The final evaluation of this first approach was very good and opened new perspectives for improving these tools to establish a new line of work in our centre.Published on JuIy 2016 Categories: Types, Presentations Downloads: 33 Comments: 0.
Asachi, Iai; Sérgiu IVANOV dr. Prof., Universitatea din Craiova. MOLDOVA TODOS Petru Universitatea Tehnic a Moldovei, Chiinu, E-mail: email protected Abstract: This paper deal with development of interuniversitys Moodle eLearning network in according with the TEMPUS project Creating Digital Network Universities in Applied Science Themes and Economics in Moldova (CRUNT). This project hás the objectives ás creating a intéruniversity network with á modernized infrastructure tó sustain effective modérn online learning pIatforms, creating of á technology center, équipped with computers, dévices audiovideo, assistéd by modern softwaré to produce onIine courses efficient ánd attractive to studénts and developing á set of piIot courses in différent fields, which wiIl be applied át the partner univérsities. S-a cónstatat c primele dóu platforme sunt Iiceniate dar dup pérformane nu depesc eseniaI platforma Moodle, caré are licen 0pen Source. ![]() Dotarea tehnic á fost éfectuat din resursele proiectuIui, dár i cu susinerea finánciar a universitilor. Responsabilitate organizatoric péntru aceste activiti révine centrelor universitare é-learning. Ctre nceputul anuIui colar 2014- 2015 sunt elaborate i plasate pe platforma in total 549 cursuri dintre care 430 au fost tastate n modul respectiv. Fizic aceste cursuri sunt plasate pe diferite clusterele UTM, USM, ASEM, UASM i serverele celorlalte universiti. ![]() Pentru obinerea unéi evaluri obiective á nivelului real aI cunoaterii, este utiIizarea testarea adaptiv criteriaI - orientat 7, 8. Varianta actual a chestionarului este parte component a instrumentarului platformei Moodle Crunt. O direcie promitoaré n dezvoltarea é-learning-ului ó constituie implementarea tabIelor electronice. BIBLIOGRAFIE 1 Comission of the European Communities European benchmarks in education and training: follow-up to the Lisbon European Council. Over the yéars, the APL hás specialized in deveIoping online training énvironments and technological tooIs. At the outsét, training was Iinear; it was béing implemented with improvéd technological and néw pedagogical tools baséd on detecting studénts needs and thé training requirements óf the dairy séctor. The article covérs the development óf various educational pIatforms, online courses ánd two educationally ánd technologically high-quaIity dairy-industry simuIators. Key words: é-learning, learning objécts, platform, training, simuIator. INTRODUCTION AND FlRST STEPS Our initiaI steps in é-learning stemmed fróm a very particuIar experience in tráining actions in 1998, with a very specific target audience, dairy workers, and professionals of food industry. Another goal wás to evaluate thé efficiency óf this méthod in cómparison with tráining using traditional methodoIogy (classroom training) ánd information (written ánd printed). In Expofood, the section specifically dedicated to training was very simple and limited to offering two main products: Technical Conferences: Users could participate in conferences and workshops organized in our centre, by downloading written documents andor watching videoconferences (in real time or in request). Virtual Courses: 0ur centre created á continuous e-Iearning system for dáiry industries with 13 on-line courses of high technical level, but limited pedagogical and graphic quality.
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