Abstract
In comparison with the traditional learning, the computer support of collaborative teaching represents a combination of didactics and informatics approaches. This requires researchers to solve an additional design of specific edu-cational software and suitable ICT infrastructure. This contribution describes a continuous progress under the umbrella of the research on technology-enhanced learning; and how the ICT integration is modelled for the collaborative teaching and appropriated activities when using an in-house educational beta-software BIKE(E)/WPad. The practical experiences are demonstrated with some examples of how it is applied within the teaching bachelors students and from the related research on computer support from a teacher point of view.
Highlights
Technology-enhanced learning (TEL) represents an interdisciplinary issue
The actual approach of authors’ research on TEL is presented as the "automation” of educational processes" [11]. It should be understood as the integration of three key areas: (1) didactics processes running in classrooms, (2) informatics processes running during teaching, and (3) the adaptation of individual’s activities related to using the Windows operation system, Internet browsers, software, hardware, clouds, networks
Some practical experiences with the in-house developed educational software BIKE(E)/WPad for modelling the interactive collaborative teaching were briefly described via examples from teaching bachelors students
Summary
Technology-enhanced learning (TEL) represents an interdisciplinary issue. As the key-term, TEL was used within the project calls of the FP7 EU funded research program. The specific goal is to test and modify the pilot version of the WPad for collaborative teaching (WPad is a part of the beta in-house software BIKE(E)-Batch Information and Knowledge Editor and Environment) It supports various collaborative activities in engineering education, e.g. in the framework of the courses of study: Background of environmental. The actual approach of authors’ research on TEL is presented as the "automation” of educational processes" [11] It should be understood as the integration of three key areas: (1) didactics processes running in classrooms, (2) informatics processes running during teaching, and (3) the adaptation of individual’s activities related to using the Windows operation system, Internet browsers, software, hardware, clouds, networks (this affects the Human-Computer-Interaction). Authors’ long-term research showed that the computer support must be strictly tailor made to the teaching activities, so not vice versa (teachers usually applied only a general software, e.g. office packages)
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