1. Psychopedagogical bases of elaboration the electronic textbooks Aut h or: Railean Elena , Scientific advices : Rudic Gheorghe , prof es sor, doctor hab.
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3. Measure of investigation the PhD theme : PREMISE S OF PROBLEM “ Psycho pedagogical aspects of elaboration the computer based learning” (linear approach) THEORETICAL AND METDOLOGICAL ASPECTS (behaviorist theory of learning, systemic approach) PROBLEM OF PSYCHOPEDAGOGICAL BASES OF ELABORATION THE ELECTRONIC TEXTBOOKS (meta systemic approach ) COGNITIVE PRINCIPLES OF LEARNING, ADULT LEARNING (structural –systemic approach) 191 2-1945 1945 - 1969 1970-1994 C
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5. Scientific novelty and originality consist in defining the pedagogical bases (laws, principles, strategy, technology) of the elaboration the electronic textbooks; presentation the didactical model that describe the process of elaboration the electronic textbooks through correlation „educational ideal – objectives – competence”, implemented in effective management of projects. In metasystemic approach was defined new psychopedagogical principles. The principles was validated theoretically and practically. The research methodology includes methods of qualitative analyse (scientific documentation, comparison, syntheses, situational, phenomenological and structural analyse, scenarios through iteration, ideal type, topography, transactional method, modeling, pedagogical experiment), statistical –mathematical methods, inductive, deductive and comparative methods of analysing and interpretation of data . The results was published in 1 book and 36 articles .
6. Chapter 1. Theoretical study of psychopedagogical bases of elaboration the electronic textbooks Formal learning environment (local, real and global) Learning environment – „ a place or community in which a number of activities are Occurring with the purpose of supporting learning and those actors can draw upon a number of resourses when doing so” (V. Midoro, 2005) E ducational efficiency of electronic textbook = new didactic model Electronic textbook constitute the “ central component of system of didactic tools ” (Полат, 2004) and “ informational – action model of learning processes, developed in limits of didactical system c” (Хуторской, 2005). Virtual learning environment
7. Electronic textbooks: terminology T M ET Methodological cadre, that include goal (ob jective ) -> resourses (con text ) -> ac tions ( tasks ) -> results ( assessment ). Informational cadre ( electronic context ), operational cadre ( informational items ) , sumative assessment cadre and suggestive cadre. Structur e of cont- ext Sumar cu nivel ierarhic de structurare (modul -> capitol -> paragraf-> conţinut). Interactive and/or adaptive navigation through buton s , arows , hyperlink etc. Navigation system 1) static 2) limited number of color 3) book graphic design ( pad , photography , map , tab les , scheme, diagram etc .) 1) interactiv e 2 ) with posibility of r edimensiona lisation at all screen or on the part of interactive screen (interactive board) 3) reprezentări polidimensionale Grafic s Static structur e and unique context Dynamic , interactiv e , adaptiv e and / or personali sed structure with hyperlink and hypertext Structura of text Logical fragments of statistical text Textul can be personalised Text Unique rules of formatting the context : 1) font ( Bold, Itaic, Underline ); 2) name and dimension of font (Times New Roman 12 -14, Arial 10 -12; 3) color ( blade ); 4) logical structure : words preposition pag es (text, tables , graphical design ) chapter modul s summary (menu); 5) actional component . Traditional textbook Electronic textbook Educational software traditional textbook E-book
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9. Structur e and criterions of elaboration the electronic textbook Technological criterions Metodological criterions Psychopedagogical criterions Methodological recomandations Title Basic menu Items of assessment , test s Help Dat a of authors Menu c hapter 1 Menul c hapter 2 Meniul cap. N T h em e 1 T h em e 2 T h em e N T heme 1 T heme 2 T heme N T heme 1 T heme 2 T heme N
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11. Chapter 2. Configuration of electronic textbook according to meta - system approach values / cultur e = MODERN EDUCATION Knowledge, skills, competence + Globali sation I – SOCIET Y -TER R A 1. New learning paradigm 4. New goal to learn 3. New educative ideal 5. New learning management systems 6. New tools and resources for learning 7. New education strategy… Proferssionalism, planetary thinking and cultural pluralism
12. Meta - system approach of elaboration the electronic textbooks Educational system is an open s y stem , that can be described as d y namic and flexibil e , extensive and complex. Formal educational system Non –formal educational system Planetare CULTUR E Knowledge, skills and competence in transition of meta system theory S S S1 S2 S3 S4 Sn P I I O PD P S input output ME
13. Evolu tion of research in study psycho-pedagogical bases of elaboration the (programmed) resources Philosophy Ps ychology Pedagog y Cibernetic s Management ME sec. XVI-1950 – Age of Total Learning (reproductive knowledge) 1959 -1985 – professional knowledge (skills) From 1996 - profesionalism, planetary thinking and cultural pluralism (from 2005 - EQF standard) Sec. XVI-1950- knowledge on tabula rasa 1959 - 1985 – cognitive theory From 1996 - theory of bioecological s y stem s and quantum ps ychology Sec. XVI-1950- logical and structured knowledge 1959 -1985 – emphases of individualization and differentiator of knowledge From 1996 - pedagogy of objectives focused on competence Sec. XVI-1950- Age of Calculus 1959 -1985 – Age of Communication From 1996 - Age of Meta Cognition Sec. XVI-1950- informational management 1959 -1985 – operational management From 1996 - knowledge management Educational Ideal
14. Psychopedagogical principles of elaboration the electronic textbooks NEW Philosophy of learning Princip le of self -regulation Princip le of personalisation Ps ychology p rincip le of clarity Pedagog y Princip le of dinamism and flexibility Cibernetica Principle of diversity of feedback Management P rincip le of ergonomic organisation of learning at computer
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16. Pedagogy of competence Epistemological dimensions Y = D (X) Methodological dimensions: dynamic and flexible educational strategy NEW O X 1 2 3 ZC Y A BV CV E savoir -faire savoir -vivre savoir savoir-etre
17. Dynamic and flexible educational strategy K ≥ 0.7 NEW START x M1 M2 M3 M n y t Reproductive skills Cognitive skills + Action skills H E U R I S T I C A C T I V I T Y A L G O R T M I C A C T I V I T Y Behavior skills
18. Methodological aspects of implementation the strategy NEW Infnitite - - - 2 N4 ME monografic 38 > 0,3 0,5 1 1 - 2 N3 ME dogmatic - 0,7>K >0,3 - 2 1 - 3 N2 ME declarativ 15 – 20 > 0,7 fluen ce 3 1 - 4 N1 ME didactic K (min) K N Tipul ME
19. General procesural model describe the structure and specificity of communication /information, cognitive activity and assessment (self -assessment) processes accomplished through electronic textbooks. NEW dat a / informa tion / knowledge Level of formalisdation S interactivit y / adaptivit y Asimila tion (coefficient of assimilation ) assessment mE competen ces Personalisation corect ions Proces ses of communication / informa tion Proces ses of assessment ( self- assessment )
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21. Chapter 4. Knowledge management 1. Diagnostic of needs in new electronic resources (textbooks) 2. Elaboration the project 3. Implementation of project (4) 6.4.1; 6.4.2; 6.4.3; (2)5.2.1; 5.2.6; 6.2.16.4.4. 0 4 4 I.3 (4) 5.1.8; 5.1.16; 6.3.1; 6.3.2; 6.3.3;6.3.4; (2) 5.1.14; 5.1.18; 5.1.21; 5.1.23; 5.2.216.3.5; 6.3.6 0 4 I.2 (4) 5.1.15; 6.1.3; 6.3.2 (2) 5.1.14 0 I.1 Interdependenţ ce between themes I.3 I.2 I.1 T heme
22. P L A N I N G Anali se of learners , res ourses and tools Identification of long term and short term aims, writing the objectives aim Design the structure usign matrice of asdiacence and graph of knowledge , optimi sation of structure and elaboration the menu strateg y Identification of educational technology , multimedia , systems, tools etc, design the types of elective and constructive items and all possible forms of answers R E A L I S A T I O N VALIDARE Co n text Assessment E labora tion the structure of context Elaboration the grafics , anima tion , a udio and video files (in case of didactic, declarative and dogmatic electronic textbooks!) E laborarea the tasks for self – assessment and summative assessment , elaboration of data bases , preventive formative and summative test ing etc Insurance the connection between context and output of learning Apreci ation Implementa tion of electronic textbooks in learning environment Assessment throgh t utorial –tryouts and elaboration of guide E valu ation by expersts and learners according to standard corespondence problem
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