e-Learning Center

E - COURSES

                  Avicenna Virtual Campus in Iraq for Science and Technology (2003-2009)
                                           Avicenna Virtual Campus Project 

            The e-learning knowledge network in the Mediterranean has become a model for quality online teacher training and education for students. Named after a 10th-century Persian scientist and philosopher, the Avicenna Virtual Campus uses information and communication technologies to help educate students and share skills, resources and research results among universities.
The AVICENNA Virtual Campus project is dedicated to accelerating the adoption and best use of ICT-assisted Open Distance Learning (ODL). The project aims at establishing adequate local infrastructures and transferring best practice and professional know-how within target universities.

The university of SUE established ibn –sina electronic learning centre in collaboration with UNESCO, this centre provides the student and university academics of Salahaddin University and other universities in Kurdistan with electronic references .
E-learning comprises all forms of electronically supported learning and teaching. The information and communication systems, whether networked learning or not, serve as specific media to implement the learning process. The term will still most likely be utilized to reference out-of-classroom and in-classroom educational experiences via technology, even as advances continue in regard to devices and curriculum.
E-learning is essentially the computer and network-enabled transfer of skills and knowledge. E-learning applications and processes include Web-based learning, computer-based learning, virtual education opportunities and digital collaboration. Content is delivered via the Internet, intranet/extranet, audio or video tape, satellite TV, and CD-ROM. It can be self-paced or instructor-led and includes media in the form of text, image, animation, streaming video and audio.
Today many technologies can be, and are, used in e-learning, from blogs to collaborative software, ePortfolios, and virtual classrooms. Most eLearning situations use combinations of these techniques.

E-learning services have evolved since computers were first used in education. There is a trend to move towards blended learning services, where computer-based activities are integrated with practical or classroom-based situations. Abbreviations like CBT (Computer-Based Training), IBT (Internet-Based Training) or WBT (Web-Based Training) have been used as synonyms to e-learning. Today one can still find these terms being used, along with variations of e-learning such as elearning, Elearning, and eLearning.
Computer-based learning, sometimes abbreviated to CBL, refers to the use of computers as a key component of the educational environment. While this can refer to the use of computers in a classroom, the term more broadly refers to a structured environment in which computers are used for teaching purposes.

Powerpoint slides available to students through a course web site or learning management system, to laptop programs, where students are required to bring laptops to class and use them as part of a face-to-face class.

Computer-based trainings (CBTs) are self-paced learning activities accessible via a computer or handheld device. CBTs typically present content in a linear fashion, much like reading an online book or manual. For this reason they are often used to teach static processes, such as using software or completing mathematical equations. The term Computer-Based Training is often used interchangeably with Web-based training (WBT) with the primary difference being the delivery method. Where CBTs are typically delivered via CD-ROM, WBTs are delivered via the Internet using a web browser. Assessing learning in a CBT usually comes in form of multiple choice questions, or other assessments that can be easily scored by a computer. CBTs can be a good alternative to printed learning materials since rich media, including videos or animations, can easily be embedded to enhance the learning.
Computer-supported collaborative learning (CSCL) is one of the most promising innovations to improve teaching and learning with the help of modern information and communication technology. Most recent developments in CSCL have been called E-Learning.

EXAMPLE FOR E-Leacture 

NOTE 1 :Please see examples of the NEW TIMESHEET TECHNOLOGY OF E-LECTURES , only open the following links ;

 

SUE AVC Director Assist.Prof.Dr.Ismail Musa Murad

http://elearning.su.edu.krd/pluginfile.php/1297/mod_resource/content/1/Dr.Ismail/video4.html

 

Optics Course E-Lecture example produced and published by Assist.Prof.Dr.Ismail Musa Murad

 http://elearning.su.edu.krd/pluginfile.php/447/mod_resource/content/3/timesheet%20seq.1/video4.html

 

 SUE AVC  Technical Team Manager Message Prof.Dr.Qaysar S.Mahdi

http://elearning.su.edu.krd/pluginfile.php/1296/mod_resource/content/1/Dr.kaiser/video4.html

http://elearning.su.edu.krd/pluginfile.php/1296/mod_resource/content/1/Dr.kaiser/video4.html

 

Electromagnetic Fields course /second year class /engineering college / electrical engineering department , the E- lecturer is produced and published  by Prof.Dr.Qaysar S.Mahdy, please open the following link ;

 http://elearning.su.edu.krd/pluginfile.php/448/mod_resource/content/1/Sequence%201%20%20%20Introduction/video4.html

NOTE 2 : If would like to see the produced e-courses for Salahaddin University Colleges and departments , you need to suscribe to SUE AVC E-Learning Website. Teachers and students are invited to enroll there courses  on this web page.

Please you could contact us on :

sueavcelearning@su.edu.krd

qaysar.mahdy@su.edu.krd

 

 Technology enhanced learning (TEL) has the goal to provide socio-technical innovations (also improving efficiency and cost effectiveness) for e-learning practices, regarding individuals and organizations, independent of time, place and pace. The field of TEL therefore applies to the support of any learning activity through technology.
The use of digital technologies can provide the opportunity for improved teaching & learning, both in terms of an enhanced student study experience, as well as delivering the resource efficiencies & flexible teaching increasingly being sought by educational institutions.  As a result, with more and more universities offering both ‘on campus’ and ‘online’ degree opportunities, how do students make the right choice?
Advantages of Elearning outcomes :
Learning outcomes are statements of what a student is expected to know, understand and/or be able to demonstrate or have acquired on successful completion of their studies. Learning outcomes represent a move away from traditional models of learning, which emphasise inputs such as content and teaching hours, to a more modern ‘studentâ€ï¿½centred’ approach, which emphasises outputs in terms of student competences.
Is Classroom Training Dying?
It seems traditional classroom training as we know it may be dying, but there are ways to bring it back to life. “Recent remarks, suggested that much of the formal classroom with instructor-led training has gone the way of scheduled classes, blackboards and overhead projectors.

SUE AVC STAFF ACTIVITIES

 The AVC staff activities concerning the produced e-courses contains the following ;


1. Design the e-course management on the Moodle of the Salahaddin university web site. .
2. Evaluate the produced e-course from the scientific , language, pedagogical point of view according to the AVC pedagogical module.
3 . Evaluate the assessments and power point lectures.
4. Checking the power points .
5. Checking the produced e-courses according to the syllabus.
6. Checking the produced Timesheet videos
7. Checking the assessments for sequences & sessions .
8. Producing e-courses.

9.Quality assurance the produced e-courses.

10. uploading the sessions and sequences to the university web site after the approval of the university scientific console on the produced e-course.

The Process of E-learning for Education at SUE

The professors are attends as a lecturers
          They are going to have an overview on the background on AVCI.
They are also training for different session to know the process of how to doing or register their lecturers by using the models.
They become ready to put their course lecturers on line for the students through AVCI facilities in Erbil Center for e-learning.
They will make a contract directly either with the SUH or UNESCO after the evaluation of their online course lecturers by the pedagogical experts.

SUE AVC E-learning Process in Erbil


For Students
     Opportunity to become an academic staff in a university Research support.
Support for international visits.
Opportunity to improve English language skills.
To become a part of the long-term university collaboration network.

For Professors in the Universities


       To meet the need for the academic staff holding a PhD degree with an overseas experience and by using the national resources in an effective way.
The opportunity of establishing domestic and overseas research partnerships
Strategic cooperation between universities

Course and Module Design


Production of e-courses at Avicenna for e-learning

1- Avicenna Model
E-course production and preparation have to follow Avicenna’s special educational model a copy of which is attached hereinunder. The following points have to be taken into consideration when producing e-courses.

Language: a clear and accurate language should be used in the slides and in the oral presentation. One language has to be used with unified type and size of font in the slides.
Logo: There should be a specific place the university and UNISCO logos in the slides. UNISCO’s logo is placed once the material is accepted by their Scientific Council.
Copyright: List of references should be provided at the end of the material if other authors’ information is used in the slides. Instructors have to clearly mention if the information they use in their slides is of their own.

2- Course production
- One or more members of the colleges teaching staff will be assigned
- the material will be submitted to the College Council for approval
- The assigned staff will record the material according the center’s model
- Upon recording, the electronic material will be presented to the College Council for approval of its content and the degree of its relevance to the course description of the material.
- The technical side of the e-material will be approved by Avicenna center.

3- Quality Assurance
Online materials have to be prepared following the center’s quality assurance rules and regulation.

4- Uploading the material
- Upon the college’s approval for the scientific content of the material and Avicenna approval for the technical part, it will be uploaded on the local network (intranet), and the chance for its usage will be given to the students.
- Upon the approval of the Scientific Advisory Council (STAC), the e-materials will be uploaded on the internet.


Pre-recording procedures

- Mobile should be switched off or taken outside the studio.
- Light and workplace should be made ready.
- Check the charge of cameras and the batteries of the wireless microphones.
- Set cameras on the lecturer.
- The lecturer should sit in the middle of the workplace.
- Function microphones of the lecturer and the cameras.
- Attach the microphone to a suitable place of the camera.
- Put the lecturer’s microphone in a good hidden place.
- Check the PPT file .
- Present PPT file.
- Open the montage program and set the picture of the PPT file for presentation.
- Notify the lecturer to start with a welcome speech and introduce themselves and their lectures and notify them to end their lectures.
- Prepare the camera and the recording program for the first time.

AVC E-Course Production Sequence

 

Learning Outcomes
       Learning outcomes can:
1- Help to ensure consistency of delivery across modules and programs.
2- Aid curriculum design by clarifying areas of overlap between modules and programs.
3- Help course designers to determine precisely the key purposes of a course and to see how components of the syllabus fit and how learning progression is incorporated.
4- Highlight the relationship between teaching, learning and assessment and help improve course design and the student experience.
5- Promote reflection on assessment and the development of assessment criteria and more effective and varied assessment.
6-Help teachers to tell students more precisely what is expected of them.
7- Help students to learn more effectively: students know where they stand and the curriculum is made more open to them.
8- Help teachers to design their materials more effectively by acting as a template for them.
9- Make it clear what students can hope to gain from following a particular course or lecture.
10- Help teachers select the appropriate teaching strategy matched to the intended learning outcome, e.g. lecture, seminar, group work, tutorial, discussion, peer group presentation or laboratory class.
11- Help teachers to tell their colleagues more precisely what a particular activity is designed to achieve.
12- Assist in setting examinations based on the materials delivered.
13- Ensure that appropriate teaching and assessment strategies are employed.

 

Quality Assurance System

The Avicenna network meets various goals
Quality Assurance System


     The Avicenna Quality Assurance System (AQUAS) is dedicated to the management and the accreditation of the production, adaptation and revision process of each training module. The Avicenna Accreditation ensures that the training modules which are available in this network do respect the quality criteria supported by UNESCO.
The Accreditation Committee is responsible for the assessment of the proposals made by the Avicenna Centers for producing, adapting or reviewing training courses regarding their conformity with the Avicenna quality Accreditation. as follows:
• UNESCO receives the contractual documents and gives its final approval as far as the conformity and the quality of the produced, adapted or revised training courses are concerned .

• The English partner checks the conformity of the English language courses with the quality criteria and process
• External scientific experts can be sought by the members of the accreditation committee if necessary
• to improve the ways of learning, to higher the access to higher education, to mutualize pedagogical resources and to share the knowledge. The lectures available in the Avicenna network have all received the Avicenna Accreditation which fits with the European tendencies regarding the quality of scientific and higher education and to the ones of UNESCO. UNESCO moderated the 5 international conferences on higher education and the support to insurance quality and accreditation appears to be central for improving the quality of higher education and a better access to it.

The organization of quality assurance is among the most pressing needs of universities and institutes in order to guarantee the soundness of their programs, degrees and teaching the efficiency of their teaching process and the credentials of their staff. Achieving this requires setting up a “Quality Assurance Board”. The work of this body should include laying foundations and building a base in accordance with international standards, devising action plans to guarantee quality, preparing qualified staff to lead the process of guaranteeing, as well as carrying out these activities, as circumstances dictate. 

AQUAS ( Assurance Quality Control System ) Cycle 


Learning outcomes:
1- Increase transparency and the comparability of standards between and within qualifications.
2- Possess greater credibility and utility than traditional qualifications.
3- Play a key role by acting as points of reference for establishing and assessing standards.

 

Students
Learning outcomes provide:
1- Comprehensive sets of statements of exactly what the students will be able to achieve after successful study.
2- Clear information to help students with their choice of module and programme. This can lead to more effective learning.
3- Clear information to employers and higher education institutions on the achievements .


Teaching Technology


1- Tools & information –you need to be a teacher of the 2lst century (the class room and  the teachers)
2- Integrating technology in the class room.
3- New educational softwore and new kinds of high technical devices
4- The three Rs ( reduce – reuse- recycle)
5- The three Ps ( power point presentation) or
6- Smart board technology.
7- Multi-media activities for computer lab.


Virtual laboratories :  Towards promoting educational excellence in Kurdistan


1- Towards  the progress prosperity of future achievement pride milestone .
2- Towards new aspect of teaching technology
And attitude towards technology by students and pupil of the four views of conceptualizing technology (as arti facts as knowledge as arti facts) as knowledge as processes and as volition.
The content of curricula institute of international education the mantels of study in school in statute or college the syllabus of a curriculum discussed in this have been seiner a curriculum can be entirely focused on the process of designing without making explicit that know ledge of engineering concepts is a necessary condition for solving design problems properly the learners will get the impression that the technology is equal to any kind of designing process artifacts knowledge process and volition a first strategy to word proper reconceptuall zing technology in the learners minds is to a adapt the content of the curriculum scientific research laboratories for the student in all colleges should be developed for establishing fruitful relationships between science and technology.

Production Process


1.E-Studios .
2.Timesheet Technology.

 

 Advantages of E-learning outcomes

           Learning outcomes are statements of what a student is expected to know, understand and/or be able to demonstrate or have acquired on successful completion of their studies. Learning outcomes represent a move away from traditional models of learning, which emphasize inputs such as content and teaching hours, to a more modern ‘student-centered’ approach, which emphasizes outputs in terms of student competences. Not all learning outcomes are measurable. There has been some criticism of outcome-based education in the literature, a learning outcomes approach to teaching and learning has received strong support at an international level.

On successful completion of this module, students should be able to: Summarize evidence from the science education literature to support development of a line of argument. Outstanding use of literature showing excellent ability to synthesize evidence in an analytical way to formulate clear conclusions;

1. Potential problems with E-learning outcomes
2. One of the main concerns about the adoption of learning outcomes is the philosophical one that academic study should be open-ended and
3. that learning outcomes do not fit in with this liberal view of learning
4. This need not be the case if learning outcomes are
5. Written with a focus on higher-order thinking and application skills.
6. However, if learning outcomes are written within a very narrow
7. Framework, this could limit learning and result in a lack of intellectual.

 

 

 VIRTUAL CAMPUS PROJECT AVICENNA INTERNET NETWORK

 

 

 

 Estimates of produced e-courses for Period 2012-2015

 

 Editted and published by Prof.Dr.Qaysar Salih Mahdy & Assist. Prof. Dr.Ismail Musa Murad