9
ПЛЕНАРНОЕ ЗАСЕДАНИЕ
CZU 37.091.13:004
COMPETENȚE ȘI ABILITĂȚI DE E-PEDAGOGIE ALE CADRELOR DIDACTICE, NECESARE PENTRU DERULAREA PROGRAMELOR DE EDUCAȚIE ÎN DOMENIUL ȘTIINȚELOR, TEHNOLOGIEI, INGINERIEI ȘI MATEMATICII (STEM)
Adrian A. Adăscăliței
Universitatea Tehnică "Gh. Asachi", Iași, România
e-mail: adrian.adascalitei@academic.tuiasi.ro
Constantin Cucoș
Universitatea “Alexandru Ioan Cuza” din Iaşi România
cucos.constantin@gmail.com
Maria Ianioglo
Universitatea de Stat din Comrat, Republica Moldova
e-mail: maria.ianioglo@gmail.com
Tatiana Velicova
Universitatea de Stat din Comrat, Republica Moldova
e-mail: velicovatania@gmail.com
Abstract. The work deals with the competencies and skills of e-pedagogics necessary for the development of educational programs in Science, Technology, Engineering and Mathematics. The role of the didactic script in teaching and blended learning is described. The importance of learning trajectory in interactive courses is discussed. The article provides recommendations on how to prepare STEM teachers and students to use blended learning environments; components and activities of the BTL course for training in electrical and computer engineering. The article provides the example of the application of the educational goals of Bloom and Anderson&Krathwohl's taxonomy. In fact, the article is a synthesis and continuation of previous works [1]-[7], most of which are available on the Internet, being published in the public domain / free of charge. The article reflects the cooperation in the field of online education between the Technical University “Gh. Asachi”, Alexandru Ioan Cuza University in Iasi, Romania, and Comrat State University [9]-[11], Republic of Moldova, in the context of the Erasmus Plus program of the European Union. The collaboration between our universities started in 2015 and has led to the publication of a number of articles in 2017, 2018 and 2020.
Keywords: e-pedagogics, blended learning and teaching, electrical engineering and computer science program, virtual learning environment, open educational resources.
E-Pedagogie: Competențele și Abilitățile Profesorilor, necesare pentru desfășurarea Programelor de Educație STEM (Științe, Tehnologie, Inginerie și Matematică)

Good day, dear colleagues, honorable audience, Mr.

pleasure for me to present to you, as part of the International Conference on the Physical Sciences, organized by the University of Moldova in the field of pedagogy, as part of the Department of Pedagogy and Psychology.

The results of our collaboration with the Technical University of Georgia SACI in Iasi, the University of Alexandria Ioancuza in Iasi and the State University of Comrade, a communication that refers to e-pedagogy, the skills and competencies required by professors and students to carry out educational programs in the field of science, technology, engineering and mathematics.

Professor Constantin Cucos from the University of Alexandria, Cusa and with our colleagues from Comrade, Ms.

The topics I will briefly cover are pedagogical skills and necessary qualities for both teachers and students, What components and activities involve hybrid teaching and learning in the field of science?

What is used to design the teaching materials, Bloom taxonomy and the new events of instruction by Gagne, for example?

And the new events of the instruction of Mr.

Gagne, with an example, how the evaluation of the student's activities takes place, how the communication between teachers and students is carried out, how the instruction is carried training using online, virtual and remote labs, some examples of open education resources and massive open online courses used in the training of students, and massive online courses used in preparing students.

What online education manual was used, and of course the conclusions.

The need for skills and qualities for online teaching, the characteristics of new e-pedagogy, the following elements can be briefly presented.

Solving problems in groups and solving problems in collaboration.

The learning is based on the solution of problems and discussions, the strategies used for case studies, what role do simulations or role-playing games play in teaching, student projects with content generated by students, Discipline.

What teaching materials are necessary, what are the grading criteria, how is the information tested, what resources from the virtual library are necessary, is carried out in the virtual campus, information about the work ethic, especially related to plagiarism, information about the course staff, teachers, instructors, assistants, tutors, and so on, how the students are being trained, and, of course, their information, the calendar of the courses, the subjects and activities of the course should give the students the possibility to engage in critical and abstract thinking.

Students are challenged to carry out 1 or more of the following tasks.

To solve problems, to contextualize concepts, and implement applications or practical projects.

Are PowerPoint presentations converted into video audio, short audio video lectures, links to resources for open education on web sites, online materials, online materials, communication tools used in group discussions, keeping an electronic agenda of activities and events, laboratory exercises, simulated, which prepare real laboratory experiences, forum-type discussion sessions and sometimes web conferences.

What computer and communication tools do students use?

Evaluation tools, online catalogs, and evaluation statistics are also provided on the platform used.

The course's satchels are interactive and require students to interconnect with each other and with the instructor.

And need to connect the students with the instructor.

They can also communicate with the participants by email, but mostly through the discussion forum, which is asynchronous.

Evaluations are carried out through online tests, standardized tests, care este de tip asin cron.

Evaluarele se realizeaza prin teste online, teste standardizate, proiecte, rezolvarea de probleme, demonstratii si studii de caz.

Lecture supplementary laboratory, virtual, test, web conference.

Lecture is recorded and broadcasted on the web.

Materials necessary for some meetings face to face, because we are talking about hybrid If necessary, additional tutorial sessions, so interactive lessons with guidance, implementing and discussing some projects, exams at the end of the semester, a special seminar dedicated to a course lesson.

Content, during the learning process, through practical activity, obtaining and testing the performance, feedback is provided, evaluations are made, the performance is certified, and knowledge and skills transfer the performance certificate is evaluated and the knowledge and skills transfer for specific activities at the workplace is consolidated.

A lesson may contain a title, objectives, introduction, new terms, examples, dictionary-type information, tests, a topic with a solution example and of course bibliographic references.

Of the instruction system is the analysis, design, development, implementation and delivery followed by the evaluation in the framework of the proper didactic process.

In the course of the didactic process itself.

The analysis process involves defining the requirements, creating or using free resources, creating the lessons of the course, and creating specific materials for the lessons.

The definition of the audience, the assessment of the learning results, a correct pedagogical approach and the selection of media to broadcast, text, video, audio and so on.

And of course, in the end, the course schedule.

The design skills are, of course, the learning results.

Skills, knowledge, which can be measurable or demonstrable, attempts made by students, relevant for students, and, of course, the allocation of a time, a corresponding time interval in the course, module or course.

Some elements that define the course template.

Application, analysis, evaluation and of course, design.

Here are presented in short the 6 learning categories, which are the student's resources, what is being done in the computer system, what activities and resources the student has on the Internet.

Then, I showed how the 4 or 3 categories mentioned above are made in the form of slides in the context of a presentation, to facilitate the communication, the interaction between the student student and system using graphic communication.

Evaluation is done using constructive alignment, that is, the design of teaching and learning activities and evaluation sheets that directly address the estimated results of the teaching-learning process.

Evaluarea formativa se face pe tot parcursul asimilarii cunostientilor, iar evaluarea sumativa se face la sfarsitul cursului.

Are themes for evaluation, mission, discussion, in the end it is a project and an exam to realize the constructivist system.

This is, in short, the evaluation management.

Communication is realized mostly in the form of forums.

The research community is the process of creating a deep and meaningful learning experience, in a constructive collaborative way, which develops for students 3 interdependent elements.

Social presence, cognitive presence, and didactic presence.

More often than not, asynchronous communications, online discussions and sometimes web conferences.

A few things about the virtual labs, the didactic scenario of a virtual experiment that is carried out with the help of a computer and a platform system.

First of all, the student reads a material that presents the objective, the purpose, the subject and the theory, he holds an online test, receives details about the program, then follows with the help of simulations and sequences, exemplifying know, theoretical concepts, to deepen and understand the concepts better, after which he supports a questionnaire and performs the experiment, after which he receives additional sarge to be evaluated, after the execution of each operation, for the understanding of the experiment.

Example of electricity, the same things, theory-procedure, software-hardware system and simulator, the experiment itself and the knowledge test, for those who know the subject, of course, supplementary bibliography.

The supplementary elements that can be used are open educational resources.

And, of course, materials from the online courses, and there are more sites on the map.

Scientics is a Moodle platform offered by professors from Europe and around the world that facilitates understanding online learning which facilitates the understanding of online learning and offers tools for teachers who teach science, technology, engineering and mathematics, what special software of computer technology and communication uses, and how to carry out class management lessons using the platform, in our case, Moodle.

The curriculum is structured and well managed.

The formation is based on the focus on the student, stimulating critical thinking.

Critical thinking is generated in discussion forums, which are asynchronous.

Instructor Online should be involved in the development of creative ways to use the forums and to promote the interaction and the feeling of belonging of the student in a learning community.

The student's membership in a learning community, and for this, of course, adopting and learning new pedagogical methods specific to this new type of learning.


Speaker 0: Good day, dear colleagues, honorable audience, Mr. Rector, It is a great

Speaker 1: pleasure for me to present to you, as part of the International Conference on the Physical Sciences, organized by the University of Moldova in the field of pedagogy, as part of the Department of Pedagogy and Psychology. The results of our collaboration with the Technical University of Georgia SACI in Iasi, the University of Alexandria Ioancuza in Iasi and the State University of Comrade, a communication that refers to e-pedagogy, the skills and competencies required by professors and students to carry out educational programs in the field of science, technology, engineering and mathematics. The work is conceived together with Mr. Professor Constantin Cucos from the University of Alexandria, Cusa and with our colleagues from Comrade, Ms. Baria Ianioglu and Ms.

Tatiana Velikova. The topics I will briefly cover are pedagogical skills and necessary qualities for both teachers and students, What components and activities involve hybrid teaching and learning in the field of science? What is used to design the teaching materials, Bloom taxonomy and the new events of instruction by Gagne, for example? And the new events of the instruction of Mr. Gagne, with an example, how the evaluation of the student's activities takes place, how the communication between teachers and students is carried out, how the instruction is carried training using online, virtual and remote labs, some examples of open education resources and massive open online courses used in the training of students, and massive online courses used in preparing students.

A Moodle platform at the European level. What online education manual was used, and of course the conclusions. The need for skills and qualities for online teaching, the characteristics of new e-pedagogy, the following elements can be briefly presented. Solving problems in groups and solving problems in collaboration. The learning is based on the solution of problems and discussions, the strategies used for case studies, what role do simulations or role-playing games play in teaching, student projects with content generated by students, Discipline.

What knowledge do you have? What objectives does the class have? What tasks does the student have? What testing programs are used? What teaching materials are necessary, what are the grading criteria, how is the information tested, what resources from the virtual library are necessary, is carried out in the virtual campus, information about the work ethic, especially related to plagiarism, information about the course staff, teachers, instructors, assistants, tutors, and so on, how the students are being trained, and, of course, their information, the calendar of the courses, the subjects and activities of the course should give the students the possibility to engage in critical and abstract thinking.

Students are challenged to carry out 1 or more of the following tasks. To solve problems, to contextualize concepts, and implement applications or practical projects. Are PowerPoint presentations converted into video audio, short audio video lectures, links to resources for open education on web sites, online materials, online materials, communication tools used in group discussions, keeping an electronic agenda of activities and events, laboratory exercises, simulated, which prepare real laboratory experiences, forum-type discussion sessions and sometimes web conferences. What computer and communication tools do students use? Evaluation tools, online catalogs, and evaluation statistics are also provided on the platform used.

The course's satchels are interactive and require students to interconnect with each other and with the instructor. And need to connect the students with the instructor. They can also communicate with the participants by email, but mostly through the discussion forum, which is asynchronous. Evaluations are carried out through online tests, standardized tests, care este de tip asin cron. Evaluarele se realizeaza prin teste online, teste standardizate, proiecte, rezolvarea de probleme, demonstratii si studii de caz.

Presentation. Lecture supplementary laboratory, virtual, test, web conference. Lecture is recorded and broadcasted on the web. Materials necessary for some meetings face to face, because we are talking about hybrid If necessary, additional tutorial sessions, so interactive lessons with guidance, implementing and discussing some projects, exams at the end of the semester, a special seminar dedicated to a course lesson. Content, during the learning process, through practical activity, obtaining and testing the performance, feedback is provided, evaluations are made, the performance is certified, and knowledge and skills transfer the performance certificate is evaluated and the knowledge and skills transfer for specific activities at the workplace is consolidated.

A lesson may contain a title, objectives, introduction, new terms, examples, dictionary-type information, tests, a topic with a solution example and of course bibliographic references. Of the instruction system is the analysis, design, development, implementation and delivery followed by the evaluation in the framework of the proper didactic process. In the course of the didactic process itself. The analysis process involves defining the requirements, creating or using free resources, creating the lessons of the course, and creating specific materials for the lessons. The definition of the audience, the assessment of the learning results, a correct pedagogical approach and the selection of media to broadcast, text, video, audio and so on.

How is it administered? And of course, in the end, the course schedule. The design skills are, of course, the learning results. Skills, knowledge, which can be measurable or demonstrable, attempts made by students, relevant for students, and, of course, the allocation of a time, a corresponding time interval in the course, module or course. Some elements that define the course template.

Application, analysis, evaluation and of course, design. Here are presented in short the 6 learning categories, which are the student's resources, what is being done in the computer system, what activities and resources the student has on the Internet. So, the 6 categories of Bloom. 3, application, and 4, analysis. Then, I showed how the 4 or 3 categories mentioned above are made in the form of slides in the context of a presentation, to facilitate the communication, the interaction between the student student and system using graphic communication.

Evaluation is done using constructive alignment, that is, the design of teaching and learning activities and evaluation sheets that directly address the estimated results of the teaching-learning process. Evaluarea formativa se face pe tot parcursul asimilarii cunostientilor, iar evaluarea sumativa se face la sfarsitul cursului. Are themes for evaluation, mission, discussion, in the end it is a project and an exam to realize the constructivist system. To realize the constructivist system. This is, in short, the evaluation management.

Communication is realized mostly in the form of forums. The research community is the process of creating a deep and meaningful learning experience, in a constructive collaborative way, which develops for students 3 interdependent elements. Social presence, cognitive presence, and didactic presence. More often than not, asynchronous communications, online discussions and sometimes web conferences. A few things about the virtual labs, the didactic scenario of a virtual experiment that is carried out with the help of a computer and a platform system.

First of all, the student reads a material that presents the objective, the purpose, the subject and the theory, he holds an online test, receives details about the program, then follows with the help of simulations and sequences, exemplifying know, theoretical concepts, to deepen and understand the concepts better, after which he supports a questionnaire and performs the experiment, after which he receives additional sarge to be evaluated, after the execution of each operation, for the understanding of the experiment. Example of electricity, the same things, theory-procedure, software-hardware system and simulator, the experiment itself and the knowledge test, for those who know the subject, of course, supplementary bibliography. The supplementary elements that can be used are open educational resources. I have taken here 2 examples. And, of course, materials from the online courses, and there are more sites on the map.

Scientics is a Moodle platform offered by professors from Europe and around the world that facilitates understanding online learning which facilitates the understanding of online learning and offers tools for teachers who teach science, technology, engineering and mathematics, what special software of computer technology and communication uses, and how to carry out class management lessons using the platform, in our case, Moodle. The curriculum is structured and well managed. The formation is based on the focus on the student, stimulating critical thinking. Critical thinking is generated in discussion forums, which are asynchronous. Instructor Online should be involved in the development of creative ways to use the forums and to promote the interaction and the feeling of belonging of the student in a learning community.

The student's membership in a learning community, and for this, of course, adopting and learning new pedagogical methods specific to this new type of learning. Thank you very much for your attention. Bye. Bye.

See all Adrian A. Adăscăliței transcripts on Youtube

2022Dec16 Comrat Adascalitei