for the satisfaction of our clients due to the experiences collected for several years. Our colleagues have experiences in development of several thousands multimedia elements. Our products are developed in harmonised teamwork and the results are always standardised training material packages, their local installations and configurations. We gained experiences with several eLearning Learning Management Systems LMSs available in our country which helps us in fine tuning the eLearning materials.

* Complex domestic and EU projects
We participate in realisations of several domestic and international projects. They are focused on the application of multimedia and the ubiquitous learning. We are interested in areas beyond the traditional TCP/IP technology, e.g. we apply the results of interactive digital television iDTV. Another important area is the determining the position of the client since the accurate coordinates and intelligently collected further information can make the life-long learning more comfortable.

Some additional information available here: https://www.sztaki.hu/fileadmin/department/Elearning.pdf

----
[[Category: Hungary]]
[[Category: Universities]]
[[Category:Research labs]]
[[Category: NOT IN TEMPLATE]]

MTA SZTAKI Computer and Automation Research Institute, Hungarian Academy of Sciences

2009-10-21T07:51:43Z

Grego lucas:

The MTA SZTAKI ([[Hungary]]) is a research institute, governed by the Hungarian Academy of Sciences. Upon the charge by the Secretary-general of the Academy, the supervision of the scientific activity pursued at the Institute is provided by the Board of the Institute.

MTA SZTAKI is the Hungarian acronym for "The Computer and Automation Research Institute, Hungarian Academy of Sciences". It is situated in Budapest, in [[Hungary]].

The Institute was founded in 1964. Its staff consists of more than 300 full-time employees, more than 200 with university diploma and more than 70 with scientific degrees.

The fundamental task of the Institute is to perform basic and application-oriented research in an interdisciplinary setting in the fields of computer science, engineering, information technology, intelligent systems, process control, wide-area networking and multimedia.

Contract-based target research, development, training and expert support for domestic and foreign industrial, governmental and other partners are important activities at the Institute.

'''Description of the E-learning department'''

MTA SZTAKI has become a key player of the domestic eLearning market in recent years profiting from its multimedia technology experiences on different areas of eLearning including research, expertise, product and content development. According to its active participations on different forums, the eLearning standards nowadays are already widely applied in Hungary supporting the free transfer of contents.

Its homepage is http://www.sztaki.hu/?en

The Department works on four main areas:

* Applied research, professional consultancy

Research includes several topics such as adaptive multimedia contents, which can be successfully applied in eLearning environment as well.
In the area of the research of Adaptive Multimedia Technologies, they joined program "Adaptive Distributed Multimedia Server” (ADMS) of the University of Klagenfurt who are considered as one of the leading research groups of Europe in the area of multimedia. Under the leadership of Prof. László Böszörményi, the Information Technology Department of the University is developing an architecture for the distribution of video streams over wide area networks, an architecture that is able to install individual proxy components to new network nodes in the case of network or node overload. Several valuable domestic and international publications were created in this topic.
Within the framework of the four-years long Mobile Innovation Centre (MIK) project, we work on creating an adaptive content development architecture which is able to store eLearning materials independently from the platform and it provides them in the appropriate time and place for the clients having different platforms.
The colleagues of our department work in several domestic and international committees examining different aspects of eLearning. We founded the already mentioned eLearning Forum conference series in 2002 and later we participated in it as co-organisers.

* Software development
We developed several software products in the last years that became widely known and they are used in different eLearning applications.
SZTAKI SCORM eLibrary training material repository: It is used for managing standardised SCORM-compliant training material packages.
SZTAKI SCORM Viewer 2.1: An application enabling to view packages off-line in SCORM format.
SZTAKI SSS ® Technology (Synchron Slide and Stream): Comparing to several products available on the market, it is a really platform independent solution for synchronising video streams, slides and animations.

* Development of training materials
We develop specific or generic training materials very efficiently for the satisfaction of our clients due to the experiences collected for several years. Our colleagues have experiences in development of several thousands multimedia elements. Our products are developed in harmonised teamwork and the results are always standardised training material packages, their local installations and configurations. We gained experiences with several eLearning Learning Management Systems LMSs available in our country which helps us in fine tuning the eLearning materials.

* Complex domestic and EU projects
We participate in realisations of several domestic and international projects. They are focused on the application of multimedia and the ubiquitous learning. We are interested in areas beyond the traditional TCP/IP technology, e.g. we apply the results of interactive digital television iDTV. Another important area is the determining the position of the client since the accurate coordinates and intelligently collected further information can make the life-long learning more comfortable.

Some additional information is available here: https://www.sztaki.hu/fileadmin/department/Elearning.pdf

----
[[Category: Hungary]]
[[Category: Universities]]
[[Category:Research labs]]
[[Category: NOT IN TEMPLATE]]

MTA SZTAKI Computer and Automation Research Institute, Hungarian Academy of Sciences

2009-10-21T07:48:45Z

Grego lucas:

The MTA SZTAKI ([[Hungary]]) is a research institute, governed by the Hungarian Academy of Sciences. Upon the charge by the Secretary-general of the Academy, the supervision of the scientific activity pursued at the Institute is provided by the Board of the Institute.

MTA SZTAKI is the Hungarian acronym for "The Computer and Automation Research Institute, Hungarian Academy of Sciences". It is situated in Budapest, in [[Hungary]].

The Institute was founded in 1964. Its staff consists of more than 300 full-time employees, more than 200 with university diploma and more than 70 with scientific degrees.

The fundamental task of the Institute is to perform basic and application-oriented research in an interdisciplinary setting in the fields of computer science, engineering, information technology, intelligent systems, process control, wide-area networking and multimedia.

Contract-based target research, development, training and expert support for domestic and foreign industrial, governmental and other partners are important activities at the Institute.

'''Description of the E-learning department'''

MTA SZTAKI has become a key player of the domestic eLearning market in recent years profiting from its multimedia technology experiences on different areas of eLearning including research, expertise, product and content development. According to its active participations on different forums, the eLearning standards nowadays are already widely applied in Hungary supporting the free transfer of contents.

Its homepage is http://www.sztaki.hu/?en

The Department works on four main areas.

* Applied research, professional consultancy

Research includes several topics such as adaptive multimedia contents, which can be successfully applied in eLearning environment as well.
In the area of the research of Adaptive Multimedia Technologies, they joined program "Adaptive Distributed Multimedia Server” (ADMS) of the University of Klagenfurt who are considered as one of the leading research groups of Europe in the area of multimedia. Under the leadership of Prof. László Böszörményi, the Information Technology Department of the University is developing an architecture for the distribution of video streams over wide area networks, an architecture that is able to install individual proxy components to new network nodes in the case of network or node overload. Several valuable domestic and international publications were created in this topic.
Within the framework of the four-years long Mobile Innovation Centre (MIK) project, we work on creating an adaptive content development architecture which is able to store eLearning materials independently from the platform and it provides them in the appropriate time and place for the clients having different platforms.
The colleagues of our department work in several domestic and international committees examining different aspects of eLearning. We founded the already mentioned eLearning Forum conference series in 2002 and later we participated in it as co-organisers.

* Software development
We developed several software products in the last years that became widely known and they are used in different eLearning applications.
SZTAKI SCORM eLibrary training material repository: It is used for managing standardised SCORM-compliant training material packages.
SZTAKI SCORM Viewer 2.1: An application enabling to view packages off-line in SCORM format.
SZTAKI SSS ® Technology (Synchron Slide and Stream): Comparing to several products available on the market, it is a really platform independent solution for synchronising video streams, slides and animations.

* Development of training materials
We develop specific or generic training materials very efficiently for the satisfaction of our clients due to the experiences collected for several years. Our colleagues have experiences in development of several thousands multimedia elements. Our products are developed in harmonised teamwork and the results are always standardised training material packages, their local installations and configurations. We gained experiences with several eLearning Learning Management Systems LMSs available in our country which helps us in fine tuning the eLearning materials.

* Complex domestic and EU projects
We participate in realisations of several domestic and international projects. They are focused on the application of multimedia and the ubiquitous learning. We are interested in areas beyond the traditional TCP/IP technology, e.g. we apply the results of interactive digital television iDTV. Another important area is the determining the position of the client since the accurate coordinates and intelligently collected further information can make the life-long learning more comfortable.

Some additional information is available here: https://www.sztaki.hu/fileadmin/department/Elearning.pdf

----
[[Category: Hungary]]
[[Category: Universities]]
[[Category:Research labs]]
[[Category: NOT IN TEMPLATE]]

MTA SZTAKI Computer and Automation Research Institute, Hungarian Academy of Sciences

2009-10-21T07:37:32Z

Grego lucas:

The MTA SZTAKI ([[Hungary]]) is a research institute, governed by the Hungarian Academy of Sciences. Upon the charge by the Secretary-general of the Academy, the supervision of the scientific activity pursued at the Institute is provided by the Board of the Institute.

MTA SZTAKI is the Hungarian acronym for "The Computer and Automation Research Institute, Hungarian Academy of Sciences".

The Institute was founded in 1964. Its staff consists of more than 300 full-time employees, more than 200 with university diploma and more than 70 with scientific degrees.

The fundamental task of the Institute is to perform basic and application-oriented research in an interdisciplinary setting in the fields of computer science, engineering, information technology, intelligent systems, process control, wide-area networking and multimedia.

Contract-based target research, development, training and expert support for domestic and foreign industrial, governmental and other partners are important activities at the Institute.

'''Description of the E-learning department'''

MTA SZTAKI has become a key player of the domestic eLearning market in recent years profiting from its multimedia technology experiences on different areas of eLearning including research, expertise, product and content development. According to its active participations on different forums, the eLearning standards nowadays are already widely applied in Hungary supporting the free transfer of contents.

The Department works on four main areas.

* Applied research, professional consultancy

Research includes several topics such as adaptive multimedia contents, which can be successfully applied in eLearning environment as well.
In the area of the research of Adaptive Multimedia Technologies, they joined program "Adaptive Distributed Multimedia Server” (ADMS) of the University of Klagenfurt who are considered as one of the leading research groups of Europe in the area of multimedia. Under the leadership of Prof. László Böszörményi, the Information Technology Department of the University is developing an architecture for the distribution of video streams over wide area networks, an architecture that is able to install individual proxy components to new network nodes in the case of network or node overload. Several valuable domestic and international publications were created in this topic.
Within the framework of the four-years long Mobile Innovation Centre (MIK) project, we work on creating an adaptive content development architecture which is able to store eLearning materials independently from the platform and it provides them in the appropriate time and place for the clients having different platforms.
The colleagues of our department work in several domestic and international committees examining different aspects of eLearning. We founded the already mentioned eLearning Forum conference series in 2002 and later we participated in it as co-organisers.

* Software development
We developed several software products in the last years that became widely known and they are used in different eLearning applications.
SZTAKI SCORM eLibrary training material repository: It is used for managing standardised SCORM-compliant training material packages.
SZTAKI SCORM Viewer 2.1: An application enabling to view packages off-line in SCORM format.
SZTAKI SSS ® Technology (Synchron Slide and Stream): Comparing to several products available on the market, it is a really platform independent solution for synchronising video streams, slides and animations.

* Development of training materials
We develop specific or generic training materials very efficiently for the satisfaction of our clients due to the experiences collected for several years. Our colleagues have experiences in development of several thousands multimedia elements. Our products are developed in harmonised teamwork and the results are always standardised training material packages, their local installations and configurations. We gained experiences with several eLearning Learning Management Systems LMSs available in our country which helps us in fine tuning the eLearning materials.

* Complex domestic and EU projects
We participate in realisations of several domestic and international projects. They are focused on the application of multimedia and the ubiquitous learning. We are interested in areas beyond the traditional TCP/IP technology, e.g. we apply the results of interactive digital television iDTV. Another important area is the determining the position of the client since the accurate coordinates and intelligently collected further information can make the life-long learning more comfortable.

Its homepage is http://www.sztaki.hu/?en

https://www.sztaki.hu/fileadmin/department/Elearning.pdf

----
[[Category: Hungary]]
[[Category: Universities]]
[[Category:Research labs]]
[[Category: NOT IN TEMPLATE]]

MTA SZTAKI Computer and Automation Research Institute, Hungarian Academy of Sciences

2009-10-21T07:33:13Z

Grego lucas:

The MTA SZTAKI ([[Hungary]]) is a research institute, governed by the Hungarian Academy of Sciences. Upon the charge by the Secretary-general of the Academy, the supervision of the scientific activity pursued at the Institute is provided by the Board of the Institute.

MTA SZTAKI is the Hungarian acronym for "The Computer and Automation Research Institute, Hungarian Academy of Sciences".

The Institute was founded in 1964. Its staff consists of more than 300 full-time employees, more than 200 with university diploma and more than 70 with scientific degrees.

The fundamental task of the Institute is to perform basic and application-oriented research in an interdisciplinary setting in the fields of computer science, engineering, information technology, intelligent systems, process control, wide-area networking and multimedia.

Contract-based target research, development, training and expert support for domestic and foreign industrial, governmental and other partners are important activities at the Institute.

'''Description of the E-learning department'''

MTA SZTAKI has become a key player of the domestic eLearning market in recent years profiting from its multimedia technology experiences on different areas of eLearning including research, expertise, product and content development. According to its active participations on different forums, the eLearning standards nowadays are already widely applied in Hungary supporting the free transfer of contents.

The Department works on four main areas.

* Applied research, professional consultancy

Research includes several topics such as adaptive multimedia contents, which can be successfully applied in eLearning environment as well.
In the area of the research of Adaptive Multimedia Technologies, they joined program "Adaptive Distributed Multimedia Server” (ADMS) of the University of Klagenfurt who are considered as one of the leading research groups of Europe in the area of multimedia. Under the leadership of Prof. László Böszörményi, the Information Technology Department of the University is developing an architecture for the distribution of video streams over wide area networks, an architecture that is able to install individual proxy components to new network nodes in the case of network or node overload. Several valuable domestic and international publications were created in this topic.
Within the framework of the four-years long Mobile Innovation Centre (MIK) project, we work on creating an adaptive content development architecture which is able to store eLearning materials independently from the platform and it provides them in the appropriate time and place for the clients having different platforms.
The colleagues of our department work in several domestic and international committees examining different aspects of eLearning. We founded the already mentioned eLearning Forum conference series in 2002 and later we participated in it as co-organisers.

* Software development
We developed several software products in the last years that became widely known and they are used in different eLearning applications.
SZTAKI SCORM eLibrary training material repository: It is used for managing standardised SCORM-compliant training material packages.
SZTAKI SCORM Viewer 2.1: An application enabling to view packages off-line in SCORM format.
SZTAKI SSS ® Technology (Synchron Slide and Stream): Comparing to several products available on the market, it is a really platform independent solution for synchronising video streams, slides and animations.

* Development of training materials
We develop specific or generic training materials very efficiently for the satisfaction of our clients due to the experiences collected for several years. Our colleagues have experiences in development of several thousands multimedia elements. Our products are developed in harmonised teamwork and the results are always standardised training material packages, their local installations and configurations. We gained experiences with several eLearning Learning Management Systems LMSs available in our country which helps us in fine tuning the eLearning materials.

* Complex domestic and EU projects
We participate in realisations of several domestic and international projects. They are focused on the application of multimedia and the ubiquitous learning. We are interested in areas beyond the traditional TCP/IP technology, e.g. we apply the results of interactive digital television iDTV. Another important area is the determining the position of the client since the accurate coordinates and intelligently collected further information can make the life-long learning more comfortable.

Its homepage is http://www.sztaki.hu/?en

https://www.sztaki.hu/fileadmin/department/Elearning.pdf

----
[[Category: Hungary]]
[[Category: Universities]]

[[Category: NOT IN TEMPLATE]]

MTA SZTAKI Computer and Automation Research Institute, Hungarian Academy of Sciences

2009-10-21T07:32:54Z

Grego lucas:

The MTA SZTAKI ([[Hungary]]) is a research institute, governed by the Hungarian Academy of Sciences. Upon the charge by the Secretary-general of the Academy, the supervision of the scientific activity pursued at the Institute is provided by the Board of the Institute.

MTA SZTAKI is the Hungarian acronym for "The Computer and Automation Research Institute, Hungarian Academy of Sciences".

The Institute was founded in 1964. Its staff consists of more than 300 full-time employees, more than 200 with university diploma and more than 70 with scientific degrees.

The fundamental task of the Institute is to perform basic and application-oriented research in an interdisciplinary setting in the fields of computer science, engineering, information technology, intelligent systems, process control, wide-area networking and multimedia.

Contract-based target research, development, training and expert support for domestic and foreign industrial, governmental and other partners are important activities at the Institute.

'''Description of the E-learning department'''

MTA SZTAKI has become a key player of the domestic eLearning market in recent years profiting from its multimedia technology experiences on different areas of eLearning including research, expertise, product and content development. According to its active participations on different forums, the eLearning standards nowadays are already widely applied in Hungary supporting the free transfer of contents.

The Department works on four main areas.

* Applied research, professional consultancy

Research includes several topics such as adaptive multimedia contents, which can be successfully applied in eLearning environment as well.
In the area of the research of Adaptive Multimedia Technologies, they joined program "Adaptive Distributed Multimedia Server” (ADMS) of the University of Klagenfurt who are considered as one of the leading research groups of Europe in the area of multimedia. Under the leadership of Prof. László Böszörményi, the Information Technology Department of the University is developing an architecture for the distribution of video streams over wide area networks, an architecture that is able to install individual proxy components to new network nodes in the case of network or node overload. Several valuable domestic and international publications were created in this topic.
Within the framework of the four-years long Mobile Innovation Centre (MIK) project, we work on creating an adaptive content development architecture which is able to store eLearning materials independently from the platform and it provides them in the appropriate time and place for the clients having different platforms.
The colleagues of our department work in several domestic and international committees examining different aspects of eLearning. We founded the already mentioned eLearning Forum conference series in 2002 and later we participated in it as co-organisers.

* Software development
We developed several software products in the last years that became widely known and they are used in different eLearning applications.
SZTAKI SCORM eLibrary training material repository: It is used for managing standardised SCORM-compliant training material packages.
SZTAKI SCORM Viewer 2.1: An application enabling to view packages off-line in SCORM format.
SZTAKI SSS ® Technology (Synchron Slide and Stream): Comparing to several products available on the market, it is a really platform independent solution for synchronising video streams, slides and animations.

* Development of training materials
We develop specific or generic training materials very efficiently for the satisfaction of our clients due to the experiences collected for several years. Our colleagues have experiences in development of several thousands multimedia elements. Our products are developed in harmonised teamwork and the results are always standardised training material packages, their local installations and configurations. We gained experiences with several eLearning Learning Management Systems LMSs available in our country which helps us in fine tuning the eLearning materials.

* Complex domestic and EU projects
We participate in realisations of several domestic and international projects. They are focused on the application of multimedia and the ubiquitous learning. We are interested in areas beyond the traditional TCP/IP technology, e.g. we apply the results of interactive digital television iDTV. Another important area is the determining the position of the client since the accurate coordinates and intelligently collected further information can make the life-long learning more comfortable.

Its homepage is http://www.sztaki.hu/?en

https://www.sztaki.hu/fileadmin/department/Elearning.pdf

----
[[Category: Hungary]]
[[Category: Universtities]]

[[Category: NOT IN TEMPLATE]]

MTA SZTAKI Computer and Automation Research Institute, Hungarian Academy of Sciences

2009-10-21T07:30:06Z

Grego lucas:

The MTA SZTAKI ([[Hungary]]) is a research institute, governed by the Hungarian Academy of Sciences. Upon the charge by the Secretary-general of the Academy, the supervision of the scientific activity pursued at the Institute is provided by the Board of the Institute.

MTA SZTAKI is the Hungarian acronym for "The Computer and Automation Research Institute, Hungarian Academy of Sciences".

The Institute was founded in 1964. Its staff consists of more than 300 full-time employees, more than 200 with university diploma and more than 70 with scientific degrees.

The fundamental task of the Institute is to perform basic and application-oriented research in an interdisciplinary setting in the fields of computer science, engineering, information technology, intelligent systems, process control, wide-area networking and multimedia.

Contract-based target research, development, training and expert support for domestic and foreign industrial, governmental and other partners are important activities at the Institute.

'''Description of the E-learning department'''

MTA SZTAKI has become a key player of the domestic eLearning market in recent years profiting from its multimedia technology experiences on different areas of eLearning including research, expertise, product and content development. According to its active participations on different forums, the eLearning standards nowadays are already widely applied in Hungary supporting the free transfer of contents.

The Department works on four main areas.

* Applied research, professional consultancy

Research includes several topics such as adaptive multimedia contents, which can be successfully applied in eLearning environment as well.
In the area of the research of Adaptive Multimedia Technologies, they joined program "Adaptive Distributed Multimedia Server” (ADMS) of the University of Klagenfurt who are considered as one of the leading research groups of Europe in the area of multimedia. Under the leadership of Prof. László Böszörményi, the Information Technology Department of the University is developing an architecture for the distribution of video streams over wide area networks, an architecture that is able to install individual proxy components to new network nodes in the case of network or node overload. Several valuable domestic and international publications were created in this topic.
Within the framework of the four-years long Mobile Innovation Centre (MIK) project, we work on creating an adaptive content development architecture which is able to store eLearning materials independently from the platform and it provides them in the appropriate time and place for the clients having different platforms.
The colleagues of our department work in several domestic and international committees examining different aspects of eLearning. We founded the already mentioned eLearning Forum conference series in 2002 and later we participated in it as co-organisers.

* Software development
We developed several software products in the last years that became widely known and they are used in different eLearning applications.
SZTAKI SCORM eLibrary training material repository: It is used for managing standardised SCORM-compliant training material packages.
SZTAKI SCORM Viewer 2.1: An application enabling to view packages off-line in SCORM format.
SZTAKI SSS ® Technology (Synchron Slide and Stream): Comparing to several products available on the market, it is a really platform independent solution for synchronising video streams, slides and animations.

* Development of training materials
We develop specific or generic training materials very efficiently for the satisfaction of our clients due to the experiences collected for several years. Our colleagues have experiences in development of several thousands multimedia elements. Our products are developed in harmonised teamwork and the results are always standardised training material packages, their local installations and configurations. We gained experiences with several eLearning Learning Management Systems LMSs available in our country which helps us in fine tuning the eLearning materials.

* Complex domestic and EU projects
We participate in realisations of several domestic and international projects. They are focused on the application of multimedia and the ubiquitous learning. We are interested in areas beyond the traditional TCP/IP technology, e.g. we apply the results of interactive digital television iDTV. Another important area is the determining the position of the client since the accurate coordinates and intelligently collected further information can make the life-long learning more comfortable.

Its homepage is http://www.sztaki.hu/?en

https://www.sztaki.hu/fileadmin/department/Elearning.pdf

----
> [[Hungary]]

[[Category: NOT IN TEMPLATE]]

Sulinet Digital Knowledge Base (SDT)

2009-10-21T07:28:58Z

Grego lucas:

The page is sourced from the Sulinet Web site at http://sdt.sulinet.hu/.

the Sulinet Program Office in cooperation with the Ministry of Education decided to create the Sulinet Digital Knowledge Base because :
in the period of the accelerated technological development traditional methods of knowledge transfer can not serve the demands of the labour market anymore. Acquisition of skills and abilities got into the centre of interest. Knowledge could be diverse and it can change quickly, therefore life long learning has become very important. Life long learning is composed of different basic competencies. Skill of reading, writing and basic lexical knowledge is still essential. Foreign language knowledge and ability to use information and communication technologies make this complete. The Ministry of Education represents the programs aiming to develop the life long learning skills in the Middle Distance Development Plan of the Public Education. The formation of life long learning skills expects the establishment of new physical and mental infrastructure; therefore

'''Content development'''
* SDT is a digital curriculum database and a content management tool
* LOs cover the curriculum of grades 7-12 according to knowledge areas
* Goal: to create a complete curriculum database covering the curriculum of grades 1-12
* SDT is a Learning Content Management System consisting of different reusable elements (pictures, texts, sound- and video files)
* Subjects of History and Geography are available right now - 15.224 LOs and learning assets
* Other eight subjects are going to be available by the end of 2004, that means about 200.000 LOs and learning assets
* The internal storage of data and the publishing happens aligned with international standards (SCORM, IMS, LOM, Dublin Core) towards the enhancement of independence from the content-suppliers and the portability of the content
* The multiple classifications, technical and content meta information related to the assets and LO's support the maintenance of the substance
* Book publishers and teachers are also involved in the process, and the development takes place also in form of voluntary work.

'''SDT portal'''
* Available via the Education Portal of Sulinet Program Office - http://sdt.sulinet.hu
* Its use for non profit goals is free of charge for everyone
* Examples, animations, demonstration films, supplementary databases, background information, lecture drafts, methodological assistance
* It has collaborative functions - forum (open and closed), chat
* Search function (simple and advanced), browser
* LOs are provided with detailed metadata - it makes searching easier
* Editorial function: users have the right to edit the LOs and to create new ones, which might get into the SDT after professional verification
* Test phase of the portal started on 1 September 2004

'''Teacher training'''
* Intends to develop teachers' ICT and methodological skills
* Based on a survey on teachers' skills and awareness level
* Shift in teaching content: informatics as a profession supporting the creation of digital culture
* Ten modules - teachers might choose modules they would like to take according to their existing skills

Subjects:
* Studies on operation informatics
* Studies on informatics with supplementary multimedia-based educational auxiliary materials (multimedia-based tools and softwares)
* CBT/WBT methodological studies
* Constructive, collaborative and cooperative pedagogy (through articles and presentations)

'''Sulinet's mission'''

:We want to teach teachers as they are expected to teach!

:We pledged ourselves to develop the Sulinet Digital Knowledge Base with the aim to support the acquisition of the life long learning's minimum competencies. One of the tools is the basic information database, which builds model about the information acquisition and the knowledge building of the labour market environment better than the traditional books with linear structure delivering complete knowledge.

Their web site: http://sdt.sulinet.hu/

----
[[Category: Hungary]]
[[Category: National initiatives]]

Sulinet Digital Knowledge Base (SDT)

2009-10-21T07:28:37Z

Grego lucas:

SZÁMALK Education and Information Technology Ltd.

2009-10-19T13:24:03Z

Grego lucas:

* '''SZÁMALK Education and Information Technology Ltd.'''

{| border="1"
|-
| Name || SZAMALK - Education and Information Technology Ldt

|-
| Status || privately owned educational institution
|-
| Field || information technology, economics, managerial and business
|-
| Activities || E-learning material development (ILIAS platform)

e-learning projects

organisation of workshop

online distance education
|-
| Contact|| Dr. Zárda Sarolta Ph.D / Miklos Havass
|-
| Parnership / Network || Dennis Gabor College (BSc)

SZÁMALK Vocational School

SZAMALK OBS (Open Business School)

|-
| Focus group || Carry out educational activities ranging from primary school level to MBA degrees

10.000 students/year
|-
| URL || [http://www.szamalk.hu/English/default.htm the web page of SZAMLAK]

[http://www.szamalk.hu/projects/Projects.htm interesting list of ODL and e-learning projects]
|}

----
[[Category:Hungary]]
[[Category:Colleges]]
[[Category:Universities]]
[[Category:Private providers]]
[[Category:Evolution of existing institutions]]

SZÁMALK Education and Information Technology Ltd.

2009-10-19T13:22:44Z

Grego lucas:

* '''SZÁMALK Education and Information Technology Ltd.'''

{| border="1"
|-
| Name || SZAMALK - Education and Information Technology Ldt

|-
| Status || privately owned educational institution
|-
| Field || information technology, economics, managerial and business
|-
| Activities || E-learning material development (ILIAS platform)

e-learning projects

organisation of workshop

online distance education
|-
| Contact|| Dr. Zárda Sarolta Ph.D / Miklos Havass
|-
| Parnership / Network || Dennis Gabor College (BSc)

SZÁMALK Vocational School

SZAMALK OBS (Open Business School)

|-
| Focus group || Carry out educational activities ranging from primary school level to MBA degrees

10.000 students/year
|-
| URL || [http://www.szamalk.hu/English/default.htm the web page of SZAMLAK]

[http://www.szamalk.hu/projects/Projects.htm interesting list of ODL and e-learning projects]
|}

----
[[Category:Hungary]]
[[Category:Universities]]
[[Category:Private providers]]
[[Category:Evolution of existing institutions]]

SZÁMALK Education and Information Technology Ltd.

2009-10-19T13:22:10Z

Grego lucas:

* '''SZÁMALK Education and Information Technology Ltd.'''

{| border="1"
|-
| Name || SZAMALK - Education and Information Technology Ldt

|-
| Status || privately owned educational institution
|-
| Field || information technology, economics, managerial and business
|-
| Activities || E-learning material development (ILIAS platform)

e-learning projects

organisation of workshop

online distance education
|-
| Contact|| Dr. Zárda Sarolta Ph.D / Miklos Havass
|-
| Parnership / Network || Dennis Gabor College (BSc)

SZÁMALK Vocational School

SZAMALK OBS (Open Business School)

|-
| Focus group || Carry out educational activities ranging from primary school level to MBA degrees

10.000 students/year
|-
| URL || [http://www.szamalk.hu/English/default.htm the web page of SZAMLAK]

[http://www.szamalk.hu/projects/Projects.htm interesting list of ODL and e-learning projects]
|}

----
> [[Hungary]]
[[Category:Universities]]
[[Category:Private providers]]
[[Category:Evolution of existing institutions]]

Apertus Foundation

2009-10-05T10:40:24Z

Grego lucas:

Apertus Foundation

2009-10-05T10:40:13Z

Grego lucas:

Apertus Foundation

2009-10-05T10:38:30Z

Grego lucas:

Apertus Public Foundation T042 PR-II

2009-10-05T10:11:02Z

Grego lucas:

On the tender titled "PR-II: Development of distance education programmes introduced via information systems serving the training requirements of economic organisations and companies. Supporting educational programmes - built on open training components - of micro-, small- and medium-enterprises, and other economic organisations" and put up by the Apertus Public Foundation in 2003, the bid titled "T042-PRII/0009 INTI" of the consortium made up of Perfect Co. and Coedu E-learning Ltd. was announced winner.

During the realization of the project an electronic training package suitable for individual learning has been developed that can be downloaded from the internet and that is available on CD-ROM as well. The basis of the development is constituted by professional materials available at the Perfekt Co. and developed especially for this training; during the project completion these materials were converted according to the didactic aspectss of distance education, making them suitable for individual learning supported by tutorial activity.

The modules of the training:

* Founding financial decisions of enterprises

* Taxation studies

Source: http://www.en.coedu.hu/mss_en/alpha?do=3&st=2&pg=43&m31_doc=91&m35_act=13

Apertus Public Foundation T042 PR-II

2009-10-05T10:10:51Z

Grego lucas: New page: On the tender titled "PR-II: Development of distance education programmes introduced via information systems serving the training requirements of economic organisations and companies. Supp...

Apertus Foundation

2009-10-05T10:10:28Z

Grego lucas:

Apertus Foundation

2009-10-05T10:04:50Z

Grego lucas:

Apertus Foundation

2009-10-05T10:04:37Z

Grego lucas:

Nancy-Université - case study

2009-10-05T10:04:10Z

Grego lucas: Protected "Nancy-Université - case study" [edit=revica:move=revica]

[[Image:NU logo.JPG|right|frame|Logo of Nancy-Université]]




The ''Nancy-Université'' (Abrev: NU) is a federation of 3 HEIs in the city of Nancy, in France. This [[EPCS]] has been created in 2007.

This federation groups the three HEIs in Nancy:
* Université Henri-Poincaré – Nancy 1 (science and medecine) [http://www.uhp-nancy.fr/ www.uhp-nancy.fr]
* Université Nancy 2 (humanities) [http://www.univ-nancy2.fr/index.html?lang=EN www.univ-nancy2.fr]
* the Institut National Polytechnique de Lorraine (engineering school) [http://www.inpl-nancy.fr/ www.inpl-nancy.fr]

It prefigures a complete fusion of the three universities in the not too distant future. Currently a number of departments are now common to the federation. With respect to ICT, the recently created department [[NUTICE]] is responsible for educational ICT support for the three institutions.



Nancy-Université is lead by one of the president of the member institutions.
François Laurent is the president of the EPCS Nancy-Université since the 6 May 2008 for a mandate of 1 year renewable. He succeed François Le Poultier.



This EPCS, public establishment, aims at regrouping the means in the service of a common policy allowing a better effectiveness and a better visibility of missions of training, research, promotion and of broadcasting of University’s know how.
It leans on a Directorate, a Council of research, a Council of pedagogy and on a Commission of human resources.

A total of 40,000 students annually follow the courses in the 3 HEIs.
The federation awards a total of nearly 400 diplomas that cover almost all domain of knowledge and issued around 17 000 degrees and diplomas in the year 2007.
The permanent staff of the 3 establishments is made up of about 5000 people, about 2200 teachers-researchers and lecturers and about 2500 in administration.



“Nancy-Université Continuing education”
NU make a commitment to Life Long Learning and offer a unique structure giving to firms, to public agencies and private and to persons a true know-how in engineering of Training. NU has experience in the following fieds: evaluation of competences, validation of knowledges and experience, individual certificate of training, trainings leading to qualification and diploma, advice and accompaniment. It offer its services to traditional learners, distance learner, into company or out of the company. Every year, either 3500 persons participate into NU life long learning activities or 530 000 hours of training.

“Numeric University”
NU is a member of UNIRE network (Numeric University in Region). NU set up for all its members, staff, students, a numeric platform where they can find resources, services. This platform can be reach from all pc connected to Internet, 24h/24 everywhere. 100% of the campus is covered by WIFI.

The Nancy-université web site is at [http://www.nancy-universite.fr/ www.nancy-universite.fr]



'''Partnerships and exchange programmes'''

A lot of partnerships (regional, national and international) for this federation of universities involved in many virtual-campus, subject-oriented virtual universities. Nancy-Université is an active member of UNIRE (Université Numérique interRégionale de l’Est). To summarize it has partnerships with 155 universities in 24 European countries.

The university participates among others in the Erasmus-Mundus programme.
The Erasmus-Mundus Masters are multinational educational programmes of high quality organised by consortiums of european HEIs.
Nancy-Université deal with 3 masters:
* FUSION-EP : European Master in Nuclear Fusion Science and Engineering Physics in partnership with 6 european universities.
* AMASE : Advanced Materials Science and Engeneering Master in partnership with 3 european universties.
* TAL : Traitement Automatique des Langues in partnership with 9 european universities.

Nancy-Université or one of its member institution os member or partner of:

* [http://www.auf.org/ AUF]
* [http://www.campusfrance.org/ Campus France]
* Charte Erasmus
* [[Charte Sar-Lor-Lux]]
* Collège doctoral franco-chinois
* Convention CEF
* [http://www.crepuq.qc.ca/ CREPUQ]
* Erasmus-Mundus
* EUA (European University Association)
* [http://www.master211.com/ Master 211]
* Réseau doctoral franco-américain
* Université Franco-Allemande




----

== Institution ==

=== The present ===

* '''''(1) Provide a general description of the institution in its current state, putting the e-learning into context''.'''

Nancy-Université is a federation of 3 university of Nancy.
Each university has kepp is own identity, it is not a merging.
Some services were regrouped. One of the first actions within Nancy-Université was to regroup all the activities linked to ITC in education. Nancy 2 e-education activities are now considered in the context of the EPCS Nancy University via its service called [[NUTICE]]

Nancy-Universtié is composed of traditional universities offering also open and distance learning and participating in many virtual-campus initiatives. The use of ITC is a priority for the university.

The activities of NU can be summarized and organized at several level:
* local: with the utilization of e-learning module by teacher in a blended format with traditional learning.
* regional (virtual campus at regional scale)
* National: (national virtual campus and thematical numeric university)
* International: (virtual campus for multi graduating training where student realize virtual mobility in several countries).

NU’s e-learning offer is multi disciplinary.

NU offer to all staff and users un numerical work space (it was one of the 3 first French university to do it). This space gather, in function of the user profile all the necessary services he needs.

A part of the administration is done online at the university. Nancy 2 was the first french university to propose a online registration. About 15 400 students registered online in 2005-2006.

* '''''(2) What is the institution's annual budget?'''''

* '''''(3) How many students does the institution have (a) in total? (b) as full-time equivalents?'''''

Nancy-Université
(a) 40 000 students, including 6 000 foreign students.

(b) No information.

* '''''(4) How many staff does the institution have (a) in total? (b) as full-time equivalents?'''''

(a) 5000 staff in NU :
* 2 200 researchers / teachers
* 2 500 administrative staff and non-professional staff.

(b)not found.

Considered as full time equivalent.

* '''''(5) What is the institution's "business model"? (a) public (b) private (c) consortium (d) national programme. If (c) or (d) above, list the other partners (or the members) and for each briefly describe its role.'''''

(a) public

* '''''(6) What percentage of the institution's students are based outside the home country?'''''

* 6000 foreign students in Nancy-Université
* 1000 students of NU studying abroad.

* '''''(7) Describe the institution's approach to virtual mobility.'''''

High priority for this institution. The Nancy 2 university was one of the first french university to start with virtual campus and distance education.

Some technologic dispositives are important to notify:
* virtual ressources
* virtual working environment (ENT since 2004)
* customized platform.

Some educional dispositives are important to notify:
* educational programs with virtual exchange between 3 institutes at international.
* distance education (Master).
* virtual campus.
* e-learning projects.

No students are doing a Virtual Erasmus.

* '''''(8) Describe how the institution manages its "brand" (a) in general and (b) in respect of any e-learning aspects.'''''

The institutions of Nancy University are more that 100 years old. They are well known because of their history.

Concerning e-learning, NU is doing :
* web site NU and web site for each institution.
* NTIC portal
* conferences and seminars in France
* international conferences and seminars
* participation in big e-learning events : EDEN, OEB.
* publication
* participation in consortiums
* participation to meeting organised by the european commission
* member of the french association for ITC for education.
* TICE networks :
** TICE world
** TICE research and inovation.

=== The past ===

Nancy-Université itself has a very short past, as it was created in 2007.
The following lines describe the common or important elements that can be highlighted from the past of the 3 members universities.


* '''''(9) Give a narrative description of the institution's history since its foundation, concentrating on key dates, recent years and any e-learning issues.'''''

* The Nancy 2 university, Nancy 1 Henri Poincaré and the National Polytechnnic institute of Lorraine (Institut National Polytechnique de Lorraine (INPL)) were created in 1971 following the reform of higher education enforced by the law "Faure" (Nov. 1968).

* 1978, saw the creation of VIDEOSCOP, an audiovisual and multimedia production centre in Nancy 2. VIDEOSCOP currently produces pedagical video programmes and multimédia materials for educational purposes in the e-campuses in which Nancy 2 is involved. These programmes are broadcast through video channels such as Canal-U. Videoscop is also the coordinator of or partner in a number of European projects, including those of the eLene group. (See also technology part for more information about VIDEOSCOP).

* Creation of CRIs (Centre de Ressource Informatique - Informatic ressource center) in the 3 universities. A CRI is a common service devoted to all aspects related with the development of ICT, in order to support administrative, research, pedagogical activities. For example, CRI has offered in 1998 an internet access and a personal email to each student of the university Nancy 2, in 2004 a vitual desk . Since 1998, it proposes a pedagogical platform (with targetted access to e-ressources since 2004 via the virtual desk). The CRIs are important for e-learning because one of their mission is to support research and development of Information and Communication Technologies.

* In 1998, Nancy 1 and Nancy 2 responded to the Allegre call - a call dealing with the use of new technologies - and started the NUO project in 1999 (NUO for Nancy Université Ouverte = Open University Nancy). This e-campus got bigger the following year (2000) with the support of the Regional Council of Lorraine. Other universities in Lorraine joined the project, which became a pluri-disciplinary e-campus on a regional scale. LUNO (for - Lorraine Université Ouverte) is still running nowadays.

* In parallel, in 2000, Nancy 2 answered a call for proposals launched by the ministries of education and research for the creation of "campus numérique français" (french e-campuses).

* '''Virtual-campus initiatives'''

virtual-campuses in which Université Nancy 2 is involved, all of them are relevant to e-learning:

* Law, Economics, Management
**''[[canege]]'' oui

* Human and Social Sciences
**''[[langues-u]]'' oui
**''[[réseaux.doc]]'' ?

* Enginering - Education and communication
**''[[Cian]]''
**''[[e-miage]]''

* Interdisciplinary
**''[[luno]]'' oui
**''[[passeport]]''

* April to July 2003, following the demand of the European Commission, PLS Ramboll (a Scandinavian management consulting firm) carried out case studies in 8 European countries for the report Virtual Models of European Universities. http://www.elearningeuropa.info/extras/pdf/virtual_models.pdf. With the help of the national ministry for education, it identified CANEGE (a virtual campus in which Nancy 2 is involved) as an example of best practice in e-learning at European level.The insitutions which were selected for these case studies decided to join forces and created eLene (eLearning network) in November of the same year. They have since sucessfully run three Virtual Campus projects in the European Commission supported eLearning programme.

* In september 2007, Nancy 2 has decided to reorganise e-education activities in nancy 2, it leads to the end of the [[CEFOD]] Unit, the transformation of the CTU (Centre de Télé-enseignement Universitaire) into the ERUDI structure (http://) and the creation in the EPCS Nancy Université of a common service dedicated to e-education, called NUTICE (http://TICE.nancy-universite.fr). Since january 2008, all the activities related to e-education are missions of this service for the three Universities in Nancy.

== External environment ==

* '''''(10) What is the institution's funding from government as a percentage of annual income?'''''

almost 100 %. Taken from the quadriennal contract done with the ministry of education.

* '''''(11) Describe the way that funding is provided for institutions in the institution's country, or state that it is the same as for other institutions in the country.'''''

There are some regional fundings for specifical project. But on the wohole it is the same as for other French institutions.

* '''''(12) Describe the legal status of the institution.'''''

Nancy-Université has not a status of university because no student are registered in Nancy Université. Students register to one of the 3 component of NU.

Nancy-Université is an EPCS.
The status of public instite of scientific cooperation (EPCT) was created by the law of avril 18th 2006. It is one a the possible status for a group of HEI.

Nancy-Université is also a PRES (Pole of research and HE)

* '''''(13) List the language(s) that the institution uses for instruction with the percentage of students studying in each. (Bilingual study can also be included.)'''''

French language mainly.
Some lectures in English (Master) or Erasmus Mundus.

* '''''(14) Describe any specific cultural issues that affect the institution's students or state that it is the same as for other institutions in the country. Mention any features relevant to e-learning.'''''

* intercultural module
* french language departement for foreigners
* the institution have made efforts since several years to help handicaped persons.

* '''''(15) Describe the external quality assurance and/or accreditation regime affecting the institution, or state that it is the same as for other institutions in the country. Mention any features relevant to e-learning.'''''

The 3 HEI in NU are engaged in a common quality approach.

The framework is written in the quadriennal contract, it is also adapted to the european advices. The aims are the continuous improvement of quality, in term of excellence, users satisfaction, efficiency of processes or certification via the set up of monitoring tools for assessment.

NU have internal experience in the field of quality approach :

* some laboratories are certified.
* the continuing education service is certified (certification iso 9001)
* evaluation process for the evaluation of courses and professional ou encore processus d’évaluation des enseignements et de l’insertion professionnelle des étudiants.
* creation of a group in charge of quality assistance
* 1 quality officer

The same as for other institution in the country.

* Creation of a group for quality insurance.
* continuing education is accredited iso 9001.

* '''''(16) Describe the approach to credit transfer with other similar institutions.'''''

Credit transfert is mandatory since the LMD system is set up.

* '''''(17) List the main associations that the institution is a member of, with a note as to the relevance of each to e-learning (if any).'''''

Nancy-Université is participating into 6 UNT.
UNT (Université numériques thématiques)
Nancy-Université is participating in all the UNT except the UNJF.

ANSTIA : association of TICE and audiovusual studio network in France.

FIED : Federation Inter-university of distance education. Catalogue of online trainings. Annual quolloquium. Guichet commun des formation universitaire en ligne. A des ramifications en dehors de France.

NUFC: nancy université continuing education is in the following networks :

EUCEN : world wide network for continuing education & LLL with the use if ITC in education.

EDEN : videoscop is a member.

Promotion at international level
TICE world : Launch by NUTICE = address book.

National level
TICERI research and inovation (to federate the energy of researchers aroud ITC and education)
Obj : to built project using ITC and to use NUTICE as a experimental field.

'''Virtual-campus initiatives'''

virtual-campuses where Université Nancy 2 is involved, all of them are relevant to e-learning:

* Law, Economics, Management
**''[[canege]]''

* Human and Social Sciences
**''[[langues-u]]''
**''[[réseaux.doc]]''

* Enginering - Education and communication
**''[[Cian]]''
**''[[e-miage]]''

* Interdisciplinary
**''[[luno]]''
**''[[passeport]]''

* International
**Participation of University Nancy 2 in ''[[eLene]]'' a virtual campus initiative for the training of teachers.

EUROQLIo
sub prog erasmus - multilateral project - virtual campus.
campus virtuel
tri diplomation
fr/ bulg / roumanie.
TICE
50% of distance education.
licence and master
in LLL framework.

Université Virtuelle de la méditerrannée.
consortium crée qq mois.
president UNT marocain.
président UNT francais.

* '''''(18) List the main international partners of the institution, in the order of strategic importance, with priority given to collaborations involving e-learning.'''''

400 partner universities.

By order of importance for e-learning:

Master with syrian university to promote the use of ITC in education in Syria is ths most important.
* Roumania
* Bulgaria
* Benin
* Tunisia
* Finland
* Spain
* Italy
* England
* Poland
* Germany
* Sweden
* Luxenbourg
* Belgium
* Syria
* Morocco

International agreements:

More than 112 interniversity conventions have been signed with Allemagne, Autriche, Belgique, Benin, Brésil, Burkina Faso, Bolivie, Canada, Chine, Colombie, Cuba, Danemark, Espagne, E.U., Gabon, G.B., Grèce, Hongkong, Irlande, Italie, Japon, Kazakhstan, Liban, Luxembourg, Macao, Maroc, Mexique, Palestine, Pays-Bas, Philippines, Pologne, Portugal, Roumania, Russia, Sweden, Suisse, Syria, Tunisia, Ukraina, Yougoslavia

== Strategy ==

(Do not include annual plans.)
* '''''(19) Describe or provide a document describing the current institutional strategy.'''''

See that with the presidency.
site nancy 2 sur obj.

* '''''(20) Describe or provide a document describing the current learning and teaching strategy.'''''

Difficult to give a simple answer because:
* strategy vary from one institute to another (3 institutes)
* even in an institute, as it is interdiciplinary, the objectives and strategy vary.
* there as different type of education : from mass education to elite education.

* '''''(21) Describe or provide a document describing the current e-learning strategy'''''.

Sme important points from discussions to highlight:

* a unique service : NUTICE --> more simple, clear and effective.
* the general belief of NUTICE concerning the e-learning strategy is to give access to everyone by the help of ITC to learning dispositives and ressources.
* training for everyone in the university
** teachers
** students
* Teachers are free : they make choice on how many e-learning they incorporate into their lecture.
* Use students as a leverage ! (C2I preparative course at the beginnning of the year). Genereally students like it and ask for more e-learning to the teachers.
* customized numerical environment (for teacher, students etc).

NUTICE foster the use and develoment of ITC in the 3 universities. The team have expertise in pedagogy and technology. NUTICE help, accompany, and train teacher who woudl like to use ITC in their courses.

L'objectif étant également d'être le relais des différentes initiatives enseignantes et étudiantes utilisant les TIC en offrant un service de proximité avec l'ambition d'être un guichet unique d'accès aux TICE.

NUTICE give training, advices, assistance in the use of ITC, in the creation of media resources in the following fields :

* pedagogical ingineering,
* Accompagny users in the new uses
* Assistance for converting content into a media format.
* technological and pedagogical watch
* dissemination of practices,
* Assistance to users
* Promotion of TICE,
* Participation into international and international work groups,
and all action related to TICE...

* '''''(22) What is the percentage of students (a) taking courses wholly or largely delivered by e-learning (b) taking courses where the amount of institutionally supplied/guided e-learning is "significant" (i.e. has an impact on staff or students) and (c) taking courses where the where the amount of institutionally supplied/guided e-learning is insignificant? In each case comment on the answer.'''''

Teacher are free to integrate e-learning or not in their training. That is NU policy to insure a optimum automony and flexibility to teachers. So it is difficult to give an answer to this question.

Some courses are done online by decision:

*All students intent to the C2I course online (certificate informatic and internet). NUTICE use it as a leverage to increase students demand for e-learning.
* 100% online (ex : Hebrews).

* 1040 courses online in Nancy 2
* 1060 cours online in UHP
* 150 in l'INPL (engineer).(moins grand nombre de formation, donc - de nombre de cours en ligne).
* Practical work is done online when reality can be dangerous or acces is restricted.

All diplomas have some online supports.

* '''''(23) Give the percentage of the institutional budget that e-learning represents. Comment on how it is measured including the assumptions made, whether it is appropriate and any trends.'''''

Meaningless. Not representative because some activities will continue and other not.

Strong political support from the presidents of the 3 institutions. The presidents support the TICEs.

* '''''(24) Categorise the role (if any) of external funding in fostering the development of e-learning as (a) not relevant, (b) useful, or (c) essential. Comment on the choice.'''''

(c)essential. e-learing (as a main part of educational system in France) is almost 90 - 100% funded by state.

== Structure ==

* '''''(25) Describe the institutional structure, preferably supplying an organigram'''''.

The Federation Nancy-Université is lead by the board of directors (the presidents of the 3 member universities) :
* Jean-Pierre Finance, President of Université Henri Poincaré - Nanci 1.
* François Le Poultier, President of Université Nancy 2.
* François Laurent, President of Institut National Polytechnique de Lorraine.

The EPCS Nancy-Université is lead by one of the 3 presidents of the member universities.
François Laurent was elected at the presidency of the EPCS in May 2008 for a 1 year renewable mandate, he succeed François Le Poultier.

The institutional structure is composed of the following elements:
* Board of directors.
* Research concil
* Pedagogy concil
* Human resource commission

Common services are also integrated into the institution structure.

A commun service do projets and missions which are common for the whole university or specific to its field of activity.
Nancy university created common services which vocation is to put their skills and their know how at the disposal of all the university. The commun service dealing with e-learning is [NUTICE].

* '''''(26) Classify the e-learning support model as (a) hub (b) distributed (c) hub and spokes (d) complicated (e) non-existent. Comment on the choice.'''''

Clearly (c) hub and spokes.

* The hub : NUTICE core staff (completely centralized).
* The spokes : represented by the "correspondents" of the "proximity network". Those correspondents (teachers) belongs to the network of NUTICE and are disseminated in all component of Nancy-Université in order to insure everyone (teacher, students, admin staff, etc) can be in close contact with NUTICE and find a relay for help / support.
* different types of spokes : there are several level of proximity. The aim is to support all the possible initiatives (institutational, not institutional, local, small, large, international). Built to suit is also often done.
* also some other services who cooperate with NUTICE (see details below).

* '''''(27) Describe in more detail the structure for the e-learning operation and how it maps into the institutional structure.'''''

* orientation board (see description below)
* NUTICE (common and mutualized service dedicated to the implementation of e-learning in Nancy Université)
* proximity networks
* plus partnership with:
** the 3 CRIs (centers for Informatic Recources)
** [[videoscop]] : multimedia production center.
** the CTU (Center de Télé-enseignement Universitaire), spécialized in language training = [[ERUDI]] (Etudes et Ressources Universitaires à DIstance) de Nancy-Université gère tous les aspects relatifs à l'administration d'une formation à distance et à l'organisation de la pédagogie en lien avec les composantes de l'Université. Elle assure la préparation à distance des diplômes nationaux de Licence et Master.

* '''''(28) Describe the committees that oversee e-learning (including the rank and role of the Chair in each relevant committee) and their relationship to the organisational structure.'''''

* an orientation board.

The role of the orientation board is to define the general TICE policy for 1 year (general strategy). Meeting once a year. Its composition for each unviersity:
** The president,
** the vice President CEVU,
** a TICE representative, choosen by the President,
** a representative of teacher and a representation of students choosen by the CEVU.
** representatives from partners of common services are invited depending on the agenda.

* NUTICE, executive committee composed of TICE representatives and TICE director. Insure the coordination and is responsable for the implementation of TICE policy. NUTICE have committee meeting every month.

== Learning and Teaching processes ==

This has a focus on learning and teaching with other aspects viewed from this perspective.

=== Learning and teaching design and delivery ===

* '''''(29) Describe how choice of pedagogies and technologies is made for a typical programme that is envisaged to include significant e-learning.'''''

A e-campus must provide 3 kinds of services : to produce multimedia materials, to put this multimedia material at students' disposal and to provide a tutor for the follow up.

The choice of the module size is calculated taking in consideration the number of hours usually done in cathedra and also the homework done by the student. In a learning dispositive, all the modules don't have the same size, it is very rare because the practices are differents between the partners.

Making of a media module :

All kind of media exist, from the simple PDF to the most elaborated module for a sef-sufficient training. The majority of modules are situated between the 2 extrems. The modules for complete self-training don't really exist but some modules were develop to insure a relative automnomy of the learner. The module in PDF format can be justified in the case of a field of knowledge in continious evolution, as fiscal law or work law for example. The updat of such a module, with a lot of media would result in the full creqtion of a new module and would result in high costs. The modules can also be sorted taking in consideration the media they use. For example a module using only video medias will be more expensive to porduce then a module using HTML. The following classification sort the module in function of the mediatisation in 36 categories:
* Course with low scenarisation, few media : composed of :
an interactive summary, a PDF material per chapter, a multiple choice questionnaire per chapter, a glossary, a
bibliography, a webography, eventually one or some case study…
* Course with scenarisation and media : composed of :
an interactive summary, a PDF material per chapter, a document cut in sequences and learning activities (interactive exercices and/or wording pour participation on a forum, a glossary, a bibliography, a webography, some multiple choice questionnaires, eventually one or some case study…
* Course with high scenarisation and heavy use of media: composed of:
an interactive summary, a PDF material per chapter, a teaching aids cut in sequences
and learning activities, integrating audio, animations, interactive applications, fixe images and video, a glossary, a bibliography, a webography, some multiple choice questionnaires, eventually one or some case study…

Granularity of the module :

Another important caracteristic of a module is its granularity. The choice of educational grain size or of the elementary brick is an important element in pedagogy. In fact, the teacher can decide to modify the path into the module, spending more time on some part (if he thinks they are more important) and reucing the time spent on others. Consequently, the grain must be easy to segregate from technical point of view. The ideal situation is that the teacher can built indicidual path for each student. The students can also, based on his personal background and wishes, select and create his personnal path. In that case the grain must be identified and described from pedagical view. Do note that the size of grain have a great importance in the case of a course develop for a virtual campus use, where re-use, mutualisation and flexibility are the key works.

Key words:
Mutualisation, reuse, scenarisation, editorial chain'

* '''''(30) Describe what scope staff have at delivery stage to refine or in some cases override design decisions made earlier.'''''

Axe 1:
Use of a editorial chain for module with important size.
Editorial chain: choice of scenari (Scenari is an OpenSource software suite that introduce a new methodology to edit and publish multimedia documents).

Axe 2:
pedagogical plateform: moodle. Teacher can customise scenarii (chronology or thematic). Flexible. Full autonomy. Every teacher keep self-control on his training.
It is an important point to let the teacher to be self-sufficent because of the number of staff in NUTICE.
The teachers mainly wish to be self-sufficient and independent.

=== Learning and teaching development ===

This includes materials and IPR.
* '''''(31) How much e-learning content is sourced from outside the institution? Use a scale of 1-5 with a comment (an exact percentage is useful).'''''

Concerning e-learning content, there are 3 sources:
* Internal production.
* Production in partnership within the consortiums
* Use of external resources (OER from TDU)

It difficult to give an answer, because there is no control on the amont of content (that's volontary) that the teacher are using. Teacher have OER at their disposal and build their lecture with it.

* '''''(32) Of all e-learning content sourced from outside the institution, what fraction is OER? Use a scale of 1-5 with a comment.'''''

No idea. No measure on that.

They are using the resources from UNT.

* '''''(33) When staff in the institution develop content, is the content (a) owned by them and licensed to the institution, (b) owned by the institution but with some licensing back to staff, (c) owned by the institution but with no licensing back to staff, (d) unclear or disputed IPR position? Whatever option is chosen, provide a narrative describing the situation in more detail.'''''

Let's develop the all the cases:

* all content developed by teachers themselves belong to them. It can not be used by the institution.
* all content developed with the support of NUTICE: is under a agreement of mutualisation. That means the content is put at the disposal of all the teachers of NU, but not editable without the agreement of the author and not usable out of NU. In practive, the teachers accept this agreement wihout making difficulties.
* in consortium, IPR are given up to the university.
* some resources are produced for a confidential use and it is not necessary to set up agreement.

For external use:
The authors, when they give content for the creation of multimedia modules, have to give up their ownership and give the right to the university. When the university is in a consortium, the partner university should also be able to use the module. But when the module have to be use in another consortium, there can be some difficulties in the use of the content is limited to 1 consortium. In some cases, some authors gain some rights for the diffusion of pictures or videos just for a limited and precise public. If the use is wider that expected, the author can have problems.

* '''''(34) When content is sourced for a programme within the institution, how much is sourced from other departments within the institution? Use a scale of 1-5 with a comment (an exact percentage is useful).'''''

No idea on the percentage. It happens frequently, that's why the chart of mutualisation exists.

* '''''(35) What is the role of student-generated content in the institution's programmes? Use a scale of 1-5 with a comment.'''''

Building of course in partnership with the student is done in NU. This is managed by teachers themselves. The teachers can choose and discuss with the student. Teacher have the responsibilities.

=== Learning and teaching evaluation and quality ===

* '''''(36) Describe the quality procedures (a) in general terms and (b) with respect to e-learning.'''''

The is a labelisation process of the resources.
They start from the resource of one teacher and go to common resources, used by several people.
BAsed on external review. Traditional approach.

A lot of freedom is given to the teacher. They are more careful when the resource should be use in an UNT. In that case, the resources is reviewed by a scientific committee. It is the same for the use in consortium.

For review there are quality criteria with a grid: element : clear / unclearconfus, exercises / no exercises, interactivity / no interactivity, etc.

* '''''(37) Describe the approach to evaluation of programmes (a) in general terms and (b) where such programmes have significant e-learning components.'''''

The ojectives and goal are written in the quadriennal contrat. Every 4 yearrs, the write a report to the ministry to make stock of the situation.
There is a visit form a ministry expert (AERES), taking as a starting point the written document. That's a national dispositive.

== Meta Learning and Teaching processes ==

=== Communications ===

* '''''(38) Describe how the institution communicates good practice in e-learning within itself, focussing on communications across internal boundaries.'''''

NUTICE is doing the internal communication.
* seminars
* trainings
* web site.
* actuallity letter
* mails.
* once a year (beginiing of the year) flashy brochure with CD and communication about the TICE.
* articles into the internal revue with video clips dedicated to NUTICE.
* NUTICE attends councils.

* '''''(39) Describe how the institution communicates its good practice in e-learning to organisations outside.'''''

NUTICE has or is taking part in the following networks:
* EDEN
* TICERI
* TICE world

Publish in main conferences or event:
* OEB

organise conferences:
* spring of Sciences & technoligies (100 participants).
* TICE 2010 will take place in Nancy (this conf. happens every 2 years). (350 participants).

NUTICE has in its missions to represent the institute in the field of TICE at regional, national and international level.

* '''''(40) Describe how the institution communicates good practice in e-learning from outside organisations into its own organisation.'''''

NUTICE invite external expert for seminars.
actuality heading.
Promotion everywhere.
For the UNT : ask for a visit of the UNT representatinve in order there can be direct discussion between teacher and the representative

* '''''(41) Describe recent occasions on which institutional leaders or managers have made presentations with significant reference to e-learning.'''''

Frequent.
Participate to events.
Particpates in meeting for european projects
Strong support from institutional learders.
They will also partcicipate in the inoguration of spring of science and tech.
Participate in the european administrative board
Chart sar/lor/lux
e-learning in political messages.
Communication IUEN : discussion about gouvernance of TICE in French HEI.
They are in all the administration board of all the UNT exept one.

----

Internal.
Communication is important to break routine.
To go from a small production to a bigger size.

External.
important because it is impossible to do TICE alone !
Scenari was born after TICE service gathered knowledge to produce a common tool.

=== Value for money ===

* '''''(42) Describe the annual planning procedure (a) in general and (b) how it handles e-learning aspects.'''''

Budget is done annually. They define the priorities and make a finance plan.
The director of NUTICE take part in the finance commission, promote project and ask for financial support.

* '''''(43) Describe the decision-making process for a typical academic programme, with particular reference to how e-learning aspects are handled.'''''

To les aspect infrastructure, platform sont gratuis pour tout le monde car pris en charge par les CRI ou NUTICE.
pour le financement des enseignants pour leur heures de tutorat, etc : en train d'établir d'un cadre commun pour les 3 établissements pour la prise en compte de leur investissement. C'est la nouvelle loie qui va permettre d'avancer.
Jusqu'à présent n'est reconnu pour les enseignements chercheurs en fr que l'enseignement en présentielle.
Pour le moment chaque établissement a quelque chose qui tourne pour lui. mais comme le contexte avec la LRU a changé, ils vont établir qq chose avec la LRU.

* '''''(44) Describe the decision-making process for a typical large IT project such as selection and installation of a new VLE.'''''

* Clear objective : unique tool for NU.
* NUTICE moderator
* Meeting of the 3 instution teacher, proposition of technical facilities (3 possible porposed platforms)
* Teachers do the testing. They ave a testing period. Give dead line.
* Vote.
* Possibility for speficical development

* '''''(45) Describe the approach to budget management with particular reference to the staff versus non-staff issues in budgeting for e-learning.'''''

Not relevant.

* '''''(46) Describe the procedures in the institution for assigning or negotiating teaching workload to/with staff, taking account of non-traditional styles of teaching as well as classroom teaching and taking specific account of e-learning.'''''

National reform. The law for university is changing. No view at that time.

== Staff ==

=== Teachers, lecturers, trainers and equivalent support roles ===

* '''''(47) Describe the approach to development of e-learning technical and pedagogic skills among staff, taking account of the different needs of different categories of staff. Set this within the context of staff development generally.'''''

NUTICE is here when needed.

There are training programmes to help teachers to become automonous.
NUTICE also accompany everyone if he need some help for the use of TICE (for suppport, learning) etc.
NUTICE offer both general support, as well as customized support.
NUTICE offers several trainings programs to the staff of Nancy Université. The training focus both on technical skills and pedagogy.
One very important point is that NUTICE provide training to the teachers in order they can be self-sufficient, that means to use the e-learning platform, produce e-learning material etc.

* '''''(48) Describe (a) the current level of staff competence in e-learning and (b) the expected level of staff competence in five years time. In each case use a 1-5 scale with a comment.'''''

(a) The level is equal to the expectation of the university. The staff beneficiate of the trainings provided by NUTICE. Training session often happens, so staff competence is quite good. A role of NUTICE is to offer assistance to the staff when it is necessairy. So staff also beneficiate from a good support by NUTICE.

Staff sometimes also go for trainning out of NU.

* '''''(49) Describe the extent to which staff attitudes to e-learning are favourable or not. Use a 1-5 scale with a comment.'''''

Based on self participation.
NUTICE use the students and teacher colleagues as a leverage for incitation.
The majority of staff is favorable and integrate e-learning in their lecture.
The strategy of NUTICE to let staff free. Works well.

Few people refractory to e-learing and the use of ITC in education.

* '''''(50) Describe the way that the institution rewards and recognises staff with competence in e-learning, in (a) monetary and (b) non-monetary terms.'''''

There is no particular way to reward staff with competence in e-learning and doing e-learning activities in Nancy Université. In France, more generally, there are no special consideration for those kind of skills and no rewards.

=== Management and leadership ===

This subsection concerns leaders (Rectors, Vice-Chancellors, etc) and academic and support service managers (Deans, Directors, etc). These do not need to have specific knowledge of e-learning details but must have the necessary strategic, management, costing and foresight capability to preside over decisions on key e-learning issues such as procurement of a new VLE, development of a new distance learning programme, rebalancing the library and its staff more towards web 2.0 and less to books, etc. This will require appropriate manager and leader training.

* '''''(51) Describe the approach to development of e-learning-related skills among (a) managers and (b) leaders.'''''

NUTICE have training programmes. Trainings are organized several time a year:

* '''''(52) Describe the current level of (a) management and (b) leadership competence in e-learning related skills appropriate to their levels. In each case use a 1-5 scale with a comment.'''''

It seems it is 5 for all the 3 managers of the instutition:
NU president is informatician.
president nancy 2 : psychologie du travail qui encadre des theses autour du e-learning.
scientist who have always supported TICE.

The director of NUTICE is teacher in Informatics and Web Information knowledge intelligence.

Consequently, the managerial staff already have e-learning competence because of their background.

* '''''(53) Describe the extent to which (a) management and (b) leadership attitudes to e-learning are favourable or not. Use a 1-5 scale with a comment.'''''

--5--

* '''''(54) Give details of the job description of the most senior manager/leader in the organisation who spends a significant portion of his/her time on e-learning matters (e.g. the Director of E-Learning).'''''

It is Anne Boyer.
directrice avec toutes les fonctions d'un directeur.
definir une politique operationnelle
redre des compte avec les politiques, disucter les convaincres
relation avec l'ext
diriger une equipe.
gérer les budgets.
demander de l'argent.
interface avec les présidents.

tout !

== Students ==

* '''''(55) Describe the approach to development of e-learning skills among students, taking account of the different needs of different categories of students. Set this within the context of students' more general information literacy and communication skills.'''''

Nancy 2 University was one of the first French university to propose to its students to hold a certificate of competencies in Informatics and Internant, level 1. This certificate (the C2I) is national and certifiate the students' knowledge in the field of ITC.
This C2I was extented to NU and all new incomers in NU receive a preparatory training about the use of ITC. This training is done via e-learning (40 hours training).
Students can also get support during all their study. Online tutorials, serious games are at their disposal to improve their skills.

* '''''(56) Describe (a) the current level of student competence in e-learning on entry to the institution and (b) the expected level of student competence on graduation from the institution. In each case use a 1-5 scale with a comment.'''''

The level of student vary at the entrence to the institution.
Because of the C2I they are prepared and have a good level.

* '''''(57) Describe the extent to which student attitudes to e-learning are favourable or not. Use a 1-5 scale with a comment.'''''

5. Students are used to VLE, e-learning. As they experience this technologie at their entrance, it is often students who push teacher to do more e-learning courses.

* '''''(58) Describe the extent to which students understand the demands on them placed by e-learning systems (e.g. for assignment handling).'''''

4 or 5. Common. They start their semester with a training using e-elarning.

* '''''(59) Describe the current approach to handling student plagiarism, both prevention strategies and detection strategies.'''''

Prevention strategy:
Teachers are prepared responsable about IPR and plagiarism.

Detection strategy:
NU is setting up a tool (software) to detect plagiarism.
When a students write something the teacher can check if there is plagiarism or not. This tool work with internal database and web references. At present this tool must be adapted.
Software qui va être acheté. (choix commun sur tout UNIRE).
Some additionalIl y a aura des dev complementaire et ils vont faire en mutualisé.

* '''''(60) Describe the current (i.e. at last survey) level of student satisfaction with the e-learning aspects of their courses. Use a 1-5 scale with a comment.'''''

--5-- pas de retour négatifs. Que des retours favorables. Le étudiants c'est leur environnment.

== Technology ==

'''''(61) For each of the following technologies relevant to e-learning describe how much it is used on a scale of 1-5 and add a comment if appropriate.'''''

espace Wiki (couverture 100%)
tables, power.
salle communes informatiques avec tous les outils audio.
espace numerique detravail accessible partout pour tous et profilé en fonction de leur inscription pédagogique.
Acces NU au wifi même pas dans leur établissement ca marche.

Pas en place reduction. Mis en place par le ministère (operation MIP) comme tous les etudiants francais. qq ordi en prêt pour en longue maladie ou avec accident de vie.

* VLE and/or content repository
Called ENT (for Environnement Numérique de Travail). The university develop a portal (ESUP portal).

De plus, en lien avec les CRI des établissements, il met à disposition une plateforme pédagogique par établissement (http://ARCHE.univ-nancy2.fr) accessible via l’ENT. L’outil (Moodle) et l’interface sont communs aux 3 universités, la déclinaison est réalisée en fonction de l’usage spécifique à chaque établissement.

* email or bulletin boards
Contained in the ENT
forums. par formation
listes de diffusion par formation

* automated assessment
* Web 2.0 tools especially blogs, wikis and social networks oriented to the institution

* e-portfolios
Forum for the use of students

* laptops - and comment on student ownership issues

* audio or video podcasting or streaming - and comment on student ownership issues
Video podcasting is experimented by VIDEOSCOP.
[http://www.univ-nancy2.fr/VIDEOSCOP/anglais.htm]

* mobile devices (not laptops) - and comment on student ownership issues

And finally:
* Provide a description of any other technologies with significant use in the institution.

== Futures ==

* '''''(62) Describe the expected changes as they relate to e-learning within the institution's current strategic horizon (from the institution's strategy documents).'''''

As the creation of Nancy-Université is quite new, no big change are expected. Perhaps an other university of Region Loraine (University of Metz) will join Nancy-Université. But not in the near future. At the moment they mainly target to strengthen / consolidate what already exist and what was set up.

* '''''(63) Describe any changes further downstream that the institution is now considering or concerned about.'''''

* '''''(64) Describe how the institution handles the foresight aspects of its operation with regard to e-learning.'''''

Same answer as for q.62. Strengthen / consolidate.

* '''''(65) Describe how the institution handles advanced development oriented to e-learning (e.g. by a "sandbox" lab, innovation centre, etc).'''''

Will try to adapt to the changes. They already work with the CRI (Informatics resource center) and test new possibilities release etc. They also are also connected to reseach about e-learning, VC etc.

* '''''(66) Describe how the institution analyses and takes into account present and future markets for its offerings.'''''

No answer.

* '''''(67) Describe how the institution analyses and takes into account present and future competitor suppliers for its offerings.'''''

* '''''(68) Describe how the institution analyses and takes into account the views of other stakeholders, including but not restricted to employers, local authorities and the social partners (unions).'''''



== References and reports ==



Virtual Models of European Universities: http://www.elearningeuropa.info/extras/pdf/virtual_models.pdf

EURO-QLIO project: http://www.euro-qlio.uhp-nancy.fr/index.php/fre/content/download/503/3266/file/Communication-euroqlio_cifa_v3.pdf

---

[[Nancy-Université - cas d'étude]]

[[Lessons learned Nancy Université]]

----
> [[France]]
 
> ''[[Case studies]]''

[[Category:France|Nancy]]
[[Category:Evolution of existing institutions|Nancy]]
[[Category:Consortia|Nancy]]
[[Category:Case studies|Nancy]]
[[Category:Case study for GEO|Nancy]]
[[Category:Institutional reports]]

Nancy-Université - case study

2009-10-05T10:03:57Z

Grego lucas: Unprotected "Nancy-Université - case study"

Apertus Foundation

2009-10-05T10:03:08Z

Grego lucas:

Apertus Public Foundation T041 PR-I

2009-10-05T10:02:40Z

Grego lucas: New page: On the tender titled "PR-I: content development of basic and professional e-learning material introduced in vocational training for great number of students " and put up by the Apertus Pub...

On the tender titled "PR-I: content development of basic and professional e-learning material introduced in vocational training for great number of students " and put up by the Apertus Public Foundation in 2003, the bid titled " T041-PRI/0010 INGA" of the consortium made up of Perfect Co. and Coedu E-learning Ltd. was announced winner. The purpose of the application was to develop a 3-module electronic training package accessible on CD-ROM that is suitable for individual learning.

The basis of the development is constituted by professional materials available at the Perfekt Co. and developed especially for this training; during the project completion these materials were converted according to the didactic aspectss of distance education, making them suitable for individual learning supported by tutorial activity.

The modules of the training:

Law basics
Financial basics
Basics of accountancy

Source: http://www.en.coedu.hu/mss_en/alpha?do=3&st=2&pg=43&m31_doc=90&m35_act=17

Apertus Foundation

2009-10-05T10:02:32Z

Grego lucas:

Didakta project

2009-10-05T10:01:37Z

Grego lucas: New page: On the program entitled -PR-III: development of an e-curriculum for higher education- of the tender put up in 2002, code no. T013, entitled -Creation of online or digitally distributed cur...

On the program entitled -PR-III: development of an e-curriculum for higher education- of the tender put up in 2002, code no. T013, entitled -Creation of online or digitally distributed curricula and of educational auxiliary materials, to be launched through computer networks, for the players of Hungarian public education, vocational training and higher education, as well as the development of hardware enabling access to these services-, the bid titled "T013-PRIII/0004 Didakta" of the consortium made up of Mimóza Kft, the Sociology and Communication Department of the Budapest University of Technology and Economy, and the Art Theory and Media Research Institute of the Eötvös Loránd University of Sciences was announced winner. The consortium had used the Coedu system of Mimoza Communications Ltd. During the implementation of the program the consortium prepared a curriculum covering 24 terms, to be launched in Hungarian higher education, while during the preparation of the curriculum it built up a specialized e-learning know how in the field of higher education.

The achievements of the project
The project team created the following products:

specific e-learning methodology for higher education
The target group of the methodology is -screenagers-, technically well equipped, young students with good computing skills, taking part in large numbers in higher education and paying tuition. The created educational materials are richly illustrated and can generally be introduced in higher education. They do not substitute but rather complement classroom education. The development of the methodology was coordinated by Bertalan Komenczi. The methodological material was compiled by, among others, István Nahalka, Benő Csapó and Árpád Vajda. Key areas:

the designing of feedback measuring and evaluating the efficiency of the learning process,

designing the program elements facilitating learning,

administration of learning process,

technological aspects of designing and operation of e-learning systems,

economic aspects of development and operation of e-learning systems.

24 digital educational materials for higher education
The various materials were prepared with the assistance of a large number of contributors (authors, editors, proofreaders, operators, graphic designers) in functional groups working separately at relatively distant locations. The organization, the standardization of communications, and the support of teamwork was of crucial importance in the process. Cultural differences and the various levels in competency, earlier experiences, and digital skills were managed as key factors. The final educational materials are:

Sales skills

Business etiquette

Time management

Management of change

Awarding and promotion

Media and press history

History of publicity

Quantitative social dynamics

Basic computing skills

Micro economy

Macro economy

Basic mathematics skills

The basics of project management

The basics of client care

The basics for info brokers

Basic enterprise skills

Conflict management

Introduction to sociology

Basic Physics I. - thermodynamics

Basic Physics II. - mechanics

Study of social communication

Movie after the cinema, the theory of motion picture

Cognitive psychology I. - Basic terms

Methodology for E-learning curriculum development

Source: http://www.en.coedu.hu/mss_en/alpha?do=3&st=2&pg=44&m31_doc=107&m36_act=4

Apertus Foundation

2009-10-05T10:01:27Z

Grego lucas:

The ''Apertus Foundation'' (in Hungarian: Apertus Közalapítvány) is a public foundation in [[Hungary]] set up by the government to support the development and introduction of open and distance learning.

Its web site is at http://www.apertus.hu (in Hungarian)

Some example of activities supported by the Apertus Foundation:

Apertus Public Foundation T041 PR-I.

On the tender titled "PR-I: content development of basic and professional e-learning material introduced in vocational training for great number of students " and put up by the Apertus Public Foundation in 2003, the bid titled " T041-PRI/0010 INGA" of the consortium made up of Perfect Co. and Coedu E-learning Ltd. was announced winner. The purpose of the application was to develop a 3-module electronic training package accessible on CD-ROM that is suitable for individual learning.

The basis of the development is constituted by professional materials available at the Perfekt Co. and developed especially for this training; during the project completion these materials were converted according to the didactic aspectss of distance education, making them suitable for individual learning supported by tutorial activity.

The modules of the training:

Law basics
Financial basics
Basics of accountancy

Source: http://www.en.coedu.hu/mss_en/alpha?do=3&st=2&pg=43&m31_doc=90&m35_act=17

---

[[Didakta project]]

It is a member of [[EADTU]].

[[Category:Hungary]]

Apertus Foundation

2009-10-05T09:47:08Z

Grego lucas:

The ''Apertus Foundation'' (in Hungarian: Apertus Közalapítvány) is a public foundation in [[Hungary]] oriented to e-learning.

Its web site is at http://www.apertus.hu

Some example of activities supported by the Apertus Foundation:

Apertus Public Foundation T041 PR-I.

On the tender titled "PR-I: content development of basic and professional e-learning material introduced in vocational training for great number of students " and put up by the Apertus Public Foundation in 2003, the bid titled " T041-PRI/0010 INGA" of the consortium made up of Perfect Co. and Coedu E-learning Ltd. was announced winner. The purpose of the application was to develop a 3-module electronic training package accessible on CD-ROM that is suitable for individual learning.

The basis of the development is constituted by professional materials available at the Perfekt Co. and developed especially for this training; during the project completion these materials were converted according to the didactic aspectss of distance education, making them suitable for individual learning supported by tutorial activity.

The modules of the training:

Law basics
Financial basics
Basics of accountancy

Source: http://www.en.coedu.hu/mss_en/alpha?do=3&st=2&pg=43&m31_doc=90&m35_act=17

---

Apertus Public Foundation - Didakta project

On the program entitled -PR-III: development of an e-curriculum for higher education- of the tender put up in 2002, code no. T013, entitled -Creation of online or digitally distributed curricula and of educational auxiliary materials, to be launched through computer networks, for the players of Hungarian public education, vocational training and higher education, as well as the development of hardware enabling access to these services-, the bid titled "T013-PRIII/0004 Didakta" of the consortium made up of Mimóza Kft, the Sociology and Communication Department of the Budapest University of Technology and Economy, and the Art Theory and Media Research Institute of the Eötvös Loránd University of Sciences was announced winner. The consortium had used the Coedu system of Mimoza Communications Ltd. During the implementation of the program the consortium prepared a curriculum covering 24 terms, to be launched in Hungarian higher education, while during the preparation of the curriculum it built up a specialized e-learning know how in the field of higher education.

The achievements of the project
The project team created the following products:

specific e-learning methodology for higher education
The target group of the methodology is -screenagers-, technically well equipped, young students with good computing skills, taking part in large numbers in higher education and paying tuition. The created educational materials are richly illustrated and can generally be introduced in higher education. They do not substitute but rather complement classroom education. The development of the methodology was coordinated by Bertalan Komenczi. The methodological material was compiled by, among others, István Nahalka, Benő Csapó and Árpád Vajda. Key areas:

the designing of feedback measuring and evaluating the efficiency of the learning process,

designing the program elements facilitating learning,

administration of learning process,

technological aspects of designing and operation of e-learning systems,

economic aspects of development and operation of e-learning systems.

24 digital educational materials for higher education
The various materials were prepared with the assistance of a large number of contributors (authors, editors, proofreaders, operators, graphic designers) in functional groups working separately at relatively distant locations. The organization, the standardization of communications, and the support of teamwork was of crucial importance in the process. Cultural differences and the various levels in competency, earlier experiences, and digital skills were managed as key factors. The final educational materials are:

Sales skills

Business etiquette

Time management

Management of change

Awarding and promotion

Media and press history

History of publicity

Quantitative social dynamics

Basic computing skills

Micro economy

Macro economy

Basic mathematics skills

The basics of project management

The basics of client care

The basics for info brokers

Basic enterprise skills

Conflict management

Introduction to sociology

Basic Physics I. - thermodynamics

Basic Physics II. - mechanics

Study of social communication

Movie after the cinema, the theory of motion picture

Cognitive psychology I. - Basic terms

Methodology for E-learning curriculum development

Source: http://www.en.coedu.hu/mss_en/alpha?do=3&st=2&pg=44&m31_doc=107&m36_act=4

It is a member of [[EADTU]].

[[Category:Hungary]]