Use of E-learning in the Training of Professionals in the Knowledge Society University of Silesia in Katowice, Faculty of Ethnology and Sciences of Education in Cieszyn Use of E-learning in the Training of Professionals in the Knowledge Society Monograph Scientific Editor Eugenia Smyrnova-Trybulska Cieszyn - Katowice 2010 Reviewer Maciej Tanaś © Copyright by University of Silesia in Katowice, Poland, 2010 ISBN: 978-83-60071-30-4 Printing and binding: Publisher: Katowice – Rybnik http://www.studio-noa.pl for University of Silesia in Katowice Faculty of Ethnology and Sciences of Education in Cieszyn TABLE OF CONTENTS Introduction 9 I. Theoretical and Methodical Aspects of Distance Learning 13 Antonio Dos Reis (Portugal) E-Learning –The E-Volution…………………………..……………. 13 Jana Šarmanová, Kateřina Kostolányová, Ondřej Takács (Czech Republic) Intelligent Virtual Teacher ………………………………………….. 33 Halina Widła, Izabela Mrochen, Ewa Półtorak (Poland) Development of Education with the Use of ICT (Information and Communication Technologies) Implemented in Modern Foreign Language Studies .………………………….………………………… 47 Leszek Rudak (Poland) Spot-The-Difference – Traditional Education Vs. E-Education…… 75 Antoni Pardała (Poland) Methods of Mathematics Teaching vs. Distance Education ……..... 91 Jana Šarmanová, Kateřina Kostolányová (Czech Republic) Methodology for Creating Adaptive Teaching Support…………….. 105 II. Practical Aspects of Distance Learning. Distance Learning and Lifelong Learning:………………………………… 117 Franz Feiner, Anton Lanz (Austria) The Concept of EPICT (European Pedagogical ICT Licence) and the Implementation in Austria, KPH Graz………….......…….……. 117 Eugenia Smyrnova-Trybulska (Poland) Use of Distance Learning in the Training of Professionals in the Knowledge Society……………………………………………………. 137 6 Table of Contents Anita Dąbrowicz-Tlałka, Hanna Guze (Poland) Supporting First Year Students Through Blended-Learning - Planning Effective Courses and Learner Support…………...…….. 163 Anna Rybak (Poland) Creating a Community for Distance Learning at the University of Bialystok………………………………………………………………. 177 Anna Ślósarz (Poland) Government Portals Resources on Teaching Native Language in New South Wales (Australia) and in Poland (Europe) and Their Role in Building New Social Consciousness………………….……... 189 Agnieszka Heba, Piotr Tkacz (Poland) From the E-Learning Experiences on the Remote Teaching Platform of the Higher School of Labour Protection Management. 211 Irena Pulak, Małgorzata Wieczorek-Tomaszewska (Poland) Visual Communication in the Workshop of Contemporary Teacher……………………………………………………………….. 225 Ryszard Kalamarz (Poland) Practical Applications of CLMS MOODLE in University Foreign Language Teaching………………………………………………..…. 241 III. Psychological, social, ethical and legal aspects of distance learning:...……………………….……………………….. 249 Renata Stefańska-Klar (Poland) Use the Internet in Supporting and Educating Persons with Autism and Asperger Syndrome………………………………..…... 249 Adam Adamski (Poland) States of Consciousness and Learning…………………………….… 261 Aneta Coufalíková, Miroslav Hrubý (Czech Republic) Protection of Learning Management Systems …………………...... 275 Table of Contents 7 IV. Methods, Forms and Techniques in Distance Learning… 283 Milena Janáková (Czech Republic) The Helpful Potential of E-learning and Training not only in Times of Crisis …….………………...……………………………….. 283 Jacek Grudzień (Poland) Lessons With the Use of Artificial Intelligence …………..………… 295 Lukáš Zoubek, Michal Burda (Czech Republic) Computer Analysis of Learning Characteristics………………..….. 305 Radoslaw Jedynak (Poland) Remote Control Software as a Support for E-Learning…………… 315 Vladimír Jehlička, Štěpán Hubálovský (Czech Republic) Simulation Models Used in Distance Education……………………. 333 INTRODUCTION Transition to a knowledge society based on the need to acquire new knowledge and skills throughout life. Establishment of open and distance education is the right stage of development and adaptation of education to modern conditions. Its appearance may be explained as need of society in a creative, professionally and spiritually self-developing and self-learner's personality in conditions of transition to a knowledge society, on the other hand – they are considered as territorial, economic and cultural factors. The following factors contribute to and promote the success and rapid development of open and distance education: the need to guarantee education throughout life (lifelong learning), constantly expanding access to education and professional training; increase opportunities to update knowledge, professional training or self- improvement; increase the profitability (rent-ability) of teaching resources; improve the quality of existing educational services; the promotion of equality of access to education of different age groups; more inclusive education in different geographical areas; the provision of short-term and effective training courses for certain categories of students; development as an interdisciplinary educational potential and for individual disciplines; the provision of educational services consistent with professional and family lives of students; progress in the field of ICT (Internet, Web) that can increase the number of subjects taught at a distance; clear awareness of the importance of education internationally (Distance Education, UNESCO, 2006, http://www.unesco.org/bpi/pdf/memobpi38 _distancelearning_ru.pdf). Distance education is the subject of broad interest to different groups of researchers in most countries in Europe and around the world. There are many publications that prove that the benefits exceed the e-learning defects, 10 Introduction and the scale of e-learning implementation increases practically on all levels of education. With the development of information technology, the appearance of new computer tools expands educational possibilities and improves the quality of educational services offered in the distance learning form. At the same time there are still a lot of questions that have not been answered yet. The articles of the authors included in the monograph try to do it. Among the problems raised in the materials of monograph one can enumerate the following issues: Can a modern educational system educate and prepare professionals to successful work and functioning in the knowledge society without e-learning? What factors influence the selection of the most effective, optimal, adequate methodology of Distance Learning? What are the common features and characteristics and differences between e-learning and traditional teaching methodology? Is it possible to improve the quality of teaching by personal teaching in a distance mode? What are the most suitable contemporary information tools for the effective distance education? How may look like the nearest future of e-learning, what are the new possibilities of e-learning 3.0, and can we model the new trends of e-learning without earlier analysis of its evolution? How can you help in rehabilitation, therapy and education of disabled children, including these with specific psycho physical disorders? What safety rules should be followed at the time of the organization and implementation of distance learning? Whether and what are the formal and legal barriers threatening the global e-learning's implementation? How can international cooperation and participation in joint projects help in creating a common informational and educational space and implementation of e-learning? Others. Introduction 11 The monograph includes the best pieces of work, prepared and presented by the authors from five European countries during the scientific conference entitled ”Theoretical and Practical Aspects of Distance Learning”, subtitled: "Use of E-learning in the Training of Professionals in the Knowledge Society”, which was held on 11-12.10.2010 at the Faculty of Ethnology and Sciences of Education in Cieszyn, University of Silesia in Katowice. The speakers were from University of Silesia in Katowice (Poland), University of Ostrava (Czech Republic), University of Silesia in Opava (Czech Republic), University of Warsaw (Poland), Graal Institute (Portugal), Gdansk University of Technology (Poland), University of Hradec Králové (Czech Republic), Church Pedagogical Institute in Graz (Austria), University of Defence in Brno (Czech Republic), Technical University of Radom (Poland), Cracow Padagogical University (Poland), Rzeszow University of Technology (Poland) and University of Bialystok (Poland). Among the authors are the well-known scientists, young researchers, PhD students, academic teachers with a many-year training and experience in the field of e-learning, the creators of distance courses, multimedia teaching materials, educational web-sites and others. I am convinced that the monograph will be an interesting and valuable publication, describing the theoretical and practical issues in the field of distance learning, giving proposals of solution of some important problems and showing the road to further work in this direction, allowing to exchange experiences of scientists from different universities and different countries. Publishing this monograph is a good example of strengthening international cooperation. I am very grateful for valuable remarks and suggestions which raised the quality of the publication. Here I especially want to thank Prof. Maciej Tanaś – a reviewer of this monograph, Prof. Robert Mrózek for help in the edition of this publication, MA Andrzej Szczurek for an editorial correction.