Ø Teaching and learning.
Information technologies have to be seen as a resource to help fulfill the university educational mission. Support of teaching and learning was computer-assisted learning. The differences between universities and areas of learning, science and technology still making far more use of information technologies. However, the following technologies and facilities are increasingly being offered in universities. The examples of general tools are text editing, e-mail boxes for students and teachers, Internet navigation, transfer of files and training material, WWW, discussion group, chat rooms, video-conferencing . Communication links to student residences, between student and teachers, computer study halls are available wireless, so we can access the more.
Ø ICT in organization and management of instruction to access the information.
Through the WWW, access to scientific information, literature, journals, course and training material, explanations through multimedia, databases, etc. Huge libraries are put at the disposal of teachers and student who are able to surf through the equivalent of entire book shelves. On-line public access catalogues are widely developed on campus and made available on the Internet by a growing number of institutions. Student progress, registration, evaluation and test systems, assignments through bulletin boards, distributed learning, and flexible scheduling.
Ø ICT in manufacturing and laboratory material.
To assist the classes students have to examine case studies, they can be shown videos, interviews of various people involved, and comparative data on-line. Students see the situation from different view points and their learning experience is enhanced considerably. Similarly, in engineering fields, for example, simulated and remote-controlled laboratories are used as hands-on experiences in this area are often no longer available.
Ø Distance tutoring and ‘virtual’ classes.
More effective learning techniques are offered in place of traditional distance teaching techniques such as radio broadcasting and television. Some courses now “incorporate interactive multimedia with audio, video, Java, Active-X, the Virtual Reality Modeling Language, and plug-in applications such as shockwave”. ( John Milam, 1998, gives a wide range of examples of new information technologies used in courses in the us ).
Ø In research.
Networking and research dissemination were based on personal contacts and publications. As communication is an inherent component of research ICT. Essential for researchers, who can enjoy much wider international cooperation in their field. After all, the Internet was an invention of the research community. Researchers in science and technology have felt an even greater need for information technology than researchers in the social sciences and the humanities. However, with the incredible increase in the volume of information in every discipline, the gap between these two categories, although still big, is narrowing.
Information technologies have to be seen as a resource to help fulfill the university educational mission. Support of teaching and learning was computer-assisted learning. The differences between universities and areas of learning, science and technology still making far more use of information technologies. However, the following technologies and facilities are increasingly being offered in universities. The examples of general tools are text editing, e-mail boxes for students and teachers, Internet navigation, transfer of files and training material, WWW, discussion group, chat rooms, video-conferencing . Communication links to student residences, between student and teachers, computer study halls are available wireless, so we can access the more.
Ø ICT in organization and management of instruction to access the information.
Through the WWW, access to scientific information, literature, journals, course and training material, explanations through multimedia, databases, etc. Huge libraries are put at the disposal of teachers and student who are able to surf through the equivalent of entire book shelves. On-line public access catalogues are widely developed on campus and made available on the Internet by a growing number of institutions. Student progress, registration, evaluation and test systems, assignments through bulletin boards, distributed learning, and flexible scheduling.
Ø ICT in manufacturing and laboratory material.
To assist the classes students have to examine case studies, they can be shown videos, interviews of various people involved, and comparative data on-line. Students see the situation from different view points and their learning experience is enhanced considerably. Similarly, in engineering fields, for example, simulated and remote-controlled laboratories are used as hands-on experiences in this area are often no longer available.
Ø Distance tutoring and ‘virtual’ classes.
More effective learning techniques are offered in place of traditional distance teaching techniques such as radio broadcasting and television. Some courses now “incorporate interactive multimedia with audio, video, Java, Active-X, the Virtual Reality Modeling Language, and plug-in applications such as shockwave”. ( John Milam, 1998, gives a wide range of examples of new information technologies used in courses in the us ).
Ø In research.
Networking and research dissemination were based on personal contacts and publications. As communication is an inherent component of research ICT. Essential for researchers, who can enjoy much wider international cooperation in their field. After all, the Internet was an invention of the research community. Researchers in science and technology have felt an even greater need for information technology than researchers in the social sciences and the humanities. However, with the incredible increase in the volume of information in every discipline, the gap between these two categories, although still big, is narrowing.
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