Quality And Efficiency In E-learning

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eLSE 2013 Editors Ion ROCEANU Bogdan LOGOFATU, Monica STANESCU, Mirela BLAGA, Anca COLIBABA QUALITY AND EFFICIENCY IN E-LEARNING Volume 3 eLearning and Software for Education Conference Bucharest, April 25 – 26, 2013 _______________________________ Publisher: “CAROL I” National Defence University Publishing House Director: Alexandru STOICA Panduri Street, 68-72, Bucharest Phone: +40213194880 _______________________________ ISSN 2066-026X Further information on all eLearning and Software for Education – eLSE – events can be found at: www.elseconference.eu All the papers published in this book were verified for plagiarism using a software provided by Plagiat – Sistem Antiplagiat prin Internet This work is subject to copyright. All rights are reserved, whether the whole part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting reproduction on microfilm or in any other way, and storage on databanks. Duplication of this publication or parts thereof is permitted only under the provisions of the Romanian Copyright Law of March 14, 1996 in its current version, and permission for use will always be obtained from Carol I National Defence University. Violations are liable for prosecution under the Romanian Copyright Law. The use of general descriptive names, registered names, trademarks, etc. in this publication does not imply, even in the absence of the specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for the general use. Administrative & Technical Committee Daniel BELIGAN, "Carol I" National Defense University, Romania, Dragos BARBIERU, "Carol I" National Defense University, Romania Catalin RADU, "Carol I" National Defense University, Romania Gabriel DOBRESCU, "Carol I" National Defense University, Romania eLSE 2013 The 9th International Scientific Conference “eLearning and Software for Education” QUALITY AND EFFICIENCY IN E-LEARNING Volume 3 Conference Chairman: Professor Dr. Ion ROCEANU, Vice-rector of science, 'Carol I' National Defence University, Bucharest, Romania Honorary Presidency: Professor Dr. Teodor FRUNZETI, Rector of the "Carol I" National Defence University, Romania Professor Dr. Romita IUCU, Vice-Rector, University of Bucharest, Romania Scientific Committee: Assoc. Prof. Dr. Adrian ADASCALITEI, Technical "Gh. Asachi" University, Iasi, Romania Professor Dr. Francesco BELLOTTI, University of Genoa, Italy Professor Dr. Doina BANCIU, University of Bucharest, Romania Dr. Carmen Elena CIRNU, National Insitute for Research & Development in Informatics Bucharest, Romania Mr. Joseph CAMACHO, Program Manager, Joint Knowledge Development and Distribution Capability, United States Joint Forces Command, U.S.A. Assoc. Prof. Dr. Lucian CIOLAN, University of Bucharest, Romania Professor Dr. Ing. Horia CIOCARLIE, Dean, "Politehnica" University of Timisoara, Romania Professor Dr. Stefan COLIBABA,. Al.I.Cuza University, Iasi, Romania Professor Dr. Anca COLIBABA, “Gr.T.Popa” University, Romania Professor Dr. Ing. Vladimir CRETU, "Politehnica" University of Timisoara, Romania Professor Dr. Sara de FREITAS, Director of Research, Serious Games Institute, Coventry University Technology Park, U.K. Dr. Christian GLAHN, International Relations and Security Network (ISN), Switzerland Professor Dr. Alessandro de GLORIA, University of Genova, Italia Professor Dr. Vasilica GRIGORE, National Academy of Physical Education and Sport, Romania Assoc. Prof. Dr. Gabriela GROSSECK, University of Timisoara, Romania Assoc. Prof. Dr. Carmen HOLOTESCU, University of Timisoara, Romania Mr. Phil ICE, Vice President, Research & Development, American Public University System, USA Lt.Cdr Geir ISAKSEN, POC at the Norwegian ADL partnership lab Lecturer Dr. Olimpus ISTRATE, University of Bucharest, Romania Assoc. Prof. Dr. Malinka IVANNOVA, Technical University, Sofia, Bulgaria Lecturer Dr. Theodore LIM, Heriot-Watt University, UK Professor Dr. Bogdan LOGOFATU, University of Bucharest, Romania Professor Dr. George MOUZAKITIS, e-DEKA, Greee Professor Dr. Laura MURESAN, Bucharest Academy of Economic Studies, Romania Dr. Kristy MURRAY, Director Advanced Distributed Learning Initiative, U.S.A. Dr. Michela OTT, Consiglio Nazionale delle Ricerche, Italy Professor Dr. Varujan PAMBUCCIAN, University of Bucharest, Romania Professor Dr. Victor Valeriu PATRICIU, Military Technical Academy, Romania Professor Dr. Virgil Daniel POPESCU, University of Craiova, Romania M.Sc. Reto SCHILLIGER, Head of Training and ADL Competence Center, ISN, ETH Zurich Mrs. Ioana Andreea STANESCU, RDI Project Manager, Advanced Technology Systems, Romania Assoc. Prof. Dr. Monica STANESCU, National Academy of Physical Education and Sport, Romania Assoc. Prof. Dr. Veronica STEFAN, Valahia University of Targoviste, Romania Senior Researcher Dr. Kateryna SYNYTSYA, International Research and Training Centre for Information Technologies and Systems, Ukraine Assoc. Prof. Dr. Marin VLADA, University of Bucharest, Romania Professor Dr. Florin POPENTIU-VLADICESCU, UNESCO Chairholder at City University London UK, University of ORADEA, Romania Assoc. Prof. Dr. Robert WISHER, Naval Postgraduate School Monterey, U.S.A. TABLE OF CONTENTS STUDY ON THE OPPORTUNITY INCLUSION OF Elearning AND eTESTING IN SPORT SCIENCE AND PHYSICAL EDUCATION STRATEGIES...........................................................................................11 Vasilica GRIGORE ADVANTAGES AND DISADVANTAGES OF CONTINUOUS TRAINING FOR ATHLETES IN E-LEARNING SYSTEM .............................................................16 Corina CIOLCĂ, Ana-Maria VASILIU EFFICIENCY E-LEARNING PLATFORMS IN THE TRAINING OF THE ROMANIAN JUDO SPECIALISTS ................................................................22 Laurentiu BOCIOACA STUDY ABOUT THE EFFICIENCY OF WEB-BASED TOOLS USED FOR PHYSICAL EDUCATION TEACHERS’ TRENING ..........................................26 Monica STĂNESCU, Marius STOICESCU CONTRIBUTIONS CONCERNING THE USE OF COMPUTER ASSISTED PROGRAMMED LEARNING IN THE THEORETICAL TRAINING OF PHISICAL EDUCATION AND SPORTS FOR STUDENTS FROM THE POLYTECHNIC UNIVERSITY.............................................................................33 Liliana BECEA, Raluca Anca PELIN THE USE OF COMPUTER INFORMATION TECHNOLOGY IN CREATING SPECIFIC PHYSICAL EDUCATION AND SPORTS THEORETICAL COURSES ..................................................................39 Gheorghe BALINT, Alexandru ACSINTE POINTS OF VIEW OF HOW A SOFT PROGRAMME CAN FACILITATE THE ORGANIZATION AND COMMUNICATION IN A SPORT COMPETITION.........................................................................................45 Valeria BALAN THE NEW e-REGISTRATION AND ANALYSIS METHODS SUPPORT FOR OBJECTIFICATION OF THE TRAINING IN PERFORMANCE FOOTBALL GAME ..........................................................................................................49 Viorel COJOCARU, Ciprian PANAIT MONITORING OF THE QUALITY OF EXECUTION COMPONENTS AT POMMEL HORSE EVENT USING VIDEO TECHNIQUE..................................55 Ionut CORLACI THE EVALUATION OF THE SPORT TRAININGS EFFECT ON CHILDREN’S BALANCE USING AMTI NETFORCE CELL.............................60 Dumitru Rares CIOCOI-POP, Iuliana BOROS-BALINT THE IMPROVEMENT OF TRIPLE JUMP TECHNIQUE USING E-TRAINING METHODS ................................................................................................66 Marius STOICA USING E-LEARNING SOFTWARE FOR DEVELOPING EURHYTHMY AS A MANNER OF ARTISTIC EXPRESSION FOR PUPILS AND STUDENTS ....72 Alina Mihaela STOICA, Daniela ADUCOVSCHI EDUCATIONAL PERSPECTIVES OPEN BY THE UTILIZATION OF POLAR S625X RUNNING COMPUTER TO TEST THE WATER POLO PLAYERS...............................................................................................................78 Gheorghe MARINESCU, Laurenţiu Daniel TICALĂ, Valeria BĂLAN Victor Marian ZAMFIR, Claudiu Victor HORTOPAN 5 COMPUTERIZED ELECTRONIC BAROPODOMETRY– A MODALITY TO EVALUATE THE SPINAL COLUMN DYSFUNCTIONS IN PERFORMANCE ATHLETES ..................................................................................84 Sabina MACOVEI, Leonard ACASANDREI, Mariana MEZEI INDISPENSIBLE PORTABLE TECHNOLOGY IN ADAPTED SWIMMING AND THE PROGRESS OF CHILREN WITH DISABILITIES...........90 Bianca CHERA-FERRARIO, Constantin PEHOIU KINEMATIC ASPECTS OF DIRECT PUNCH CROSS AND JAB APPLIED IN SEMI-CONTACT ..................................................................97 Irina BĂIŢEL, Dan DELIU COMPUTERIZED ASSISTANCE FOR THE ATTENTION CONCENTRATION IN WEIGHTLIFTING ATHLETES.........................................104 Marian Daniel TEODORU, Daniel Constantin MURĂREŢU CONSIDERATIONS ON THE CENTER OF PRESSURE DISTRIBUTION TRENDS IN POSTURAL CONTROL MECHANISM SYSTEM ..............................108 Carmen Liliana GHERGHEL, Alexandru BUZESCU VIRTUAL ENVIRONMENT USED IN THE MANAGEMENT OF CHILDREN OBESITY THROUGH PHYSICAL EXERCISES..........................112 Elena SABĂU, Georgeta NICULESCU, Dana Mihaela VÎLCU VIRTUAL REALITY IN SPORT AREA ......................................................................118 Georgian BADEA-MISS, Monica Delia BÎCĂ THE NEW E-TRAINING AND DIRECTING EFFORT IN ACADEMIC ROWING .............................................................................................124 Sanda URICHIANU-TOMA, Marius DIMA COMPUTER ASSISTED LEARNING IN SWIMMERS' TRAINING......................130 Luciela VASILE, Monica STĂNESCU USE OF COMPUTER TECHNOLOGY IN EVALUATING THE CONCENTRATION AND MOBILITY OF ATTENTION ...............................137 Vasilica GRIGORE, Georgeta MITRACHE Radu PREDOIU, Mihaela PĂUNESCU THE BENEFITS OF USING STATISTICAL RECORDING SOFTWARE BASKETBALL FOR TEAMS TRAINING PERFORMANCE ..................................143 Alina Daniela MOANŢĂ, Iulian Gabriel GHIŢESCU, Virgil TUDOR E-LEARNING BY COMPUTER VIDEO ANALYSIS THE KEY ELEMENTS OF SPORTS TECHNIQUE OF YURCHENKO VAULT IN WOMEN’S ARTISTIC GYMNASTICS ................................................................151 Vladimir POTOP THE EFFICIENT LEARNING OF STRIKES IN RELATION TO THE KARATE-DO STANCES BY MEANS OF THE PEDAR-X PLANTAR PRESSURE MEASUREMENT SYSTEM ................................................159 Marian Daniel TEODORU, Răzvan-Liviu PETRE ORIGINAL ASPECTS REGARDING THE PSYCHOMOTOR EVALUATION OF THE PRIMARY SCHOOL STUDENTS ................................................................167 Marius STOICA, Bogdan GOZU COMPUTER ANALYSIS OF THE ATHLETES FORCE CURVE...........................173 Laurentiu BOCIOACA MEASUREMENT OF THE STRIKE EXECUTION SPEED IN KARATE-DO BY USING THE QUINTIC INFORMATION SYSTEM..............179 Răzvan-Liviu PETRE, Marian-Daniel TEODORU 6 COMPUTER UTILIZATION IN MOTOR ACTIVITIES – OPPORTUNITIES AND LIMITATIONS .........................................185 Virgil TUDOR, Alina MOANŢĂ, Iulian GHIŢESCU IMPROVING JUDO TECHNIQUES USING COMPUTER MOVEMENT ANALYSIS......................................................................191 Dumitru Rareş CIOCOI POP, Cătălin Ionuţ SILVESTRU PROPRIOCEPTIVE AND NEURO-MUSCULAR COORDINATION E-TRAINING IN SPORT PERFORMANCE ...............................................................197 Alexandru ACSINTE, Gheorghe BALINT DISTANCE LEARNING - ELECTRONIC PLATFORMS FOR COMMUNICATION AND COLLABORATION...............................................203 Bogdan LOGOFATU THE CHALLENGES OF ELEARNING FOR TRAINERS INVOLVED IN TEACHING FOREIGN LANGUAGES TO DISTANCE LEARNERS ...............209 Irina DAVID, Lucia-Mihaela GROSU DL BEST PRACTICES WITHIN UNIVERSITY OF BUCHAREST, DEPARTMENT FOR ODL...........................................................215 Michaela LOGOFATU DIDACTIC METHODS, PROCEDURES AND DIGITAL TECHNIQUES FOR ANALYSING AND INTERPRETING THE IMAGES IN VISUAL EDUCATION ...................................................................221 Iulian – Dalin TOMA FROM WEB X.0 TO UNIVERSITY X.0: RE-IMAGINING EDUCATION.............231 Mihai LOGOFATU, Cristian LOGOFATU THE WORLD IS GOING MOBILE - WHAT ABOUT EDUCATION? ...................237 Cristian LOGOFATU DISTANCE EDUCATION AT THE BUCHAREST UNIVERSITY OF ECONOMIC STUDIES, ROMANIA ......................................................................243 Viorela-Valentina DIMA, Elena TĂLMĂCIAN, Marina Luminiţa MILITARU DEVELOPING PROFESSIONAL ENGLISH VOCABULARY THROUGH COMPUTER BASED SIMULTED SITUATIONS ......................................................249 Maria ALEXE TESYS- AN e-LEARNING SYSTEM ............................................................................255 Dumitru Dan BURDESCU HUMAN VALUES BUILDING COHESION IN VIRTUAL CLASS.........................261 Beatrice ALMASAN PORTFOLIO ASSESSMENT AND INTERCULTURAL COMPETENCE .............265 Paul CATTEEUW TEACHING MANAGEMENT AND E-LEARNING TOOLS FOR COLLABORATIVE WORKING IN INCLUSIVE EDUCATION....................272 Anca COLIBABA, Ghergut ALOIS, Oana MIHOCI HOW TO PROMOTE HIGH QUALITY MULTILINGUALISM IN AN ENGLISH-DOMINATED RESEARCH WORLD? CHALLENGES AND OPPORTUNITIES ................................................................278 Laura-Mihaela MURESAN DEVELOPING VIRTUAL AND COLLABORATIVE LEARNING SKILLS FOR TACKLING EARLY SCHOOL LEAVING ........................................284 Stefan COLIBABA, Andreea CLEMINTE, Irina GHEORGHIU 7 A CURENT PARADIGM: EUROPEAN COMUNICATIONSTRATEGIES OF COMMUNICATION: CONTROL AND MANIPULATION IN POLITICAL DISCOURSE.............................................290 Rodica BALU E-LEARNING IN FOREIGN LANGUAGE TEACHING: WHAT IS GAINED AND WHAT IS LOST ................................................................298 Lucia-Mihaela GROSU, Irina DAVID STRATEGIES FOR PROMOTING QUALITY IN RESEARCH AND INNOVATION IN LANGUAGE AND E-LEARNING EDUCATION: USING THE EUROPEAN LANGUAGE LABEL MODEL....................................... 304 Stefan COLIBABA, Monica VLAD, Claudia Elena DINU MYSTORY – SPEAK THEIR LANGUAGE ................................................................308 Anca Cristina COLIBABA, Lucia PETRESCU, Cintia Lucia COLIBABA WIKI TOOLS IN TEACHING ENGLISH FOR ACADEMIC PURPOSES - IT AND LANGUAGE PROFICIENCY AS PREDICTORS OF ONLINE PARTICIPATION ....................................................................................312 Cristina FELEA, Liana STANCA IDIOMS AND COMPUTER CORPORA......................................................................322 Veronica PĂSTAE USING NEW MEDIA AND TECHNOLOGIES IN FOREIGN LANGUAGE EDUCATION FOR PLURILINGUAL COMMUNICATION AND DEMOCRATIC CITIZENSHIP.....................................328 Roxana MARINESCU AN E-LEARNING COURSE ON SMART TEXTILES ENABLED BY TRITEX.............................................................................334 Carla HERTLEER, Johanna LOUWAGIE, Cédric COCHRANE, Marilyne ROCHERY SOFTWARE APPLICATION FOR THE DEVELOPMENT OF QUALITY CULTURE IN HIGHER EDUCATION..............................................338 Neculai Eugen SEGHEDIN, Dragoş CHITARIU TEACHING CAD APPLICATIONS WITH SIMULATED INTERACTIVE LESSON...............................................................................................344 Mirela BLAGA, Ana Ramona CIOBANU BLENDED LEARNING TEXTILE CHEMISTRY USING MOODLE VIRTUAL LEARNING ENVIRONMENT ................................................................350 Paula DUGHILA, Adrian ADASCALITEI, Aurelia GRIGORIU THE 3D INTERACTIVE VIRTUAL ENVIRONMENT IMPLEMENTATION FOR GARMENT PRODUCTS PROMOTION ............................................................356 Raluca Maria AILENI, Adrian SALISTEAN METHOD AND COMPUTER-ASSISTED PROGRAM FOR FORECASTING WORKABILITY YARNS IN THE WEAVING ...........................................................360 Ioan CIOARĂ, Lucica CIOARĂ E-LEARNING SOLUTIONS FOR REVITALIZING TRADITIONAL TEXTILE TECHNOLOGIES. THE MAPS OF TIME PROJECT............................366 Alexandra-Andreea RUSU BRANCH-RELATED TERMS FOR TEXTILE PROFESSIONALS IN BUSINESS AND TRADE ..........................................................................................370 Ion Razvan RADULESCU, Carmen GHITULEASA, Emilia VISILEANU, Radu POPESCU, Marius IORDANESCU, Ladislava Zaklova 8 CLOUD DATABASE FOR SETTING THE MORPHOLOGICAL TYPOLOGIES FOR HUMAN BODIES .......................................................................374 Raluca Maria AILENI, Adrian SALISTEAN, Claudia NICULESCU USING INTERACTIVE MOVIES TO LEARN THE REPRESENTATION METHODS OF KNITTED STRUCTURES ................................................................378 Crina BUHAI, Crina TIRON, Dorin DAN, Costea BUDULAN THE RESOURCES AND THE EFFICIENT USE OF THE CAD-CAM SOFTWARE IN THE TRAINING OF STUDENTS ....................................................384 Lucica CIOARĂ SOFTWARE SOLUTION TO ASSESS MORPHOLOGICAL BODY THROUGH 3D SCANNING RESULTS ...........................................................391 Sabina OLARU, Elena FILIPESCU, Claudia NICULESCU, Adrian SALISTEAN, Emilia FILIPESCU THE E-LEARNING AND CLOUD COMPUTING INSTRUMENTS USED FOR THE DESIGN OF YARNS STRUCTURE AND TECHNOLOGICAL CHARACTERISTICS ......................................................398 Liliana BUHU, Adrian BUHU INTERACTIVE LABORATORY FOR COMPUTER-ASSISTED STUDY OF WARP KNITTING MACHINES.............................................................................402 Dorin DAN, Mariana URSACHE ON-LINE COURSE FOR STUDYING THE LOOP FORMING PROCESS IN KNITTING TECHNOLOGY ................................................................408 Mariana URSACHE, Dorin DAN, Ioana CREŢU E-LEARNING COURSE FOR PATTERNED KNITTED FABRICS........................414 Mirela BLAGA, Ana Ramona CIOBANU SOFTWARE APPLICATION FOR SIMULATION OF THE MOISTURE TRANSFER THROUGH APPAREL STRUCTURES ACCORDING TO THE STATUS CONDITIONS OF BODY AND ENVIRONMENTAL CONDITIONS ..................................................................................................................422 Daniela FARIMA MULTIMEDIA APPLICATIONS FOR FOOTWEAR DESIGN...............................428 Aura MIHAI, Mariana COSTEA, Răzvan MOCANU, Bogdan SÂRGHIE Marta Catalina HARNAGEA OPEN SOURCE SOFTWARE USED IN E-LEARNING SYSTEMS WITH APPLICATIONS IN WEAVING...................................................................................434 Adrian BUHU, Liliana BUHU EDUCATIONAL SOFTWARE FOR WOVEN FABRICS DESIGN ..................................... 440 Lucica CIOARĂ, Ioan CIOARĂ INTERACTIVE APPLICATION FOR THE SIMULATION OF NEEDLE TRAJECTORY IN A KNITTING SYSTEM ................................................................446 Savin Dorin IONESI, Luminita CIOBANU, Mariana URSACHE 9 The 9th International Scientific Conference eLearning and software for Education Bucharest, April 25-26, 2013 10.12753/2066-026X-13-215 STUDY ON THE OPPORTUNITY INCLUSION OF eLEARNING AND eTESTING IN SPORT SCIENCE AND PHYSICAL EDUCATION STRATEGIES Vasilica GRIGORE NUPEFS, Constantin Noica, No. 140, 060057, Bucharest, Romania [email protected] Abstract: Sport Science and Physical Education is an attractive field for different branches of science, like IT. Lately various specialized software implementation has increased in our field too. Some of the important stages of learning, especially of sport-specific technique improvement are successfully supported by applying computer techniques. The experts’ opinions about e-learning in our field, especially in the stages of learning sports-specific movements are diverse. This paper is a study on the opportunity of e-learning and e-testing inclusion in the Sport Science and Physical Education strategies. The purpose of the study is to emphasis the knowledge on e-learning meaning in physical education and sport aria and e-testing specialized tools utilization. The main research method was questionnaire inquire applied on sport and physical education specialists. The paper revealed the specialists’ opinions about e-learning and e-testing opportunities concerning the inclusion of this specific tool in the strategies development in Sport Science and Physical Education and the main arias appropriate for inclusion in the educational strategies Keywords: sport science, physical education, strategies I. INTRODUCTION Education, one of the most dynamic and important area require continuous harmonization of human activity with the society and its transformations in various fields. For the above purposes the sciences which are including learning in different branches of sports science have developed new content and approaches. These issues were designed to optimize the relationship between consumers (learners) and education providers to develop teaching and learning capacities of teachers and athletes. So, we are witnessing the implementation of the teaching-learning student-centered methods, collaborative ones and new technologies too. Speaking of eLearning, Garrison (2011), states that the goal of eLearning in the 21st Century is to provide o framework for understanding the application of eLearning in higher education. We view eLearning as that learning facilitated online through network technologies. eLearning is formally defined as electronically mediated asynchronous and synchronous communication for the purpose of constructing and confirmation knowledge [3]. Conceptually speaking Clark and Mayer (2011) define eLearning as training delivered on a digital device such as a smart phone or a laptop computer that defined to support individual learning or organizational performance goals [1]. Interested in this aspects of teaching / learning process, Yengina, Karahocab, Karahocab, and Yücelb (2010), have realized a model of teachers’ role in the eLearning system. According to the model provides pathways for teachers to create online courses that engage students into eLearning more effectively. [4] „New educations” as an integrated part of the European educational system represent a challenge for sport area too. So, beyond theoretical opinions, practice development it’s a true challenge. In this respect, higher education institutions from Physical education and Sport field must 11 be the promoter of the new teaching methods and procedures implementation for getting scientific knowledge and competences. According to Edwards and Finger (2007), we have seen a proliferation of eLearning applications, there remains a limited understanding of eLearning possibilities in the discipline of sport management. Following an introduction to ICT and sport management, and discussion of eLearning and sport management, new eLearning roles are explored through presenting hyperpedagogy which extends concepts of poststructural theory into digital pedagogies [2]. In sport the opinions related to e-learning are diverse. Informatization process is in development phase in this area too. So, many versions of software begin to be used in teaching specific skills; specialized software were created and some researches were set-up. There were emphasized that new technologies are mostly used in Physical education and Sport field for: information acquisition, assisting training/teaching, monitoring the specific processes, tool for learning support, evolution testing, data analyzing, developing new subjects, participating in research projects, management of the system. II. ORGANIZATION OF THE RESEARCH The present research is descriptive and has been conducted as a monitoring and evaluating process. 2.1 Scope The main aim of the present study is to investigate the opinion of specialists in sport science and physical education field related to eLearning and eTesting use in different stages of the educational process. The task rising from the goal is to develop a synthetic picture of the role and involvement degree in the above mentioned field in relation to the content of the programs for institutional and educational strategies design. 2.2. Subjects A total of 32 subjects participated in the study, 20 men and 12 women, heads of university structures and departments at different levels of decision in public or private institutions and potential employers; all aged between 35 and 64 as follow: 40,62% (13) between 35-44; 37,50% (12) between 45-54; 21,87% (7) between 55-64 years old. They are mostly employees (81,25%) but employers too (18,75%). The subjects have leading positions in faculties and departments in public (93,75%) or private (6,25%) universities. All subjects agreed and completed the questionnaire. 2.3. Methods The main research method was the inquiry through questionnaire and interview. Questions were addressed to: teachers, structures’ staff, heads of faculties and potential employers. Items aimed at obtaining information on the awareness of the role of eLearning and eTesting described and the target group’s opinion concerning their importance for the optimization of the design content of strategies in relationship with the future work. For this paper we were interested in three aspects: Firstly -Degree of knowledge of the current state of eLearning and eTesting implementation in the sport and physical education. Secondly -The importance of Engaging eLearning and eTesting for activity optimization in Physical education and sport related with the perception of the academic community. And third – The contribution for optimizing the interaction of the various levels of management and socio-professional insertion of Physical Education and Sport graduates. The related to the topic items were presented in three groups, 17 in total. Assessment was done on a scale in 5 steps from very high degree to none. 12 2.4. Results In order to determine the role and utilisation degree of eLearning and eTesting tools in education process and its contribution in different stages of learning, the quantitative and qualitative analysis was used. So, it was emphasized that opinions are diverse due to the dynamism and specificity of this domain which requires complex action and support. We present for example fig. no 1 for total issued answers. Figure 1. Values – total issued answers The below table contains the centralised answers of the 32 completed questionnaires. Tabel no.1 Percentage rate of the answers Crt.No. ITEMS Very high 1. 1.1. 1.2. 1.3. 1.4. 1.5. 2. High SCALE Little Very little None /At all Level of knowledge of the current state of implementation of eLearning and eTesting in Physical education and sport fields Demarches in the implemention of 53,12% 25% 18,75% 3,12% eLearninig and eTesting are relevant Specifies the implementation degree of eLearning and eTesting in your activity I use/I will use the eLearning and eTesting tools in professional activities 6,25% - 75% 12,50% 6,25% 9,37% 84,37% 3,12% 3,12% - eLearning opportunities / Physical 34,37% 59,37% 6,25% education and sport specializations are relevant The managerial specific types may be 6,25% 67,20% 15,62% 12,5% related to eLearning and eTesting tools The importance of engaging eLearning andeTestingfor optimization activity inPhysical education and sport fields 2.1. Definition of specializations based on eTesting too in relation to the specific of the labor market requirements increase the credibility for educational offers 81,25% 18,75% - - - 2.2. eLearning and eTestingul are levers for - 34,37% 56,25% 6,25% 3,12% 13 2.3. 2.4. institutional goal setting in Physical education and sport fields The development of higher university curricula and on the basis of eTesting facilitates the student centered learningimportant component of teaching and learning strategies The practical component in creasing by using specialized software and simulation in learning determine the increase of quality training - 18,75% 53,12% 21,87% 6,25% 71,87% 18,75% 9,37% - - 2.5. The use of specialized software leads to recognition, comparability and compatibility of national and international institutional and educational management 15,62% 56,25% 28,12% - - 2.6. Facilitating access to teachers/students to information and different types of assessment, favors diversity of opinions and induction of educational routes converging with personal career development and institutional too included in strategies and labor market requirements 78,12% 18,75% 3,12% - - 2.7. eLearning and eTesting respect the autonomy of universities - 87,50% 9,37% 3,12% - 3. Optimizing the interaction of the various types and levels of management, specific skills and socio-professional insertion of Physical education and sport graduates 3.1. eLearning is useful for developing management strategies - 21,87% 56,25% 12,5% 9,37% 3.2. Relationship with the social and economic environment can be optimized by implementing the eLearning 9,37% 43,75% 31,25% 12,5% 3,12% 3.3 Defining the expected results are based on the eLearning and eTesting too 6,25% 43,75% 34,37% 15,62% - 3.4 Transversal competences facilitates both eLearning and eTesting 87,37% 15,62% - - - 3.5 The use of eLearning andeTesting tools contribute to information providing required to develop personal / educational / institutional strategies 81,25% 15,62% 3,12% - - 14 2.5. Analysis and interpretation The analysis of the results indicates „very high” degree (12 items), „high” degree (16 items) between 87,37 % – 6,25%. Concerning the relationship with the social and economic environment can be optimized by implementing the eLearning one item was rated variably, so entire appreciation scale being covered ( very high -9,35%; high-43,75%; little-31,25%; very little 12,5%; none -3,12% ). Also this is the item which together with other 5 items registered the „None / At all” ranking variable (12,5% - 3,12%), which indicates an insuficient knowledge /use of the specific role, importance and suport of eLearning and eTesting tools in our field. Over 12,5% of the respondents rated the item „the managerial specific types may be related to eLearning and eTesting tools too” as “none/ at all” saying so there is no relationship between them. Besides the high degree of answers rating „high” and ‚very high” (65%) when referring to the total answers, there is only two items, 0% rated „little”; the others were appreciated with the same grade at a rate of 67, 20 -3,12%. III. CONCLUSIONS The results of our approach demonstrate that the eLearning and eTesting tools are relevant and involved in improvement and support as follow: setting up goals directly related to the mission when developing strategies, development of different types of communication and sharing of ideas, information, tasks; facilitate creativity in the design development of institutional and training of specialized personnel in Sport Science and Physical Education; increasing the interaction between community members, both among those at different levels of decision and with others, including students. It was highlighted the support e-learning and e-testing tool in content, clarity of directions and planning; define the expectations of those involved in Sports Science and Physical Education area; develop guidelines and methodologies for implementing strategies for eLearning and eTesting use; obtaining real-time feedback. The domain of activity above mentioned with specific features, requires such tools for optimizing the contents like subjects’ opinion but managerial specific types are not related to these features. The research also serves as an important starting point for improving the perception and using of eLearning and eTesting as a favouring factor for the optimization of professionalizing programs on all levels of education. References [1] Clark, R. C. &Mayer, R. E. (2011). E-learning and the science of instruction: proven guidelines for consumers and designers of multimedia learning. 3rd edition, Publish by Pfeiffer, www.books.google.com [2] Edwards, A., & Finger, G. (2007). E-learning and Sport Management: Hyperpedagogy Possibilities. In Sport Management Review, volume 10, Issue 2, pp. 191–208 [Sciencedirect] [3] Garrison, D. R. (2011). E-Learning in the 21st Century. A framework for research and practice. Publish in the Taylor and Francis e-library. www.books.google.com [4] Yengina, I.; Karahocab, D.; Karahocab, A. & Yücelb, A. (2010), Roles of teachers in e-learning: How to engage students & how to get free e-learning and the future. In Procedia - Social and Behavioral Sciences, volume 2, Issue 2, pp. 5775–5787 [Sciencedirect] [5] Skinner, J. & Gilbert, K. (2007). Sport Management Education: Teaching and Learning for the Future. In Sport Management Review, volume 10, Issue 2, pp. 125–131[Sciencedirect] 15 The 9th International Scientific Conference eLearning and software for Education Bucharest, April 25-26, 2013 10.12753/2066-026X-13-216 ADVANTAGES AND DISADVANTAGES OF CONTINUOUS TRAINING FOR ATHLETES IN E-LEARNING SYSTEM Corina CIOLCĂ, Ana-Maria VASILIU National University of Physical Education and Sports, 140, Constantin Noica Str. , Bucharest, Romania [email protected] , [email protected] Abstract:E-learning system tends to occupy an increasingly important place in the initial and continuous training of athletes. This system has several advantages. First are reduced geographical barriers, participants in this training system have access to e-learning program content wherever they are, they can work from the comfort of their own home, on holiday in their own work pace and style, any time they want. Information is always available, participants having more control over it than in mainstream education. E-learning programs contain a large variety of teaching methods, costs are reduced (office rent, utilities, etc..) and provides advanced capabilities for observing and recording the progress of participants. Keywords: continuous training, e-learning, blended learning I. CONTEXT „In the context of physical education and sports, ICT (Information and Communication Technology), determine and improves learning-consolidation- and continuous training. Knowing how to use an on-line continuing education course... is like in other fields, a professional advantage, allowing storing and analyzing data, making a competent statistics or forecasts...” [1] Non-formal education, a component of continuing education is a type of education that we meet increasingly more often in Romanian society, representing a different way of learning and training, of skills development in various fields, aiming to extend and complete the culture of younger generations. Non-formal education is conducted in a less formal setting. The emphasis is on the use of alternative programs, differentiated, diversified, voluntary applications in agreement with the innovations in different areas, or training activities for professional integration. To this end e-learning system tends to occupy an increasingly important place in the initial and continuous training of athletes and beyond. „Nowadays, there is a fear that motor density could be compromised by the ICT introduction into the lesson. That’s why it is important for us to carefully think about the ICT role in the physical education lesson, by keeping in mind that it can’t replace the actual physical experience. However, as educators, we can’t ignore the modern technology tremendous impact and influence. The utilization of interactive learning tools in an entertaining environment is a much debated topic, because of the perception that entertainment and education can’t go together.” [2] According to studies conducted in 2010 at the request of the Accreditation Council of CME activity (ACCME USA) actual duration of online continuing medical education courses has grown amazingly in recent years, leading from 16,800 hours (2002) to 57,900 hours (2008). Moreover, the annual reports of the Council show an increase in the number of doctors who opt for e-learning as a method for updating the information in the field – from about 305.000 participants (2002) reached over 4.365 million (2008). [3] 16 According to the citation of specialty literature, the trend to use e-learning increased from 24% in 2003 to 33% in 2005. [4] “Modern technical audiovisual mean, bring through their form and content, a touch of originality and training that traditional teaching methods and materials cannot give, meaning that gives athletes the universe itself in its dynamic reality.” [5] Observations: Online courses complete the written information and the the traditional learning methods. In terms of learning theories, online courses are a new type of constructivist learning. The act of acquiring knowledge and skills requires own efforts, in a personal manner for each student, based on interactive material, without being constrained to synchronous group activities. “An argument in favor of elaborating online educational platforms was determined by the psychological profile of the new generation: it is offered to young people the type of comunication and information that is familiar to them...” [6] Blended Learning is a modern concept, very flexible, developed in order to provide each student an advanced level of knowledge. The system is based on concepts and new methods of study, combining in a certain period of time the study in the classroom assisted by a trainer with the individual study and online study. Blended learning is a form of education that joins the traditional methods that rely on technology information. “Although human nature has made this change, assisting digital sports activities tends to be accepted and implemented slower, the importance of computer in physical education and sport cannot be denied. ” [1] II. RESEARCH The purpose of this paper is to highlight the type of continuous training chosen by athletes in continuous training to emphasize their training opportunities in e-learning and blended learning. Research hypothesis. Athletes opt for e-learning courses because of the advantages offered by this type of training, allowing them to combine sports training with continuous training, which is a major benefit for society and themselves. Research subjects. The research was conducted on a group of 50 athletes aged between 18 and 32 years. Sports fields in which they activate are diversified - individual and team sports. Research methods. Research is ascertaining type, using a questionnaire with 15 questions. Research results 78% of subjects completed undergraduate studies and 22% of high school. All sampled athletes wishing to continue their education and continuous training saying that these are very important to them. 84% of them feel more acutely the need for continuous training in another field than the initial training. Citing the lack of time needed for continuous training, 42% of athletes prefer elearning courses, 38% of them prefer the distance form, and 20% of them prefer the blendedlearning form. 17 Option for programs 20% e-learning programs 42% non frequency programs blended learning programs 38% Graphic No.1. Option for programs The similar percentage of those who wish to take courses at distance and e-learning system is fairly due to the fact that many athletes do not know the opportunity of e-learning courses. Only 26% of athletes have participated so far in e-learning programs. Graphic No.2. Percentage of athletes who participated at e-learning programs Probably because the age of the athletes who are still in activity is quite small (an average of 26 years and 3 months), only 50% had knowledge about the training systems. Thus, 46% of the subjects find efficient the use of online training platforms, 38% of them consider more efficient the individual study. 12% of the subjects opt for courses with mandatory presence, cursurile periodice de pregatire in prezential format şi 4% of respondents consider that the exchanges with professionals from organizations or institutions in other areas are more efficient than other forms of training. 18 Graphic No.3. Preference for programs Affirmative responses of a large number of athletes on the matter of using virtual platforms at the expense of programs where school attendance is required, is because they do not have enough free time to be present in classrooms. Willingness to be present even 2 hours per day at universities is very low (10% of students). Most of the athletes, 70% are willing to spend 2 hours per day for online continuous education, 24% 4 hours per day and only 6% of them 6 hours a day. Graphic No.4. Time spent for continuous training This was due to the fact that sports performance training require a long time, a large enough time allocated for competitions and travel, so the remaining time available for continuous training of athletes is reduced substantially. Therefore, this system is generally recommended to those who have completed the initial training and who will either graduate high school, university, or master studies. 19 By covering disciplines such as computer assisted instruction from the school curriculum, the education actors through new learning technologies soon become familiar with the virtual environment and fall relatively quickly in the natural rhythm of the transmission and acquire knowledge through this modern and efficient type of education. “These areas could be: sports after school activities, sports training at different ages, nutrition, sports management, sports marketing, and specialty terminology in a foreign language.” [7] Probably it would be better that blended learning to be introduced in the education system for high performance athletes even from the beginning of the university programs. The availability of athletes through training programs in e-learning system or blended learning is greater because of the advantages it offers: the individualization of the preparation process, interactivity, dynamism in using the teaching methods, can be accessed from anywhere, anytime, saving time and financial resources, virtual classrooms where are gathered subjects with different ages but similar goals, is an efficient alternative to traditional education, information is always available, participants having more control over them than in mainstream education. E-learning programs contain a large variety of teaching methods that reduce costs (office rent, utilities, etc.) and provide advanced capabilities for observing and recording the progress of participants. Major advantages of e-learning consist in: successfully completing online or computer-based courses builds self-knowledge and self-confidence and encourages students to take responsibility for their learning and e-learning develops knowledge of the Internet and computers skills that will help learners throughout their lives and careers. [8] A disadvantage of e-learning, is that you don’t have any fun campus activities that you can participate in, like with a traditional college experience, and there are no sports teams or clubs to join. [9] Major disadvantages are given by the fact that students must have experience in using computers, the high drop-out rate due to the lack of motivation from the participants, weak interactions between students and between students and teachers, lack of explanations or demonstrations from the teacher, the costs of technologies, equipment maintenance, internet connection, students may feel isolated from the professors and classmates etc. III. Conclusions In the field of physical education and sports, although e-learning is not considered a way to gradually replace traditional learning activities in various educational contexts (post-secondary programs, master's or postgraduate continuing education programs) can be regarded as an innovative way, revolutionary, which facilitates individualization of the educational process, being more attractive to athletes who are still in business. It can be advanced the idea of introducing e-learning and blended learning in order to update and extend the educational offer of UNEFS, or to be completed the credits system of physical education and sports teachers and coaches through participation in continuous education programs. However, e-learning system, in addition to the numerous benefits it offers, presents a number of disadvantages, for which we suggest that it should be taken into account the blended learning system, on the spot where meetings are combined with the e-learning, in other words the training programs combine online with offline participation. E-learning and blended learning system targets athletes who want continuous training but without sacrificing their performance in sports. E-learning system and blended learning can make a major contribution to training and social integration of athletes and former athletes, specialists in physical education and sports. 20 References [1] [2] [3] [4] [5] [6] [7] [8] [9] Vasile, L. (2011). Instruire asistată de calculator în educaţie fizică şi sport, Editura Discobolul, pag.8 Stănescu, M., Stoicescu, M., Ciolcă, C. (2011). Computer Use In Physical Education And Sports Teaching, in Proceedings of the 7th International Scientific Conference, eLearning and Software for Education, Carol I National Defence University, Editura Universitară, vol I, pag 545 E-learning-ul sau crearea unei comunităţi educaţionale globale, online, http://www.formaremedicala.ro/home/e-learning-ul-sau-crearea-unei-comunitati-educationale-globale/ The Benefit of E-learning, online http://www.skillsoft.com/infocenter/benefit-of-elearning.asp Moanţă A. D., Stoicescu, M., (2011). Mijloace audio-video în educţtie fizică şi sport, Editura Discobolul, p.6. Vasile, L., Stoicescu, M., 2011, Utilizarea TIC în programarea activităţilor specifice educaţiei fizice şi sportului, Editura Discobolul, p.65 Stănescu, M., Stoicescu M., Bejan, R., Vasiliu, A.M., (2011). Premises to implement E-Learning for inservice Physical Education And Sports Teachers, in Proceedings of the 7th International Scientific Conference, eLearning and Software for Education, Carol I National Defence University, Editura Universitară, vol. I. Advantages and Disadvantages of eLearning, online, http://www.dso.iastate.edu/asc/academic/elearner/advantage.html Georgevich, D. 5 Disadvantages of E-Learning, online, http://www.jobinterviewtools.com/blog/5disadvantages-of-e-learning/ 21 The 9th International Scientific Conference eLearning and software for Education Bucharest, April 25-26, 2013 10.12753/2066-026X-13-217 EFFICIENCY E-LEARNING PLATFORMS IN THE TRAINING OF THE ROMANIAN JUDO SPECIALISTS Laurentiu BOCIOACA National University of Physical Education and Sport Bucharest, Stefan Furtuna, Bucharest, Romania [email protected] Abstract: Using educational platforms in teacher training and professional improvement of the structures contained in the National Physical Education and Sport System, contribute significantly to the development of sport training. Data obtained from the studies on the quality and efficiency of educational programs (training) in the field of sport, at national and international level, reveal that the variety and complexity of managerial methods require the use of electronic training platforms. So, there are significant data concerning the amount of specific information in our field, the number of users training programs and evaluation of athletes and coaches. Electronic educational platforms, allow the fast and unlimited access to training resources, optimize system evaluation and training in the judo, representing the fundamental strategic direction for Romanian Judo Federation. Keywords: management, training, education, electronic educational platforms, assessment I. IMPORTANCE OF THE E-TRAINING PLATFORM IN MANAGEMENT OF SPORT STRUCTURES IN JUDO The e-training platform use in development specialists in the Romanian Judo Federation is an interactive e-Learning programmed designed to give coaches the necessary knowledge’s to understand, help and guide judo athletes. Judo sport as a “means and a method of management, includes tri-parties, and may be compared to a process that supplements” [1], and yes effectiveness strategies of such structures. The three main components through which electronic platforms judo training specialists are used as a management tool specifically are: promoting the participation of members (managers, coaches, methodise, trainers, athletes) judo “practitioners from community goals” [2], optimization of management, including the vocational training institutions, to restructure the organization (country associations, clubs, judo stations), creating a “favorable environment for the development of programs for each member and the organization as a whole” [3]. Means of training, “introduced in databases are constantly streamlined and standardized, helping to increase educational efficiency” [4], both in terms of information to beneficiaries especially in the direction formative. All these contributions help to improve management methods, reducing implementation time and costs of training researchers, teachers, coaches and instructors, Methodists, from the federation. Growth, education and training of the system, the effect of applying electronic training platforms, demonstrated better results all participants in national and international competitions, which confirms the usefulness of these tools and methods. Educational management, “allows fast and efficient transfer of database users” [5], with immediate effect, increase control and competitiveness in specific structures. 22 Interactive e-training program training the Romanian Federation of Judo can help in the following areas: support specialists judo; “improving knowledge on the concept of anti-doping and what this means for coaches”[6], and athletes in judo; better training of judo athletes for performance evaluation issues; understanding how we can promote judo sport in our social environment through coaching; How to use e-learning platform in sports organizations in relation to factors effecting sports organization we belong and in relation to increasing the performance of specific objectives judo discipline. These factors include: the level and nature of resources able to promote an enabling environment for judo sport; the current level of participation and diversity, regional level (urban / rural); the consensus of individual structures of the Romanian Federation of Judo; the essential characteristics of material conditions; organization and the nature of knowledge management and education of athletes; the “influence of the Romanian Federation of Judo in relations with specific partners in the educational system”[7] (Ministry of Youth and Sports, Olympic Team, Ministry of Education, etc.); program education is to strengthen community judo training to be integrated by promoting participation and mobilization. II. THE MEANS OF THE USE OF THE E-TRAINING PLATFORM IN THE STRUCTURES OF THE JUDO FEDERATION 2.1. Aim of the study This paper aims to highlight efficiency e-learning platform in the training of the Romanian Judo specialists, wishing to emphasize to importance of modern technology and advanced learning. 2.2. The participation of the Community (members of Romanian Judo Federation) The interactive e-learning, training Romanian Judo Federation and enforcement strategy is based on the idea that all members of the judo community is essential, both for the organization and to strengthen the federation. Community access database federation is made available to all members for enrollment and graduation courses and training programs and training. They can access discussion forums and learning, thereby quickly find the best training tools and methods to improve training and knowledge. Content is always displayed; all courses and training periods are updated and accessible to those interested. Every sports organization and member of the federation can quickly determine the degree of data processing and busy place specific structures and level of training as a specialist. This allows, the correct programming courses and training periods and achieve a level of performance or planned objective. Athletes can view and analyze the activity of the competitive situation and studying opponents. Video and interactive “online training program in judo, is easy to follow and is a great tool for coaches in judo, offering the chance of understanding the pedagogical responsibilities”[8]. This is an essential part of learning judo coaches helping coaches to train the next generation of athletes. The program is a perfect way to “introduce specific skills coaches’ beginners in advanced courses” [9]. Coaches with experience can also gain a “better understanding of their role in anti-doping and to ensure that they are in the process of obtaining more knowledge and offer important performance against objectives. Social change offered by e-learning as a means of strengthening the judo clubs and associations, is done by: the intervention cycle as described above, and some elements of the strategy aimed at strengthening community capacity and reducing conflicts and action through capabilities that include: 1. Assessment and analysis of existing local organizations judo; 2. Strengthening local organizations Judo; 3. Relations between different judo organizations; 4. Generate new specialists, Methodist, coaches, teachers, etc; 5. Infrastructure development and basic structure of Judo marketing, interactive groups of emanagement training program mentioned above including certain categories of people and community groups’ judo. 23 The strategy includes development tools locating and reproducing the group concerned. These include: 1. Conferences and seminars to raise awareness and exchange of information; 2. Training seminars for knowledge transfer; 3. Training sessions on the organization and reorganization; 4. Forums networking, inter-regional, national and inter-national information published by the media (radio, television, newspapers); 2.3. Results of using e-training in judo platform In 2010-2012, the effects of applying e-learning platform in the federation were made following activities training coaches and athletes: - line was developed methodical and technical training federation programs for applying colored belts and procedures for obtaining these stages of evaluation and staging of athletes depending on performance targets; - were conducted over 60 training programs for athletes of Olympic Teams, medium and long term, in collaboration with the Romanian Olympic Committee Team. To implement these programs experts and specialists from the International Federation, performing in implementing a high-level management; - have been developed and implemented trough our e-learning platform, several batteries of tests and course that enable integration of sports clubs and associations to integrate managerial and legal dynamics of that field. Have been applied in this way, the principles of modern sports training, sports performance objective, predictive methods and high efficiency targets after participants specific subjects; Were organized and conducted eight training sessions, with over 800 coaches and athletes, active nationally and internationally and is held 67 courses, lectures on the topic of science judo sport or general courses were awarded to national and international experts of the International Federation, table.1, figure. 1. The topics discussed during the development of training programs through e-learning platforms have found some issues raised by participants solving specific technical training, tactical training for the children, juniors and seniors. People with disabilities were placed in debate with specific problems in judo training. Each course and program was completed battery of grid interactive questions and answers being processed and entered into the database computerized the federation. Composition database of training programs were subsequently allowed to establish the main objectives of the strategy federation medium and long term. Collaborations interdisciplinary platform application made by e-trainings in judo, the various committees of experts, brought new information concerning the organization, ensuring the success of formative activities. Tabel.1. Courses and programs developed through judo e-learning platform. Course and programs carried out in the period 20102012 67 – courses and lectures And training programs for sports training Training programs for coaches Gradual of courses 30 – internships and training programs 30 – special programs for coaches 800 – participants, members of international and national federations 24 Figure.1. Courses and programs developed through judo e-learning platform 800 700 600 500 400 300 200 100 0 800 30 30 Internships and Special programs training programs Total participants, members III. CONCLUSIONS Educational platform, use in teacher training and professional development structures, contained in the Romanian Federation of Judo and physical education system nationally, contribute significantly to improving the area. Data from studies on the quality and effectiveness of education (training) in sport, national and international shows that the variety and complexity of managerial methods require the use of electronic platforms as a method of education and training. The three main components through which e-learning platforms for training specialists are used as a management tool specifically are: promoting the participation of members (managers, coaches, Methodists, trainers, athletes), judo practitioners, objectives joint optimization of methods and tools to manage, promote and create an enabling environment for the development and organization of each member and all sports structures in the field. E-management training aimed at strengthening community must be integrated FRJ promote community participation and mobilization cycle. Coach training is structured to organize adding knowledge transfer. Social change as a means of strengthening clubs and associations: the intervention cycle as described above, and some other elements of the strategy aimed at strengthening community capacity and reducing conflicts. References [1] Oprisan, V., (2001). Management and communication in sport. Uranus Publishing House, Bucharest. pp. 74-80. [2] Maciuc, O., (2009). User's Guide platform e-learning students. Stefan cel Mare (Stephen the Great University, Suceava, pp. 8-10. [3] Bocioaca, L., (2009). Report from the session to the International directors NOA. IOA Publishing House. Olympia. Greece, Page 102-106. [4] Maroti, A., (2004). Sport Management databases, Ed. Oradea University. pp. 64-72. [5] Nicolescu, O., (1992). Management. Educational and pedagogical Publishing House. Bucharest. pp 72-80. [6] Voicu, V., (1995). Legislation and management in physical education and sport. Babeş-Bolyai University Publishing House. Cluj Napoca. pp 36-45 [7] Irena, G., (2010). Organizational Psychology. Publishing House of the University Wadden Sea. U.S. pp. 31-40. [8] Priedman, M., (1980). The Social responsability of business is to increase its profits. New York Times Magazine. pp. 122 – 126. [9] Duncan, W., (1983). Management. Random House Publishing House. New York City. DOOR. pp. 94-96. 25 The 9th International Scientific Conference eLearning and software for Education Bucharest, April 25-26, 2013 10.12753/2066-026X-13-218 STUDY ABOUT THE EFFICIENCY OF WEB-BASED TOOLS USED FOR PHYSICAL EDUCATION TEACHERS’ TRAINING Monica STĂNESCU, Marius STOICESCU National University of Physical Education and Sports, Bucharest [email protected], [email protected] Abstract: In the training of specialists in Physical education and sports field, the utilization of Webbased tools represents a relatively recent methodological approach. In the context in which a part of the students attending the initial preparation program participate in performance sports training, but the specialists involved into an educational process don't have any more the opportunity to take part in presential continuing training sessions, we think that we should initiate a new methodological approach to the process of building-up specific competences. The present paper aims at checking the efficiency of a Web-based tool utilization to build up the planning competences of the future physical education teachers. In this context, in order to design and develop the training activity, we used the exeLearning software, a tool that facilitates the creation and administration of the specific contents, but also the construction of some knowledge self-assessment questionnaires. The learning object was used by 80 students in the final year of their psycho-pedagogic training program, participants in the Computer-Assisted Instruction course. Following the application utilization, students were asked to draw up a planning document and to express their opinion about the used tool efficiency. To this purpose, we created and administered an opinion questionnaire made up of 12 items grouped in 4 categories - attitude toward the utilization of such learning tools, benefits and difficulties related to the utilization of the created learning object, possible directions of application to different study disciplines (bachelor's level), effects on the learning efficiency. Answers were correlated to students' competence level resulted from their evaluation in the Computer-Assisted Instruction exam. The conclusions of this paper highlight the possibilities to use the Web-based tool in the training of the future specialists in Physical education and sports field and they are accompanied by a series of proposals the application of which would bring real benefits to students. Key-words: Web-based tools, physical education, sports, teacher training. I. INTRODUCTION The didactic methodology modernization at the higher education level represents a constant preoccupation for the specialists aiming to increase the instruction process efficiency. This efficientization has in view a flexibilization of the provided courses, which can be done by implementing on a large scale the information and communication technology. This trend is also obvious in physical education and sports field, in the conditions of the identification of some particularities related to the organization of the initial and continuing training process assigned to the teachers who are recommended these technologies. [1] On the one hand, we should provide some methods able to support the learning process in the case of students who are still practicing performance sports and their training schedule doesn’t allow them to attend all the presential activities. On the other hand, the teachers involved in the continuing education usually participate in sports events and this hinders them to engage in presential training programs during the weekends. In these conditions, we consider that education should be more 26 flexible and also individualized [2][3], by providing a modern methodological approach of the process focused on the construction of specific competences. Sometimes, conventional teaching based on the presential system may represent an excellent education form, where the teacher has a predominant role. Most of the education conventional methods are specific to pre-adult education. However, at the university level, the training process should be considered from the adult education perspective, mainly characterized by the interactive and collaborative learning methods, which require the students to be highly responsible. [4] 1.1. Web-based tools Web-based tools (WBT) represent a modern and efficient alternative to the knowledge transmission within the instruction process, at different education levels. World Wide Web (Web)based learning (WBL), problem-based learning (PBL) and collaborative learning represent nowadays some of the most appreciated options to be adopted in higher education. In 1997, Bates emphasized four major reasons for implementing new technologies in higher education: improving the quality of learning, improving access to education and training, reducing the cost of education and improving the cost-effectiveness of education. [5] WBT reflect an innovating approach to distance education that uses Web resources in order to create significant instructive environments based on computer-assisted learning. Their instructional value is given by the fact that they join together a series of learning facilitators, namely: contents that valorize virtual learning and instruction theories, instructional design, multimedia resources (texts, films, images), tools for the synchronic and a-synchronic communication on the Internet, author programs. [6] exeLearning is a tool designed to conceive the learning objects (LO), respectively some instructional resources or working tasks aiming at the acquisition of knowledge, abilities or competences. This tool is appreciated because it represents a Web-page editing system that can be easily used, as it doesn’t suppose the html knowledge, and the resources which can be created are compatible with most of the Internet browsers. At the same time, it allows the development of menu and submenu structures very easy to edit and the combination of diverse multimedia elements, such as Web pages, Wikipedia contents, films, images. eXelearning displays thus the instruction content in an interactive and efficient format. [7] Moreover, the created learning objects allow their independent utilization, which requires those who conceive them to have a high expertise level. [8] A series of specialists in the computermediated distance education highlight the positive aspects of this instruction form. However, the users, respectively the students, are confronted to some (technological and methodological) limitations. [9] 1.2. Particularities of the physical education teachers’ initial training activity With reference to the training of specialists in Physical education and sports domain, the WBT utilization represents a relatively recent methodological approach. Although a wide range of instruction strategies and methods are being used for the learning facilitation, they still remain specific to the presential environment. Consequently, students who can’t integrally attend the activities provided by different study programs have the obligation to catch up the respective courses through diverse methods, most of them based on the individual study of a bibliography recommended by the course coordinator. Starting from the previously described premises, our paper aims at checking the possibility to use the WBT in an experimental context, and then, depending on the obtained results, at analyzing the possibility to provide alternatives able to help the students catch up the presential activities they haven’t participated in, by means of such learning tools. II. THE RESEARCH DESIGN By having in view that these tools haven’t been used before in physical education teachers’ initial training, our research was focused on two aspects: the first one was formative, aiming to 27 identify the effectiveness of a Web-based tool utilization in order to build the planning competences, and the second one was attitudinal, aiming to assess the attitude of students involved in a predominantly practical vocational domain toward such instruction forms. We checked thus the hypothesis according to which the WBT utilization can lead to learning results similar to those obtained in the case of presential learning activities. 2.1. exeLearning applications to train the future teachers’ planning competences In order to design and develop the training activity, we used the exeLearning software, a tool allowing us to create and manage the contents specific to the approached topic, namely the design of the learning units. (figure 1) Figure 1. Screen-shot on LO Design of the learning units We created a learning object enabling the students to acquire the methodology of elaborating the learning unit design. At the learning object level, we formulated the main specific competences to be acquired by students after having performed the activities proposed by the learning object. We refer here to the way of filling in the design recognition indicators and tabular format, in accordance with the methodology of approaching each thematic component in the physical education instruction process. At the same time, we established the stages to be completed for the acquisition of the respective methodology – what is a learning unit?, what does the methodology of creating the learning unit design suppose?, how to fill in the design rubrics?, how to prepare the final design? When the respective stages were completed, each student’s task was to elaborate the design of a learning unit, its content being chosen by him. We estimated that 6 hours were necessary to fulfill this learning task. At each stage level, we used the following exeLearning functionalities: - Definition of pre-requisites – necessary for students to elaborate their learning unit design; - Activities based on the bibliography study – necessary for students to assimilate the theoretical information indispensable to the planning document preparation; - Links to Internet resources – to study the school syllabi for the Physical education discipline; - Case study – to exemplify a document in which students had to identify the correct and wrong aspects; - Questionnaires (with choice answers and true or false answers) – to assess the theoretical knowledge required by the elaboration of their learning unit design. 2.2. Methods The learning object was used by 71 students in their final year of the psycho-pedagogic training program (1st level), attending the Computer-Assisted Instruction course. Following the application utilization, students (who had to develop the theme within a week) were asked to elaborate a planning document and to express their opinion about the used tool effectiveness. To this purpose, we created and administered an opinion questionnaire made up of 12 items grouped in 4 categories – attitude toward the utilization of such learning tools, benefits and difficulties 28 related to the utilization of the created learning object, possible directions of application to different study disciplines (bachelor/license level), effects on the learning efficiency. Subjects’ answers were correlated with their IT competence self-assessed level and with the quality of the created planning document. The grades awarded to students for the quality of their activity products (designs of the learning units) were compared with the grades obtained by a group of 50 students having the same instruction level, who had acquired the design competences in a presential environment. 2.3. Results By analyzing students’ answers to the questionnaire items, we found that 65% out of them hadn’t used, prior to the moment of their interaction with the learning object, other Web-based tools. However, we also found that the value of the grades obtained by the students who hadn’t interacted before with the learning object didn’t positively correlate with the IT competence level at which students considered they should be in order to use the LO (t=1.27, p=0.05). This finding allows us to assert that the learning objects have a great accessibility, so they can be used even by the students with a lower IT competence level. We assessed the products of the activity focused on the creation of the learning unit designs and the obtained average score was 7.59. By comparing the results with those of a group who had acquired the same content in a presential environment, we found that students’ grades didn’t significantly differ, the respective group obtaining an average score of 8.15 (t=1.46, p= 0.05). From this perspective, we can state that, at least in the domain of future teachers’ planning competences, LO can contribute to the assimilation of the methodology of elaborating the respective documents. The obtained results validated our research hypothesis. Students’ interaction with the created learning object allowed us to identify the characteristics the most appreciated by them. As we can see in graph no. 1, 44% out of the students mainly appreciated the learning object effectiveness in relation to the instruction content acquisition, 32% the LO utility to catch up the missed courses, 20% the novelty of the Internet-based tools and 4% considered that the use of these objects raised major difficulties to the assimilation of the respective contents. (figure 2) Figure 2. Students’perception on LO At the question related to the LO applicability area, students answered that the learning object would be appropriate to use in the theoretical disciplines (anatomy, physiology, assessment in physical education and sports, informatics, kinesiology, biomechanics) - 53%, but also in the practical disciplines (athletics, gymnastics, sports games) - 47%, for the acquisition of theoretical notions. As to the LO effective utilization, students appreciated that the main difficulties were represented by the relatively short time they had to prepare their theme (within one week) (20%), as well as by the amount of information they had to assimilate (16%). (figure 3) 29 Figure 3. Students’ main difficulties in using the LO Related to the LO applicability, students appreciated that it was particularly indicated in order to learn the seminar contents (42%), to catch up the missed courses (27%) and seminar activities (16%), to learn the course contents (15%). 75% out of the students appreciated that the IT competence level required by the learning object was medium. They considered that the learning objects had the largest applicability at the bachelor/license level (73%), by appreciating that the difficulty to use the LO was medium. (figure 4) Figure 4. Students’ opinion concerning the study level where is appropriated to use LO On the other hand, most of them (73%) considered that, in order to conceive such learning objects, the teaching staff should possess a high competence level in the IT field, this fact illustrating students’ high level of expectation from their teachers. Students who used the learning object particularly appreciated the method novelty (23%), as well as its information and structuring modality (18%). (figure 5) 30 Figure 5. The main LO aspects appreciated by the students Students didn’t appreciate two aspects related to the LO utilization, namely: the graphic interface (32%) and the relatively short time during which they had to read and assimilate the information (30%). Concerning the interface, it can certainly be improved, so that its graphic attractiveness (color, symbols) increases. The time interval available to students – one week before the examination session beginning – indicates that the agglomeration of activities in the respective period modified their perception on the effective working load, which was determined by the amount of hours allocated to the learning object assimilation. III. CONCLUSIONS The LO utilization in order to acquire the methodology of elaborating the learning unit design represented for students a useful learning experience and for us an opportunity to analyze students’ attitude toward such an instruction methodology. By having in view that between the quality of the planning documents prepared by the students who had worked in the virtual setting and those who had worked in the presential environment there weren’t significant differences, we think that the learning object presents an increased instructional potential that can be valorized. Following the opinion questionnaire administration, we found that students mainly appreciated the LO efficiency and utility, its increased attractiveness conferred by the computer exclusive utilization and by the provided temporal flexibility. If students appreciate the LO efficiency, the learning objects should be rendered available to them since the beginning of the semester, which could represent for the students a variant able to support their individual study or to help them catch up the missed courses. Even if they don’t require special competences related to the computer utilization, students consider that the learning objects should be conceived by teachers with a high competence level in the IT field. But for a successful approach, we consider that the competences in the specialty domain are crucial, they being the only ones which can support the creation of some learning objects valuable to the instruction process. In order to ensure an efficient instruction process, the teacher should double the LO activity, by means of some communication tools (e-mail, chat) allowing the feedback transmission to students in the shortest time interval. This could supply the teacher’s absence and could also support the professional autonomy development process, encouraged by the learning object. On the other hand, the academic teaching staff should participate in upskilling programs which can help them assimilate the WBT utilization methodology, so that they become able to appreciate as correctly as possible the ratio between the amount of information within the LO and the time needed by the users to apply it. Teachers’ conception about the learning process has a major influence on the course planning, the development of didactic strategies and the learning outcomes. The perspective of developing some 31 blended courses in physical education and sports teachers’ training, which combine the instruction in a presential environment and the Web-based tools, reflects the student-centered education and can be applied to build up knowledge in both the preponderantly theoretical disciplines and the preponderantly practical-methodical disciplines. References [1] [2] [3] [4] [5] [6] [7] [8] [9] [10] Stanescu, M., Stoicescu, M., Bejan, R., Vasiliu, A.M., (2011). Premises to implement e-learning for inservice physical education and sports teachers. In Proceedings of the 7th International Scientific Conference “eLearning and Software for Education”, Bucharest, April 28-29. Stanescu, M., Stoicescu, M., Ciolca, C., (2011). Computer use in physical education and sports teaching. In Proceedings of the 7th International Scientific Conference “eLearning and Software for Education”, Bucharest, April 28-29. Sprijinirea creşterii şi a ocupării forţei de muncă – un proiect pentru modernizarea sistemelor de învăţământ superior din Europa. Comunicarea nr.567/20 septembrie 2011 a Comisiei Europene. http//: europa.eu/legislation_summaries/education_training_youth/ lifelong_learning/ef0030_ro.htm (accesed 7.03.2013). Abbey, B., (2000). Instructional and cognitive impacts of Web-based Education. Idea Group Publishing Alexander, S., (2001). E‐learning developments and experiences. Education + Training, Volume 43 (4/5): 9 Emerald Publishing – Jun 1. Khan, H.B. (editor), (1997). Web-based instruction. Educational Technology Publications, Englewood Cliffs, New Jersey pp. 6 -7. Milea, A., Utilizarea aplicatiilor eXe Learning si Hot Potatoes pentru realizarea de softuri educationale si lectii interactive. http://www.elearning.ro/utilizarea-aplicatiilor-exe-learning-si-hot-potatoes-pentrurealizarea-de-softuri-educationale-si-lectii-interactive (accesed 7.03.2013) Brusilovsky, P., Eklund, J., Schwarz, E., (1998). Web-based education for all: a tool for development adaptive courseware. In Computer Networks and ISDN Systems. vol.30, issues 1 – 7, April, pp. 291 – 300. Hara, N, (2000). Student distress in a web-based distance education course. Information, Communication & Society, vol.3, issue 4, pp. 557 – 579 . Davies, J., Graff, M., (2005). Performance in e-learning: online participation and student grades British Journal of Educational Technology. Volume 36, Issue 4, pp. 657–663. 32 The 9th International Scientific Conference eLearning and software for Education Bucharest, April 25-26, 2013 10.12753/2066-026X-13-219 CONTRIBUTIONS CONCERNING THE USE OF COMPUTER ASSISTED PROGRAMMED LEARNING IN THE THEORETICAL TRAINING OF PHISICAL EDUCATION AND SPORTS FOR STUDENTS FROM THE POLYTECHNIC UNIVERSITY Liliana BECEA, Raluca Anca PELIN Polytechnic University of Bucharest, Splaiul Independentei 313, Bucharest, Romania E-mail: [email protected], [email protected] Abstract: Information is one of the most important factors in the process of human development as is briefly and eloquently expressed in the saying: "One wise man is worth ten rulers". Due to the specificities of the subjects, concise and complex information in higher-education heightens both the level of understanding as well as, indirectly, the degree of the subjects' participation in their own formative process. The students' responsiveness to information is directly proportional to their interest in the themes discussed. Theoretical training in physical education, a component of the instructiveeducative process, is a "rara avis" in all levels of education except for the specialized units. Planned instruction assisted by the computer represents an efficient solution which may contribute to the fulfilment of objects in physical education in higher-education systems from universities of a different profile where theoretical courses that might present the characteristics and effects of the practice of physical education are missing. This research has had several stages of development. In the first stage, the theoretical subjects were chosen according to the interest and importance attributed by the questioned students. Accordingly, they were presented in a mini-course of theoretical training that contained maximum information in a minimum amount of words. In the end, the information presented in this course was reorganized in sequences of planned instruction. The experiment for evaluation had two independent variables: the first was programmed assisted computer learning and the second was self-study. The dependent variable consisted in the theoretical knowledge gained which was evaluated through the direct application of an open-answer questionnaire by the operator. Keywords: programmed learning, computer assisted learning, theoretical training, physical education and sport, student I. INTRODUCTION In the process of our growth and development, each person wishes to improve himself intellectually, morally and physically and aims to transform from a simple individual to a personality useful to society. Therefore, he is always preoccupied with his ability to work and, implicitly, the state of his health. In this context we can better understand the necessity to constantly do physical exercise. Physical education is a constitutive part of education as a whole because it is both a cultural act and a phenomenon, a means of emancipation with pedagogical content. Through the tasks it generates, physical education alongside the other scientific disciplines takes up an important place in the complex and complete education of future specialists. Education is important for most young students but it varies according to personal interests and individual curiosity. The process of intellectualization deepens on the background of a search for spiritual and cultural independence [6]. The programmed learning method based on algorithms and semi-algorithms is one of the attempts to improve the learning process. The method tries to project a new solution which might increase learning efficiency [3]. 33 Theoretical education in physical education classes in universities of a different profile can help students discover different representations of health and a healthy way of life as well as stir interest in the practice of exercise in their leisure time throughout their lifetime. Today, a sum of theoretical information specific to physical education can be acquired in a limited amount of time through computer assisted programmed learning, thus offering the possibility for several didactic events and objectives to simultaneously occur- reception, understanding, consolidation, practice and evaluation which offers feedback. In the process of their development, consolidation plays an important part in the sense that it confirms success, the exactness of intellectual evaluation and also corrects any possible errors. It is estimated that the sooner consolidations follows reaction, the more frequent they will be and the stronger their positive impact will be on the subject, the bigger the growth of efficiency in learning they bring [7]. According to Skinner, “teaching is indeed nothing else than the organization of consolidation principles which guide students. They actually learn without being thought in their natural environment, but teaching organizes learning conditions so that it facilitates and accelerates the birth of behaviours” [8]. Therefore, it is imperative not only to assimilate as much information as possible, but also to create certain maps of assimilation necessary for the understanding and formation of new conditions of knowledge and of abilities to learn. As programmed learning is a type of learning organization method, a modern way to teach that stresses individualization, is based on complex and multi-layered means –the P.C.- it accomplishes its aim individually and divides the logical units followed by control questions whose answers are immediately appreciated [1]. By combining human intelligence and artificial intelligence, one can obtain a source which generates new ideas, solutions and technologies which lead to higher performance in teaching and in practicing one’s profession. II MATERIAL AND METHODS 2.1. Research Premises Technically speaking, physical education and sport in higher education are present only as practice and as such, the time assigned to presentations of the multiple theoretical aspects that practice implies is extremely limited. For this group of subjects, given the psychological characteristics of age as well as the existing social models, acquisition of specific theoretical knowledge is particularly important, both for shortterm effects and especially for the long term ones. 2.2 Research Aim Our aim in this research is to identify some effective and attractive ways to achieve theoretical training in physical education and sport in the current conditions of higher technical education. 2.3 Research Hypothesis In higher technical education, cognitive objectives of physical education and sport can be more efficiently achieved by using computer-assisted programmed learning than through self-study. 2.4 Research Objectives In order to verify the hypothesis of the research, the following objectives have been set: OB 1 – Identifying theoretical topics of greatest interest; OB 2 – Presenting these topics in a clear, brief and attractive manner; OB 3 – Structuring the sequences of programmed learning; OB 4 – Turning the programmed learning sequences into computer assisted programmed learning sequences through Macromedia. 34 2.5 2.6 Research Stages: Specify after prior research [2], theoretical topics relating to physical education and sport thought of as important by the students of Polytechnic University; Create the software necessary for computer assisted programmed learning focused on theoretical topics which organize information in 34 sequences of learning and evaluation; Pilot research for the optimization of working tools; Selecting experiment groups; Applying experimental variables; Establishing the defining variables; Data processing and analysis; Formulating conclusions. Research Methods The research methods used were: bibliographic study method, survey-based method, experiment method, statistical and mathematical method, graphical method. The experiment used was the type ascertaining where the experimental variables were: programmed computer assisted learning and learning through self-study. The dependent variable consisted of specific theoretical knowledge. The survey used by the operator [4] consisted of 18 items and was the open answer type with a number of required answers varying from 1 to 5 items. 2.7 Subjects, Duration and Location A total of 72 Ist and IInd year students from the Faculty of Aerospace Engineering and from the Faculty of Automatics and Computers participated in the research. Among these, 14 participated in the pilot study and 58 grouped into two 29 person teams participated in the experimental research. The research took place between November 2012 and March 2013 at the Sport Complex from the Polytechnic University of Bucharest. 2.8 Results, Statistic Processing and Interpretation The research conducted previously [2] using a questionnaire based survey identified four themes considered important by Politehnica students: health, fitness, exercise and healthy living. These themes were developed in a clear and concise form and presented using Macromedia software in computer-assisted programmed learning structures and in self-study learning forms. According to the pilot study that validated the working tools, some confusion regarding theoretical knowledge was identified (dependent variable of the experiment), confusion arose for most test subjects in relation to physical education terminology. Some changes regarding meaning clarification were made in both computer assisted programmed learning and in the learning through self-study sequences. The test group had as an experimental variable the computer assisted programmed learning. The control group has acquired theoretical knowledge by learning form through self-study. Both groups were evaluated in terms of theoretical knowledge acquired through two methods - pair questionnaires. The questionnaires included 18 items and 45 open answers. Each correct answer was rated by 1 point. Table (1) presents the results obtained by the two groups at the final evaluation. 35 Table 1 Evaluation of learning methods Subject Item no. no. 29 29 29 29 29 29 29 29 29 29 29 29 29 29 29 29 29 29 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 Max. score per item 3 2 3 3 1 1 3 4 2 2 2 2 2 1 5 3 3 3 Learning Computer assisted Self-study Score % Score % 86 98.85 76 87.36 54 93.1 50 86.21 84 96.55 84 96.55 84 96.55 62 71.26 25 86.21 16 55.17 28 96.55 27 93.1 73 83.91 51 58.62 112 96.55 82 70.69 54 93.1 35 60.34 58 100 51 87.93 45 77.59 34 58.62 45 77.59 29 50 45 77.59 30 51.72 23 79.31 22 75.86 137 94.48 124 85.52 79 90.8 67 77.01 82 94.25 33 37.93 78 89.66 51 58.62 Total score item 87 58 87 87 29 29 87 116 58 58 58 58 58 29 145 87 87 87 The percentage that shows the effects of computer-assisted programmed learning and selfstudy is shown in figure (1). Figure 1 Comparative evaluation in percentage of knowledge obtained through computer- assisted programmed learning and through self-study. 36 The results emphasized in Figure (1) essentially represent level of theoretical knowledge acquisition and consolidation, the level reached by each group participating in the research for each item. One can notice that 17 of the 18 items of the test group showed a higher degree of expertise. As shown in table (1), the percentages obtained by the test group are higher than those of the control group. In the test group, of the 18 items included in the questionnaire, 10 had between 90% and 100%, with a 100% to question number 10, compared to only two items with very good percentages (93.1 % and 96.55%) in the control group. The lowest percentage in the test group was that of 77.59% compared to the 37.93 percentage from the control group obtained in question number 17. Statistical analysis of data obtained through the questionnaire process was preceded by determining the type of distribution required. Figure (2) shows the histogram of the test group values simultaneously with the normal distribution curve. It appears that there is a significant difference between the curve of the frequency polygons and the normal distribution curve. This required the use of nonparametric statistics. Figure (3) contains descriptive statistic indicators considered representative of non-parametric statistics: minimum value, maximum value, median value, interquartile range from the second and third quartile in which the data between 25%-75% are located. One notices that the group which was applied computer assisted programmed learning has higher values in all statistical indicators compared to the group where learning was achieved through individual study. We consider significant the interquartilic difference that exists between the two groups. Figure 3 Descriptive statistical indicators Figure 2 Histogram/ normal distribution For the comparative analysis of results obtained by the two groups as a consequence of applying the questionnaires, we used the Wilconox rank paired test, as this is considered “a powerful nonparametric tool for comparing associated samples” [5]. The results obtained after applying the Wilcoxon test are shown in table 2. Table 2 Wilcoxon rank pair test N 18 Z 3.62136507 p-level 0.0002935 The value thresh hold of 0.0002935 provides a support to our belief that there are statistically significant differences between the two groups in favor of the test group where we used computerassisted learning. For a clearer representation that reflects the dynamics of the results, the 18 items were grouped according to the subjects on theoretical learning that they evaluate: Health – items 1-5, Physical condition – items 6-9, Physical exercise – items 10-13 and Healthy lifestyle – items 14-18. Table (3) shows the percentage evaluation of both groups participating in the research on the 4 subjects of theoretical learning. 37 Table 3 Evaluation of learning methods on theoretical learning topics Groups of items Health Physical Condition Physical Exercise Healthy Lifestyle Total score item groups 348 290 320 435 Learning Computer assisted Score % 333 267 193 399 95.60% 92.06% 83.18% 91.72% Self-study Score % 288 195 144 297 82.75% 67.24% 62.06% 68.27% From the analysis of data presented we note that the group of items that assess knowledge acquired on health, both groups achieved high percentages: 95.6% - the group that used computerassisted learning and 82.7% - the group that acquired knowledge by studying individually. We believe that the result is due to subjects’ interest in the topics. All other subjects involve a difference of about 20 percent in favor of the test group. There is the same staging of the degree of learning theoretical issues in both groups: 1. Health, 2. Healthy Lifestyle, 3. Physical condition, 4. Exercise. II. Conclusions Research conducted shows that in terms of the degree of acquiring knowledge, computerassisted programmed learning is superior to learning through self-study. In the higher education system within Polytechnic University where physical education and sport can be found only as a practical discipline, using computer-aided programmed learning is an effective and attractive solution for the achievement of cognitive goals. Introducing computer-assisted programmed learning sequences for theoretical education in site specific educational structures in universities where physical education as discipline is found only as a practical course can facilitate acquisition of theoretical knowledge regarding the forms of bodily activities, the effects their practice can cause in all spheres of the human body, the customization and individualization of exercise, etc. simultaneously with the opportunity to access them at any time and space and have all the advantages of programmed learning. Reference [1] [2] [3] [4] [5] [6] [7] [8] Berinde, A., (1979). Instruirea programată în învățământul liceal si tehnic-profesional, Ed. Facla, Timișoara. p. 15. Becea, L. (2012). Conţinuturi ale pregătirii teoretice la Educaţie fizică şi sport, considerate motivante si atrăgătoare de studenţii politehnişti, Anuar şriinţific, S.S.E.U.S.U., vol IV, nr 1/2012, p. 25-31. Cerghit, I., (1997). Metode de învățământ - Ediția a III-a, revăzută și adăugită, Ed. Didactică si Pedagogică R.A., București. p. 224. Epuran, M. (2005). Metodologia cercetării activităţilor corporale, Ed. FEST, Bucureşti, p. 229. Fleancu, J. L. (2007). Statistica în educaţie fizică şi sport, Ed. Universitaria, Craiova, p. 109. Netolitzchi, M., (2009). Educația fizică si Sportul în Universitatea Politehnică Bucuresti, Ed. Printech, Bucuresti. p. 12. Noveanu, E.P., (1974). Tehnica programării didactice, Ed. Didactică si Pedagogică, București. p. 24. Skinner, B.F., (1971). Revoluția științifică a învățământului, Ed. Didactică si Pedagogică, București. p. 63. 38 The 9th International Scientific Conference eLearning and software for Education Bucharest, April 25-26, 2013 10.12753/2066-026X-13-220 THE USE OF COMPUTER INFORMATION TECHNOLOGY IN CREATING SPECIFIC PHYSICAL EDUCATION AND SPORTS THEORETICAL COURSES Gheorghe BALINT, Alexandru ACSINTE Faculty of Health, Sports and Human Movement Sciences, "Vasile Alecsandri" University of Bacău, 157 Marasesti Av., Bacău, Romania. [email protected], [email protected] Abstract: Through its specific multiple uses, the electronic information technology constitutes an authentic current teaching means, producing a new revolution in education, compared to the one achieved by the invention of printing. Its apparition suggests a reconsideration of the didactic methods and strategies, of teaching style, of the projection and development of the instructive-educational act for the Physical Education in higher education. This is all the more evident if we take into consideration the combination: computer (means: information technology) - course in an electronic format (method) individual activity (type of organization). When we are referring to the first way of inserting the computer in the curriculum, it is strictly associated to the notion of means; ulteriorly, it becomes a didactic strategy, being combined with other elements. The theoretical course model suggested in this paper constitutes an electronic document, with properties that are imposed by the current standards and demands of the IT users. In this sense, the electronic format desired for the structuring, accessibility, use, and management of the curricular content has been chosen according to the following criteria: accessible and viable presentation; immediate accessibility; ease of use; accessible Internet presence; easy to find and encapsulate the content; modularization and an arborescent structure of information. For this, the format Adobe Portable Document Format (PDF) has been chosen, which is very popular, very accessible, and tested over a long period of time by thousands of users. One of its main elements is the navigation tree (the arborescent structure - of dependencies) of the information (contents), called in the Reader: Bookmarks. Also, another main element in the presentation of information is the presentation panel for the actual content of the electronic course, allowing the specification of various attributes for the personalization of the e-course: page rolling, the physical position inside the e-course (the number of the current page, and the total number of pages), the visualizing format (the number of pages presented simultaneously). The concretion of the ideas presented above has been done through the creation of such a model of theoretical course: "The General Bases of Association Football," accessible at:http://cadredidactice.ub.ro/balintgheorghe/files/2012/12/bazele-generale-ale-fotbalului-3.pdf. Keywords: teaching process, computer information technology, E-training in physical education. I. INTRODUCTION Among the most interesting, but also most critically analyzed categories of teaching means are the ones created with the help of information technology, because they have produced a real revolution in education, compared to the one brought by the creation of printing. The results of the analytical projections, based on theoretical elaborations, allowed the synthesis of the educational concept for the course "Bazele generale ale fotbalului" (The General Bases of Association Football) in an electronic format, considering the main components of the educational relations system that determines the functional effectiveness within the boundaries "In," 39 within the respective informational system, and "Out," constituting four components (subsystems) the factors of the teaching-learning-assessing process (see Fig. 1). Figure 1. The analytical program of the theoretical course "The General Bases of Association Football," with its functional structures and "teaching-assessing" process subsystems (as elaborated by us). The essence of the analytical project of the syllabus for the theoretical course The General Bases of Association Football is that it possesses functional structures for all levels and subsystems of the teaching-learning-assessing process belonging to the technological-informational concept of electronic format, having an integrative strategic quantitative informational and temporal aspect. In this context, the general bases of the course The General Bases of Association Football, with its didactic informational substructures (development, organization, technique, tactics, methods), orientational-resulting (knowledge, skills, qualities), ensuring (declarative, and procedural means), strategic educational (arborescent informational and temporal tridimensional evolutive) belong to the didactic informational concept of electronic format (electronic course of the discipline and the assessment software TesterBalint), ensured both through the pedagogical instrumental means of its own internal system, and the exterior one, existing in the global informational sphere. II. PC PENETRATION IN THE AREA OF CURRICULUM According to [1], a learning object is “a set of resources, viewed as independent and reusable entities, useful to create various educational pieces suitable to some pedagogical hierarchy”. By IEEE LTSC WG12, Los are defined as “any entity, digital or non-digital, which can be used, reused or referenced during technology supported learning [computer-based training systems, interactive learning environments, intelligent computer-aided instruction systems, distance learning systems, and collaborative learning environments]”. IEEE LTSC WG12 identifies the following Los: multimedia content, instructional content, learning objectives, instructional software and software tools, and persons, organizations, or events referenced during technology supported learning [2]. Cerghit I. [3] writes that these modern techniques result from "the association of certain information-carrying materials (software) and special devices (hardware) conceived to highlight those materials (e.g. educational program - computer). Their diversity and the one of the informational bodies that they use is an extra proof of the teachers' preoccupation to capitalize on the technical products in the school, listening to the observations of psychologists, proving that: if the educational 40 material has been presented only verbally, after 3 hours only 70% of it is retained, and after 3 days, only 10%; if it has been presented visually, 72% is retained after 3 hours, and 20% after 3 days; however, if it has been transmitted verbally and visually, 85% of the data is retained after 3 hours, and 65% after 3 days. ." Our opinion regarding the use of these teaching means is that the motivational function and the formative-aesthetic function meld into one, generically called formative, as it leads to the cultivation of the students' interests, curiosity, need to act, enjoyment, relaxation, taste for beautiful things. What can be emphasized here is that, unlike the classical teaching means, the modern ones are more successful, not only in the cognitive, demonstrative, or assessment direction, but especially when it comes to cultivate the feelings and motivation for learning. The accessibility of these teaching means is a property determined by the complexity of the means created with the help of the information technologies. The higher the complexity, the bigger the dependence of the user on specific programs to know and use the devices. This kind of programs (at least computer ones) must be included in the initial training program of all teachers. Being put in the position to choose between classic and modern, regarding the teaching means, the teachers must start from the knowledge of the students' particularities, the contents that they must teach, the school's tools, and the techniques for using the devices, combined with creativity, temperance, and aesthetic sense, to obtain the perfect way to perform the teaching process. Being an effect of the scientific and technical progress, the modernization of the teaching means has made possible the change from the static intuitive material to the computer. This road, covered by successive generations of educational means, meant also an increase in the improving possibilities of the teaching process. The benefit of today's school, from this point of view, is an increased chance to choose from a wider selection, and to use simultaneously multiple means, among which is the computer. This, among other technological means, deeply revolutionized not only some didactic methods (programed instruction, demonstration, computer-assisted instruction), or principles (the intuition principle, the inverse connection principle), or even the curriculum theory, not being an aspect of the didactic process that would not have modifications after the impact of the computer (starting from the communication/discovery of content to the teaching style and the teacher-student relationship). There is no discipline where it cannot be introduced and profitably utilized; there is no school age category that is not attracted to this "innovation" [4]. When we are referring to the introduction of computer in the curriculum (the introduction of computer science in schools, as a stand-alone discipline that can enter in the structure of the core curriculum, and in the school curriculum), it has strictly the meaning of means, while, ulteriorly, it is transformed in teaching strategy, combined with other components. III. THE ELECTRONIC COURSE - THE GENERAL BASES OF ASSOCIATION FOOTBALL The electronic course proposed in this paper, as a component of the previously presented project, constitutes an electronic document, with properties that are imposed by the current standards and demands of the IT users. In this sense, the electronic format desired for the structuring, accessibility, use, and management of the curricular content has been chosen according to the following criteria: − accessible and viable presentation; − immediate accessibility; − ease of use; − accessible Internet presence; − easy to find and encapsulate the content; − modularization and an arborescent structure of information. For this, the format Adobe Portable Document Format (PDF) has been chosen, which is very popular, very accessible, and tested over a long period of time by thousands of users. The PDF format presents the information structured according to dependence criteria belonging to the existent content modules. Also, the simulation of printing an ordinary document (on 41 paper) brings extra intuitiveness to the program. The theoretical course in an electronic format "The General Bases of Association Football" can be accessed, opened, and consulted through a CD-ROM. When the CD-ROM is introduced in the optical unit, an interface window is launched that tests the system and guides the user through the necessary steps for installing the electronic course (see Fig. 2). Instructions About Figure 2. The launching interface of the theoretical course "The General Bases of Association Football" in electronic format The Starter application leads to the installation and configuration of the accessories and of the electronic course in the user's computer. In order to visualize the electronic course, one needs to install the application Adobe Acrobat Reader from the CD. The latest version of the Adobe Acrobat Reader can be downloaded from the Adobe website - http://www.adobe.com/products/reader.html . Open - The General Bases of Association Football - Open the electronic course from the CD with the Adobe Acrobat Reader. To navigate through and to use the course can be done according to the usage principles for this application. Note: in order to visualize this course, you need Adobe Acrobat Professional 8, or a superior version. Install Adobe Acrobat Reader - it installs the Adobe Acrobat Reader in your computer. If there is a superior version of this program already installed, this step is not necessary. Instructions - It presents descriptive information about the options existing in the program. About - It presents information about the author, the version of the program, and legal notes. The theoretical course "The General Bases of Association Football" in electronic format appears when the Adobe Acrobat Reader is opened (see Fig. 3). Figure 3. The theoretical course "The General Bases of Association Football" in electronic format and the interface of the Adobe Acrobat Reader 42 The Adobe Acrobat Reader interface is composed of the basic elements of a Windows application. It also presents personalized elements for managing and presenting the informational structures. One of its main elements is the navigation tree (the arborescent structure - of dependencies) of the information (contents), called in the Reader: Bookmarks (see fig. 4). Each bookmark has a "+/-" symbol that tells us whether it contains sub-elements / subchapters, specifying whether a chapter is expanded (opened). By simply clicking on one of the bookmarks in the navigation panel, the user will arrive at the desired part of the electronic course. Figure 4. The bookmarks navigation panel of the course "The General Bases of Association Football" For example, when the user clicks on the bookmark "Preluarea mingii cu şiretul plin – prin amortizare" (Stopping the ball with your foot - by absorbing the impact), he/she will be taken to the specified subchapter of the section "Tehnica jocului de fotbal" (Association Football Techniques), within the course "Bazele generale ale fotbalului" (The General Bases of Association Football) (see Fig. 5). Figure 5. Positioning and finding information inside the course "The General Bases of Association Football" Another element of the Adobe Acrobat Reader for presenting information is the toolbar displaying the viewing options of the course (see Fig. 6). This toolbar allows the user to choose between various options for the personalized viewing of the electronic course: page scrolling, the actual position inside the document (the number of the current page and the total number of pages), the visualization format (number of pages that can be viewed simultaneously). 43 Figure 6. The toolbar displaying the viewing options for the document The electronic course "The General Bases of Association Football," elaborated within this study, was published on the Internet at the address http://cadredidactice.ub.ro/balintgheorghe/files/2012/12/bazele-generale-ale-fotbalului-3.pdf IV. Conclusions The examination of the content and thematic substructures of the theoretical course "The General Bases of Association Football" regarding the use of information technology in teaching, shows that these must be determined through the management of the curriculum, according to the criteria of immediate accessibility, arborescent modularization of information, capable to be adapted to the Adobe Portable Document Format (PDF) electronic format, which has the quality of extended content. The results of the study of the structure and content of the current course for the discipline "The General Bases of Association Football" in the faculties of physical education and sports shows the sufficient level of the informational potential of the discipline, being, at the same time, ineffective, because it does not possess the managerial concepts regarding the use of information technologies that are oriented toward intensifying and making the student aware of the teaching-formative process. References [1] [2] [3] [4] Albeanu, G., Duda, I. G., (2011). Intuitionistic Fuzzy Approaches for Quality Evaluation of Learning Objects, In H. Pham (ed.), Proceedings of 17th ISSAT International Conference on Reliability and Quality in Design, Vancouver B. C., Canada, August 4-6, 2011, pp. 258-262. International Society of Science and Applied Technologies. Albeanu, G., Vladicescu, F.P., (2012). Recent soft computing approaches in digital learning object Evaluation, In The 8th International Scientific Conference eLearning and software for Education, Bucharest, Romania, April 26-27, (2012), pp. 16-21. Cerghit, I., (1988). Mijloace de învăţământ şi strategii didactice. Curs de pedagogie, Bucharest, Romania, 1988, p. 89. Balint, Gh., (2002). Predarea şi evaluarea programată a cunoştinţelor teoretice la studenţii facultăţilor de educaţie fizică şi sport în cadrul disciplinei „Fotbal–Curs de bază”, PhD thesis, Kishinev, Republic of Moldova, 2002, pp. 65-66. 44 The 9th International Scientific Conference eLearning and software for Education Bucharest, April 25-26, 2013 10.12753/2066-026X-13-221 POINTS OF VIEW OF HOW A SOFT PROGRAMME CAN FACILITATE THE ORGANIZATION AND COMMUNICATION IN A SPORT COMPETITION Valeria BALAN National University of Physical Education and Sport, C-tin Noica, Bucharest, Romania [email protected] Abstract: Informatics has won an important place in physical education and sport field. Nowadays, the computer helps the specialist to keep, choose, remake, analyse and integrate multidisciplinary information so that he can take the best decisions for driving of the training and attending the competition. But informatics is not reduced to these aspects. It has a lot of other applications what are permitted the interdisciplinary team to obtain the best efficiency in its activities. In this context, the paper proposes to show how a competition can be organized with the help of computer and a special soft – Games Management System (GMS). It is a programme used by Special Olympics International and Special Olympics Romania, too. Keywords: GMS soft, organize, communicate I. INTRODUCTION The most important results from the science and technological field in last years are owned informatics, too. It created new possibilities for calculating complex data and remaking great volume of the information which is kept for using in new applications. Informatics has won an important place in physical education and sport field, too. Nowadays, the computer helps the specialist to keep, choose, remake, analyse and integrate multidisciplinary information so that he can take the best decisions for driving of the training and attending the competition. But informatics is not reduced to these aspects. It has a lot of other applications what are permitted the interdisciplinary team to obtain the best efficiency in its activities. 1.1 Purpose of paper The paper proposes to show how a competition can be organized with the help of computer and a special soft – GMS. It is a programme used by Special Olympics International and Special Olympics Romania, too. II. DESCRIPTION OF SOFT Before the competition, every athlete delegation which attends the contest must send the matriculations. After receiving the matriculations, the organiser creates the competition page in GMS soft. Even from this stage, the organiser is helped by the soft through the “new games wizard” option which enables to choose the work fields. This possibility helps the organiser to fix the events and sport disciplines which will be competed with the athletes, the period of time when the competition will be, and other. 45 When the page of competition is created, it appears on the first screen of the soft. The entrance data of competition goes on through the direct accessing of the options from the page of competition. One of these options is in connection with the data written of the delegations (delegation option). In this stage too, the organiser is helped by GMS soft through the “new delegation wizard” option. Step by step, through checking in the data fields and filters requested by the “new delegation wizard” (figure 01), it is created a page for every team which attends the competition. Figure 01. The page with the delegations After the page of delegation was created, it can be deleted or new information can be added: the editing or deleting of sportsman/sportsmen, can be seen the athletes who were introduced in the soft, is possible to add another data near the existing information, and other. In this case too, GMS soft offers a help through the options: “athlete” – “registration wizard” (figure 02). Thus, the organiser is able to create (for new sportsman) or open a page for every athlete. And here, the soft facilitates the organization and communication. An athlete who was introduced in GMS soft before is found automatically by her/his name or birth date. Figure 02. Registration wizard for sportsmen If the organiser selects the name, the soft opens a screen in which all athlete’s information appears (“personal data”). Here the information is found about all competitions at which the athlete has attended and all his/her medical information too. Now, the soft gives the possibility of choosing the sport disciplines and events which sportsman will complete in. After these operations, the athlete is activated in the system and he appears as a participant in that competition. 46 If a new athlete is introduced in the system, the organiser can choose the “create a new person” option provided by the soft. And the sportsman is introduced in the system by filling the compulsory fields. After this operation, the soft opens the “personal data” page and the organiser must follow the same steps described before so that the new athlete is introduced both in the system and into the competition. In this manner, all athletes are introduced into the GMS soft, also the delegations. Whenever the organiser wants, the GMS soft can give him reports in connection with the data existing in the system. After all sportsmen and delegations too are introduced into the system, the soft shows the organiser the number of sportsmen enlisted in every sport disciplines and every event. Also, if the organiser accesses an event, he can see all the athletes attend in that event, their sex, age group, and other useful information for a good organization of that competition. In this manner, the organiser knows permanently how many athletes there are and which their events are (figure 03). Figure 03. Athletes attend in different events Also, the soft is allows the organiser to make up the divisionings. They are based on clear criteria provided by the organiser (the number of the athletes in a rank, the criteria used for the establishing the places, and other). In this stage, the soft facilitates the organization of the competition too. This is realised by automatically creating of the divisioning through the option “divisioning wizard”. After the organiser as finished entering the data in the GMS soft and the divisioning have been made, the trainer receives a report in which he finds all the information about their athletes (the number for the competition, events where they complete, the rank and the lane where the athlete was distributed, the hour when the event will be, and other). Depending on this report, the trainer can communicate with the organiser if he must or not make some modifications. During the competition, the soft can remake the automatically results if they are electronically or hand written. Also, it offers the possibility of displaying the results and making up the reports for every delegation. In this manner, the trainer has the possibility of knowing the results of their sportsmen any time. The trainer can communicate with the organiser on the real data base any problems he has. Depending on the results of the divisionings the soft makes the final ranks in which the winners are awarded. After the competition, the GMS soft enables to make the final reports with the information from all sport disciplines. Also, a delegation can obtain a paper with all results and the places that athletes acquired though the sportsmen attended different sport disciplines, different events, different days, and others (figure 04). 47 Figure 04. An example of the final report All the results are kept in the GMS soft and can be accessed by the organiser and another person who has access. III. Conclusions Finally, we have come to these conclusions: - the soft can save automatically any data which are entered. In this manner, the organizer does not lose any information that he has written because she/he has forgotten to save her/his work; - the soft includes data field and filters that give the organizers complete control of the manner in which they want to define and organize the competition; - the soft facilitates the communication before, during and after competition through the reports on which it gives the organizer, trainers or volunteers. The content of the report can be established by the organizer. It can choose the information which is given in the report depending on their utility. At the same time, the soft can give the organizer the medical diseases of the sportsmen and he can take all the measures which they must be taken so that athletes may be out of dangerous; - the data which were introduced can be easily modified and renewed any time; - the data which were introduced can be used very easily for organizing a competition, events or ranks; - finally, we can say that the GMS soft is an instrument very useful. It can be used in any competition for any category of sportsmen. References [1] [2] [3] [4] [5] Liebermann, D.G., Katz, L., Hughes, M. D., Bartlett, R.M., McClements, J., Franks, I.M., (2002). Advances in the application of information technology to sport performance. Journal of Sports Sciences, Volume 20, Issue 10. 755-769. Tearle, P., Golder, G. (2008). Use of ICT in the teaching and learning of physical education in compulsory education: how do we prepare the workforce of the future? European Journal of Teacher Education, volume 31, issue 1. 55-72. Thomas, A., Stratton, S., (July 2006). What we are really doing with ICT in physical education: a national audit of equipment, use, teacher attitudes, support, and training. British Journal of Educational Technology, volume 37, issue 4. 617–632. Special Olympics Romania, April 2006, GMS – Games Management System. p. 5. Special Olympics Romania, Sport Database: competitions and results, 2010-2012. 48 The 9th International Scientific Conference eLearning and software for Education Bucharest, April 25-26, 2013 10.12753/2066-026X-13-222 THE NEW e-REGISTRATION AND ANALYSIS METHODS SUPPORT FOR OBJECTIFICATION OF THE TRAINING IN PERFORMANCE FOOTBALL GAME Viorel COJOCARU, Ciprian PANAIT National University of Physical Education and Sport, Constantin Noica Street, No. 140, Sector 6, ZIP code 060057 Bucharest, Romania [email protected], [email protected] Abstract: Performance in football supposes the development of all training components, taking into account the international technique, tactique and biological pattern (somatic, physiological, psychological, specific skills). Nowadays, the players participation, into the technical and tactical action during the game, asks for complex unfolding and execution forms, individually as well as collectively. We can say that the mentioned data like a football player runs during an official game about 10 km, the forwards run 8-9 km, the midfielders 9-10 km, the central defenders 7-8 km, the laterals back 8-9 km are in this moment exceeded. This statement would not have had a scientific basis without the new e-technologies, especially designed to objectively establish the efforts imposed by the official game to the players, depending on their position and to objectify the preparation in football. In this study we used MICOACH system. MICOACH registration and analyses system contributes to the training efficiency enhancement and determines the objectification of the entire preparing process which will be programmed and conceived depending on the real data, provided by the official game. Using the system provides us with real data concerning the type of the effort made and also a complex analysis of the players performance. All this information allows us to adapt the training for preparation process optimization and individualization. As we will notice in the analysis provided by MICOACH, the effort is structured depending on volume and intensity; it is statistically and mathematically analyzed. Thus, the analysis structures the volume and the different intensities on specific effort ranges, as well as their placement on time or distance unities. Keywords: MICOCH, football, training, performance, optimizing training, game, effort I. INTRODUCTION In modern football greater and greater performances are based on knowing the game pattern and players’ continuous improvement, taking into account their preparation and performance level. The general opinion is that football, as all modern sportive games, moves to a game of strength, neglecting sometimes some technical and tactical aspects. Performance football supposes the development of all training components, taking into account the international technical and tactic game pattern and the biological pattern (somatic, motive, physiological, psychological) even if it is a game characterized more and more by a strong adversity. Nowadays, the player’s participation, through the technical and tactical action during the game, asks for complex unfolding and execution forms, individually as well as collectively. [1] All players’ actions and executions, both of the defenders and of the forwards take place in space and time shortage conditions. Because of this, the simple and quick executions, of one touch, the deviations or the jumps over the ball (in both game situations) appeared. Thus the playing speed increased, acquiring an important tactical content by consciously using the advantages resulting from the tempo alternation, the quick changes of the attack directions, the quick counterattack launching etc. The dynamic effort volume also increased. 49 As it is mentioned in the bibliography, the conclusion of the researches made until now was that at the end of the 2000s, a football player runs during an official game about 10 km, the forwards run 8-9 km, the half backs 9-10 km, the center defenders 7-8 km, the side defenders 8-9 km. [2] Although these data appeared as a result of the specialty studies made with the technical methods available at that time, as the training and game analysis and control developed, we can say that in this moment there is a totally different reality in performance football. This statement would not have had a scientific basis without the new technologies, especially designed to objectify the preparation in football. II. RESEARCH DESIGN Thus, the objective of this study is to objectively establish the efforts imposed by the official game to the players, depending on their position and to shape the training accordingly. The research has been made during the first leg of the League I championship, edition 20122013, between the stages 11-16, having as subjects the players of the Ceahlaul Piatra Neamt football team. The novelty of the team preparation effort is the implementation of the control and analysis system called “MICOACH – The Interactive Personal Coaching and Training System”, designed by ADIDAS, especially for football players and coaches. [3] This system consists of: Sensor – applied in the especially designed place, inside the football shoe Receiver – connected to PC, MAC, IPHONE, IPOD Using the system provides us with real data concerning the type of the effort made and also a complex analysis of the player’s performance. All this information allows us to adapt the training for preparation process optimization and individualization. As we will notice in the analysis provided by “MICOACH” (figure 1), the effort is structured depending on volume and intensity; it is statistically and mathematically analyzed. Thus, the analysis structures the volume and the different intensities on specific effort ranges, as well as their placement on time or distance unities. Figure 1. Effort structure 50 Analyzing these data (figure 2), collected from the championship games having the effort parameters in the official game as a model, we conceived a new methodical algorithm for the team trainings, structurally identical to the weight of the effort ranges emphasized during the game, by using the MICOACH system. Figure 2. Data analysis Thus, the training methods presented in the following diagram (figure 3) have been designed to comprise individual and collective actions, with a technical and tactic content, made in an endurance regime speed, often met in the game: - Step – departure (acceleration/sprint); - Getting free of the marking – coming into possession – acceleration; - 1v1 – coming into possession – acceleration – step – departure (acceleration/sprint) – finalization; - Pressing – 1v1 – quick return in their field (occupation of space/closing the step passages). Figure 3. Training methods 51 1. The exercise objective is taking the optimal tactical decision for overtaking the adversary, in a speed and adversity regime (1v1): 1. Step; 2. Sprint (10m) – pressing – 1v1; 3. “one-two”; 4. Getting free of the marking on future position – sprint (5m); 5. Step on future position; 6. 7. Occupying the future position – sprint (5m); 8. Directing the ball in the free space – sprint (6-8m); EXERCISE TIME: 19 minutes Work time: 4 halves X 4 minutes Break: 1 minute 2. The exercise objectives are optimizing the specific endurance in the effort regime specific to the game and rendering the finalization efficient (goal marked after each action): 1. directing the ball in the free space (sprint 16 m); 2. long step (30 m), precisely; 3. 4. 5. 6. sprint (10m) with direction change and adversity (1v1); 7. sprint (20m) and taking the ball possession; 9. finalization (shot outside the play area); 10. open run (3/4), for occupying the defensive position; EXERCISE TIME: 23 minutes Work time: 4 halves X 5 minute Break: 1 minute; 3. Game 5v5, on small field (25x35m); Objectives: optimize the specific endurance and render efficient the technical and tactic actions in the regime of the specific effort. EXERCISE TIME: 19 minutes Work time: 4 halves X 4 minutes (actual play time) Break: 1 minute Within a weekly preparation micro cycle, with officially programmed games at the end of the week, we made three trainings, which had an identical structure and objectives with those previously presented. III. CONCLUSIONS The results of this research confirm what we have stated, that the use of modern training methods and game control can lead to the efficiency and objectification of the training methods. In conclusion, we can say that using the “MICOACH” system played a determinant role in the team evolution in the classification, as we can see in the tables presented below (tables 1 and 2), rising two places and a remarkable rise of the earned points percentage; if in the first championship 11 stages the team earned 11 points (one point/match), in the last 5 stages, they won 7 points (1,4 point /match). Table 1. Initial classification Position Team J V E I GM GP GD Points 1 FC STEAUA 11 9 1 1 24 10 14 28 2 CS PANDURII Tg. Jiu 11 8 1 2 22 14 8 25 3 AFC ASTRA Giurgiu 11 6 3 2 25 15 10 21 52 4 SPORTING CLUB Vaslui 11 5 4 2 20 12 8 19 5 FC DINAMO 1948 10 5 3 2 18 11 7 18 6 FC RAPID 10 5 3 2 13 10 3 18 7 FC CFR 1907 Cluj 11 4 4 3 21 15 6 16 8 FC PETROLUL Ploiesti 11 4 4 3 20 14 6 16 9 FC Brasov 11 4 4 3 16 14 2 16 10 CS CONCORDIA Chiajna 11 4 3 4 12 16 -4 15 11 FC UNIVERSITATEA Cluj 11 4 2 5 14 21 -7 14 12 CS GAZ METAN Medias 11 3 4 4 12 18 -6 13 13 FC VIITORUL Constanta 11 2 5 4 13 13 0 11 14 FC CEAHLAUL Piatra Neamt 11 3 2 6 12 23 -11 11 15 FC OTELUL Galati 11 1 6 4 11 14 -3 7 16 ACF GLORIA 1922 Bistrita 11 1 3 7 8 22 -14 6 17 CSMS Iasi 11 1 2 8 8 19 -11 5 18 CS Turnu Severin 11 0 4 7 7 15 -8 4 Table 2. Classification after 5 games Position Team J V E I GM GP GD Points Ad 1 FC STEAUA 16 13 2 1 37 12 25 41 14 2 CS PANDURII Tg. Jiu 16 10 3 3 27 19 8 33 9 3 AFC ASTRA Giurgiu 16 9 4 3 32 18 14 31 7 4 SPORTING CLUB Vaslui 16 8 4 4 26 18 8 28 7 5 FC PETROLUL Ploiesti 16 7 6 3 25 15 10 27 3 6 FC CFR 1907 Cluj 16 7 4 5 31 20 11 25 1 7 FC RAPID 16 7 4 5 19 18 1 25 1 8 FC DINAMO 1948 16 6 5 5 23 19 4 23 2 9 FC Brasov 16 5 5 6 19 23 -4 20 -4 10 CS CONCORDIA Chiajna 16 5 5 6 15 20 -5 20 -4 11 FC VIITORUL Constanta 16 4 7 5 18 19 -1 19 -8 12 FC CEAHLAUL Piatra Neamt 16 5 3 8 21 30 -9 18 -6 13 FC OTELUL Galati* 16 4 7 5 19 20 -1 17 -5 14 CS GAZ METAN Medias 16 4 4 8 15 25 -10 16 -8 53 15 FC UNIVERSITATEA Cluj 16 4 3 9 16 CSMS Iasi 17 18 16 31 -15 15 -9 16 4 2 10 14 21 -7 14 -10 ACF GLORIA 1922 Bistrita 16 2 5 9 12 30 -18 11 -13 CS Turnu Severin 16 1 5 10 12 23 -11 8 -16 References [1] [2] [3] Cojocaru, V. (2006). Soccer-theoretical and methodologicall issues. Bucharest University Books Publishing House. p. 22. Panait, C. (2009). Contributions to biological model at Division A soccer players (Ph.D. Thesis). Bucharest, U.N.E.F.S. p. 47. Adidas, MICOACH – The Interactive Personal Coaching and Training System – http://www.adidas.com/us/micoach/ui/Product/#!/speed_cell 54 The 9th International Scientific Conference eLearning and software for Education Bucharest, April 25-26, 2013 10.12753/2066-026X-13-223 MONITORING OF THE QUALITY OF EXECUTION COMPONENTS AT POMMEL HORSE EVENT USING VIDEO TECHNIQUE Ionut CORLACI National University of Physical Education and Sport, Campia Libertatii Street, Bucharest, Romania [email protected] Abstract: This work aims to leverage the activity of junior athletes in order to obtain sports performance over a short period of time. We realize that by interventions in the state of the art used in the performance of elements separately but also during the exercises within the contest. Using the method of learning of the elements to pommel horse apparatus and a video monitor we will try to show that we either speed up gymnasts progress and we can contribute to achieving sporting performance. If, from that age we manage to find the best methods and identify those mistakes technical and training and directing of using the video method, we'll get to motivate and to assess athletes in the sustained faster deficiencies and fill gaps in training. In conclusion I think it is just a matter of time to achieve results of great value. Keywords: Performance, effectiveness, training, monitoring, man artistic gymnastics I. CHAPTER I - Introduction Artistic Gymnastics in general but particularly Men's Artistic Gymnastics has seen an extraordinary progress worldwide. High sports performance will no longer be possible without a rational approach, based on scientific grounds, of the sportsmen’s training by coaches. There is no European Championship, World Championship or Olympic Games where participating sportsmen do not come with new elements in the competition. In past years there has been a continuous rush for elements with high difficulty, especially when old elements are de classify due to increased gymnasts succeed introduce such elements in their exercises [1]. This is a result of the concern and contribution of specialists in these countries, who understood that only a complete and valuable technical team can increase performance. It should also be noted that the continuous progress of science and technology helps sportsmen benefit from better and better devices and appliances which help them more and more defeat the laws of physics [2]. Elemnts on the pommel horse are very complex and we can categorize all movements, rotations along longitudinal bodyaxis and transitions [3]. I initiated this scientific approach in order to verify my findings, in collaboration with a sportsman in the Men's Artistic Gymnastics department in the "Steaua" School Sports Club in Bucharest. I have collaborated with this department since 1995. CHAPTER II - Organization of the research Having noticed this sportsman's exceptional qualities ever since he was at children's level, when he stood out both in individual mixed routines and in the final routines on apparatuses, I perceived a certain limitation, a certain satiation, self contentment in relation with the progress with 55 work on apparatuses. The result in the National Championship achieved by this sportsman in 2011 was 2nd rank at the pommel horse routine. Until then the sportsman had succeeded to obtain the national title for this apparatus each year. All these determined me to try to change something in his training in order to make him more determined, more aware and to make him understand that if he wants to win a new national champion title he has to exceed his limits. He should look at the training from a different perspective. To this aim I initiated the experiment during one year of training. Since November 2011 after his participation in the National Championship for Juniors, until November 2012 after the same competition. I performed the monitoring in December 2011, January, February and September 2012 in the training hall where the club's gymnasts undertake their training. The capturing and visualisation programme I used over the entire duration of the experiment is called "Coach's Eye". The video analyses have been undertaken right way on the tablet, together with the sportsman. 2.1 Aim Performing the necessary technical corrections while at the same time raising the difficulty of exercises at the pommel horse, by means of the video monitoring programme COACH'S EYE. The ultimate aim is to win the National Championship for Juniors at 16 years old for this trial. 2.2 Subjects This research includes only one subject aged 15-16. The research is therefore a case study. 2.3 Methods For this research I applied the following research methods: - Case study - Observation method - Video monitoring of the training - Literature review - Graphical method CHAPTER III - The experiment 3.1 Monitoring The following elements have been monitored over the entire duration of the experiment: - 282 training lessons - 141 training lessons including exercises on the pommel horse apparatus - 105.75 training hours on the pommel horse during one year, which means 6354 minutes of training on this apparatus. - 44 weeks of training + 3 weeks of competitions = 47 weeks of training per year - 4 weeks of holidays per year - Each week included 3 training sessions for the pommel horse. - During each session 45 minutes were spent on the pommel horse. How was the monitoring performed during the training on the pommel horse? The following elements were monitored during December 2011, January, February, September 2012: - 56 training sessions were monitored in total, with 10 minutes of monitoring per each session. - The total resulting monitoring was 9.33 hours or 560 minutes. 3.2 Requirements for the Pommel Horse routine specific for the age of 15-16 years Sportsmen in this age group have to include in the exercises they perform in national competitions 4 elements imposed by the classification syllabus requirements and 2 freely chosen elements; this makes a total of 5 elements + the descend, so 6 elements in total. 3.3 The exercise prepared and presented in the competition 56 The exercise performed by the sportsman in the National Individual Championship for Juniors after one year of training consists of (figure 1+ description of the flop+ figure 2-5) (figure 1) (figure 2) +The flop sequence to one pommel, Stokcli Stokcli and 2 Circles – E value (figure 3) (figure 4) + + + (figure 5) Analysis by monitoring using the COACH's EYE programme installed on a tablet. The use of this programme helped us discover that, based on the analyses and observations made, the sportsman not only corrected his technical and execution mistakes made at the beginning of the experiment, but the COACH's EYE programme also helped accelerate the new elements introduced by the sportsman in the exercise presented at the National Championship for Juniors 2013. (figure 6) (figure 7) 57 (figure 8) (figure 9) (figure 10) (figure 11) Blue line - good position to direction of the body Red line - bad position and direction of the body What are the corrections made during the development of the experiment using the COACH's EYE programme: Figure 6 It indicates that the transversal support is incorrect because of the lag of the palms on the apparatus at the time of the forward crossing on the pommels from one end to the other, C value - Closed body posture at the moment of the double transversal circle Figure 7 - Exaggerated fore-back compensatory movement of the shoulders while supporting on a pommel; the sportsman performs the combination of flop elements, E value - Closed body posture while performing the transversal circle on a handle Figure 8 - Exaggerating the left-right compensatory movement of the shoulders while performing the double circle on the pommels. - Closed body posture while performing the screw element Cech on the pommels, B value - Lack of the body twisting to the right from the basin, in the first part of the double circle on handles. Figure 9 - Exaggerated compensatory fore-back and left-right movement of the shoulders - Closed body posture while performing the SDA element, B value Figure 10 - Lack of circular movement while performing the Stockli element on one pommel, B value Figure 11 - Moving the balancing point outside the support while the sportsman performs the descend from the apparatus by the Rus 360 element, B value - Closed body posture - Lack of appropriate posture for performing this element IV. Conclusions The following conclusions were drawn from the research: Based on the scientific approach undertaken by the video monitoring of the training and the "Coach's EYE" capture programme the following elements have been monitored: - 282 training lessons 58 - 141 training lessons including exercises on the pommel horse apparatus - 105.75 training hours on the pommel horse during one year, which means 6354 minutes of training on this apparatus. - 44 weeks of training + 3 weeks of competitions = 47 weeks of training per year - 4 weeks of holidays per year - Each week included 3 training sessions for the pommel horse. Following these training sessions the sportsman ranked first at the National Championship for Juniors at the Pommel Horse routine in 2012. o It is known that Artistic Gymnastics is a monotonous sport, given the large number of repetitions along the entire duration of the training; here comes the very important role of the coach who should attract the sportsman so as to avoid monotony and to increase the attractiveness, by using this method as well as other means of assessment and self-appreciation. o I managed to become aware of certain inefficient movements and certain body postures which the sportsman would not have noticed otherwise; these were not beneficial for the performance of elements within the exercise. o The main problem related to the technique for performing the elements was the closed body posture at various moments of the circles performed on different sides of the Pommel Horse apparatus. o In addition the exaggerated circular or fore-back compensatory movement of the shoulders during the exercise at the Pommel Horse leads to the very rapid reduction of the sportsman's effort capacity, and the sportsman becomes unable to finalise his exercise. o The lack of optimum physical support, both general and specific, leads to a failure in observing the basic structure of the circle because of the impossibility to twist the basin to the right in the first part of the circle, regardless of the type of support or of the supporting place on the horse. o Last but not least I managed to contribute to achieving a certain elegance of the execution, by developing the aesthetic side using this method, by becoming aware of the moments when the apparatus is touched, by bending arms and legs, distancing legs by relaxing body segments and correcting these. o Following the research undertaken I believe that this method of monitoring and assessment, COACH's EYE, should be used by any specialist over the entire duration of the sportsmen's training, as both the sportsman and the coach have a lot to gain from this programme, by making the training more attractive and by correcting mistakes more efficiently. o In conclusion I think it is just a matter of time to achieve results of great value. References [1] [2] [3] Grigore, V. (2001). Artistic gymnastics. Fundamentals of sports training, edit. Signs. pp. 14-15. Corlaci, I. (2010). Methods Gimn sporting disciplines – Artistics gymnastics. Morosanu Publishing. Bucuresti. pp. 40. CuK, I.,& Karacsony, I. (1995). Pommel horse exercices – Methods, ideals, curiosities, history. Lublijana. p. 58. 59 The 9th International Scientific Conference eLearning and software for Education Bucharest, April 25-26, 2013 10.12753/2066-026X-13-224 THE EVALUATION OF THE SPORT TRAININGS EFFECT ON CHILDREN’S BALANCE USING AMTI NETFORCE CELL Dumitru Rares CIOCOI-POP, Iuliana BOROS-BALINT Faculty of Physical Education and Sport, “Babes-Bolyai” University, str Pandurilor nr7, Cluj-Napoca, Romania [email protected], [email protected] Ion Petre BAROBOS, Dan Mihai GHERŢOIU Faculty of Physical Education and Sport, “Babes-Bolyai” University, str Pandurilor nr7, Cluj-Napoca, Romania [email protected], [email protected] Abstract. Technology nowadays makes a huge impact on education in all its aspects. It can provide objective data in fields of study where subjectivity was a concern. In this respect we aim to demonstrate using technology that practicing sports on a daily basis have a positive influence on psycho motor development of children. Among the psychomotor components we choose to study balance. We used an Amti netforce cell to evaluate the balance of 1st grade pupils. This platform records the projection of the mass center of the tested subject on three axes. There are different stances used to evaluate balance. The experiment hypothesis is that the practice of sport like activities daily during the school week will improve the balance of children. In the experiment we consider two groups. A control group who performs physical activities normal for a 6 to 7 years old child and the experimental group who performs sport activities daily at least from Monday to Friday as a duty because they are enrolled in a sport program school. We need the control group in order to be able to identify the aging related psycho motor development. The duration of the experiment was one year. We evaluated both groups using Amti NetForce cell at the beginning and the end of this period. The collected data is statistically analyzed in order to see if there is a significant difference between the final and initial moment of the experiment and between the two groups. We expect to prove our experiment hypothesis so offering an objective proof of the positive influence of sports on the psycho motor development of children and implicitly of their education Keywords: technology, sport training, psycho motor development, balance I. INTRODUCTION The balance as a part of psychomotor skills controls in a big measure motor behavior and its manifestation. The significant differences of balance manifestations are normal and are a result of the modifications of the body structure considering dimensions and biomechanics in the context of anatomical evolution. Our study has its origin in the idea that technology with its means and methods can contribute in a significant manner in physical education and sport research. By this sort of approach we can eliminate any subjective interpretation not only of motor performances but also of the conditions that support them. The main idea in our research starts from the following statement: “the systematic practice of physical exercises as soon as possible has a positive effect on body balance”. In this respect in our experiment we studied the influence of sport on static balance, at child age. 60 Posture control is fundamental to the efficient performance of all activities of daily living and is a complex process that depends on the integration of vision, vestibular and peripheral sensations, commands of the central nervous system and neuromuscular responses, particularly muscle strength and reaction time [1,2,3,4]. Postural stability is defined as the ability to maintain and control the center of mass of the body within the support base in order to prevent falls and control desired movements [2, 4] II. METHOD Research subjects were 1st grade pupils divided into two groups: one group of children is the experimental group, from the Sport Program High School (LPS) and the other one is the control group, from the Elf School. Both schools are located in Cluj-Napoca. The average age is 6 and 1/2 years. Each group consisted of 10 subjects. The children in the first group have done sport trainings each day of the school week; the control group was involved only in physical education classes. The duration of the experiment was one year. The pretest was in October 2011 and the post test one year later in October 2012. During the research, in order to evaluate balance, we used Amti NetForce cell force plate. This platform can record the projection of the center of pressure on 3 axes, the displacement of the center of pressure and the total length of the center of pressure travel in the support plane defined by the x and y axes. In the experimental design we asked the subjects to stand on the force plate, feet side by side, for 30 seconds. We made two measurements: one with the eyes open and one with the eyes shut. Among the data provided by the force plate we choose to study and interpret the average displacement of the center of pressure and the total length of the center of pressure travel. Both indicators are measured in centimeters. To analyze data we used SPSS 20. III. RESULTS From the data analysis we can report no outliers in data, as assessed by inspection of a boxplot for values greater than 1.5 box-lengths from the edge of the box. Table1. Case Processing Summary School of origin Valid N Percent 10 100.0% 10 100.0% Cases Missing N Percent 0 0.0% 0 0.0% Total N Percent 10 100.0% 10 100.0% radial LPS displacement eyes Elf School open radial LPS 10 100.0% 0 0.0% 10 100.0% displacement eyes Elf School 10 100.0% 0 0.0% 10 100.0% shut total length eyes LPS 10 100.0% 0 0.0% 10 100.0% open Elf School 10 100.0% 0 0.0% 10 100.0% total length eyes LPS 10 100.0% 0 0.0% 10 100.0% shut Elf School 10 100.0% 0 0.0% 10 100.0% It can be observed that in both the experimental and the control group were 10 subjects all participating in the evaluation process and there were any missing cases. 61 Table2.Tests of Normality School of Kolmogorov-Smirnova origin Statistic df Sig. radial displacement LPS .146 10 .200* eyes open Elf School .140 10 .200* radial displacement LPS .156 10 .200* eyes shut Elf School .176 10 .200* total length eyes LPS .142 10 .200* open Elf School .136 10 .200* total length eyes LPS .190 10 .200* Elf School .168 10 .200* shut *. This is a lower bound of the true significance. a. Lilliefors Significance Correction Shapiro-Wilk Statistic df .953 10 .949 10 .954 10 .940 10 .943 10 .918 10 .957 10 .926 10 Sig. .700 .654 .717 .548 .586 .340 .752 .414 Variables considered: average radial displacement with the eyes open and shut and total length with the eyes open and shut for each school were normally distributed, as assessed by Shapiro-Wilk's test (p > .05). Table 3.Group Statistics School of origin radial displacement eyes open radial displacement eyes shut total length eyes open total length eyes shut LPS Elf School LPS Elf School LPS Elf School LPS Elf School N Mean 10 10 10 10 10 10 10 10 24.33850 27.23130 27.55670 36.32570 53481.69880 60498.50810 60978.16190 80563.99320 Std. Deviation 4.481866 5.980172 5.140289 9.303431 14254.435870 16145.157884 13710.748368 17463.871348 Std. Error Mean 1.417290 1.891096 1.625502 2.942003 4507.648411 5105.547210 4335.719327 5522.561022 The average radial displacement in the open eyes test was smaller to subjects from the Sport High School program (24.34 ± 4.5) than to subjects from the Elf School(27.23 ± 5.6). The average radial displacement in the shut eyes test was smaller to subjects from the Sport High School Program (27.55 ± 5.14) than to subjects from the Elf School (36.32 ± 9.3). The total length in the shut eyes test was smaller to subjects from the Sport High School program (53481.7± 14254.44) than to subjects from the Elf School(60498.51± 16145.16). The total length in the shut eyes test was smaller to subjects from the Sport High School program (60978.16± 13710.75) than to subjects from the Elf School(80563.99± 17463.87). 62 Table4. Independent Samples Test Case Levene's Test t-test for Equality of Means for Equality of Variances F Sig. t df Sig. Mean Std. 95% Confidence (2- Difference Error Interval of the Difference Difference tailed) radial displacemen t eyes open radial displacemen t eyes shut total length eyes open total length eyes shut .822 .377 1.361 .259 .435 .518 1.129 .302 1.22 4 2.60 9 1.03 0 2.79 0 18 .237 -2.89 2.36 Lower -7.85 Upper 2.07 18 .018 -8.76 3.36 -15.83 -1.70 18 .317 7016.80 6810.69 7291.92 18 .012 19585.8 3 7021.19 21325.5 3 34336.8 0 4834.85 There was homogeneity of variances for every variable tested, as assessed by Levene's Test for Equality of Variances (p = .822; p=1.361; p=.435; p=1.129). Average radial displacement score tested with the eyes open for the children from Sport Program High school score was -2.89 (95% CI, -7.86 to 2.07) smaller than for the children from Elf School. Average radial displacement score tested with the eyes shut for the children from Sport Program High school score was -8.77 (95% CI, -15.83 to -1.71) smaller than for the children from Elf School. Total length score tested with the eyes open for the children from Sport Program High school score 7016.81 (95% CI, -21325.54 to 7291.92) smaller than for the children from Elf School. Total length score tested with the eyes shut for the children from Sport Program High school score -19585.83 (95% CI, -34336.81 to -4834.85) smaller than for the children from Elf School. There was not a statistically significant difference in the mean Average radial displacement score tested with the eyes open between males and females, t(18) = -1.224, p = .237. There was a statistically significant difference in the Mean Average radial displacement score tested with the eyes shut between males and females, t(18) = -2.609, p = .018. There was not a statistically significant difference in the mean of the total length score tested with the eyes open between males and females, t(18) = -1.030, p = .317. There was a statistically significant difference in the mean of the total length score tested with the eyes open between males and females, t(18) = -2.790, p = .012. IV. DISCUSSION An independent-samples t-test was run to determine if there were differences in Average radial displacement values tested with the eyes open and shut and in the total length values tested with the eyes open and shut between 1st grade pupils from two schools. There were no outliers in the data, 63 as assessed by inspection of a boxplots. The values considered for each test were normally distributed, as assessed by Shapiro-Wilks test (p > .05), and there was homogeneity of variances, as assessed by Levene's Test for Equality of Variances (p = .822; p=1.361; p=.435; p=1.129). The average radial displacement of center of pressure was smaller in the case of children from Sport Program High School (24.34 ± 4.5) eyes open (27.55 ± 5.14) eyes shut compared to that of the children from Elf School (27.23 ± 5.6) eyes open, (36.32 ± 9.3) eyes shut; a statistical significant difference being just in the later case -8.77 (95% CI, -15.83 to -1.71), t(18) = -2.609, p = .018. The total length of the projection of the center of pressure was also smaller for the children from Sport Program High School (53481.7± 14254.44) eyes open/ (60978.16± 13710.75) eyes shut compared to that of the children from Elf School (60498.51± 16145.16) eyes open/ (80563.99± 17463.87) eyes shut. Also in this case, the statistical significance appears in the eyes shut scenario 19585.83 (95% CI, -34336.81 to -4834.85), t(18) = -2.790, p = .012 V. Conclusions From the statistical analysis we can conclude that physical activities done regularly improve the children’s balance. The average radial displacement of the center of pressure and the total length of the projection of center of pressure are smaller for the experimental group even though there is a difference between eyes open/ eyes shut scenario (only in the later case we have a significant difference). We think that was caused at least in part by the fact that the time for testing (30 seconds) was a bit long for the children of that age so they lost interest. This technology proves its efficiency and accuracy in the process of evaluating balance. Our study demonstrated the benefits of this system and also opened a path for future researches. This experiment proves that the use of technology is a valuable tool in the field of physical activities. Using technology we can objectify the evaluation process. References [1] [2] [3] [4] [5] [6] [7] [8] [9] [10] [11] [12] Ferdjallah, M., Harris, G.F., Smith, P., Wertsch, J. J. (2002). Analysis of postural control synergies during quiet standing healthy children and children with cerebral palsy. Clin Biomech, 17:203-210. Kazon, S., Grecco L. A. C., Pasini, H., Corrêa, J. C. F., Christovão, T. C. L., de Carvalho P. de T,C., and Oliveira C. S., (2012). Static balance and function in children with cerebral palsy submitted to neuromuscular block and neuromuscular electrical stimulation: Study protocol for prospective, randomized, controlled trial. BMC Pediatrics, 12:53 doi:10.1186/1471-2431-12-53. Rha D.W., Kim D.J., Park E.S., (2010). Effect of hinged ankle-foot orthoses on standing balance control in children with bilateral spastic cerebral palsy. Yonsei Med J, 51(5):746-752. Swanenburg J., De bruin E. D., Favero K., Uebellart D., Mulder T., (2008). The reliability of postural balance measures in single and dual tasking in elderly fallers and non-fallers. BMC Musculoskelet Disord, 9(1):162. Corbin C.B. ,1973. A Textbook of Motor Development. Dubuque, IA, Wm C Brown Group. Cumberworth, V. L., Patel N. N, Rogers W and Kenyon G. S. (2007). The maturation of balance in children. The Journal of Laryngology & Otology, 121, pp 449-454. doi:10.1017/S0022215106004051. Đurašković R., Kostić R., Pantelić S., Živković D., Uzunović S., T, Živković M. (2009). A comparative ananlysis of the anthropometric parameters of seven-year-old children. Facta Universitatis Series: Physical Education and Sport Vol. 7, No 1, pp. 79 – 90. Lacour M., Vidal P.P., Xerri C. (1983). Dynamic characteristics of vestibular and visual control of rapid postural adjustments. Adv Neurol 39:589-605 Milette, D. and. Rine, R. M. (1987). Head and Trunk Movement Responses in Healthy Children to Induced Versus Self-Induced Lateral Tilt. PHYS THER. , 67:1697-1702. Mitsiou M, Sidiropoulou M, Giagkazoglou P, Tsimaras V. (2010). Effect of trampoline-based intervention program in static balance of children with developmental coordination disorder .Br J Sports Med 2011;45:e1 doi:10.1136/bjsm.2010.081554.52. Nieto M. L., M. Alegre L. M., Laín S .A., Abián Vicén J. A., Casado L. M. and Jódar X. A. (2009). Does overweight affect the footprint and balance of school-aged children. Apunts Med Espor,. 45(165):8-15. Overstall P. (2003). The use of balance training in elderly people with falls. Rev Clin Gerontol, 13(2) :153-161. 64 [13] [14] [15] [16] [17] Rarick, G. L. (1975). Effects of Exercise on Children. http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValu e_0=ED107613&ERICExtSearch_SearchType_0=no&accno=ED107613. Paper presented at the Annual Meeting of the American Alliance for Health, Physical Education, and Recreation (Atlantic City, New Jersey, March 1975). Stejskal, L. (1979). Postural reflexes in man. Am J Phys Med 58:1-25. Venetsanou1, F., Kambas A. (2011). The effects of age and gender on balance skills in preschool children. Facta Universitatis Series: Physical Education and Sport Vol. 9, No 1, pp. 81 – 90. Wolff D. R., Rose J., Jones V. K., Bloch D. A, Oehlert J. W., Gamble J. G. (1998). Postural balance measurements for children and adolescents. Journal of Orthopaedic Research Volume 16, Issue 2, pages 271–275, March 1998. Article first published online: 18 FEB 2005 DOI: 10.1002/jor.1100160215. Winter D.A. (1995). Human balance and posture control during standing and walking. Gait Posture, 3: 193-214. 65 The 9th International Scientific Conference eLearning and software for Education Bucharest, April 25-26, 2013 10.12753/2066-026X-13-225 THE IMPROVEMENT OF TRIPLE JUMP TECHNIQUE USING E-TRAINING METHODS Marius STOICA University of Physical Education and Sport, V. Noica Street, Bucharest, Romania [email protected] Abstract: In the last years, the specialists in sport area are very interested by the biomechanic tests in athletics. In this paper we are presented the Ergosim device, wich is able to analyse the movements at the certain speed, from each angle, in every direction, with ideal amplitude. Through the content of this research issues we are trying to introduce the modern techniques used to increase efficiency of triple jumpers training by optimizing the training process. Ergosim can be approached at any time and is even indicated by the junior age, making a gradual transition from specific means for children and juniors to the means for senior, in the meaning of the harmonious development of muscle groups and of the lack pressure on the spine and joints, which are very much required in working with dumbbell. The exercises can be performed with great amplitude, depending on the strength and the speed of the athlet, laying the basis for improving technique with an optimal speed. Ensuring superior techniques can be achieved by practicing as an optimal model, strictly individualized on Ergosim. Thus, it can be develop a very good proprioceptive memory, which will result in a relaxed rhythm and an optimal ratio of jumping phases, with positive effects of performance at major competitions. Ergosim is assisted by computer, adjusting the speed of execution desired, number of repetitions and brake components. The program has capacity for analysis and synthesis, allowing active recording time, the active work, the mechanical work, the active power, the active speed, guided by computer required speed. Keywords: ergosim device, training, triple jump athletes, high performance I. INTRODUCTION The approach of such issues is required especially by the evolution on the international level, in the last years, of the triple jump sample, based on some valuable performances to The Youth and Seniors World Championships, IAAF World Championships and especially the silver medal won by Marian Oprea at The Olympic Games in Athens, 2004. In the men triple jump sample, the 18 meters barrier has been exceeded and there are currently over 20 jumpers in the world, with performances over 17 meters, of which two triple jump athletes are from our country. Regarding the female triple jump event, the sample is relatively new. The athletes passed the 15 meters threshold, Romania having six female jumpers which reaching values of over 14 meters. In the last years was found a growth of specialist’s interest in the biomechanical analysis direction regarding the athletic samples [1]. Biomechanical research of the technique tends to become one of the ways of approach of the performance improvement problem, in tight relation with those from biology and those from biochemistry effort [2]. 66 Scientific knowledge thus acquired with recording techniques help and biomechanical analysis give the possibility to generate information on techniques used, accessible both coaches and athletes. This way offer the possibility of technique adaptation to the optimal model, function on individual characteristics, personal style, leading to obtain the most valuable and possible result [3]. II. PURPOSE Through the research content we try to bring for information about modern aspects techniques, used in the aim of growing the preparation efficiency of the triple jumpers, through optimization of the preparation process. The originality and the novelty of this device is represented by its capacity to analyze movement parameters obtained at the desired speed, on an accelerating movement, achievable at all levels, in a variety of angles, with ideal amplitude without forced recovery effect, as in the traditional apparatus type spring, chain, ribbon, tourniquet. Ergosim device is assisted by computer, adjusting the speed of desired execution, number of repetitions and brake component [4]. The program has capacity for analysis and synthesis, allowing the possibility to record the Active time (At - ms), the Active work (Aw - cm), the Work done (Wd j), Active power (Ap - w) and Active speed (As - cm / s), realized function by the computer required speed (S - m / sec). The computer imagines each repetition of the above mentioned parameters, giving an objective analysis possibility. It can compares the demanded evolutions over a cycle of training, aiming the performance constancy at the specific speed and determining the optimal speed in which athletes can showcase at the highest level, accumulated psychophysical qualities. Thus, it can create an optimal model, viewed by the athlete, which is set to repeat until overlap. As a result of statistical analysis, it was determined that the speed of 5.5 m / s (the working speed of the Ergosim device and not by the athlete active speed which the athlete acts on it) is optimal to showcase the qualities of speed, strength and coordination, made with a perfect amplitude. Through comparison, it extracts the best achievement in this way from the computer memory and it creates an individual working model for each athlete [4]. In the technical samples, work by model increases the capacity of proprioceptive memory development, through positive stereotyping of the specific movements. In this way it creates the possibility to perform of global movements with a minimum consumption of energy, relaxed, with greater safety and efficiency, in terms of performance. All this are performed in the presence of the highest indices of moment: indices of strength, speed, complexity. Work on Ergosim device can be approached at any time and is even indicated in junior age, making a methodical and gradual transition from child and juniors III -specific means at the junior and senior -specific means, , in the sense of harmonious development of muscle groups and for total lack of pressure on the spine and joints while working with dumbbell. The exercises can be done with great amplitude, function of force and speed asked by the moment physical possibilities of the athlete, putting the foundation for improving technique in a regime of optimal speed [4]. III. OBJECTIVES We will compare the parameters: Mechanical Work and Power, resulting from the most valuable executions for each athlete, for each leg, using Ergosim simulator. One of the main goals of training is to determine the individually optimum ratio for the two parameters that lead to obtain a mechanical work and a power at high level. 67 IV. RESEARCH HYPOTHESES Each triple jumper has a maximum optimal speed, an active time with minimal execution, that influence achieving power and a maximum work done with perfect amplitude, as can be evidenced by Ergosim device help. V. CONDUCT OF RESEARCH We develop issues addressed to the two most valuable triple jump athletes, analyzing within six months the evolution of the two parameters: mechanical work and power. Thus, we perform a case study and we follow the developments according to the figures 1 to 8. VI. CASE STUDY We illustrate the most valuable performance of the Romanian triple jumpers I.P. (male) and A.G. (female). I.P. succeed to jump 17.04 m in triple jump and to obtain the title of European Youth Champion in Göteborg, with the European record at this level. During this period, he performed to Ergosim, (the speed of 5.5m /s), over 1200 W in Ap and over the Wd 400 J, values hard to be achieved. A.G. succeed the performance of 14.71 m, which represents European Youth record. She performed at Ergosim constant repetitions with Ap of over 759 W and Wd with over 250 J, in conditions of special amplitudes. Ergosim enables faster recovery from trauma, injury or some surgery which required immobilization. Thus, it cans achieve exercises with an adjustable constant braking which should lead gradually to control the movement and development of the area damaged and atrophied. The recovery time is three times faster than through known traditional means. Also, represents a special way of evidence in time of the parameters fulfilled at certain times, comparable with performance in other years, and the maximum capacity level of achieving execution at a time comparable with the performances achieved during that period. Figure 1: The evolution of Work done – Traction right leg 5.5m/s (I.P.) 68 Figure 2: The evolution of Work done – Traction left leg 5.5m/s (I.P.) Figure 3: The evolution of Power – Traction right leg 5.5m/s (I.P.) Figure 4: The evolution of Power – Traction left leg 5.5m/s (I.P.) 69 Figure 5: The evolution of Work done – Traction right leg 5.5m/s (A.G.) Figure 6: The evolution of Work done– Traction left leg 5.5m/s (A.G.) Figure 7: The evolution of Power – Traction right leg 5.5m/s (A.G.) 70 Figure 8: The evolution of Power – Traction left leg 5.5m/s (A.G.) VII. CONCLUSIONS The using of the Ergosim device in the performance athletes training, emphasizes that each athlete has a maximum optimal speed, a minimum active time, which influence getting a work done and maximum power in conditions of a perfect amplitude. Ensuring of a superior techniques can be achieved by practicing as a maximum optimal model strictly individualized on the Ergosim device, through the positive stereotyping of movements in triple jump sample, of the speed parameters, strength and especially of the amplitude of movement, which is capable the athlete at a given time. It can develop a very good proprioceptive memory, which will result in an easier and an optimum rhythm of jumping phases, with positive effects of performance in major competitions. The optimal ratio of the phases tends to has two broad lines: an optimal technique for exponents of the flat and balanced technique and one for exponents of the high technique. Addressing one or other of the techniques is performed by each athlete naturally, depending on somatic features. All triple jumpers try to jump with a maximum optimal speed, without affecting the complexity side, which would result in damage to technique and therefore poor performance. References [1] [2] [3] [4] I.A.A.F., (2005). Biomechanical research project. VIth World Championship in Athletics F.R.A., (1994), World Congres of athletics coaches. Paris. Hay, J.C., (2002). Biomechanics of the Triple Jump. In Journal of Sports Sciences, Vol. 10, Nr. 4. Department of Exercise Science, University of Iowa City. C.N.C.P.S., (2006). Biomechanical analysis of the triple jump sample. Bucharest. 71 The 9th International Scientific Conference eLearning and software for Education Bucharest, April 25-26, 2013 10.12753/2066-026X-13-226 EURHYTHMY – MANNER OF ARTISTIC EXPRESSION FOR PUPILS AND STUDENTS Alina Mihaela STOICA, Daniela ADUCOVSCHI University of Bucharest, M. Kogalniceanu Bvd 36-46, Bucharest, Romania [email protected], [email protected] Abstract: Generally speaking, eurhythmy can be defined as a harmonious combination of sounds, words, lines and proportions generating a compositional balance, which is very important for the artistic act. In the context of studying, with the purpose of reaching high interpretative and artistic competencies, eurhythmy is represented by: developing human body's expressivity, the capacity of expressing temporal and spatial dimensions, the harmonious bonding between movement, rhythm, sound and color; realizing the connection between the body and the soul. Eurhythmy is an art which express the language and sound through movements. Its first elements were first born in 1911-1912 with the help of Rudolf Steiner, founder of anthroposophy. There are other sciences that developed during the past few years as the science developed itself in: scenic, pedagogical and curative/remedial eurhythmy. Scenic eurhythmy artistically introduces each new concepts or new skills to be discovered and developed. Eurhythmy itself is an art: it uses the body as a visual representation along with the language, the music and the singing that create the atmosphere. It points out the music intervals and tones and the sound through a falling expressive movement of the arms, hands and body in a dynamic structure. The second side is the didactical one that is willing to strengthen the child according to Waldorf's techniques. During eurhythmy classes, the children make up stories or happenings through meaning full movements. As they grow up they acquire the ability of controlling their gestures and steps on specific rhythms and special moves. There is also a third domain developed from eurhythmy, which has its own concepts and figures that are used in treating different deficiencies. Keywords: eurhythmy, verse, music, movement, harmony, symbol I. INTRODUCTION The Greeks consider the word eurhythmy as important as harmony and simetry. The Romanian dictionary defines it as the harmonious combination of all the parts of an opera (sound, movements, lines), the regular function of a rhythmic organic activity, synthesis of dance and gymnastics combined together on melodies or lyrics. The founder of this means of expressing oneself is Rudolf Steiner (1861-1925), who was a scientist, an artist and an Austrian philosopher, the person who discovered the soul’s science (antroposophy). Eurhythmy is one form of moving beautifully, that completes Waldorf’s hard working methods of artistically interpretating each concept being it a skill or a specific move. Artistic eurhythmy was developed by Marie Steiner. Her instrument is the body, that expresses the music of the soul and in the same time the means to represent the artistic expression/movement/idea. Each vowel, consonant or modulation of each word, of the speech, each musical brake or strain has a specific movement revealed by one unique eurhythmic gesture. Poethical eurhythmy is ”visual language in space”. 72 Musical eurhythmy is ”memorable singing in time”. Language and melodies are two ways of revealing the human soul. According to this idea, eurhythmy is the reveletion of the human soul. Eurhythmy can be interpreted with or without music. It’s purpose is to follow the deep atmosphere of the poetry, without being specifically dependent to the musical rhythm just like dance is. We are pointing out the fact that eurhythmy shouldn’t be related to talent, but it could be seen as an artistic means with solid study grounds on discipline and method. The one that teaches eurhythmy reveals throuh movements the objective meanings of the words and the music and not its’ own subjective impressions. He concentrates on the fact of pointing out the creative ideas that were a source of inspiration for the one who made the music. Second perspective of eurhytthmy is the pedagogical one. During eurhythmy classes children make up stories or happenings through meaningfull movements. As they grow up, they manage to control their gestures and so they manage to express specific rhythms and sounds. Third domain of eurhythmy is the remedial one selfsustained study that manages with treating different deficiencies but that we are not interested in saying more about it in our study. II. PURPOSE In this paper, we aim at learning as fast and at the same time as correct the tonal music through the eurhythmic movements. Meanwhile, using the Audacity program in our study, we intend to interpret, based on musical elements, the specific skills of eurhythmy. III. HYPOTHESIS → Using Audacity software program in the lessons, it will be reduce the time for learning and consolidation of the eurhythmic specific skills. → Using specific movements of Eurhythmy, the groups of subjects will understand quickly and efficiently the musical tonalities. IV. MATERIALS AND METHODS 4.1 Research stages The study took place between January - June 2012. Work time: - Preschoolers: 30 minute/lesson, two times a week; - Students: 100 minute/lesson, once a week. The evaluation of the pupils and the students took place in the following locations: - Preschoolers: The Kindergarten No.193 – Bucharest; - Students: The Gym of the University of Bucharest. 4.2 The subjects The study was conducted on a sample of 28 preschoolers from the Kindergarten No.193 of Bucharest (group A) and a sample of 37 students from the University of Bucharest (group B). 73 4.3 The research methods Audio-visual study of the Audacity software program Study of the different songs The method of practicing The method of improvisation 4.4 Means used For musical eurhythmy we used different songs depending on the two age categories: - for preschoolers: songs with smooth and effortless to the listener; when listening to the piece being performed, one can easily hear the changes; we have chosen some traditional music for children such as ”Music box” preclasic and clasic plays. In order to work properly with children they have to be organized in a pairs, in a circle. In order to learn the eurhythmic movements children must reproduce the teacher’s movements. - for students: songs with the slow start, but when the tension suddenly changes the music goes faster, with a lot of rhytm changes. The movements have to be harder and harder so that they can easily express certain ideas and feelings, actions or scenes. In order to manage the body properly in order to express the certain moves, special techniques are very important and also conecting these with telling the story, the scene, sound and of course the acting part. Classes could be structured on two things: exercises proposed by the teacher and improvisations on themes chosen by students. Their purpose is for students to get familiar with various ways of expressing and developing their creativity. The phisical preparation should consist of basic gymnastic exercises, prophylactic and corrective ones in order to have the right posture, acrobatic and semiacrobatic, fitness with different devices and objects and also exrcises with a partner for a harmonious development. The technical preparation includes figures from artistical gymnastics, rhythmical ones, fitness and furthermore classical, contemporary, character and society dance figures. Specific preparation is made of mimicry, means of expressing oneself through gestures, atitude, pantomime and expressing dance. At the group A (preschooler group), are used simple elements of the specific training[2]: a. The ussage of poetical eurhythmy elements: - contraction and expansion exercises - using poetry and fragments from fairy tales where vowels and consonant expressions are creatively used. b. The ussage of musical eurhythmy: - pasing and rhythm exercises - alternation exercises with fast or slow rhythm - songs with harmonic quintet intervals - exercises of following the music rhythm c. Developing the capacity of space orientation: - practicing simple elements of shapes- straight line, round line, eights without intersection, spiral line circle) in order to shape up fairytale situations - coordination of arms movements with the music. At the group B (students group), the technical elements are richer with a higher degree of abstraction. We are applied to group B the Different curriculum – Artistic Field[1]: 74 OPERATION WITH EURHYTHMY TECHNIQUES IN BODY AND SOUL APPROACH Specific skills Contents Adequate combination of proportions - Delsarte technique (static, dynamics, related to movement-rhythm-color-sound semiotics) Identifying the difference between reflex - Laban technique (time, space, weight, gestures and learned ones intensity) - Practice elements of examining the moves from outside (in the mirror) and reconstructing the mental image. Operating with improvising techniques in - Practicing individual and general connecting the sound with the moves improvisation on requested themes by teachers or students as answers or questions Harmonizing personal identity with the - Playing role elements firstly on short group the student is part of phrases and then longer ones, combining harmonious proportions of rhythmic moves, sound and color EXPRESSION OF FEELINGS AND IDEAS THROUGH SPECIALISED ARTISTIC LANGUAGE Specific skills Contents Properly expressing the feelings through - specific moves for lyric and music phrases movements and sound Conecting personal feelings with meanings of - the human body- instrument to express sound the literary text rhythm Identifying the expressive connection between - practise elements to express gestures through the body, costume and character. costume Conecting the movements with the hidden and - pratise elements to establish conection the lucid/transparent/clear space between the human body and the scene V. STATISTICAL PROCESSING OF THE RESULTS For the study we used the Audacity software program, a digital audio editor and recording application, available for Windows, Mac OS X, Linux and other operating systems. Like any word processor, Audacity works much the same way: most operations are performed by selecting audio and then applying some operation. In Audacity, the selection involves a set of selected tracks, and then a range of time within those selected tracks. The free and open nature of Audacity has allowed it to become very popular in education, encouraging its developers to make the user interface easier for students and teachers.[6] We are interested in how Audacity can be used to teach children about waves and frequencies, rhytm and tones of the music. 75 - We present below two type of tracks used for each group: for group A: Fur Elise by Beethoven (figure 1); for group B: Storm by Vivaldi (figure 2). Figure 1: The representation of the music tones by Audacity program Fur Elise by Beethoven (group A) 2020 sec. 2 sec. For an easier understanding we present below a chart with underlining tones of the music (figure 3). So you can read this picture: at the high tones the arms movements are up and at the low tones the arms movement should be down. Figure 2: Musical tones underlined – Fur Elise by Beethoven (sec. 51-53) Figure 3: The representation of the music tones by Audacity program Storm by Vivaldi (group B) 76 20 sec 2 sec. VI. Conclusions Eurhythmic transposed, the melodies arising from the translation of tones or sounds into precise gestures. The gestures in the eurythmist's movement repertoire relate to the sounds and rhythms of speech, to the tones and rhythms of music. Once these fundamental repertoire elements are learned, the pupils and students can be composed into free artistic expressions. The eurythmist also cultivates a feeling for the qualities of straight lines and curves, the directions of movement in space (forward, backward, up, down, left, right), contraction and expansion, and color. References [1] ***Eurhythmy, Different curriculum – Artistic Field: the actor act. Approved by order of Minister no. 5006 / 14.10.2004. [2] *** Eurhythmy, School Curriculum for I - IV grade. Waldorf educational alternative. [3] Stoenescu, G. (1985). Eurythmy, artistic form of expression. Ed. Sport-Turism, Bucharest. [4] Poplawski, T. (1998). Eurythmy: Rhythm, Dance and Soul. Edinburgh: Floris Books. [5] www.euritmia.go.ro/prezentare [6] http://audacity.sourceforge.net 77 The 9th International Scientific Conference eLearning and software for Education Bucharest, April 25-26, 2013 10.12753/2066-026X-13-227 EDUCATIONAL PERSPECTIVES OPEN BY THE UTILIZATION OF POLAR S625X RUNNING COMPUTER TO TEST THE WATER POLO PLAYERS Gheorghe MARINESCU, Laurenţiu Daniel TICALĂ, Valeria BĂLAN National University of Physical Education and Sports, Bucharest [email protected], [email protected], [email protected] Victor Marian ZAMFIR, Claudiu Victor HORTOPAN Dimitrie Cantemir Christian University of Bucharest, Polytechnic University of Bucharest marian_adi_zamfir@yahoo, [email protected] Abstract: In the water polo game, acyclic movements are predominant and the effort metabolic characteristic is represented by the strength endurance with anaerobic penetrations. The effort specificity is given by the muscular and metabolic characteristics, but also by the tempo and pace characteristics. Our present study emphasizes the non-specific effort metabolic cost in junior III water polo players, by using some tests administered to 22 athletes competing in the National Championship. Hypothesis of the research: by knowing the higher aerobic capacity through the oxygen maximum consumption assessed on dry land, we can predict the expression capacity in the effort specific to water polo players. To validate our hypothesis, we used some methods, among which the test method, the graphical method and the statistical-mathematical method. The administered tests were the following: 1. The 5-minute Endurance Running, where the subject runs, at a constant speed, over a distance as long as possible within 5 minutes. 2. The MVA - EVAL Endurance Test, also called the 20-m Shuttle Test, where the subject runs at a progressively increased speed; while the test is performed, a special cassette indicates by beep sounds the running speed which is more and more increased, until the 20 levels are reached. The test is stopped when the subject fails to keep the imposed running pace, the difference between the sonorous signal and the distance to the marking cone being greater or equal to 2 meters, then we notice the reached level that indicates the speed value, which allows us to assess the VO2 max (ml/min/kg). In both of the tests, the heart rate monitoring was performed by means of the Polar S625X Running Computer and all the data were transferred to a personal computer, where they were processed and analyzed. Following the data analysis, the hypothesis was validated and we think that our research meets the interest of the Romanian Water Polo Federation. Keywords: Polar S625X Running Computer, effort/effort zones, VO2 max, maximum aerobic volume (MAV). I. CONCEPTUAL DELIMITATIONS RELATED TO THE RESEARCH The experiment, as a didactic learning method, derives from the research method with the same name and serves to the achievement of some pedagogic objectives. [1] In the water polo game, acyclic movements are predominant and the effort metabolic characteristic is represented by the strength endurance with anaerobic penetrations. [2] The effort specificity is given by the muscular and metabolic characteristics, but also by the tempo and pace characteristics. [3] 1.1 Hypothesis of the research By using the Polar S625X Running Computer in order to test the effort capacity through nonspecific means in water polo players, coaches can objectively evaluate their effort capacity level, as well as their metabolic cost during the effort. 78 1.2 Learning method The used learning method is represented by the practical demonstrative character of our experiment and as research methods we used the test method, the graphic method, the statisticalmathematical method with the statistical parameters of central tendency – arithmetical mean (X), the statistical parameters of dispersion – standard deviation (S), the coefficient of variability (Cv) and Pearson’s coefficient of correlation (r). [4] II. THE RESEARCH DESIGN 2.1 Subjects of the research The experiment submitted to testing the components of two water polo clubs of Bucharest, competing in the National Championship: one was ranked 1st (Steaua School Sports Club 3) and the other was ranked 2nd (Emil Racoviţă Sports College). We tested the athletes born in 1997, 11 from each team, who play in every match within their club teams. Tests were administered, for the players belonging to Emil Racoviţă Sports College, on 11.04.2012 (5-minute endurance running) and 25.04.2012 (MAV endurance test), at the Tineretului (Iolanda Balas Soter) stadium, and for the players belonging to Steaua School Sports Club 3, on 11.04.2012 (5-minute endurance running) and 27.04.2012 (MAV endurance test), at the stadium within the Izvorani Sports Complex. 2.2 Description of the used tests • • The 5-minute enduring running test consists of running at a constant speed, the subject having to cover a distance as long as possible. By the end of the 5-minute running, the covered distance is recorded; The MAV – EVAL endurance test, also called the 20-m shuttle test, consists of running at a progressively increased speed; during all the event duration, a special cassette indicates by beep sounds the running pace, which is more and more accelerated, until the 20 levels are reached. The test is interrupted when the subject fails to keep the imposed running pace, the difference between the sonorous signal and the distance to the marking cone being greater or equal to 2 meters; we notice the reached level indicating the speed value, which allows us to assess the relative VO2 max (ml/min/kg). [5] 2.3 Description of Polar S625X Running Computer (Fig 1.) Belt electrodes detect the heart rate. Connector transmits the heart rate signal to the wrist unit. Wrist unit displays on screen data related to the heart rate during the tests and records them. Shoe-attached sensor transmits the running speed and the covered distance to the wrist unit. Fig. 1. Component parts of Polar S625X Running Computer 79 Polar S625X Running Computer records the performed tests in the wrist unit and, by means of the Polar Precision Performance software, these data are uploaded to the computer, where they are analyzed and interpreted. In our case, we used the Basic Use (E0) mode, which is the simplest one to evaluate the effort intensity and the framing, from the metabolic standpoint, of the effort dynamics (effort zones). During the effort, the following information are displayed: heart rate and its mean during the test, stop-watch, clock, consumed calories, maximum heart rate percentage etc. The set activity level is high and is addressed to persons who regularly participate in sports activities at least three times a week. [6] 2.4 Presentation of the obtained results In table 1, we present the results obtained following the administration of the two non-specific tests (test I = 5-minute endurance running with the MAV value and test II = endurance test, levels, with the MAV value). Emil Racoviţă Sports Club Crt. no. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. Surname and name T.I. V.A. N.D. M.C. J.N. L.A. G.V. V.A. G.R. C.D. Z.I. Steaua School Sports Club 3 Test I m. MAV Km/h Test II Levels MAV Km/h 1140 850 1120 1200 980 1200 1000 1090 850 1200 1250 13.6 10.2 13.4 14.4 11.7 14.4 12 13.1 10.2 14.4 15 P 8 / 15 s P 5 / 15 s P 8 / 45 s P 7 / 15 s P 7 / 15 s P 7 / 15 s P 5 / 15 s P7 P 5 / 15 s P 9 / 15 s P 7 / 45 s 12.1 10.6 12.4 11.6 11.6 11.6 10.6 11.5 10.6 12.6 11.9 Surname and name M.C. I.R. S.T. B.P. C.M. B.A. D.C. T.P. B.A. C.G. B.L. Test I m. MAV Km/h Test II Levels MAV Km/h 1210 1175 1350 1000 1150 1300 1250 1150 1250 1000 1100 14.5 14.1 16.2 12 13.8 15.6 15 13.8 15 12 13.2 P 9 / 45 s P 8 / 30 s P 10 / 15 s P 7 / 30 s P 7 / 30 s P 10 P 9 / 45 s P8 P 8 / 45 s P7 P 8 / 30 s 12.9 12.3 13.1 11.8 11.8 13 12.9 12 12.4 11.5 12.3 Table 1. Results obtained after the two tests 2.5. Analysis and interpretation of the results In table 2, we analyze and interpret the results obtained in the two tests. Racoviţă Steaua DIF X 1080 1175 95 Racoviţă Steaua Test I Test II Test I meters MAV, Km/h Levels S CV X S CV X S CV 141.2 13.07% 12.9 1.69 13.1% P7 P 1 / 15s 17.85% 112.6 9.58% 14.1 1.35 9.57% P 8 / 30 s P1 11.76% 28.6 3.49% 1.2 0.34 3.53% P 1 / 30 s 15 s 6.9% Pearson’s coefficient of correlation between the two tests r = 0.778 r = 0.884 Test II MAV, Km/h X S CV 11.5 0.7 6.08% 12.3 0.55 4.47% 0.8 0.15 1.61% Table 2. Statistical processing of the obtained results Analysis and interpretation – test I (5-minute endurance running): The mean of the distance covered within the 5 minutes is X = 1080 m for the Racoviţă athletes and X = 1175 m for those from Steaua. The difference between the two means is X = 95 m in favor of the Steaua athletes. It results that the athletes belonging to Steaua Club covered a longer distance within the 5 minutes, as compared to those from Racoviţă. Standard deviation is S = ± 141.2 m for the Racoviţă athletes and S = ± 112.6 m for those from Steaua. The difference is S = ±28.6 m in favor of the Steaua athletes. The coefficient of variability is Cv = 13.07% for the Racoviţă group, which indicates that it has an average homogeneity, an average dispersion. The coefficient of variability is Cv = 9.58% for the Steaua group, which shows that it has a high homogeneity, a small dispersion. The difference is Cv = 3.49% in favor of those from Steaua, which indicates that the dispersion degree of the results obtained by the Steaua athletes is 80 smaller and the group is homogeneous, as compared to the Racovita athletes, who form a relatively homogeneous group (average homogeneity) with a greater dispersion of the obtained results. As to the mean of the maximum aerobic volume (MAV) expressed in test I, this is X = 12.9 km/h for the Racovita athletes and X = 14.1 km/h for the Steaua athletes. The difference is X = 1.2 km/h in favor of those from Steaua, which shows that their aerobic effort capacity is higher than that of the Racovita athletes. Analysis and interpretation – test II (MAV endurance test): The mean of the covered levels is P = 7 sec for the Racovita athletes and P = 8.30 sec for the Steaua athletes. The difference between the two means is P = 1.30 sec in favor of those from Steaua, which indicates that they covered more levels than those from Racovita. Standard deviation is S = ± 1.15 sec for the Racovita athletes and S = ± 1 sec for the Steaua athletes. The difference is S = ± 0.15 sec in favor of those from Steaua. The coefficient of variability is Cv = 17.85% for the Racovita group, which shows that it has an average homogeneity, an average dispersion. The coefficient of variability is Cv = 11.76% for the Steaua group, which indicates that it has an average homogeneity, an average dispersion. The difference is Cv = 6.9% in favor of those from Steaua, which reveals that the dispersion degree of the results obtained by the Steaua athletes is smaller and the group is more homogeneous as compared to those from Racovita, who form a relatively homogeneous group with a greater dispersion of the obtained results. As to the mean of the maximum aerobic volume (MAV) expressed in test II, this is X = 11.5 km/h for the Racovita athletes and X = 12.3 km/h for the Steaua athletes. The difference is X = 0.8 km/h in favor of those from Steaua, which shows that their aerobic effort capacity is higher than that of the Racovita athletes. In relation to the intensity of the association between the maximum aerobic volume (MAV) value obtained in tests I and II, r = 0.778 for the Racovita athletes; by comparing the value t = 3.72 with Fisher’s table at n - 2, we can establish that r is significant at the p = 0.01 threshold, the connection between these performances having less than 1% chances to be accidental. For the Steaua athletes, r = 0.884; by comparing the value t = 5.69 with Fisher’s table at n - 2, we can establish that r is significant at the p = 0.01 threshold, the connection between these performances having less than 1% chances to be accidental. Concerning the heart rate evolution during the two tests, we made the HR graphs (1 and 3), but also the HR percentile distribution (graphs 2 and 4). We obtained a multitude of graphs, but we shall present only a part of them. In test 1, the athlete G.V. (Emil Racoviţă Sports Club) starts with a HR value of 105 bpm, which constantly increases up to the value of 209 bpm, when the effort stops (graph 1). The HR percentile distribution highlights the following more important values registered during the test: HR between 180 and 190 bpm = 8.2%, between 190 and 200 bpm = 15.5% and between 200 and 210 bpm = 35.5%, the percents remaining up to 100% representing the warm-up and recovery sequences (graph 2). Graph 1. HR evolution in test I, for the athlete G.V. 81 Graph 2. HR percentile distribution in test I, for the athlete G.V. Graph 3. HR evolution in test II, for the athlete G.V. 82 Graph 4. HR percentile distribution in test II, for the athlete G.V. In test II, the athlete G.V. starts with a HR value of 102 bpm, which constantly increases up to the value of 219 bpm, when the effort stops (graph 3). The HR percentile distribution emphasizes the following more important values registered during the test: HR between 180 and 190 bpm = 6.6%, between 190 and 200 bpm = 8.1%, between 200 and 210 bpm = 19.1% and between 210 and 220 bpm = 27.2%, the percents remaining up to 100% representing the warm-up and recovery sequences (graph 4). II.6 Discussions: The educational perspectives open by the utilization of Polar S625X Running Computer lead to an objective knowledge of the effort energetic expenditure, to the understanding of its dynamics represented by the motor and functional densities. The acquired knowledge, competences and abilities will result in an improvement of the instructive-educative process specific to both physical education and training lessons. III. • • • • • • CONCLUSIONS By using the Polar S625X Running Computer for the water polo players’ testing, coaches are provided the following information: metabolic cost, effort distribution on zones, effort dynamics management, covered distances etc., which leads to an objective evaluation of the effort capacity level – our research hypothesis is validated; The results obtained in the effort capacity tests performed by using non-specific means show that, in the tested athletes from the Steaua club, the aerobic effort capacity is higher than that of the Racoviţă athletes; this higher effort capacity is also reflected by a higher performance in the water. This finding shows us that by testing the higher aerobic effort capacity on dry land (MAV), we can collect information on sports performance in the water environment; The MAV endurance test requires the athletes to reach their HR maximum potential; In 99% out of the cases, the MAV value expressed in test I is higher than that expressed in test II; The lower the heart rate and the longer the intense effort duration, the greater the effort capacity, due to the economy of effort, to the functional harmony etc.; The advantages of monitoring the athletes’ body metabolic response to the effort within the two tests were presented at the refresher course for water polo coaches organized by the Romanian Water Polo Federation in September 2012. References [1] [2] [3] [4] [5] [6] Cerghit, I. (1997). Metode de învăţământ, ediţia III-a, Ed. Didactică şi Pedagogică R. A., Bucureşti. Marinescu, Gh.; Frăţilă, C.; Bălan, V. (2004), Polo pe apă, Ed. Bren, Bucureşti. Marinescu, Gh. (2003). Nataţie efort şi antrenament, Ed. Bren, Bucureşti. Niculescu, M. (2002). Metodologia cercetării ştiinţifice în EFS, Ed. ANEFS, Bucureşti. Cordun, M. (2011). Bioenergetică şi Ergometrie în Sport, Ed. CD PRESS, Bucureşti. www.polar.com/Polar_S625X_user_manual_English.pdf. 83 The 9th International Scientific Conference eLearning and software for Education Bucharest, April 25-26, 2013 10.12753/2066-026X-13-228 COMPUTERIZED ELECTRONIC BAROPODOMETRY– A MODALITY TO EVALUATE THE SPINAL COLUMN DYSFUNCTIONS IN PERFORMANCE ATHLETES Sabina MACOVEI, Leonard ACASANDREI, Mariana MEZEI National University of Physical Education and Sports, Bucharest, C-tin Noica Street, 140 [email protected], [email protected], [email protected] Abstract: Introduction Computerized baropodometry represents a technique specialized in the analysis of the distribution and measurement of plantar pressure exerted by different somatic structures, through an electronic recording platform. Determinant for the foot mechanics study, it provides objective data related to the body center of gravity distribution and, implicitly, to the possible dysfunctions at the spinal column level. Purpose Relying on some case studies, the present paper aims at using the electronic baropodometry, as an efficient modality to objectify the vertebral column dysfunctions in performance female gymnasts, by considering their high incidence in this sports branch, with negative effects on the quality of life. Content In our study, we used the FootscanSystem device (developed by the Belgian Company “RSscan International”) based on the Footscan Software 7.97 Gait 2nd Generation, to determine the plantar pressure distributions in the bipodal static situation and during the gait support phase. We conducted our research at “Dr. Nicolae Robănescu” National Medical Center for Children’s Rehabilitation of Bucharest and our subjects were the female gymnasts from the Sports Club of UNEFS Bucharest. Conclusion Electronic baropodometry represents a unique and accurate evaluation tool that can be used to identify the forefoot or the rear-foot plantar pressure distribution, the maximum pressure points, the forefoot deviation tendency in supination or pronation, the way in which the center of gravity is distributed on each foot, as well as the association of some pathologies, such as the spinal column dysfunctions or imbalances at the pelvis level. Key-words: computerized baropodometry, performance sports, spinal column. I. INTRODUCTION Nowadays, the utilization of new technologies has a major importance to the study of movement in normal subjects, but also in those suffering from diverse pathologiesor traumas, by determining thus certain modifications at the motor capacity level. One of these specialized techniques is computerized baropodometry, which allows us to analyze the distribution and measurement of plantar pressure exerted by different somatic structures, through an electronic recording platform. The term “baropodometry” originates from the Greek words: BAROS= weight, pressure, PODOS= foot and METRON=measure. Etymologically, electronic baropodometry means “foot pressure measurement” [1]. Researches in the electronic baropodometry domain have started in 1978, with the investigations conducted by Prof. Rabishong from the University of Montpellier, being subsequently continued and completed by the Italian researcher Piero Galazzo. This one investigated, in 1986, the computerized system application to the study of foot pressures and loading in the static and dynamic positions. The method has much progressed during the last 25 years, due to a continuous investigation process and to the considerable improvement of the pressure software programs and platforms, mainly created in Italy, but also in other European countries[2]. 84 This method advantages reside in the fact that it is non-invasive, repeatable, accurate and quantifiable, it allows the gait kinetic analysis and it can also be completed by kinematic (video) methods, for a more comprehensive analysis. The static and dynamic podogram study provides data about the foot mechanics, which facilitate the identification of the normality or abnormality aspects concerning the forefoot or the rearfoot plantar pressure distribution, the maximum pressure points, the forefoot deviation tendency in supination or pronation, the way in which the gravity center is distributed on each foot, as well as the association of some pathologies, such as the spinal column dysfunctions, imbalances at the pelvis level, asymmetries at the lower limb level or a certain local pathology that determines that much load is exerted on a lower limb[3]. Our interest in the electronic baropodometry study is related to the fact that performance athletes suffer from imbalances at the spinal column level, because of the efforts specific to each sports discipline. Practical reality relies on the data provided by the specialty literature in physical education, sports and kinesitherapy domains, which present the impact of different types of effort on the spinal column[4], [5[, [6]. Some studies tried to make a classification of sports discipline according to the effort impact on the spinal column[7], [8]. In this sense, 5 groups were delimited and within them the different sports disciplines were distributed as follows: sports with a negative impact on the spinal column, sports with a possible negative impact on the spinal column, sports with a neutral impact on the spinal column, sports with a positive impact on the spinal column and sports with a high degree of risk on the spinal column[9]. Within the categories “sports with a negative impact” and “sports with a high degree of risk”, one of the nominated sports branches is gymnastics, with all its component disciplines, an aspect that has determined us to use, as subjects of our study, female athletes performing rhythmic and aerobic gymnastics. In gymnastics, imbalances at the spinal column level are multiple and greatly affect the athletes’ quality of life. In the specialty literature from our country, consistent studies on this topic are missing. Dr. Avramoff (1982)[10]makes some references in “Medical sports issues in gymnastics”, where he asserts that 60% out of the investigated female gymnasts reported problems related to the locomotor apparatus. In the international specialty literature, we can notice the study made by a former performance female athlete, Susana Mendizabal (2000)[11],who classified the injuries and the painful zones that affect the rhythmic gymnasts, members of the Spanish national squad, thus: 90.5% out of the investigated gymnasts suffered from lumbar injuries and pains, 86.5% suffered from painful contractures and 79.5% suffered from sprains. For the female athletes practicing performance aerobic gymnastics, authors such as [12] conducted a study and found out that, according to the affected corporal segment, the first place comes to the wrist zone, with 35 injuries, followed by the thigh muscles, with 25 injuries, and the lumbar zone, with 18 injuries. II. OBJECTIVES OF THE STUDY Relying on some case studies, the present paper aimed at using the electronic baropodometry, as an efficient modality to objectify the spinal column dysfunctions in performance female gymnasts. We also aimed at investigating how the data and graphs provided by the Footscan software can help us evaluate some dysfunctions, such as lumbar scoliosis and lordosis, in order to draw up some rehabilitation strategies. III. MATERIAL AND METHOD In order to clarify the approached topic, we selected the methods we thought to be appropriate to the used software and subjects, performance athletes with strong individualities, but also with problems at the spinal column level [13]. The research methods used by us were: 85 • theoretical documentation method, through which we could delimit reference works, in order to clarify the opportunity of approaching the chosen topic; • case study method and comparative analysis method, in order to discern the differential aspects provided by baropodometry, depending on the imbalance at the spinal column level; • graphical representation method, based on the concrete data provided by the Footscan software, which will be subsequently presented. In our study, we used the FootscanSystem baropodometer, patented by the Belgian Company “RSscan International” and based on the Footscan Software 7.97 Gait 2nd Generation, in order to determine the plantar pressure distributions in the bipodal static position and during the gait support phase. Baropodometer is a sensor-integrated electronic platform that transmits electronic information to a computerized system. The system measures the plantar pressure reaction at the contact with the electronic platform, with the subject in a static position and while stepping (fig. 1 a & b). A baropodometric examination involves numerous parameters that should be interpreted by a professional who knows the podalic and corporal biomechanics, which allows him to accurately evaluate the general behavior of the examined individual’s postural tonic system. b. a. Figure 1.Baropodometric platform – a. static podogram, b. gait support phase FootscanSystem baropodometer provides graphically displayed data about the static podogram and the gait support phase dynamic estimation. Static podogram is achieved with the subject in bipodal support on the electronic platform, while the computer monitor displays the image of his plantar pressure prints. At the static podogram analysis, we can notice the following characteristics: a. The pressure zones on each foot are highlighted in different colors: - Red for the maximum pressure zone - Yellow for the submaximal pressure zone - Green for the mean pressure zone - Blue for the minimum pressure peripheral zone b. The pressure centers of both of the lower limbs and the gravity center projection on the support polygon c. The corporal barycenter d. The gravity center alterations to the right or to the left, forward or backward e. The forefoot - rear-foot relation, the load on each foot At the gait support phase dynamic estimation, the baropodometer software analyzes: foot balance, forefoot balance, forefoot medial balance, heel rotation, hallux stiffness and metatarsal loading. At the gait analysis, we can notice the following characteristics: a. The dynamic print is globally displayed, which allows us to watch the gait progression in each foot, by obtaining force resultants, in order to analyze the foot behavior while moving and the plantar pressure while stepping, but also the pressure distribution and the foot axis at each step. b. The support succession on both feet while stepping, with the gravity center representation during the gait support sub-phases. c. The pressure center line directional axis (it can indicate instability, talalgia, a kyphotic, scoliotic or lordotic gait). 3 86 d. A pronated or supinated rear-foot. e. It allows us to detect the lower limb asymmetries due to structural or load-related alterations. Finally, the software also provides a global analysis of all the data (fig. 5). The research was conducted on 22.02.2012,at“Dr. Nicolae Robănescu” National Medical Center for Children’s Neuro-Psycho-Motor Rehabilitation of Bucharest, and its subjects were 8 female gymnasts from the Sports Club of UNEFS Bucharest (table 1). Table 1.Subjects’ nominal data necessary to the baropodogram Surname and Age Weight Height Shoe size name 14years old 30 kg 140 cm 35 Athlete 1 – TC 17 years old 56 kg 168 cm 38 Athlete 2 – AS 14 years old 49 kg 166 cm 39 Athlete 3 – IS 15 years old 38 kg 156 cm 36 Athlete 4 – FR 14 years old 48 kg 155 cm 37 Athlete 5 – ID 18 years old 54 kg 168 cm 37 Athlete 6 – CI 17 years old 55 kg 165 cm 36 Athlete 7 – BA 17 years old 48 kg 150 cm 36 Athlete 8 – DD Spinal column disorder scoliosis lumbar lordosis lumbar lordosis scoliosis dorsal kyphosis scoliosis kypholordosis scoliosis IV. RESULTS AND DISCUSSIONS In order to exemplify the study results, we shall make a comparative analysis on two types of imbalances, a scoliosis case (the female athlete uses an orthopedic corset) and a lumbar lordosis case. We shall discuss about the graph evolution for the static podogram, the foot balance and the global analysis. A. Athlete 1 (TC)– Scoliosis B. Athlete 2(AS)– Lumbar lordosis Right footLeft foot Right footLeft foot Figure2.Static podogram The static podogram analysis for the athlete with an “S-shaped” scoliosis (fig. 2 A) shows a greater pressure of the left foot (left forefoot 29% and left rear-foot 27%), as compared to the right foot (right forefoot 25% and right rear-foot 20%). Our interpretation is that the dorsal spine frontal deviation is to the right and that of the lumbar spine is to the left, which determines the left foot to exert on the ground a greater pressure than the right foot. The static podogram analysis for the athlete with a lumbar lordosis (fig. 2 B) shows a greater pressure exerted by the right foot (right forefoot 26% and right rear-foot 25%), as compared to the left foot (left forefoot 25% and left rear-foot 24%). We can notice that, in the lumbar lordosis case, the plantar pressure distributed on the 4 podogram sections is rather balanced and the athletes’ center of gravity is slightly forward. In figure3, we present the foot balance graphs, by making a comparison between the two athletes. Each person has a gait pattern that is closer or less close to the normality pattern. The software provides an ideal pattern type represented by the thick curve. From the analysis of the two imbalances, we can discern the differences between them. 87 Athlete 1 (TC) –Scoliosis The foot balance graph analysis shows us that the pressure centerline directional axis of the right foot has, at the contact with heel, a greater pronation amplitude, as compared to the left foot. Athlete 2 (AS) – Lumbar lordosis The foot balance graph analysis shows us that the pressure centerline directional axis of both feet is normal in the phase of contact with the heel. In the middle of the position and in the propulsion phase, the left foot has a greater pronation amplitude, as compared to the right foot. Figure3.Foot balance analysis Global analysisis interpreted in figure4. Athlete 1 (TC) – Scoliosis At the comparative analysis between the static podogram and gait, we can notice an imbalance (respectively 36-33) between the plantar pressure of the left foot (36), that presses more on the support surface, as compared to the right foot (33). Right foot Left foot Athlete 2 (AS) – Lumbar lordosis At the comparative analysis between the static podogram and gait, we can notice a slight imbalance(respectively 37-36)between the plantar pressure of the right foot(37), that presses more on the support surface, as compared to the left foot (36).The center of gravity is slightly forward. Right foot Left foot Figure 4. Static podogram global analysis and gait analysis 5 88 V. CONCLUSIONS • • • Electronic baropodometry represents a unique and accurate evaluation tool that can be used to identify the forefoot or the rear-foot plantar pressure distribution, the maximum pressure points, the forefoot deviation tendency in supination or pronation, the way in which the gravity center is distributed on each foot, as well as the association of some pathologies, such as the spinal column dysfunctions or imbalances at the pelvis level. We think that electronic baropodometry is an efficient tool enabling us to monitor the evolution of each dysfunction or imbalance at the spinal column or the pelvis level, which could provide well-objectified individual profiles. The electronic baropodometry utilization in performance athletes will allow us to have a preventive intervention and it can also be used as a modality to predict some sports activity-related injuries. References [1] [2] [3] [4] [5] [6] [7] [8] [9] [10] [11] [12] [13] Martinez, A. P. (2005). Anomalías baropodometricas en jugadores de baloncesto de elite. Archivos de medicina del deporte, Volumen XXII, Numero 107, pp. 177-185. Padilla, A. H. (2006). Uso de la baropodometria. Revista Medigraphic Artemisa, Volumen 2, Numero 4, Octubre-Deciembre, pp. 256-261. Rodriguez Fernandez, R. (2009). Baropodometría Electrónica. Revista de investigación, tecnica y educativa, Nr. 9, ISSN: 1989-354X, Deposito Legal: SE 545-2009. Liebenson, C. (2002). Manual de rehabilitación de la columna vertebral. Editura Paidotribo, Barcelona: pp. 438-439. Liemohn, W. (2005). Prescripción de ejercicios para la espalda. Editorial Paidotribo, Barcelona: pp. 6789. Pretince, W. (2001). Técnicas de rehabilitación en la medicina deportiva. Editorial Paidotribo, Barcelona: pp. 301-326. Balius Juli, R., Balius Matas, R., Balius Matas, X., 1987,Columna vertebral y deporte. Apunts. Vol XXIV: pp. 223-229. Martin Recio, F.J. (2009). La postura corporal y sus patologías, prevención y tratamiento de la educación fisica, Revista Innovación y experiencias educativas, agosto, No. 21, pp.11-12. Macovei, S.; Acasandrei, L.; Popescu, L. (2012). Theoretical and methodical considerations regarding the spine imbalances in different sports disciplines. Work presented in The XIIth International scientific conference, Perspectives in physical education and sport, 19 May 2012, Constanţa. Avramoff, E. (1982). Probleme medico-sportive în gimnastică. Ed. Sport Turism, Bucureşti, pp. 129-130. Mendizabal, S. (2000). Patología en gimnastas de rítmica de alto rendimiento, retiradas. Tesis doctoral, Madrid, p. 219. Navarro, N. E. (2002). Lesiones deportivas en el aeróbic de competición, Revista Apunts: Medicina de l’esport, Numero 139, pp. 31-37. Epuran, M. (2005). Metodologia cercetării activiţătilor corporale. Ediţia a II-a, Editura Fest, Bucureşti, pp. 395-396. 89 The 9th International Scientific Conference eLearning and software for Education Bucharest, April 25-26, 2013 10.12753/2066-026X-13-229 INDISPENSIBLE PORTABLE TECHNOLOGY IN ADAPTED SWIMMING AND THE PROGRESS OF CHILREN WITH DISABILITIES Bianca CHERA-FERRARIO, Constantin PEHOIU University “Valahia” of Targoviste, Dep EFS, str. Locotenent Stancu Ion, Targoviste, Romania [email protected], Abstract: Introduction In modern society and modern age the presence of mobile technology is everywhere around us. The main and most important aspect is the speed of online communication that we achieve with our peers, which generates a lower economic effort as well as efficiency and speed in sporting activities. The transfer of information through the use of mobile technology leads to less energy consumption, especially in the retrieval and rapid processing of information received. Mobile technology in sport is extremely different: the internet, mobile phones, camcorders, cameras, pulseoximeters, video software and IT equipment. Premise To observe what mobile technology is available to us, how much we can use it in adapted swimming. Results obtained through the use of modern technology: 1. Digital information of certain physiological parameters 2. Photographic information 3. Video information on http://www.facebook.com/pages/EUPOT-Targoviste-Romania. Activity analysis: www.kinovea.org Conclusion: Modern society has provided us with a host of modern technology, extremely advantageous for the efficiency of sport training. The great advantage of this technology is that we can use mobile technology at any time during the training, even right in the middle of certain activities and even in water, because of the independence of mobile technology. We mention that full advantage is taken of the facilities that the mobile technology offered us, because they act as extra sets of eyes present during the trainings, offering details that you can not always see. Keywords: mobile technology, motor skills, disabilities I. Introduction In modern society portable technology is everywhere around us. We are surrounded by advanced technology which has sped up our way of thinking, moving and daily living. The presence of portable technology greatly benefits the evolution of people, in their thoughts and mentality. The digitalization of cameras and camcorders is one of the latest innovations in the processing of images, offering the huge advantage of using electronic computers to store, playback and process information, through ingenious software programs. [1, pg 328] The electronic computer, like the rest of portable technology, is a quick replacement for mental operations, a loyal substitute and having a large memory capacity. It’s an indispensible research tool, for the most diverse range for activities including adapted swimming. [1, pg.306] Swimming is an aquatic activity that has been around since before the time of Christ. Hippocrates used contrast baths (hot and cold water) in the treatment of certain afflictions. The use of swimming techniques in children with disabilities is an extremely beneficial activity, which first appeared in countries with predominance toward sport. The water and specific swimming exercises lead to the development of mental and motor skills in all of the children, having a larger impact than exercises performed on land. [2] Psycho-motility is a complex which conjugates motility and mental forces in achieving physical exercise, involving perceptual, sensorial and intellectual functions of each person. Application of exercise leads to organization and coordination of general motility, along with the 90 physical development, the accumulation of individual motor experiences, along with language and intelligence development. [3] The disabilities refer to the social disadvantage, to the loss or limitations of a person’s chances to participate to the community life of the same level with its other members. [4] Included in the category of handicapped children are those with Down Syndrome, autism, children with paresis or hemiparesis. Down Syndrome in not a disease, but rather a genetic condition resulting from an extra copy of chromosome 21, also called Trisomy 21. It has been documented that children with Down Syndrome develop less motor skill abilities than those with mental handicaps. [5] Autism is a complex condition, appearing in the first 3 years of life. It is caused by a neurological dysfunction, which impairs social interaction and communication. Children who suffer from autism have difficulties with verbal and non-verbal communication, social interaction and relaxation activities. [6] Hemiparesis is weakness on one side of the body, caused by damage to the central motor neuron. [7] Mobile technology helps children lesson to learn by promoting and enhancing their work on the chosen directions and this may have positive effects upon their motivation and degree of involvement in the activity. [8] The main and most important aspect is the speed of online communication which we can achieve with our peers, economizing effort and increasing the efficiency and rapidity of sport activities. The transfer of information, training procedures and evaluation results through the use of portable technology leads not only to a lesser consumption of energy but also the quick retrieval and interpretation of the information obtained. Currently, the efficiency of the activities with disabled children depends largely on portable technology, due to the fact that their mobility is greatly reduced and it would be very difficult to bring them to a medical clinic for tests and evaluations. So by bringing the technology to the children we can observe and coordinate better. II. PREMISE If we look around us, at the modern technology developed every day, we can see exactly what we can use and how much it can be used in adapted swimming lessons with disabled children. III. PORTABLE TECHNOLOGY USED AND ITS PURPOSE Portable technology in sport is extremely different: Computer: an electronic calculation system which forms the basis of scientific research, having a practical pedagogical purpose, the use of which stems from the needs of the teacher/coach for accuracy in measurements or tests performed as part of continuous assessment. [1, pg.306] Internet: this is a global system of information transfer through a network computer connection. Through this system the act of communication between people has been simplified, both on a local scale and a planetary one. Our sport activities are promoted using the internet network, being a rapid and economic system of communication between the members of the group. http://ro.wikipedia.org/wiki/Internet/21.03.2012 Mobile telephone: a portable wireless device used in distance communication. Technological evolution has led to the creation of extremely intelligent phones, which can revolutionize sports training. http://ro.wikipedia.org/wiki/Telefon_mobil/21.03.2012 The use of mobile phones and communication via the internet assures speedy communication between the members of the group and saves an incredible amount of time when having to notify many different parties. Camcorder: a digital apparatus used to record the entire sport activity, from the moment of entry into the water until leaving the pool; the advantage of a camcorder is that it can be used to record the entire team’s work as a collective or just the progress of a single child. It records the physical 91 movements being performed but also the behavioral manifestations of the child which can later be studied in greater detail. Photo camera: a digital apparatus which takes still images, immortalizing different moments of the activites: cameras with the ability to take multiple frames per second allow us to study in minute detail the movement or action followed, observing any difficulties or the positive aspects. Photo cameras, just like camcorders, have memory, with the ability to transfer the images into a memory card or a computer where they are then processed in different formats. [1, pg. 329] As well as this, the best photographs are posted on the official site, enabling the coach to promote the activities while also giving the children a reason to celebrate when they find themselves on the internet. 20 years ago, coaches didn’t have the technological or financial possibility to avail of these modern pieces of equipment which have improved the trainings so much, and neither did they have the option of promoting the activities in such a vast form as the internet. Pulse-oximeter: a digital apparatus which records and stores heart rates and oxygen saturation levels in the blood, at any moment of the training. The major advantage of this technology is its ability to be placed anywhere, even in the water with an instructor, being able to evaluate the readings immediately after the child finishes his stroke. The advantage of this technology is that it records parameters of effort at the training location, even in the pool. The apparatus stores the data collected in its memory which is then downloaded into a computer, organized and analyzed by the team of coaches. [9] IV. ACTIVITIES BASED ON MODERN TECHNOLOGY The activities were spread out over the course of whole weeks. Training was held once a week, 1-2 hours, for 4 months. The participating volunteers were students from the Department of Physical Education and Sport from “Valahia” University of Targoviste, as well as different collateral individuals (friends, relatives), all of whom participated voluntarily in the activities held at the pool. 1. Tuesday: notification via mobile phone, text messages and email. Notifying the parents and guardians of the training and schedule. This was done every week. Notifying the volunteers of the forthcoming activities on Wednesday and Thursday. 2. Wednesday: meeting with the volunteers and presentation of the following lesson’s schedule. Reviewing the most important photographs from the previous lesson Reviewing the most important films from the previous lesson or from other lessons Digitally presenting the program with the exercises, number of repetitions, mistakes and correction of the children’s movements. Discussions based on the videos and photographs. 3. Thursday: training - Over the course of the adapted swimming training with disabled children the technology was used as follows: - The training was filmed - Photographs were taken at different points in the training - Periodical and spontaneous evaluations of the children with the pulse oximeter at different points in the training (before or after intense effort) After concluding the training the material was downloaded in a digital format onto the team’s computer and the most representative moments were posted on the organization’s website. 4. Friday: analysis of the photographs and films obtained, being able to observe the children in different moments of the training and analyze much more easily the work of the entire team. Having the video and photographic material and spontaneous and periodical pulse oximeter readings at our disposal, the team of coaches could grade and prepare the following training sessions, being better informed and documented compared to when the trainings took place without modern technology. 5. Saturday and Sunday: study of the feedback from visitors on the site and online discussions 92 Traditional adapted swimming lesson Adapted swimming - the usual course of events without the help of modern technology Holding these activities involves a series of collateral steps, namely: 1. Tuesday: announcement a. Notifying the volunteers present at classes, by word of mouth, of the activities to follow on Wednesday and Thursday. b. Notifying the parents can be done by way of a notice on the school’s bulletin board. 2. Wednesday: meeting with the volunteers: discussions regarding the forthcoming activities. 3. Presentation of a training plan, including exercises, number of repetitions, means to be used, proposals 4. Thursday: the training takes place: the children take part in adapted swimming, with the exercises having been predetermined and modified to the various disorders present. Different moments of importance and volunteer observations are noted down on paper. 5. Friday: mental analysis of the lesson held and scheduling of the next lesson V. Results obtained through the use of modern technology: 5.1. Digital representation of physiological parameters. INITIAL TESTING Subject’ s initials 1 2 3 4 5 6 7 8 9 10 11 12 13 14 LC BG DP EU DA DS AM D DT IT GL BI MP CC DC Rest Effort November 2012 Puls Oxyge e n 60 84 92 97 98 79 97 98 80 98 90 96 114 99 100 96 NO NO 90 95 95 96 60 84 92 97 98 79 Pulse Oxyge n 108 99 117 95 116 99 111 99 110 96 140 99 91 99 93 99 NO NO 114 97 119 89 108 99 117 95 116 99 Table nr.1 Subject’ s initials 1 2 3 4 5 6 7 LC BG DP EU DA DS AM D FINAL TESTING Rest Effort November 2012 Puls Oxyge e n 99 99 88 95 94 98 90 95 114 96 125 99 75 90 93 Pulse Oxyge n 155 90 159 62 67 96 125 95 113 99 145 94 80 92 8 9 10 11 12 13 14 DT IT GL BI MP CC DC 103 NU 98 66 120 97 77 96 NU 99 76 97 90 98 90 NU 98 75 112 153 122 88 NU 83 80 98 96 99 Table nr.2 Over the course of the training, different tests can be carried out to measure physiological parameters during effort and at rest. These values can be recorded through manual palpation and heart rate measurements or through the use of specialized equipment which can offer us supplementary information and very accurate readings regarding parameters of effort during sport training, even in adapted lessons. By observing and recording the evolution of these effort parameters, we are given objective indicators pertaining to the physical condition of the children. The physiological parameter values indicate the intensity of the exercises performed by the children, which can subsequently be modified to fit each child in turn. 5.2.Photographic information Adapted swimming is held with handicapped children with different disorders. It is a more difficult activity than with children from normal schools, owing to the range of disorders and the extremely different manifestations of these. In this respect, the use of photo cameras and camcorders help the team of teachers to observe and analyze each individual child during the sessions. Through videos and photographs, different key moments can be observed, moments which can pass by unnoticed during the activities because the coordinating coach has to pay attention to aspects such as permanent safety, the student volunteers, the exercises performed and the work of the children, and this is impossible to observe and analyze throughout the training. 5.3. Video Videos cannot be attached to this paper but if anyone would like to study our work on adapted swimming, here is the link: http://www.facebook.com/pages/EU-POT-TargovisteRomania/447136495297889 The use of camcorders and photo cameras led to the creation of an extremely important, visual database, which allows the study of the children’s’ progress over the course of many lessons, observation of the initial level of the children compared to where they are now, and the types of psychological behavior during the exercises, on contact with water and towards the volunteers. 5.4. The films can be studied in detail using the software program www.kinovea.org Using software allows us to see details of movement, positive or negative during the progress of training programs 5.5. The use of portable technology throughout the activities Tuesday Wednesday Thursday Friday Internet X X X Mobile phone X X X Camcorder X X 94 Saturday/Sunday X Camera Pulse-Oximeter Calculator Software TOTAL % Table nr.3 X 30 % X X 60 % X X X X 100 % X X X X 80 % X 20 % USING PORTABLE TECHNOLOGY IN ADAPTED SWIMMING GRAPHIC NR.1 After constructing a statistical table, we were able to see that portable technology was used in the adapted swimming activities from 20-100% of the time, not only during the lessons, but also around 50-80% of the time outside of these. VI. Conclusion Portable technology is indispensible in adapted swimming because it helps by recording certain indicators during effort and at rest, values that are solid and extremely important for the coaches. These values represent feedback of the activity, from which the amount of training and the exercises to follow can be determined. Practical swimming lessons could of course be held without mobile technology, but the evolution and progress of the children would be slowed down considerably. Scheduling the training wouldn’t be done smoothly, and would be without a deep and proper analysis of certain incredibly important elements (technique, effort, behavior). Therefore, with the help of mobile technology, we can create a program and dose the effort in a precise way that is adapted to each child in turn. The physiological indicators help us to see how the children perceive the effort in the water, in terms of their cardiovascular and respiratory systems, which are under the pressure of the water, different compared with any exercise on land. Video and photographic technology, through the recording and storing of images in a large quantity and for a long period of time, lets us observe, analyze and compare all of the aspects of motility encountered in training. Thus, it ensures faster progress through the analysis of the children’s swimming techniques, through correction of the movements, discussing any mistakes in the volunteer’s assistance, understanding more easily the psychological and behavioral manifestations and personally adjusting to these. 95 Through the children’s observation of other techniques, they can more easily form a correct representation of these, they understand the movement easier, different details can be explained and they can analyze the correct execution of other athletes. Visualizing other executions leads to the quick understanding of mistakes and correction of the movement. Swimming lessons that are carried out without video and photographic technology make the coach forget much from previous lessons, miss certain behavioral manifestations during the trainings, have only mental comparison of the activities over a long period of time and explain verbally the execution technique, the movement or mistakes of execution. It is certain that a representation of the movement is formed with much more difficulty in the absence of images and a wrong mental image can even be formed. The presence of video and photographic technology is combined with internet technology, through which the activities held can be promoted, the images can be analyzed, other specialists can be consulted, and both positive and negative feedback can be obtained from the site’s visitors. Promoting the adapted swimming activities through the internet brings moral support to the children, financial support to the organizers, appreciation from specialist groups and the inclusion of the organization in different competitions, simply because of its online presence. The use of the computer and its components is indispensible in the modern world because it represents the principal means of storing, analyzing and processing information and it is the technology by which we can compare our own activities with that of other athletes and we can expand out into the world without a large financial cost. Modern society provides us with an abundance of modern technology, which is a huge advantage towards the efficiency of sport training. Motor, psychological and behavioral development in children with disabilities is realized quickly and correctly using portable technology, owing to the fact that they are in permanent contact with this, and don’t shy away from it, like some children might, and through being able to study their own movements and those of other athletes and being stimulated by the technical and moral markers offered by the world’s great athletes, which can be accessed with the help of portable technology. References [1] [2] [3] [4] [5] [6] [7] [8] [9] [10] Epuran, M., (2005), Metodologia cercetării activităţilor corporale, Editura Fest, Romanian Bucuresti. Chera-Ferrario Bianca, (2012), Opportunities for psycho-motor skills development in children with Down Syndrome - adapted swimming, Revista Sport şi Societate, vol.12, issue 2, dec.2012, p. 190. Chera-Ferrario, Bianca & colab, 2011, Physical exrcise, a complex and modern way to promothe healty living, Revista Medicina Sportivă, no.4/2011, Craiova, p.752. Legea educaţiei, no. 84/1995. Lauteslager, E., M., Peter, Copiii cu Sindrom Down – Dezvoltare motorie şi intervenţie, Centru Educaţional Teora cu sprijinul Lios Club Olanda. http://www.sfatulmedicului.ro/Autismul/autismul_14/ 22.03.2013. http://ainmd.org/index/hemipareza/0-77#.UVVJ-6JhWE4/22.03.2013. Stanescu, M., Stoicescu, M.,, Ciolca C., (2011), Computer use in Physical Education and Sports Teaching, The 7th International Scientific Conference eLearning and Software for Education, Bucharest . Ilinescu I., (1993), Tratat de clinică şi patologie medicală., Bucureşti, Editura Didactică şi Pedagogică. www.kinovea.org/20.03.2013. 96 The 9th International Scientific Conference eLearning and software for Education Bucharest, April 25-26, 2013 10.12753/2066-026X-13-230 KINEMATIC ASPECTS OF DIRECT PUNCH CROSS AND JAB APPLIED IN SEMICONTACT Irina BĂIŢEL, Dan DELIU Institute of Elearning, UNEFS, Constantin Noica 140 Street, Bucharest, Romania [email protected], [email protected] Abstract: In this study we aimed to determine and compare some characteristics of the cinematic direct punch jab and cross applied in semi-contact system. Kinematic data acquisition was performed using inertial navigation technology embedded in the MOVEN equipment from Xsens, Netherlands. The equipment was mounted on a topic of world, national and international champion of kick boxing and Thai boxing heavyweight senior.Series of shots were recorded using the MVN equipment and dedicated software and a video camera (120 f /s). Data collected using MOVEN system were converted and processed, yielding information about the velocity and acceleration of body segments (this information is presented for fist, elbow, shoulder and right hip in executions with right arm). Were obtained fist velocity between 6.17 and 7.29 m /s for jab applied in semi-contact style and fist velocity in the range from 6.95 to 7.93 m /s semi-contact cross. Velocity variation in time curves presents two main peacks whose height and scale depend on the application coup – semi-contact, full contact and striking variant (cross, jab). These peacks reffer to race of the fistto the target and return. The path to the target is much faster than to recovery in the original position.Compared with the values obtained for the same techniques, performed by the same athlete in non-contact system, without completion, without reaching any material target (maximum of 6.75 m /s for jab and 7.59 m /s for cross) semi-contact applied punches speeds had higher peak values, demonstrating that the effect of target (highlighted by another authors) exists and must be used in specific speed training. Keywords: direct punch, cross, jab, semi-contact, cinematics, inertial navigation, MOVEN I. INTRODUCTION This paper is part of a series of studies on the direct punch biomechanics from hitting combat sports, focused this time on the comparison of kinematic characteristics of direct punch cross and jab applied in semi-contact (controlled impact with the target). 1.1 Research description The aim of this study was to obtain obiective data using inertial navigation technology regarding direct punch cross and jab applied semi-contact system and to compare this characteristic parameters with those of direct punch applied without completion (as implemented in kihon or shadow boxing). The goals were kinematic data acquisition, their conversion, mathematical processing, graphic representations and data analysis. The methods used in this study were bibliographic method for documentaries, experimental method, data acquisition necessary for the study of movement, mathematical method for calculation of kinematic parameters in space, based on data regarding on these parameters in plain, the graphic method, representing the variation of kinematic parameters of segments of interest over time, 97 kinematic analysis method for objectifying movement and knowledge of the relationship between segments, video recording and observation method to correlate with graphics [1]. Data acquisition was done in the Laboratory of Biomotry of INCS - Bucharest, and the subject was an athlete of international value medalist at World, European and National kick-boxing and Thaiboxing heavyweight senior. On the topic were installed using the special equipment, the MOVEN system measuring sensors, as indicated in the user manual [4]. After calibration were recorded the subject executions in addition using a professional video camera (120 f / s). The frequency of hitting was not imposed, the subject choosing the right moment [2]. The punches were performed with the right arm. II. RESULTS Data were collected using MOVEN equipment produced by Xsens, Netherlands. They suffered a series of format conversions .mvn in .mvnx and .txt to be processed in Excel 2010. Using velocity values in each plan every moment of aquisition we calculated, using the Pythagorean theorem in space,the resulting velocities and then we represented the velocity variation in time. Although MOVEN allows data acquisition system for 23 segments, in this study we will refer only to speed the wrist, elbow and shoulder involved in stroke and hip on the same side. Acceleration variation in time curves were obtained while calculating speed variations over time and the elbow joint angle was calculated using the formula: α = acos (1) α = arm – forearm angle; a = elbow – fist distance; b = shoulder – elbow distance; i = fist – sholder distance. a= (2) b= (3) i= (4) px, py, pz = fist coordinates on ox, oy, oz axis; cx, cy, cz = elbow coordinations on the three axis; ux, uy, uz = shoulder coordinations on the three axis Below is shown the velocity variation in time for the fist, elbow and shoulder involved in the succession of direct punches cross, applied in semi-contact system (figure 1) and (figure 2) is presented the elbow angle variation in time in the succesion of shots. There is a variation of the maximum fist svelocity between 6.95 and 7.93 m/s, coupled with a change in the angle of the forearm on the arm extension from 94 to 146 °. Analysing the movement of the avatar created by MVN Studio software and monitoring the moment when each of these sequences happen in the fastest hit in the series, with a fist full speed of 7.95 m /s and 137° of elbow extension (figure 3 and 4), we may explain the points of inflection of the curve of velocity variation in time, which are generated by muscle groups caming into action that succesive mobilizes the joints implied in the hit. • 8890 – leg pushes the foothold surface; begins pelvis and trunk turning; • 8900 – continuous hip continues the forward rotation; 98 • 8920 – the twisting of the trunk leads the shoulder and the elbow forward; • 8990 – the arm movement is addedto the trunk twist; • 9010 – simultaneous with the trunk twist and the frontal plane abduction, begins the forearm extension; • 9020 – hip and trunk finished twisting and wrist extension forearm movement continues; • 9050 – the fist reaches maximum velocity before the maximal extension of the forearm; • 9060 – velocity decreases due to neutralizing muscles intervention to control movement (semi-contact hit); • 9070 – contact with target, elbow extension is maximum; • 9110 – retraction starts with elbow flexion; • 9120 – arm adduction in the frontal planeis added to the elbow flexion; begins the sholder and hip retraction due to the trunk and pelvis twisting; • 9140 – the adduction and elbow flexion progresses simultaneously with the twisting of the trunk. Analysing the curve of variation of segments acceleration in time, there is a range from – 500 m/s ² and 221 m/s ². There is a higher rate of fist acceleration after contact with the target (221 m/s ²) than to the target's race (136 m/s ²). As can be seen (figure 6), there is a good overlap of the velocity curves of variation in time for all monitored cross hits in the series, which may entitle us to speak about a movement pattern. The velocity variation in time for the fist, elbow and shoulder involved in the succession of direct punches jab applied in semi-contact system (figure 7) reveals a variation of the maximum of the fist velocity between 6.17 and 7.29 m/s and 2.06 and 2.72 m/s for the elbow velocity and a forearm extension in the range of 110 - 160° (figure 8). 99 The velocity variation in time for the same segments in the fastest hit in the series is shown in figure 9. There are changes in the slope line of fist that are generated by the entry in the action of different muscle groups: • Lifting arm forward (abduction in the frontal plane) – the anterior deltoid, biceps, pectoral; • Elbow extension simultaneously with the arm lifting – the posterior deltoid, triceps; • Movement neutralizing muscle intervention – biceps, posterior deltoid; • The contact with the target; • The fist retract (elbow flexion and adduction in the frontal plane) - biceps, anterior deltoid, trapezius. As we can see (figure 10), we can talk about movement pattern in jab strikes, too. Comparing the maximum of the fist velocity in the strikes applied in semi-contact style (both cross and jab) with those obtained in the strikes applied without completion [2], is found higher values for fist velocity in semi-contact style hits, which confirms the target effect existence, highlighted in other studies [3], too. 100 SEGMENTS VELOCITIES IN CROSS AND JAB APPLIED WITHOUT COMPLETION AND IN SEMI-CONTACT STYLE shoulder fist cross elbow shoulder fist jab elbow jab cross cross jab 6.28 2.34 1.85 6.15 3.15 2.49 Maximum 6.56 2 2.19 7.07 3.17 2.55 velocities in 6.75 2.42 2.41 6.82 3.03 2.42 non-contact 6.61 2.31 2.68 7.59 3.3 2.45 strikes (m/s) 6.58 2.4 2.37 7.58 3.3 3.03 6.17 2.27 1.69 6.95 2.58 6.95 Maximum 6.84 2.27 1.59 7.76 3.06 2.54 velocities in 6.86 2.26 1.85 7.71 2.94 2.66 semi-contact 6.96 2.23 2.16 7.66 3.33 2.5 strikes (m/s) 7.29 2.71 1.76 7.93 2.82 2.15 III. Conclusions • Fist velocity is superior in cross than in jab strikes; • The existence of target effect is an important aspect that should be taken into account in specific speed training in combat sports; • Using MOVEN equipment provides very accurate informations in terms of easy use (simple equipament, fast calibration, undiscriminating environment limited only by the wireless coverage area; • By the feed-back offered (both at runtime through avatar created by dedicated software of the equipment and subsequently purchased by data processing and interpretation) MOVEN equipment can be used both in training and in movement evaluation in many sports. References [1] [2] [3] [4] Băițel, I., (2012). Kinematic aspects of direct kick punchwithout completion. The International Session of Scientific communications News, Context and Trends in the field of Physical Education and Sport Sciences, Ed. Universității, Bucharest, pp. 106 - 110 Băițel, I., Cordun, M., (2012). Aspecte cinematice ale loviturii directe – jab – aplicate fără finalizare, în stil semi-contact și full-contact. Anuarul științific vol. IV nr. 1/2012, ISSN 2067-2934, p. 19 – 25. Nien, Y.H., Chang, J.S., Tang, W.T., (2005). The cinematics of target effect during roundhouse kick in elite taekwando athletes, https://ojs.ub.uni-konstanz.de/cpa/article/viewFile/3390/3189 , accesed in 2.05.2012 http://www.xsens.com/en/general/mvn, accesed in 1. 11.2012 101 The 9th International Scientific Conference eLearning and software for Education Bucharest, April 25-26, 2013 10.12753/2066-026X-13-231 COMPUTERIZED ASSISTANCE FOR THE ATTENTION CONCENTRATION IN WEIGHTLIFTING ATHLETES Marian Daniel TEODORU, Daniel Constantin MURĂREŢU National University of Physical Education and Sports, Bucharest, Romania e-mail [email protected] Abstract: Premises:The sport of weight-lifting , through his high performance claims, induces a reconcideration of traning. In this respect, we propose computer asistance and video systems. Hypothesis: The computer technology, by using the software AviSynth, objectifies the best time of focus.Objectives: The precise diagnosis of durations and focusing atention moments in the weight lifter’s specific behaviour. Subjects:In the research have been included 48 subjects (male subjects), with ages between 19 and 21 years old , comming from different sport clubs in the country. Methods: The main method of research is the computer technology connected with the video technique. Results:There were made statistical calculations for:the avarage of concentrating periods (the attempts witch are according to the regulations); the avarage of concentrating periods for all weight categoriesat toring and throwing. Conclusions: The concentrating period has a great impact on the performance results.A longer concentrating period leads to failures (unsuccesful attempts ). Key-words: objectivation, computer, concentration, weightlifting. I. INTRODUCTION On the concrete level, the barbell lift technology occurs synchronically with the attention selective participation, respectively with one of its attributes, concentration. In full accordance with the latest findings in the weightlifting sports domain, both the duration and the concentration [1], moments are thought to be extremely important elements to the athlete’s performance increase. Thus, the identification, through a computerized technology [2], based on the AviSynth software, of the concentration characteristics both in the period preceding the specific effort and while performing it, is a necessity. Modern technology [3], supports the sports science by providing it the opportunity to use computerized assistance connected to video devices, which allows the recording and processing of the actions performed by the athletes [4]. We mention that, up to the present, studies on this research topic were conducted in the seventies by Lazăr Baroga, [5], with the conventional-traditional means specific to that period. 1I. OBJECTIVES OF THE RESEARCH The research initiated by us is focused on two aspects: the very accurate diagnosis of the attention concentration durations and moments in the weightlifter’s specific behavior; the presentation and promotion of modern technologies with a major impact on the valorization of the content specific to weightlifter’s training, and not only. 102 III. HYPOTHESIS OF THE RESEARCH Computerized technology based on the AviSynth software utilization objectifies the concentration characteristics and the attention concentration optimum time. IV. MATERIALS AND METHODS 4.1.Stages of the research. The research was conducted between 01.02.2011 and 31.10.2011. The characteristics of the research in itself (the experiment development) imposed us to distribute it on 3 main stages, as follows: 1. subject selection (21.02.2011 to 23.02.2011); 2. administration of questionnaires concerning the barbell lift main phases and the concentration moments (28.02.2011 to 29.02.2011); 3. computerized assistance and video recording (28.02.2011 and 31.10.2011). 4.2.The 48 subjects of our research, selected on weight classes (56, 62, 69, 77, 85, 94, 105, +105), were aged 19 to 21 years old and were performance athletes in different sports clubs throughout the country. The selection criterion was their performance level (1st sports category, international class and master of sports). 4.3.The administered questionnaire was structured on the following items, thus: personal data, obtained performances and considerations about the concentration importance to the weightlifting practice (concentration before the barbell lift and concentration during the barbell lift phases, for both of the styles: snatch and clean and jerk). 4.4.Computerized assistance and video recording were performed within the training sessions and the competitions, relying on the questionnaire answers and on the discussions with specialists in the field, which helped us construct the algorithm of the barbell lift main phases, as follows: time 0 athlete’s first contact with the competition platform; time 1 - feet planting in relation to barbell; time 2 - hand locking on bar (grasp); time 3 - barbell off platform; time 4 - barbell holding and lowering at the referee’s signal. The research technology particularities related to video recording and statistical processing consisted of transforming the execution time sequential images into seconds and subunits, up to 1/50 seconds (20 ms), by analyzing the concentration time between the time 2 (hand locking on bar) and time 3 (barbell off platform) phases. 4.5.Video records were processed with the AviSynth software that was made available to us by the Director of the National Institute for Sport Research. Actually, this software is a frameserver for Windows, developed by Ben Rudiak-Gould and Edwin van Eggelen, under GNU GPL license. AviSynth acts a non-linear video editor (in version 3.0., without GUI), being controlled by a scripting language. It “stands” as an intermediary between a digital video source (for instance, an AVI or MPG file or a video camera stream, in our case a JVC camera) and a display/ processing program able to accept at the input a VFW format. AviSynth communicates with any program that supports AVI through the standard interface “Video for Windows”. It can apply a wide range of linear and non-linear video transformations, subtitling etc., by using the “video filter” paradigm. Among the predefined filters, we can mention trimming, cropping, deinterlacing, inverse telecine, color corrections, denoising, as well as many “exotic” filters. The supported formats include color spaces RGB, YUY2 and YV12. Technically, AviSynth acts as a Windows standard codec controlled by the scripting language. In our research, we used two small scripts: the first script allows the frame numbering and the information superposing (frame number) on the video image; the second one allows the sequence cropping and the time displaying (in seconds and hundredths of seconds) on the video image. This facility allows the creation of an index for a quick access to the video stream (necessary to check a certain execution). 103 The collected data were processed by using the most relevant statistical parameters, in order to perform a complete and complex analysis. For this purpose, we used the specialized software “Statistica 6.0.”, which operates under Windows. 4.6. The processed statistical indicators were the following: synthetic statistical indicators: mean, median, sum, string upper limit, string lower limit, first quartile value, third quartile value, inter-quartile interval, standard deviation, coefficient of variability; analytic statistical indicators: z-test mean confidence interval. V. RESULTS The following tables and histograms present the obtained results (concentration time means) for each style used to lift the barbell, classified on weight classes, corresponding to the number of performed attempts, after the concentration time recording. Table 1. Concentration time means in SNATCH style Crt. no. 1 WEIGHT CLASSES 2 3 4 5 6 7 8 9 56 62 69 77 85 94 105 +105 SNATCH STYLE NUMBER OF ATTEMPTS I II III 9.63 9.60 8.00 9.48 11.08 10.5 8.14 6.96 6.40 4.94 4.06 3.40 7.77 10.61 10.18 6.80 3.88 4.64 5.98 5.51 7.76 4.82 4.96 5.41 Mean of the three attempts 9.07 10.35 7.16 4.13 9.52 5.10 6.41 5.06 Table 2. Concentration time means in CLEAN AND JERK style Crt. no. 1 WEIGHT CLASSES 2 3 4 5 6 7 8 9 56 62 69 77 85 94 105 +105 CLEAN AND JERK STYLE NUMBER OF ATTEMPTS I II III 6.88 7.81 8.87 8.67 8.30 8.12 7.14 5.50 5.60 4.48 5.54 5.82 11.07 11.82 12.75 6.48 7.29 9.22 8.57 10.74 8.01 4.08 4.82 4.21 104 Mean of the three attempts 7.85 8.36 6.08 5.28 11.88 7.66 9.10 4.37 105 VI. INTERPRETATION AND DISCUSSIONS For the heavyweight classes (105 kg and 85 kg), the mean concentration time in snatch style is shorter than in clean and jerk style. For the lightweight classes (56 kg and 62 kg), the mean concentration time in snatch style is longer than in clean and jerk style. The concentration time mean on each attempt, in all the weight classes, in snatch style is: 7.19 s (on the first attempt); 7.08 s (on the second attempt); 6.99 s (on the third attempt). The concentration time mean on each attempt, in all the weight classes, in clean and jerk style is: 7.17 s (on the first attempt); 7.72 s (on the second attempt); 7.82 s (on the third attempt). The concentration time mean on all the attempts, in all the weight classes, corresponding to snatch style is 7.08 s.The concentration time mean on all the attempts, in all the weight classes, corresponding to clean and jerk style is 7.57 s. The concentration time mean increases its duration as the three attempts progress, in snatch style, while in clean and jerk style, the concentration time mean reduces its duration as the three attempts progress. 106 Thus, for the snatch style, the concentration interval mean with the shortest duration is obtained on the third attempt, while the concentration interval mean with the longest duration is obtained on the first attempt; for the clean and jerk style, the mean of the shortest concentration interval corresponds to the first attempt, while the mean of the longest concentration interval corresponds to the third attempt. VII. CONCLUSIONS 1. The attention particularities have different manifestations, depending on the situation and on the investigated subjects’ aims. 2. The barbell lift technique imposes a sequential concentration throughout the whole competition (both before and during the barbell lift). 3. The concentration interval length differently influenced the athletes’ results. Thus, the concentration time for the failed attempts was longer than for the successful attempts, but, at the same time, we found out that the concentration time was relatively specific to each performer. 4. The optimum concentration interval is different, depending on the performed barbell lift style. The mean is 7.08 s for the snatch style and 7.57 s for the clean and jerk style. 5. Regardless of the weight class, the concentration time for the failed attempts is longer than that for the successful attempts. 6. Concomitantly with the concentration time structuring in each barbell lift phase, the performance level increased. References [1] [2] [3] [4] [5] Collet, Christian, (2002). Mouvement et cerveau. Paris, Bruxelles, De Boeck Universite. p.171-172. Epuran, Mihai, (2005). Metodologia cercetării activităților corporale. Exerciții fizice. Sport. Fitness. București, Editura FEST.p. 328-333. Jentsch, Holger, (1997). Multimedia-database weightkifting. In: Proceedings of Weightifting Symposium. Ancient Olimpia Greece, 1997. Proceedings of Weightifting Symposium, Ancient Olimpia Greece. p.46-51. Hiskia, Genadi, (1997). Biomechanical analysis on performance to world and Olimpic champions. In:Proceedings of Weightifting Symposium. Ancient Olimpia Greece. p. 137-163. Baroga, Lazăr, (1973). Influence du procédée et du temps de concentrtion de l' attention sur le rézultat sportif chez les haltérophiles. In: Trabajos cientficos, tomo I, III Congreso Mundial de la Sociedad Internacional de Psicologia del Deporte. I.N.E.F., Madrid. p. 67-73. 107 The 9th International Scientific Conference eLearning and software for Education Bucharest, April 25-26, 2013 10.12753/2066-026X-13-232 CONSIDERATIONS ON THE CENTER OF PRESSURE DISTRIBUTION TRENDS IN POSTURAL CONTROL MECHANISM SYSTEM Carmen Liliana GHERGHEL, Alexandru BUZESCU U.N.E.F.S – Kinetotherapy, Constantin Noica Bucharest, Romania [email protected], [email protected] Abstract: The modern approach argue the real balance in the sense of zero deviations from a fixed point, could not exist in biological systems. The balance is part of the coordination and coordination capacity shown to be necessary in performing motor skills development, this based on capacity to learn, control and permanently adaptation. The major interest in this paper is to establish trend data recorded on the position of the center of pressure analysis in subjects with different levels of sports activities practicing. For this purpose we have investigated the reproducible laboratory conditions a number of 62 subjects divided into two groups, a sample of 31 subjects consistent practitioners of the sport, but do not the level of performance and a sample of 31 athletes (shooting performance), with experience in the sports training and competition. Postural stability was evaluated by software - POSTUROTEST, it can reveal information about the mechanism of postural control system. The center of pressure is the result of descending motor commands and combinations of mechanical properties of the ankle. This testing type is included into the category of tests oriented towards the sensorial organization, the method is also known under the name of "posturography". The test consists in keeping the body position on a platform, the eyes staring at a given target. The platform pressure sensors register the body movements (balance), while the tested person keeps his balance. The results suggest that individual differences in postural balance are insignificant in relation to the appearance of somatic, physiological healthy person (statistically habitual) with regard significant changes can be observed in the case of athletes, they resort to achieve results performance to solutions for improving stability phenotypic developing the ability to maintain balance in sports sample specific positions. Keywords: balance, postural stability, center of pressure, sports I. INTRODUCTION The balance maintaining in the orthostatic position is a motor activity important to a person’s autonomy keeping. From our documentation, we concluded there are four main control mechanisms that permanently adjust the postural stability in the orthostatic position. These mechanisms are represented by: the instantaneous reaction of the muscles and joints, depending on their properties, which is modulated from the spinal level, the muscular activity initiated by the detecting of body oscillations on the basis of information received from the periphery, the muscular anticipatory activity, determined by the existent internal model and by the cognitive intervention of the nervous system higher centers. The balance is part of the coordination and it is demonstrated that the coordination capacity shown is necessary in performing motor skills development, based on the capacity of learning, control and permanently adaptation. Previous studies performed on elite shooters shooting sports show that postural balance may be treated as a relative value tends asymptotically to the perfect stability, supposed to be fixing the center of gravity in relation to the ground. By convention, the measurable 108 parameters of oscillations may label the instability in many categories. It is known that the null instability is the equivalent of perfect balance, and the most unfavorable category of instability is represented by the unstable balance. There were identified five categories of instability, starting with the very great one, in the pathological zone, then passing by the habitual normal man’s hyper-, mean and hypo-instability and ending with the very small instability, specific to performance shooting. 1.1 Goal The major interest in this paper is to establish the trend data recorded on the position of the center of pressure analysis in subjects with different levels of sports activities practicing. 1.2 Hypothesis It is expected that individual differences in postural balance are insignificant in relation to the appearance of somatic, physiological healthy person (statistically habitual) with regard variations can be observed in the case of performance sportsmen. II. Methods For this purpose we have investigated in reproducible laboratory conditions a number of 62 subjects divided into two groups: - group A - a non-randomized sample, made up of 31 subjects belonging to the statistical population called “healthy youth, practicing sports moderately, on a regular basis” (but not at the performance level); - group B - a sample made up of 31 “shooters” (performance athletes), with a rich experience in sports training and competitions. Postural stability was evaluated by software called POSTUROTEST, which can reveal information about the mechanism of postural control system. The center of pressure is the result of descending motor commands and combinations of mechanical properties of the ankle. This testing type is included into the category of tests oriented towards the sensorial organization, the method is also known under the name of “posturography”. Computerized posturography is a postural stability test providing information about the motor control or the balance function, under different environmental conditions. The test consists in keeping the body position on a platform, the eyes staring at a given target. The platform pressure sensors register the body weight movements (balance), while the tested person keeps his balance. To conclude, by means of POSTUROTEST, we managed, on the one hand, to visualize the pressures exerted by the sole, by indicating the body weight centers, the pressure shift while walking, the image of the “charged” foot, and, on the other hand, to completely examine the balance, by visualizing the body weight center shift, and to measure the balance under different conditions - closed eyes/ opened eyes. Having in view the above-mentioned assertions about the measurands’ labeling, the main objective of our research is to identify some systematical and significant differences in a sample apriorically considered as being composed of different categories, from the postural stability. Consequently, we established an experiment protocol on stages. In the first stage, we tested 62 young people by means of the POSTUROTEST software. Subjects were submitted to a questionnaire that aimed at collecting their identification data and some physiological data about their nervous, endocrine and metabolic activity. In the second stage, we made the anthropometric measurements of the subjects’ height and body weight. For the investigation, subjects were informed and instructed, and the testing optimum conditions were respected. Aimed element was the postural stability investigation that started with the subjects’ informing about the testing conditions. In this stage, a primary aspect consisted in the pressure center analysis in the orthostatic position. 109 2.1 Results In the course of time, this analysis can provide information about the postural system control mechanism. The pressure center results from the combinations between the descendent motor commands and the ankle mechanical properties. 70 59.45 56.8 60 57.1 50 56.21 42.89 40 43.79 43.2 % 40.55 Mean 30 Median 20 10 0 A B A Anterior B Posterior ANALYSIS OF PRESSURE CENTER - ANTERIOR AND POSTERIOR Group A anterior side Group B anterior side Group A posterior side Mean 56.21 42.90 43.79 Median 56.80 40.55 43.20 StDev 8.07 15.41 8.71 53 52.38 52.11 52 51 SIDE Group B posterior side 57.10 59.45 15.41 52.3 51.4 % 50 48.6 49 Mean 48 47.7 47.62 47.89 47 46 45 A B A Left B Right 110 Median ANALYSIS OF PRESSURE CENTER - LEFT SIDE AND RIGHT SIDE Group A left side Group B left side Group A right side Group B right side Mean 52.01 52.38 47.89 47.62 Median 51.40 52.30 48.60 47.70 StDev 6.50 6.12 6.49 6.12 The Anderson-Darling Normality Test, for the category represented by the pressure center in the anterior, posterior, lateral-left and lateral-right plans, shows a normal data distribution (Pvalue>0.05) in both of the groups.ANOVA statistical analysis highlights the existence of significant differences between the two groups when tested for anterior and posterior plane, the plane left side and right side was not found significant difference. III. Conclusions The specialty literature and other information sources emphasize the existence of a great number of anatomical structures involved in the balance achievement, from the analyzers, that bring information about the body position, to the spinal marrow, where the muscle movements are initiated for the locomotion and the posture maintaining, and, last but not least, to the higher nervous structures, where the data are processed and the responses necessary to balance keeping are elaborated. Comparative analysis of the results of the two groups is statistically show a statistically significant difference for a measured feature The pressure center in the anterior, posterior, lateral-left and lateral-right plans, shows a normal data distribution in both of the groups. Having in view the composition of the groups made up of young healthy people, the results come to reinforce our finding that the pressure center may be considered a controllable variable of the nervous system. The Standard Deviation for the anterior and posterior plans emphasize a difference, which shows that the performance athletes’ responses were properly adjusted for the balance keeping in the orthostatic position and that they were continuously refined by practice and learning. The results suggest that individual differences in postural balance are insignificant in relation to the appearance of somatic, physiological healthy person (statistically habitual) with regard significant changes can be observed in the case of athletes, who find different solutions in order to achieve performance, such as improving stability phenotypically developing the ability to maintain balance in specific positions of sport discipline. References [1] [2] [3] [4] [5] [6] [7] Charles, J., (1994). Contemporary kinesiology: an introduction to the study of human movement in higher education, Englewood. Corbeil, P., (2003). Etudes des mecanismes adaptatifs du maintien de l equilibre orthostatique. Effets d une fatigue musculaire, d une douleur experimentale et d une perturbation externe, T.D., Faculte de Medecine Quebec, Canada. Gagea, A., (2001). Biomecanica teoretică, Editura Globus. Gherghel Carmen Liliana, (2008). Aspecte ale echilibrului dinamic la tineri care practică activități sportive în mod organizat, T.D., ANEFS Bucureşti. Maurer, C.; Mergner, T.; Bolha, B., Hlavacka, F., (2001). Human balance control during cutaneous stimulation of the plantar soles, Neurosci Lett 302. Morasso, P. et al., (2002). A testing device for the verification of the accuracy of the COP measurements in stabilometric platforms, Gait Posture, vol 16, supp 1. You, S. H.; Granata, K. P.; Bunker, L. K., (2004). Effects of circumferential ankle pressure on ankle proprioception, stiffness, and postural stability: a preliminary investigation, J Orthop Sports Phys Ther. Aug, 34 (8). 111 The 9th International Scientific Conference eLearning and software for Education Bucharest, April 25-26, 2013 10.12753/2066-026X-13-233 VIRTUAL ENVIRONMENT USED IN THE MANAGEMENT OF CHILDREN OBESITY THROUGH PHYSICAL EXERCISES Elena SABĂU, Georgeta NICULESCU Faculty of Physical Education and Sports, Spiru Haret University, 24 Berceni, Bucharest, Romania [email protected], [email protected] Dana Mihaela VÎLCU Faculty of Mathematics and Informatics, Spiru Haret University, 13 Ion Ghica, Bucharest, Romania [email protected] Abstract: Obesity is one of the serious problems that humanity is facing. Moreover, during our century obesity in children has reached concerning levels. In the case of adults the management of the associated problems depends on one's conscience and willpower. In the case of children, this phenomenon must determine the factors that influence the training and education of children to appropriately intervene in the prevention and treatment of this issue. The assumptions underlying the approach described in this paper spring from the seriousness of the childhood obesity problem, the known causes that led to the extension of the disease, and the growing dependence of the use of technology in everyday life. This paper aims on the one hand, to give a review of the ways in which the situation is reflected in the virtual environment: the different applications, platforms, information sites etc. On the other hand, the paper proposes tackling childhood obesity within a support platform for the management of prevention and treatment of this condition in children. The purpose of this platform (eObesity) is to assist in the treatment of overweight and obesity in children through exercise (programs). The direct beneficiaries are the overweight and obese children and the indirect beneficiaries are the physical education teachers and parents of children with obesity. Experts in the field (physical education teachers, physiotherapists, physicians, students specializing in physical education and sport) manage the interpretive component of the results of the activities. The configuration of the Platform and the management of the users before named are done by an administrator of the platform. The concepts underlying the platform are described in the paper and its general specifications are indicated as well as the current implementation status. The eObesity platform contains general information about obesity: causes, effects, diet, physical activities etc. The novelty and specificity is given by the component of support in the management of physical activity, which is physical education and sport specific through the theoretical and especially through the practical content as it can be seen in the video documents posted. The process of achieving the optimal weight is controlled through physical training modules with partial and final assessments of physical development and fitness, with recommendations for transition to another module. Specialists provide specialized assistance through virtual communication. Our conclusion is that a virtual support platform such as eObesity widens the variety of means for maintaining the health of children, combining work on the computer with the actual physical activity. Therefore eObesity holds a distinct place among the applications that treat this issue. Moreover, one can see a wide range of useage of the platform which facilitates access to specialty care from the home where one can perform physical activities. Keywords: obesity, virtual environment, physical exercises, e-training I. THE GENERAL FRAMEWORK In our contemporary society, the continuous education offers means of adapting ourselves to the new aspects we are confronting our whole life with. Today, the society has modern and efficient means that assure the access to e-training. In this purpose, one of the most interesting ways of training is based on the Information and Communication Technology (ICT). The information and e-training by 112 means of using both computer and virtual environment is a concern that animated both specialists in the field and the usual public. Starting from this aspect, we took into consideration an ICT application in an instructive purpose, associated to an important health problem our contemporary world is confronted with, and that is the childhood obesity. The obesity is a disease that affects both adults and children. The application refers to both children and adults who, by means of virtual environment, can act together in the treatment of obesity. Obesity in children is already common, especially in westernized countries. In 2004, according to IOTF criteria, it was estimated that ~10% of children worldwide aged 5–17 years were overweight and that 2–3% were obese. Data show different percent from <5% in Africa and parts of Asia to >20% in Europe and >30% in the Americas and some countries in the Middle East. [8]. According to D. Siedentop (1984), in the United States of America, a 10 to 15 percent of school-aged children are affected by obesity [5]. In Romania, the obesity became a very complex public health problem. The statistics of the “C.I. Parhon“ Endocrinology National Institute showed that 30% of the Romanian women are overweight and 20% of the Romanian men have an over normal weight, the infantile obesity being 40% [9]. In a study accomplished by C. S. Cosoveanu (2011), it has been found that at a pre-school and school age, the percentage of the overweight children is 28% and of those obese ones is 36% [2]. The approach of the complex treatment of these children’s suffering by means of the virtual environment is included into a modern and accessible frame, such as the ITC. We use the virtual environment in the education process, in different fields. The computer use and the navigation inside the virtual world is an interesting challenge for children. From the computer usage point of view, the education topics can be also put into value on the electronic format. Such a fact can have a strong attraction towards studying on both children and teen-agers. The contemporary experiments in the modelling of children’s education and training by means of the ITC are directed towards certain fields, as for example the psychology. P. Botnariuc and S. Tibu (2012) create a virtual environment in which both children and parents can benefit from the positive gains in the act of preventing the abandoning of the school courses [1]. N. Stanescu and M. Stoicescu (2012) make a biomechanical analysis of the motor actions [6]. II. THE MANAGEMENT OF THE INFANTILE OBESITY Obesity is a problem which expanded itself in an alarming way during our century, also to children. Comparing to the adults’ perception, where the treatment of obesity depends on their own conscience and will, in the case of children, this suffering must be taken care of with responsibility by the adult persons, respectively by the family and the school as well. The debates over this affection argue especially on the causes that lead to the installation of this physical suffering. It is emphasized that both the sedentary life and the wrong nourishment are considered to be guilty for the children’s overweight and for its unfavourable effects on their health. The lack or insufficient physical activity at children influences their body weight. According to Ross E. Andersen and col. (1998) boys and girls who watch four or more hours of television each day had greater body fat and had a greater body mass index than those who watched less than two hours per day [4]. M. Montignac (2010) said that the obesity at children is caused by low physical activity, long time watching TV and playing video games [3]. The obesity problem got into the WHO’s concern. In 2006, it was approved and adopted the European Chart on Counteracting Obesity during the European Ministerial Conference on Counteracting Obesity, which took place in Istanbul, Turkey. The document addresses itself to the governments, the international organisations, experts, civil society and the private sector, which must fight against obesity. During 2007-2012, as a complementary measure, World Health Organisation worked out the European Action Plan for Food and Nutrition Policy. The plan refers to the reduction of this disease caused by physical activity, also including obesity [7]. 113 International Association for the Study of Obesity (IASO) is an organization that represents 56 countries and studies the prevention and management of obesity. IASO’s goal is to improve the health of the people [8]. We also mention that in Romania there is no national program for the prevention of the infantile obesity. Since 2010, the Romanian Health Minister initiated a program for the identification and recovery of the overweight children aged between 6-7 years and 14-15 years. According to this program, the specialized medical staff evaluates and trains the children to adopt a healthy foodconsuming conduct. Since 2011, for the prevention the children’s obesity, the non-governmental organisation The Performance Review and Assessment of the Implementation System (PRAIS) carries on the program entitled I Also Live In a Healthy Way, which promotes the organized physical activity in schools, encouraging children to practice different sports. The obesity problem is also approached in the virtual program. According to WHO, certain organizations from the USA, alarmed by the great percentage of the obese persons, respectively 33.9%, carry on a significant activity. In the USA, certain information and e-training platforms dealing with obesity were created through agencies of several institutions, such as, the US Department of Health and Human Services (National Health Institute), or the Centres for the Disease Control and Prevention (CDCP). The purpose of these platforms is mostly informative. They also deal the causes, the induced effects from the physical and pathological point of view, together with the nourishment proper to this affection. These platforms offer general indications associated with the usage of physical activities for the prevention and treatment of the infantile obesity. III. THE DESCRIPTION OF THE eOBESITY PLATFORM The eObesity Platform wishes to offer an informational and extended methodical support. The recommended physical activities are ordered by age, type of stress, sports branch, and the anatomical and psychological influences. By means of the eObesity Platform, we assume the task of promoting both health and a healthy way of life in our children’s education. So, our way of acting is to offer theoretical and methodical information for the prevention and the complex treatment of the infantile obesity. The present priority of this measure is making the children more active in the process of rehabilitation of the [best] body weight according to the age. The eObesity Platform is addressing itself to both the pre-school and school-aged children whose body weight is beyond normality. The information and the points of view offered by this platform are a training source for the adults, especially for parents and the Physical Education Teachers, who assist, supervise and take part together with their children at the therapeutic programs. The necessary resources for the platform accessing are the personal computer (PC) and an Internet connection, especially to the eObesity program. The virtual resources are composed of materials posted in different modules in the inner structure of the platform. The main part of the information and the intervention are assured by several persons with specific abilities and competences. Specialized medical members from the fields of pediatrics, nourishment, psychology and PE (teachers and students) are also involved in this platform. The Platform is composed of modules devoted to several information topics and methodologies which aim to practical training and evaluation. The eObesity Platform is desired to be a theoretical and didactic help in preventing the overweight problems. The Platform (see Figure 3.1.) is structured in 4 sections dealing with: the informative content about obesity; the practical activity, the physical exercises recommended during the treatment of obesity; the communication for the platform users, whether beneficiaries or specialists; the presentation of the involved specialists. 114 Figure 3.1.The eObesity Platform The First Section - Obesity includes several modules, presented below. The children’s biological evolutions, which contains: the growth and development laws; the pre-school children’s growth and development; and the school-children’s growth and development. The evolution and the assessment of both height and body weight. We present direct methods of assessing the growth and development indicators, completed by the possibility of estimating the child’s body height and ideal weight. We also present calculation formulae used by anthropologists and nutritionists. The module presents tables containing standardized values, for comparing the children’s personal values. The Children’s food state by determining the body composition together with the necessary formulae for finding out the active mass and the fat tissue. Obesity - the defining terms and the etiology of the affection. We deal here with the genetic, psychological, education, family, social and food factors. Obesity - classification and incidence at children. We describe here the formulae about obesity. They are: android, hyper-trophic, hyper-plastic, generalized and visceral. Obesity - methods of calculating the weight surplus. This module offers the possibility of calculating the child’s body mass value. Obesity - diagnosis and assessment. This module informs the adults over the possible associated pathologies which can be settled down because of these affections. We also describe the sufferings which can complicate and affect the children’s state of health due to obesity. The hygienic-dietary treatment of the obesity presents the simple and natural food which is recommended to the children with body weight problems. The healthy food is a module where we include information about food, the basic metabolism, the caloric ration and the caloric necessities according to age and the type of activity. This module offers information about the food substances nutrients, minerals, vitamins and hydration. Different menus for the children with body weight problems are also recommended. The Second Section - The physical exercises includes the modules presented below. The treatment of the infantile obesity by means of physical exercises. The diet and the physical exercise act synergistically in reducing the body weight and in improving the children’s health state. The physical exercises practice – offers practical and methodological guide marks referring to the using of physical education. We describe here different methods and means of activating the children’s motor by means of physical exercises. Sports - track and field, gymnastics, movement games, swimming, skating, bicycle rolling, long-distance races, hiking, so on. We describe here several sports branches and include 115 exemplifications (structures) which can be used in the treatment of the children with overweight problems. The breathing exercises- a module containing information and recommendations regarding the breathing act (anatomically and physiologically), as well as exemplifications with the supervised breathing exercises. The movement estimation- a module which offers information and explanations about the possibility of estimating the children’s movement abilities. We suggest the evaluation techniques for speed, the force of different muscle groups and the general endurance and other abilities. The constant values at children can be compared with data corresponding to the category of age. The Third Section - Communication is referring to the communication among the platform’s users, whether beneficiaries or specialists in the field, as well as their managers. For this purpose, the users will connect themselves by means of a login and a password which will grant them access to the modules described below. The discussion Forum - is a place in which the registered users may exchange opinions, or share the experience of those already involved. Discussing with the specialists. Sometimes the personal questions might be considered by different users as having quite a personal character to be put on a forum; or they are interested only to be answered by a specialist in the field. Some users may wish guidance throughout the whole process they follow; or personal advice on the best moment to pass from some physical or sport exercise to another; or how to better deal with the physical exercises, according to the children’s movement possibilities. They all have the possibility here to address themselves directly to one of the specialists; they can upload personal information, images or short films so that the guidance be personalized. In conclusion, this is a delicate zone for every user, so that the private character of the discussion be kept. We can add to the sections mentioned above a Forth One - About us - which presents the specialists in the field who cooperate to each other for a good guidance for those who ask for it, specialists who are in charge of the platform content and the users’ remarks on the better functioning or the improvement of its content. CONCLUSIONS As one can see from the above description, we want to make the eObesity Platform a rich informative source about the infantile obesity problem and, at the same time, a way of education and training, a support in the activity of the persons involved in the children’s overweight management, available wherever there is a computer and an Internet access to it. We want to emphasize the management of children obesity through physical exercises. The eObesity Platform is currently under construction; we hope that it will be publicly available in the very next future. In order to reach full accessibility for the ideas presented above, the authors propose themselves to create derived applications, conceived especially for mobile devices and containing the essential information available for the management of the personal obesity. We have in mind offering such an application for a whole range of intelligent mobile phones and tablets with different operation systems. In this way, due to the mobile character of these devices and also of their wide spreading among the large public and especially among young people, we consider that the impact of this survey and the role played by the eObesity Platform will considerably increase. References [1] [2] [3] Botnariuc, P., Tibu, S., (2012). Building a virtual community of practice - a case study on parents` counsellors in romanian disadvantaged areas. In: The 8th International Scientific Conference Elearning and Software for Education, Bucharest. Coşoveanu, C., S., (2011). Primary obesity in children – etiopathogenic, clinical and preventive aspects. Doctoral Thesis. University of Medicine and Pharmacy of Craiova. p. 22. Montignac, M., (2010). Obesity in children Preventive and Treatment Methods. Bucharest, Litera International, p. 15. 116 [4] [5] [6] [7] [8] [9] Ross, A. E., Crespo, C. J., Bartlett, S. J., Cheskin, L. J., Pratt, M., (1998). Relationship of Physical Activity and Television Watching With Body Weight and Level of Fatness Among Children. In: Journal of the American Medical Association Vol 279, No. 12 (accessed the 8th of march 2013.) Siedentop, D., Herkowitz, J., Rink, J. (1991). Elementary Physical Education Methods. Prentice Hall, Inc, Englewood Clliffs, New Jersey, p. 77. Stanescu, M., Stoicescu, M. (2012). New Competencies for Physical Education Teachers: Software for Movement. In: Analysis The 8th International Scientific Conference eLearning and software for Education, Bucharest. http://euro.who.int/_data/assets/pdf_file/0017/74402/E91153.pdf (accessed on 10th of March 2013) http://www.iaso/resurces/aboutobesity (accessed on 10th March 2013) http://www.medlive.hotnews.ro (accessed on 8th of March 2013) 117 The 9th International Scientific Conference eLearning and software for Education Bucharest, April 25-26, 2013 10.12753/2066-026X-13-234 VIRTUAL REALITY IN SPORT AREA Georgian BADEA-MISS, Monica Delia BÎCĂ Faculty of Physical Education, Letters and Kinetotherapy, "Constantin Brâncuşi" University of Târgu-Jiu, Calea Bucuresti, Targu-Jiu, Romania [email protected], [email protected] Abstract: In the area of physical activities the multiple applications can be virtual reality.. From the premise that virtual system user has the freedom to explore the world created by computer and interact directly with it, must start our research approach, taking advantage of virtual reality in motor activity, using equipment, software and techniques that currently exist to test the benefits of research subjects to increase training efficiency (learning new moves, improved technical elements of different sports and so on), the development indexes of exercise capacity, eliminate negative influences psycho-emotional, etc. Thus, our research proposes to know how Virtual Reality influence on involvement in motor activities in different categories of people. Keywords: Virtual Reality, Sport Performance I. INTRODUCTION V.R. The term "Virtual" is used frequently in studies / research / experiments / software domain of computer science, in general to designate an entity or an environment that simulating or modelling of ordinary human reality. The "reality" means the natural environment that a person perceived through the senses. This it makes possible to simulate or shape the reality by generating or information collected by one or more senses. For these reasons, virtual reality refers to a system of concepts, methods and techniques used to design and build software products for their use through modern computing systems and specialized equipment [1]. So how is offered the means by which specialized computer changes the way in which man perceives reality of the natural environment through simulation or modelling of other realities, including that related motor activities, the practice exercise and the completion of certain movements. It can be said that the system / environment, the computer simulated reality is virtual reality. In recent years, the explosive development of microprocessor technology produced in IT’s market more powerful computer system. These machines are equipped with faster graphics and performance at a price ever lower, making it possible for a user even occasional to use of computer graphics software. Fascination of a new reality begins often with computer games and increases indefinitely. It allows you to look at the world around us in another dimension and experience things that otherwise we would not be accessible in real life, or have not even created yet. Furthermore, the 3D graphics world has no borders and no constraints and can be created and manipulated by any user as desired. It is not without interest to think for a moment that this world is endowed with a fourth dimension, that of our imagination. But regardless of the stage of development, it is not enough, users wanting more and more. They want to step into this world and interact with it, instead of just looking image on the monitor, which prompted us, as specialists in physical education and sport to study the implications of this interaction on the human body in terms of socio-bio-motor. This technology becoming more popular and modern - Virtual Reality - can adapt to the requirements motor activities, how to implement the requirements further application possibilities and its effects on human movement in general and in particular we want to study this scientific research front. 118 II. 2.1 VIRTUAL REALITY IN MODERN SOCIETY VR Area The new VR’s equipment attempts to reproduce normal human behavior functioning in a different reality. These equipments are: 3D glasses, VR headset (HMD-Head Mounted Display), 3D monitors, VR gloves, steering wheels, gamepads (all with "force feedback", i.e. they are able to communicate with bidirectional virtual environment), trackers (they follow body movements) and others. Most important applications of virtual reality nowadays are the following: - modeling, simulation and visualization in science, thus producing image and study models or phenomena inaccessible to direct observation (flows of information, atomic structure, weather systems, cosmic systems etc.); the results can be uses in educational software; - experiments and simulations in medicine, for learning various procedures without risking the patient's life (eg in surgery); - simulation systems (simulators) for training pilots, astronauts, drivers and so on, which can practice difficult maneuvers without life-threatening or cabin safety of vehicle (airplane, helicopter, car, train, ship, ship spatial etc.; - Computer Aided Design (CAD) in different areas (construction, architecture and so on), which the designer is able to see the results of the project as its image in real time to notice the details, to study compliance with various criteria, to decide the change the parameters before building the prototype; - creation of fun computer games and animation. The computer is one that has allowed the creation of "virtual environments" able to reproduce more faithfully the surrounding reality, both through programs developed by IT professionals (software specialized simulators, games, software interaction) and through equipment and VR technologies that can be assigned [2]. Figure 1. Ways of human-computer interaction Virtual environments require more resources than does a standard desktop. To ensure user interaction required hardware input / output further associated with specific drivers. In Figure 1. Ways of human-computer interaction - illustrates the important ways of human-computer interaction, the user is equipped with an HMD (Head Mounted Display), tracker and optionally a handling device (mouse 3D VR glove, etc.). As the user performs actions displacement, rotation of the head or body, so changes in viewpoint, information describing its behavior is sent to the computer via input devices. The computer processes information in real time and generates appropriate feedback that is sent to the user via outputs (video, audio, kinesthetic and so on). Virtual reality is a computer generated simulation of a three-dimensional environment, the user is able to view and manipulate the contents of this environment. If the term multimedia refers to data assembled and pre-programmed, including a suite of information in certain environments, virtual reality is dynamic and continuous interaction with the receptor / her user. [4] Multimedia is based on two-dimensional, a series of images presenting, according to a predefined scenario on screen, while three-dimensional virtual reality is much more flexible and highly interactive advanced combination of 119 hardware and multimedia software. Virtual system user has the freedom to explore the world created by computer and interact directly with it. Virtual reality (VR) and Virtual Environment (VE) are terms used in the Computer Science community. Also equally important are: Virtual World (Virtual World), Synthetic Environment, Artificial World, Artificial Reality. All this means, in effect, the following definitions for concepts that generate Virtual Reality: • "Virtual reality is a system used to create an artificial world for a user so that they have the impression that this reality is that you can move and interact with objects around" [5] • "The illusion of participation in a synthetic environment rather than external observation of the environment. VR is based on stereoscopic 3D displays worn by the user, tracked, tracking hands / body and binaural sound. VR is an immersive experience, multisensory "[5] • "Computer simulations using 3D graphics and such devices as DataGlove to allow the user to interact with simulation" [5] • "Virtual reality refers to immersive environments, interactive, multi-sensory, centered on you, three-dimensional, computer-generated and combining technologies needed for building these environments" [5] • "Virtual reality allows us to navigate and see a world in three dimensions in real time six degrees of freedom, is essentially a clone (virtual) physical reality" [5]. Virtual Reality systems are distinguished into several categories: • immersive virtual reality systems (immersive VR); • simulation systems (VR simulation); • projective systems (Projected VR); • telepresence systems (VR telepresence); • enriched reality systems (VR augmented reality); • desktop virtual reality systems (desktop VR). Immersion is owned virtual reality system that causes the sensation of "presence" in the virtual environment, i.e. user / participant feels "place" in the virtual environment displayed on a display, it being part of the virtual environment that simulates reality. For these reasons, a virtual reality system consists of several subsystems that communicate with each other to play interaction. 2.2 VR in Romania In Romania, the Cluj-Napoca researchers used 3D technology in psychotherapy. Head of the Department of Psychology of the Faculty "Babes-Bolyai" and professor of the Institute "Albert Ellis" in the U.S., try and succeed to make virtual reality practice psychotherapeutic treatment of phobias and to make robots to monitor patients with severe depression disorders. They managed to create what is called AVALON platform (Advanced Virtual Applications Laboratories of Napocensis), that „Babes Boliay"’s researchers, but also from foreign universities, worked to software to treat many diseases. "Cube Matrix" (cave type) has four walls that 3D movies are designed according to the phobia for the patient cannot be treated (Figure 2. AVALON platform - "Cube Matrix"). For example, a person who is afraid of the plane is designed in multiple sessions in different situations in a 3D virtual world from entering a blank plane, to the last session when you are "designed" a plane flying thousands of meters. Figure 2. AVALON platform - "Cube Matrix" 120 Once you put your 3D glasses and "go" inside VR, everything changes, for example, experience a "roller coaster" virtual used as a final treatment step for those afraid of heights. The advantage is that if a patient with anxiety disorders is gradually exposed to the situation that produces a state of fear and there is a break between conditioned stimulus conditioned response in the mind and if using VR can monitor the reactions of the subject can express the anxiety you feel and depending on the answers you give, the researcher can change the script and make it more severe or less severe. Other research in posttraumatic stress VR in Romania concerns of those who return from conflict zones. The program was proposed to the Ministry of National Defense, and treats those returning from Iraq through and those who are leaving. These are translated into a virtual reality to simulate situations and prepare them precombat there. Preventive military is gradually exposed to a situation, a less menacing then ever more dangerous, so his brain is ready. Also, there is an application VR - Virtual Classroom, which is a laboratory designed for children with attention deficiency disorder (ADHD). The child is designed in a virtual classroom and is tested to see how they react to different stimuli may distract: door still opens and closes or flying paper airplanes in class. 2.3 VR in Sport In the sport area, the applications of virtual reality can be multiple (Figure 3. VR implementation in sport). Athletes are currently using virtual reality as a tool for higher order training, golfers practice their golf shots virtual teams virtual simulations grain in different tracks in size, construction and weather conditions, skiers and runners using modeling to analyze and improve movement. In physical education or fitness, the lessons can be supported through virtual participation at these from different locations, with different teachers – instructors. In some sports - extreme - their practice without the hazard of physical point of view, the injuries, environmental influences, climate, social, etc (image below). Figure 3. VR implementation in sport 121 But we know that already. What we don’t know is: What place will VR occupy in the future of sport science? The use of virtual-reality technology in the areas of sport science and even kinetotherapy continues to grow, with encouraging results being reported for applications that address human physical, cognitive, and “psychological functioning” [6]. We wanted in this article to presents a analysis for the field of VR and sport domain. It is hoped that this examination of the factors relevant to the current and future status of sport VR will provide a good overview of the key issues and concerns that are relevant for understanding and advancing this vital application area Generally, this analysis serves to uncover the optimal match between the internal strengths and weaknesses of a given entity and the environmental trends (opportunities and threats) that the entity must face in the sport science. • A strength can be viewed as a resource, a unique approach, or capacity that allows an entity to achieve its defined goals: o VR in sport can allow for precise control of stimulus delivery within a realistic moving or training; o real-time performance feedback o interface modification contingent on user’s impairments o complete naturalistic performance record o safe testing and training environment with no physical hazard o gaming and competition factors to enhance motivation o low-cost environments that can replace stadiums, gymnasiums, swimming pools, ski slopes and other costly equipment and systems. • A weakness is a limitation, fault, or defect in the entity that impedes progress toward defined goals o the limited field of view and resolution in a head-mounted display can limit usability and perceptual realism; o ethical challenges; o limited awareness due to unrealistic expectations. Thus, our research hypothesis proposes that the assumption that Virtual Reality by Sports Simulation equipment to obtain favorable influence on involvement in motor activities in different categories of people, influences manifested in the main indices exercise capacity in learning processes and consolidation of technical and tactical sports, health and growth indices of interest in physical exercise in general. To scientifically demonstrate this, we must have this sports simulation equipment available, to experiment the influences in motor activities to different categories of people and compare results with traditional training process. But our research centers haven’t this. However, we proceed to investigate by survey method a group of 35 student athletes about their opinion for using Virtual Reality sports equipment in their motor activities. All of them want to try this equipment and train in this way. They think that will be improved performance in sports, by biomechanical, physiological, and psychological factors, because of the advantages offer by virtual reality in different way of programming this, and possibility to train with the best athletes in the world, in many different environments, with many degrees of difficulty without any danger. Everybody understood the concept of virtual reality and its unlimited possibilities, but all its fault, or defect were ignored by them. III. Conclusions In conclusion, from these premises must start our research any approach, i.e.: taking advantage of virtual reality in motor activity, using equipment, software and techniques that currently exist to really test the benefits of research subjects to increase efficiency the training (learning new movements, improving technical elements of different sports and so on), the development indexes of exercise capacity, eliminate negative influences psycho-emotional etc. 122 Thus, we’ll propose a research that is not just virtual (with a real case) by demonstrating that the equipment type Virtual Reality Sports Simulation to obtain favorable influences regarding involvement in motor activities to different categories of people, influences manifested in the main indices of exercise capacity, in learning and consolidation of sports specific technical and tactical processes, increase health indices and interest in general to practice physical exercise. References [1] Popovici, M.D. (2002). Metode si tehnici pentru realizarea mediilor virtuale, Referat de doctorat, Universitatea “Politehnica” Bucureşti. [2] Alexa, M., Behr, J., Müller, W., (2000). The Morph Node, VRML Monterey, USA, ACM. [3] Beeson, C., (1997). An Object-Oriented Approach To VRML Development, Monterey USA. [4] Cruz-Neira, C., (1995). Virtual Reality Based on Multiple Projection Screens: The CAVE and Its Applications to Computational Science and Engineering. Ph.D. Dissertation, University of Illinois at Chicago. [5] Vlada, M.; Popovicim M. (2004). Realitatea Virtuală (Virtual Reality), tehnologie modernă a informaticii aplicate, CNIV-2004, VIRTUAL LEARNING - Conferinţa Naţională de Învăţământ Virtual Ediţia a II-a, 29-31 oct. 2004, Noi tehnologii de e-learning, Software educaţional, Facultatea de Matematică şi Informatică, Universitatea din Bucureşti [6] Patton, J.L., Dawe, G., Scharver C., Mussa-Ivaldi F.A. and Kenyon R.V., (2006). "Robotics and virtual reality: A perfect marriage for motor control research and rehabilitation," Assistive Technology, vol. 18, pp. 181-195. 123 The 9th International Scientific Conference eLearning and software for Education Bucharest, April 25-26, 2013 10.12753/2066-026X-13-235 THE NEW E-TRAINING AND DIRECTING EFFORT IN ACADEMIC ROWING Sanda URICHIANU-TOMA, Marius DIMA Ecological University of Bucharest, Roumania, E-mail: [email protected], [email protected] Abstract: Rowing can be classified as one of the most demanding sports. Although there is a general agreement in the physiological, psychological factors and techniques that contribute to performance rowers; how they do it has rarely been quantified. The performance of athletes in the boat, on the water, during the race – does not lead to a good standardization and quantification, and tests on the water are out of order, being rarely alike (wind, currents, temperature, etc.) that's why ergometer rowing machines have become the standard testing tools, training, and research of rowers. Keywords: performance, ergometer rowing machines, training, aerobic threshold I. INTRODUCTION The ergometer rowing machines have become standard tools for rowers’ testing, training and research. In rowing, the ergometer rowing machine is used in selections, training sessions [2] and verification of athletes’ performances. 1.1 PURPOSE The purpose of the study is to highlight the progress made by a group of 14 junior athletes throughout a training period, based on the aerobic threshold intensity AeT [3]. AeT will be determined by the ergometer test which consists in an effort increased in increments, with 1 minute steps. The test was applied to the subjects by means of a rowing simulator(Concept IITM Morrisville, USA), which was equipped with an electronic display that continuously indicated the pace, the time elapsed and work intensity, expressed both in watts and in the time expected to be achieved on a distance of 500 m keeping the same intensity of the respective stroke. The HR was measured during the test by means of a Polar Protrainer XTTM, Finland device that monitored subject’s HR constantly. 1.2 TASKS -information and documentation in relation to the topic. -study on the influence of the training program proposed by us and on the differences, if any, between this one and the classic program. 1.3 OBJECTIVES -scientific documentation for developing the theoretical and methodological bases concerning the effects of training on aerobic threshold and the noninvasive measurements of AeT. -performance of a longitudinal-type experiment to see the effects of training on aerobic threshold and transverse-type to determine whether the program proposed by us is more efficient than the classic one. 124 1.3 HYPOTHESIS The workout based on AeT has maximum effects on the increase of athletes’ training level in terms of avoiding the significant acidification of the internal environment and the overtraining state [4] that may occur without visible notice under other training conditions. II. MATERIAL AND METHOD 2.1 SUBJECTS In this experiment were included 14 rowers (junior) of national and international level, 16.7 ± 1.0 years old, members of Junior Olympic Rowing team of Navodari, with experience of 1.7 ± 0.7 years in training and a participation in two Rowing National Championships at least. They had six training sessions a week, out of ten possible, and were familiar with all tests required by the protocol of the present study. All subjects volunteered to participate and were informed about the nature and conduct of the experiment and about the involved risks as well. The athletes did not have serious medical history, did not suffer from any disease and none of them was under medication at the time of the research commencement or during it. The rowers were advised to follow their regular schedule of meals and sleep, to avoid possible substances that could affect HR (caffeine, etc) and to not perform physical effort more intense than the average under 48 hours ahead the testing periods. The subjects were divided into two groups, control (C) and experimental (E), each group formed of 7 athletes (n=7). Both C and E had an average homogeneity in terms of degree of training, experience in sport, age, anthropometrical data and VO2 max. 2.2 TRAINING PROGRAM The duration of the training program [1] was 8 weeks, during which both groups had six workouts per week as they were accustomed. The planning and the training program have been prepared based on the technology for rowing existing in Romania at the present moment, taking into account the training period, the means used, the methods and effort indicators (volume, intensity, duration). The two groups (control and experimental) had an identical training program in terms of non-specific means [2] (in the power gym and running) and of specific means as well, on the water [5]. The differences in the training program were applied in the specific training which looked alike for both groups but in the case of the experimental group the workouts were based on the intensity corresponding to individual AeT, in other words, the „threshold training”. At the same time, the subjects of the experimental group were monitored in terms of HR during workouts, in order to control the intensity of work, thus managing the effort. In exchange, the control group performed the training sessions normally, using the pace as a criterion for effort management [6], while for the experimental group the pace represented the only criterion of effort management. In our study, the training program of the experimental group was not entirely based on the corresponding intensity of AeT, because such training would not influence all parameters involved in the competitive effort. Therefore, the program used by us tried a balanced combination of the effort management criteria (50%-50%) and of the training types in order to improve as much as possible all body functions. 2.3 METHODS Because the study was conducted in winter time, all specific tests were performed on the ergometer rowing machine (Concept IITM Rowing Ergometer, Morisville, USA). The initial and final testing, meant to determine the eventual progresses in terms of performance, consisted in an effort trial corresponding to the competitions on the water (2000m), which took place in the National Championships on Ergometer (November 22, 2011 - initial testing and 1st of February 2012, final testing), thus ensuring full motivation of the subjects. The remaining tests that were applied to 125 characterize the subjects and to establish their training level (Ruffier, Åstrand) were administered from the 15th to the 17th of November 2011 (initial testing) and from the 3rd to the 5th of February 2012 (final testing), in the training gym of the Olympic Rowing Centre of Năvodari; both tests were carried out in the same ambient conditions (17 oC), on the same machines and using the same devices. During test periods, Åstrand test was performed in the first day and Ruffier test – in the afternoon of the next day. Ruffier index, which gives relations about athletes’ state as for their training, was calculated using the formula: Ruffier index = [ ( P1+P2+P3 ) - 200 ] / 10 Åstrand Test Metronome frequency = ( 4 • W ) / ( h • G • 0,232 ) where - W = work intensity in watts. - h = height of the foot peg - G = weight of the subject. 2.4 SOFTWARE FOR ROWING ANALYSIS For a good statistical evidence, we calculated the means and the standard deviations; the changes that occurred as a result of various training conditions were highlighted by means of „t” Student test. The minimum statistical significance was considered at the value of p<0.05. Pearson method was used for determining the correlations between the studied parameters. Results TABLE no. 1. Time and number of watts achieved in the 2000 m race, on the ergometer rowing machine. Total Group Athlete Initial testing m. time (s) watts/min 1 446.60 251.50 2 396.00 360.90 T 3 440.20 262.60 O M 4 408.20 329.40 T n=7 5 396.20 360.20 A 6 408.20 329.40 L 7 403.20 341.60 mean 414.09 319.37 ± d.s. ± 20.71 ± 44.57 1 426.30 289.00 n=14 2 409.70 325.70 3 433.00 276.10 E 4 420.90 300.40 n=7 5 460.40 229.60 6 427.20 287.20 7 385.80 390.20 423.32 * 299.74 * mean ± d.s. ± 22.69 ± 49.34 126 Final testing m. time (s) watts/min 437.60 267.20 409.20 326.90 427.90 285.80 409.00 327.40 401.60 345.80 404.50 338.40 404.60 338.10 413.49 318.51 ± 13.71 ± 29.93 420.20 301.20 402.60 347.40 430.20 282.30 410.30 326.20 444.50 255.10 421.90 302.20 382.20 402.10 415.98 316.64 ± 20.08 ± 46.88 timp (s) 460 450 440 430 420 410 400 390 380 370 360 * T.I. T.F. Grupa M Grupa E FIGURE no. 1. Time achieved during 2000 m control trial on the ergometer rowing machine, for both groups in the initial and final testing. TABLE no. 2. Ruffier index and VO2 max, during both tests, for the two groups Total Group T O T A L M n=7 Athlete 1 2 3 4 5 6 7 mean ± d.s. n=14 E n=7 mean ± d.s. 1 2 3 4 5 6 7 Initial testing Final testing Ruffier ind. VO2 max/kg/min Ruffier ind. VO2 max/kg/min 2.80 56.08 3.00 60.02 2.80 69.88 3.10 63.51 6.80 52.75 6.50 57.47 5.20 54.92 5.10 54.95 4.60 57.20 4.30 61.68 3.80 52.89 3.50 56.92 5.80 44.34 5.70 48.49 4.54 55.43 4.45 57.57 ± ± ± ± 1.51 7.62 1.35 4.96 5.20 52.64 5.00 57.37 10.60 46.64 6.60 56.87 8.80 54.93 6.20 57.47 6.40 52.56 5.80 61.24 5.60 65.27 5.10 65.30 9.40 44.59 6.90 54.23 5.20 64.02 4.90 70.48 7.31 * ± 2.23 54.37 * ± 7.89 127 5.78 ± 0.81 60.42 ± 5.69 ml oxigen/kg corp/min FIGURE no. 2. VO2 max during initial and final testing. 80 * 60 40 20 0 T.I. T.F. Grupa M Grupa E FIGURE no. 3. Ruffier index in both tests. indice Ruffier 10 8 7.31 * 6 4 5.78 4,45 4,54 2 T.I. T.F. Grupa M Grupa E * significantly different related to final testing (p<0.05). 2.5 Discussions. Åstrand test. The tested subjects had a VO2 max of 55.43 ± 7.,64 ml O2/kg/min initially and 57.57 ± 4.98 ml O2/kg/min in final testing for the control group, recording an increase of 3.79 % (p>0.05), while in the experimental group the VO2 max was 54.37 ± 7.89 ml O2/kg/min and 60.42 ± 5.91 ml O2/kg/min respectively, with an increase of 10.68 % (p<0.005) (table no. 4). The small increase of VO2 max in the case of the control group is probably due to a quite varied training in terms of work intensity, so to a poorly managed and controlled workout; this is because the endurance training performed at an intensity higher than the intensity corresponding to AeT increases VO2 max significantly. Therefore it is possible that the athletes belonging to the control group have made a great part of their training sessions below the intensity corresponding to AeT. However, in both tests the difference between groups was insignificant (p>0.05), allowing us to conclude that, in general, the program followed by the control group was not entirely ineffective. The significant improvement of VO2 max, recorded after 8 weeks of training, in the case of the experimental group, is the indubitable evidence that the training program based on the AeT, leads to remarkable results, especially as the progress of 10.68 % recorded by the experimental group was significant (p<0.005). The athletes who were tested by us (juniors) had an average value of the VO2 max of 58.81 ± 5.42 ml O2/kg/min, while the internationally renowned junior rowers had a VO2 max of 60.25 ± 2.5 ml O2/kg/min; this fact shows that our athletes are situated on a normal step of the performance increase. We can make the same finding if we compare the values obtained by us with the values of VO2 max of the seniors, 65-70 ml O2/kg/min (19,32,49,51,63,64,65,71,74); we can see a difference of about 8 ml O2/kg/min, which is explained by rowers’ different experience and by the volume of the training performed. Ruffier test. This test provides information to the physician, coach, athlete, etc. on athlete’s condition in terms of training level and recovery [5]. At the initial testing, the control group had a Ruffier index of 4.54 ± 1.51 and the experimental group had 7.31 ± 2.23 (table no. 4), highlighting a significant difference between them (p<0.01). 128 At the final testing, Ruffier index of the control group improved by 2.22 %, namely 4.45 ± 1.35 (p>0.05), while the experimental group improved by 21.91 %, getting to 5.78 ± 0.81 (p<0.025) (table no. 4); at this latter testing too the difference between these two groups is a significant one (p<0.025). Even if at the final testing the Ruffier index of control group continued to be better than the index of the experimental group, in the case of the second group it was significantly higher (21.91 %, versus 2.22 %; p<0.005). As you know, a Ruffier index below 0 is credited with the qualification VERY GOOD, the index from 0 and 5, VERY GOOD, and from 5 and 10, MEDIOCRE. If we look at the big picture, we can notice that the progresses recorded in this trial and their significance thresholds follow the same pattern as those obtained in Åstrand test and the 2000 m race on the ergometer rowing machine. Similar to VO2 max, Ruffier index generally keeps within the normal limits for athletes with an average experience of 1.79 ± 0.70 years. Performance in 2000 m race The performance in 2000 m race on the ergometer rowing machine increased by 1.70 % in the experimental group(p<0.005) and by 0.14 % in the control group (p>0.05). In absolute value, the times were 414.09 ± 20.71 s at the initial testing and 413.49 ± 13.71 s at final testing, for the control group, respectively 423.32 ± 22.69 s at initial testing, and 415.98 ± 20.08 s at final testing, for the experimental group (table no. 3). A strong correlation was found between these results and AeT (r=0.80; p<0.005), confirming the higher fidelity of AeT compared to VO2 max fidelity for predicting the future performances. Although neither of the two tests showed significant differences between the two groups, the progress of 1.70 % of the experimental group (p<0.005), compared to the progress of 0.14 % of the control group is an indubitable evidence that the program proposed by us had a higher efficiency in terms of accumulations generated during the 8-week monitoring. Therefore, taking into account the elements above, it results unequivocally that the training program in which 50 % of the specific training sessions are based on the „threshold” intensity is not only more efficient in terms of improvement of VO2 max, of the intensity causing AeT occurrence and of the performances achieved on the ergometer rowing machine, but is more easily borne by athletes, which creates the premises that, if the athletes could choose, they would prefer such a training detrimental to the classic one. CONCLUSIONS Based on the analysis and interpretation of the results of our study, we were able to draw the following conclusions: -The linearity between HR and the intensity of work during a test of effort increasing in increments performed on the ergometer rowing machine is lost at some point, in an easily noticeable manner, in the case of all subjects. -There is a rather close correlation between the „threshold” intensity and the performance achieved in the 2000 m race on ergometer rowing machine. -The rowing training program, in which 50 % of the specific training volume is performed at the intensity corresponding to AeT, is more efficient than the classic one, both in terms of improving the aerobic capacity parameters and performance achievement. -It seems that such training is not only more efficient but also more easily borne by the rowers. References [1] [2] [3] [4] [5] [6] Albu V., Roman M. (1996). Considerations on junior rowers’ training in the first year selection. Annals of „Ovidius” University , series: Physical Education and Sport. Alexe N. (1993). Modern sports training, Editis Publishing House, Bucharest. Demeter A. Physiological and biomechanical bases of physical qualities, 1981, Sports-Tourism Publishing House– Bucharest. Dragnea A. and Teodorescu S. (2002).Theory of sport, Fest Publishing House, Bucharest. Florescu C. Rowing. (1962). Sports-Tourism Publishing House, Bucharest. Florescu C. and Mociani V. Rowing. (1985). Sports-Tourism Publishing House, Bucharest. 129 The 9th International Scientific Conference eLearning and software for Education Bucharest, April 25-26, 2013 10.12753/2066-026X-13-236 COMPUTER ASSISTED LEARNING IN SWIMMERS' TRAINING Luciela VASILE, Monica STĂNESCU National University of Physical Education and Sports, Bucharest, Romania [email protected], [email protected] Abstract: We consider that with computer assisted learning on the simulator (CALS) the swimmers’ gestures can be improved through adjusting the command and control program, which represents a major necessity in their training. In swimming, any technical method is made up of successive or concomitant interventions of many muscular groups. Computer assisted learning on WEBA SWIM Ergometer can provide an accurate, intense and instant feedback, since in a motor act the adaptation and the command of higher systems are linked to a retroaction loop. Key words: swimming, psycho-motor aptitudes, computer assisted trainings, simulator. I. INTRODUCTION. This paper overviews that the computerized environment destined to the motor improvement process is eminently suited to the performance sports segment. It’s well known that combining new technologies with learning skills can refine in time psychomotor aptitudes. That is why the accelerated rhythm of spreading the innumerable information related to human movement determines the specialists concerned with sports to design specific methodologies and techniques based on some complexly computerized adaptive systems. Thus, the domain entities quickly become interoperable and the digital applications mainly rely on the feedback system, which should be the auditory, visual or proprioceptive one. Hence, we attempt to propose a new perspective on young swimmers’ coaching, which can use an accurate, intense and instant feedback, supplied by simulator, in conjunction with the retro-information provided by coach, in order to improve their performances. Swimming involves a complex set of rhythmic motions. In this discipline, “the level of coordination required to execute fluid and efficient strokes is almost beyond comprehension, since swimming motions and positions are by no means natural” [1]. Therefore, we find that “just swimming” isn’t enough to improve the technique. The majority tend to focus almost entirely on global motions of the arms and, to a less degree, to the key moments of the unique motor act. In addition, most of the swimmers’ energy is used to overcome the water resistance (roughly 800 timer denser then air) and just a little part is translated into forward motions. The result is usually an effort-filled struggle rather then a flow of efficient stroke. In this context, we believe that, reducing the front surface area that meets the overcoming water, eliminating unnecessary motions, cutting a wider path through the surface and making smooth movements throughout a proper technique, developed on simulator, will stop wasting energy. Therefore, especially younger swimmers, with an instable technique, are always ready to embrace new drills. In these circumstances, for any coach, it’s important to use a variety of exercises, which will help athletes to accurate their skills and enlarge the dynamic adeptness. 1.1. Computer assisted learning on simulator (CALS). Starting from these considerations, we judge that the foundation of an efficient technique can be realized through computer assisted learning on the simulator (CALS). In this context, we think that, during the ergometer sessions, swimmers, who are motivated by competitions, will find plenty of 130 opportunities to deal with their fluctuant strokes. For them, especially recurrent information are essential to improve motor behaviors. We believe that swimmers can be corrected by digital images, as an external feedback. These extrinsic messages must be prompt and precise. For a wider understanding of gestures, the digital data must be re-viewed, re-dimensioned, graphically-vectorially superposed to others, etc. In the context, we mention that it’s well asserted that “the visual feedback can accelerate the sports instruction process, as compared to the training traditional techniques” [2]. For example, the superposition of two filmed materials (professional athlete/novice athlete) assures the instant observation of errors. In this case, learning is based on imitation. As a matter of fact, “humans and other primates imitate movements since their birth and continue all their life long to kinetically or cinematically copy, in order to master a motor ability” [3]. Consequently, there is an increase of the potential to learn through demonstration and imitation. Because information can exceed the brain resolution capacity, supplemental directives (landmarks) are often required. They are accessible through ergometer software program, specialized in the experimental data processing. In our case, the computer can register speeds, angles, heights, durations, etc., which can be known in only few minutes by athletes and coach. As well, the provided information can be accompanied by similar data to be compared with, taken from virtual libraries. A recent theory is that of remote coaching via the Internet. Athletes carry out a computerized exercise program while a third party supervises the practices and manages the apparatus [4]. To exploit the connection between perceptions and actions, imagistic applications are extremely important. The self-regulating mechanisms about the motor activity can validate the corrections and can be visualized in a corresponding diagram. Thus, external loop allows the users to step through a proper execution and to make appropriate decisions. Photo-imagistic graphics may be stored for viewing later, may be displayed in real-time or may be associated with the coach’s verbal instructions as well as some internal sensorial clues (kinesthesic feedbacks). In count, at the simulator, along with the swimmer is the coach. Under normal conditions, this is not possible in the aquatic environment. The corrections, the verbal explanations or even sonorous indications, impart the motor structures a certain temporal progress, as an auditory external feedback, and enhance the rhythmic capacity. At the same time, coach’s clarifications develop the spatialtemporal orientation, a synthesis of the visual and auditory afferences, resulted from the conjugation of impressions given by these two sensorial modalities. Even if the proprioceptive feedback is already translated, the words to express and describe muscular sensations are often missing [5]. That is why the clarification of muscular sensations supposes lots of retrograde information. Considering that success in competitive sport implies an increase in muscle capability as well as mastering a skill, a manipulation of intrinsic feedback by applying swim ergometer might lead to positive results in the final performance. “Now, from a dynamical systems perspective, a genetic basis interact with environmental or task constrains, as predicted by Newell model” (figure 1) [6]. II. RESEARCH DESIGN. 2.1. Purposes of the study and the hypothesis. The objectives of our investigation are: - to conduct a research on CALS’ role in improving young swimmers’ technique; - to conceive a terrestrial settings on Weba Swim Ergometer (figure 2), from the methodological point of view, where the athletes can find some focus points to correct their arm strokes. 131 Task Perception (information) Physical performanc Environment Organism Action (movement) Figure 1. Newell’s model of interacting constraints adapted to illustrate the resulting effects on variability of physical performance (1986) The hypothesis we relied on in our revise consisted in considering that CALS in young swimmers’ training can be recommended as an efficient complementary training for swimmers. To verify it, our observations were made on eight male swimmers. Figure 2. Weba Swim Ergometer (presented on www.weba-port.com) 2.2. Methods and means. The subjects were selected out of the best performers aged 10 to 13, while their physical activity was determined based upon some tests on the technical and dynamic attempts. The components of the control group (CG) practiced only specific training in water, while the experimental group (EG) benefited also from CALS. The experimental study lasted six months, at a frequency of three training sessions a week. To verify our hypothesis we used the following methods: documentation through the examining of the specialty bibliography on problems specific to swimming and land training on ergometer; - experiment made on a group of eight male swimmers; - data statistical and mathematical processing; 132 - iconographic representation of the registered results. To eliminate parasite gestures swimmers have to take into account constantly at least 4 focus points: I1 - control the body - maximize the beneficial effects of water propulsion, orient and achieve comfort in water. The psychomotor skills needed for a good posture and balance in aquatic environment are neither intuitive nor instinctive [1]; I2 - develop an efficient and streamlined stroke - look more proficient as a swimmer, look effortless. When the body stays as long as possible through out each stroke cycle, the power required for each drag increases; I3 - gain power - for augment the form drag (S shape); provide the force continuously to sustain speed; I4 - stabilize a good stroke rhythm - a fair rate when advancing comes with practice and relaxation [7]. Achieving these goals was rated as follows: 2 points - very good; 1 point - well, 0 points - weak performance. Also, for both studied groups, we paid attention to these four focus points and we used the exercises on simulator only for experimental group (EG) (table 1). Table 1 Focus points workouts goals I1 control the body synchronizing partial movements; identifying the longest style position; developing a relax arm stroke The main means on simulator drills duration - butterfly draws on a medium resistance while 3 minutes keeping the body streamlined, lying back positions - freestyle arm strokes on a minimum resistance 3 minutes - butterfly paddles on a minimum resistance, with 3 minutes moving slowly the head up (on one stroke) and down (on another one) 1 minute - freestyle pulls on a medium resistance while keeping the body streamlined, lying back positions I2 readjusting motor - breaststroke drags with a frequent variations of 3 x 4 x 1 develop program - the motor scheme (increasing or decreasing minute an executions; prompt strokes’ amplitude) at the coach’s acoustic signal efficient response act - butterfly arm strokes on a minimum resistance, 3 x 4 x 1 stroke increasing or decreasing strokes’ amplitude at minute various aural signals I3 gain improve the - changing the form of the breaststroke pulls, at 2 minute power swimming time; coach’s audio hints rapid changing of - changing the form of the butterfly arm strokes, 2 minute the movement at the coach’s acoustic at various acoustic signal fragments [8] - changing the form of the freestyle draws, at the 2 minute coach’s indications I4 organizing muscular - butterfly paddles accelerating each arms cycle 2 minute stabilize activities; a good executions with - freestyle pulls with on a decreasing rhythm 2 minute stroke rhythm and tempo rhythm variations - back arm strokes on a constant accelerated pace 2 minute 133 For both groups we apply some specific water drills (table 2): Table 2 Focus points I1 control the body practicing the correct head alignment while breathing; experiencing the bow wave when inhaling [9] I2 develop an efficient stroke practice good stroke habits; improving and perfecting stroke technique I3 gain power accessing power from the core; exploiting the largest muscles possible I4 stabilize a good stroke pace - setting the arm stroke rhythm to the kick The main water means workouts goals drills getting comfortable - butterfly draws on a medium intensity floating in a flat - freestyle pulls on a maximum intensity, position; maintaining the horizontal axis using the pull buoy - butterfly paddles combined with crawl while rolling kicking - freestyle pulls on a medium resistance, while keeping the body streamlined learning to feel the water when advancing; sensing an efficient forward motion initiating the drag from a position of strength; appreciating the role of the hands duration 4x25 m 8x25 m 2x50 m 2x50 m - individual medley 200 m - breaststroke sweeps – arm strokes with the pull buoy alternating with butterfly arm strokes, at various acoustic signal - butterfly arm strokes, increasing or decreasing strokes’ amplitude - individual medley 2x50 m 200 m 4x100 m - medley – swimming several lengths (at least 8), with paddles, focusing on arm pulling force, one arm at a time - medley, concentrating on the arm pulling, one arm at a time 400 m (8 lengths) - backstroke with paddles and floppy fins, kicking and stroking as fast as possible 4x25 m exercising the - freestyle with dolphin, using the senses momentum of the to recognize a productive arm stroke kick to benefit the - breaststroke with crawl kicking, using arm stroke quick and compact arm strokes 3x100 m 200 m 3x100 m 2.3. Results. Research has been conducted in the simulator-based learning context. Following the ergometer test administration (independent variable), we registered the subjects’ scores in the three testing stages: the first one in January (t0), the second one in March (t1) and the third one in June 2012 (t2). To formulate some conclusions, we statistically processed the following values: a) cumulated points at the four technical items. Achieving the focus points was rated as follows: 2 points - very good; 1 point - well, 0 points - weak performance (table 3); Table 3 Average of the cumulated points obtained on I1 - I4 Studied groups EG CG January t0 0,5 0,5 March t1 1,75 0,75 134 June t2 2 1,25 b) performances in the 50 m freestyle. This event sample was chosen because we believe it can highlight both technical skills and dynamic performances. In this analysis, only EG emphasize the significance of the progress of the registered time (table 4). Table 4 50 m butterfly performances Studied groups EG CG January t0 34.8 35.2 36.3 33.4 34.6 32.2 36.2 33.4 March t1 32.8 33.2 35.3 31.4 33.6 32.1 35.2 33.1 June t2 29.2 29.7 31.2 31.4 34.6 32.2 36.8 33 Considering the given outcomes, we think that computer assisted learning on the simulator can be recommended as an efficient complementary training for swimmers. III. 3.1. Discussions. The implementation of computer assisted learning can become a significant training alternative to improve swimmers’ performances. Coaching process is much relieved in his administration. The structure of the practical units contains more self-regulating mechanisms, provided additionaly by coach or by computer. As the motor improvement progresses, we ought to aim towards the increase of intrinsic feedback weight, as well as on the reducing of the extrinsic information. Thinking succeeds in creating motor regulation schemes and it provides an abstract memory, impregnated with representations of some learned events and gestures [10]. We believe that it is possible that retro-information can constitute additional guidance required, especially by young, inexperienced athletes, who can enhance their performance in dynamic environments. Moreover, the feedback can become the main condition for psycho-motor learning – motor adapting and re-adapting psycho-motor directing. Through this sort of preparation athletes are capable to interiorize the movement patterns and their relationships with motor behavior, to model their practice with a higher accuracy, “to review executions and improve their quality” [11]. Thus, we assert that CALS can guarantees the proper administering of spatialtemporal and dynamic-energetic distributions of the motor acts by improving perceptive qualities, especially at the kinesthetic sub-system level. Aptitudes must be approached especially during the second school period. At this age (respectively 8-13 years old), the end of maturation in the motor cortical zone facilitates the co-operation between the involuntary motility, related to the cerebral trunk, and the voluntary motricity depending on the motor cortex [12] 3.2. Conclusions. Our study results validate the hypothesis, which CALS - eminently suited for swimming performance. However, the deficiencies in the swimming technique, can’t be considered any more the result of some limited predispositions, but of an insufficient stimulation at the sensory level. Under such assumptions, coaches should strive to provide an environment that is conducive to optimum learning by augmenting the feedback that athletes receive. We also assert that, through the motion computer analysis we are allowed to verify the swimmers’ skills to perform different motor acts. Analyze athletes’ movement means to individuate the force, the speed, the muscular recruitment components and the coordinative parameters that characterize every arm stroke. The gesture then may be broken down and analyzed into its cinematic. Thus, dynamic analysis permits realizing a functional evaluation of the muscular chains activation in a non-invasive way. It provides directions about the amplitude and the extent of the muscular activation during the execution of a technical gesture. 135 Thus, the opportunity of training swimmers’ in various conditions has highlighted a significant potential of CALS. On the other hand, in this kind of learning, ergometer can reproduce the water environmental. Based on these results, coaching decisions could be taken on valuable data about swimmers’ specific gestures. Based on CALS results, it’s possible to create the competitor’s profile for training to performance. Nevertheless, ergometer gives swimmers the opportunity to simulate the water motions for test and training, offering a lot of recurrent data, and emulate coaches making the training process more realistic. Thus, swim simulator allows, independent from age or fitness-level, monitoring time, stroke rate, force (force per stroke and average force in session), power per drag and during entire stroke cycle, elapsed time in session, strokes per minute and heart rate per minutes. It as well permit graph mode, which can be analyzed and explained by the coach latter on or instantaneous. Finally, swimming training should be adapted to earthly settings. Thus, CALS can supports swimmers’ mental constructions, until a satisfactory motor structure emerges. Also, enhances skill acquisition (performance kinematics) and refine the senses to give a proper feedback about how to avoid ineffective ranges of motions and to enrich motor experience at any given speed. In this states, the athletes’ arm strokes becomes a natural part of their motor acts into water. References [1] [2] [3] [4] [5] [6] [7] [8] [9] [10] [11] [12] Hinnes, E., (2008). Fitness Swimming. 60 workouts for speed, endurance and technique. Human Kinetics Inc. (p. 34). Todorov, E., Shadmehr, R., Bizzi, E., (1997). Augmented feedback presented in a virtual environment accelerates learning of a difficult motor task, Journal of Motor Behavior, no. 29. Meltzoff, A.N., & Moore, M.K. (1989). Imitation in newborn infants: Exploring the range of gestures imitated and the underlying mechanisms. Developmental Psychology, 25, 954-962. [4] Kelly, A., Hubbard, M., (2000). Design and construction of a bobsled driver training simulator. Sports Engineering, 3, 13± 24. Cirlă, L., (1999). Înot - aptitudinile psihomotrice şi pregătirea tehnică. Printech, Bucureşti. Davids, K., Glazier, P., Araujo, D., & Bartlett, R., (2003). Movement Systems as Dynamical Systems The Functional Role of Variability and its Implications for Sports Medicine, Sports Med 2003; 33 (4): 245-260 Montgomery, J., Chambers, M., (2009). Mastering Swimming. Human Kinetics Inc. Schnabel, G., (2004). Movement theory. Editorial S.R.L. Stadium. pp. 94. Blythe, L., (2008). The 100 best swimming drills. Meyer & Meyer Sport Verlag. Buonamano, R., Cei, A., & Mussino, A., 1995. Participation motivation in Italian youth sport. In The Sport Psychologist Vol. 9(3) Sep 1995, 265-281. Grigore, V., Stănescu, M., Bota, A., Mitrache, G., Popescu, M., 2007. Role of FISTE in Defining New Perspectives of ICT Application to Physical Education and Sports Area. Revista Educația 21, Volume published in the frame of Comenius 2.1. Project, FISTE. Maslovat, D., Chua, R., Lee, T. D. and Franks, I. M., 2004. Contextual interference: single vs multi-task Learning. Motor Control, 8, 213-233. 136 The 9th International Scientific Conference eLearning and software for Education Bucharest, April 25-26, 2013 10.12753/2066-026X-13-237 USE OF COMPUTER TECHNOLOGY IN EVALUATING THE CONCENTRATION AND MOBILITY OF ATTENTION Vasilica GRIGORE, Georgeta MITRACHE NUPEFS, Constantin Noica, No. 140, 060057, Bucharest, Romania [email protected],[email protected] Radu PREDOIU, Mihaela PĂUNESCU NUPES, Constantin Noica, No. 140, 060057, Bucharest, Romania [email protected]. [email protected]@yahoo.com Abstract: Attention is the psychical phenomenon (mental function) which designates the selective orientation of the activity and the focalization of the mental energy on an object, in order to know it better and to act more efficiently. Attention is the manifestation of conscience and cannot be related to a certain mental process. It does not have inherent reflectory content, being present in all psychical functions – perception, representation, thinking (we pay attention when we perceive, when we memorize, when we think etc). This study was carried out on a number of 90 students in NUPES, divided into three groups: performance athletes who practice individual sports (tennis, karate and gymnastics), performance athletes who practice team sports (football, handball and basketball) and students who don’t practice any kind of sports. We assessed attention concentration and mobility through two computerized tests: CMA-R and TAC, of the battery of tests PSISELTEVA. CMA-R test is conceived under the shape of a dynamic model made of task-sequences with progressive degrees of difficulty. TAC test consists in giving a pre-established answer for each signal-stimulus identified among insignificant stimuli. Using ANOVA (one-way),we highlighted significant differences statistically (p < 0, 05) between the three samples of athletes. Practising sports systematically can be an effective way of developing certain skills and abilities such as: attention concentration and mobility, observation spirit, fast visual analysis capacity, visual discrimination capacity, prompt reactions at the visual signs that have to be differentiated. These are directly related to the increase of personal efficiency and performance both in sports as well as in general in any other socio-professional activity. Keywords: attention concentration, attention mobility, individual sports, team sports I. INTRODUCTION As a mental function attention: accompanies mental activity being the one that leads to the modelling of the nervous tonus which is compulsory in developing all the other mental processes; it appears as a background condition for the developing of knowledge processes, auto-analysis and auto-evaluation processes, as well for motor actions; it consists in orientating and concentrating of the mental activity on an object or phenomenon, thus optimizing the knowledge of a sector of the surrounding reality or of the inner, subjective life (it ensures the triggering, maintaining and optimization of the cognitive processes). Through attention we realize an important selection of the stimuli. As a property of conscience, attention implies the existence of a certain degree of focalization on a region which becomes central in relation to the rest of the ensemble, which comes to occupy a marginal position. Attention appears during the state of active standby and concurs with the optimum level of performance in a given task. Through attention: an event is perceived with a higher speed; the clarity of an object or activity grows (by increasing the conscious process); a selection of certain impressions 137 is made (while others are more fading). Specialized literature [3] indicates the need of a high level of attention to obtain successful performance in sport. It is also mentioned that motor memory depends on attention’s concentration capacity [1]. II. ORGANIZATION OF THE RESEARCH The present research is descriptive and has been conducted as a monitoring and evaluating process. 2.1 Scope To investigate the attention concentration and mobility for student-athletes practicing individual sports (tennis, karate and gymnastics), team sports (football, handball and basketball) and students that don’t unfold systematic physical activities. 2.2. Subjects A total of 90 subjects participated in the study, 54 boys and 36 girls, divided as follows: 30 practitioners of individual sports (tennis, karate and gymnastics), 30 practitioners of team sports (football, handball and basketball) and 30 participants who do not conduct systematic physical activities; all aged between 20 and 24. The three groups of participants consist of the same number of male and female subjects. 2.3. Methods To solve the research issues, we used: observation, conversation, test – Attention Concentration and Mobility CMA-R Test, Attention Concentration and Mobility TAC Test of the battery of tests PSISELTEVA developed by RQ Plus, statistical processing methods - SPSS and data interpreting. CMA-R test is conceived under the shape of a dynamic model made of task-sequences with progressive degrees of difficulty. The task consists of giving pre-established answers in timerequired conditions. Image content – four squares (one set in the centre, three below on the horizontal) inside of which 2, 3, 4 or 5 triangles are placed, depending on the difficulty. Through a rotating movement, at pre-established lapses of time the triangles inside the squares change their position; when the rotating movement stops it means there is a signal-stimulus. The task of the subject is to give an answer each time the triangles inside the model-square stop moving by choosing the square which has an identical content from the three squares situated on the horizontal (below the model-square). Answering device: a lever with three buttons. TAC test consists in giving a pre-established answer for each signal-stimulus identified among insignificant stimuli. When conceiving the test the creation of the following problematic situation were taken into consideration: the fast ongoing of visual stimuli in a limited visual field, the random appearance (time and space) of significant visual stimuli, the appearance of a perturbatory factor (by alternating light), a combination of significant visual stimuli with insignificant visual stimuli, changing the tempo of the action. The image contains a rectangle inside which there are seven letters (the error warning window is placed in the lower right extremity). Answering device – lever. Inside the rectangle, rows of seven black letters runs; the ongoing of the rows is made on the vertical from up to down, in a constant apparition rhythm; randomly one of the rows may contain the S or Z letter - phenomenon which represents the apparition of signal-stimuli; in an unpredictable manner the rectangle’s luminosity changes. The evaluation takes place under slow speed conditions (speed 1) and fast speed conditions (speed 2). The task of the subject is to give answer when the S or Z signal-stimuli appear; by pressing the left button of the lever (the hand used to act is at the subject’s choice). 138 2.4. Results In order to determine the relationship between the type of sport practiced and the corresponding performance level, when estimating attention concentration and mobility, the unifactorial variance analysis procedure (one-way ANOVA) was used. The preliminary data analysis emphasized that for the performance coefficient and the correctly issued answers for speed 1 and speed 2 no extreme values were detected, for each group of subjects analyzed (figure 1): practitioners of individual sports (tennis, karate, gymnastics), practitioners of team sports (football, handball, basketball) and non-practitioners (non systematic physical activities). We present for example box-plot for correctly issued answers - speed 2. 70 60 correct speed 2 50 40 30 N= 30 30 30 team sports - footba individual sports - non-practitioners ATHLETES Figure 1. Extreme values – correctly issued answers under fast speed conditions (speed 2) The below table contains the division model of the sample groups, such as averages and standard deviations for the performance coefficient (CMA-R) and correctly issued answers for speed 1 and speed 2 (TAC). Descriptive Statistics Cperform and Correctly issued answers for speed 1 and speed 2 Athletes Mean CMA-R team individual non-practitioners Total 124,16 127,22 103,57 118,32 TAC speed 1 speed 2 58,43 52,20 59,20 56,50 57,37 48,17 58,33 52,29 Std. Deviation CMA-R TAC speed 1 speed 2 36,28 7,50 8,25 34,59 5,54 4,49 22,40 4,65 3,79 33,07 6,00 6,72 N 30 30 30 The necessary conditions for the technique ANOVA simple (one-way) are fulfilled: - there is only one dependent variable which is quantitative; there is only one independent variable, which is nominal and has at least three levels/stages; - dependent variable is normally distributed (Shapiro-Wilk test, p > 0.05), variances of the dependent variable must be relatively equal for each of the groups under comparison (the value of the significance threshold for the Levene test exceeds the accepted p = 0.05 - in the case of correctly issued answers - speed 1). In the case of the performance coefficient and correctly issued answers - 139 speed 2, the value of the significance threshold for the Levene test do not exceeds the accepted p = 0.05. Although the homogeneity of the variances is one of the necessary conditions in applying the ANOVA method, some authors consider that the ANOVA method is strong enough to be applied even when this conditions is violated (Labăr, 2008, p. 162). ANOVA Cperform (CMA-R) and Correctly issued answers for speed 2 (TAC) Sum of Squares df Mean Square F Sig. CMA-R TAC CMA-R TAC CMA-R TAC CMA-R TAC CMA-R TAC speed 2 speed 2 Between Groups 9932,24 1042,02 ,000 Within Groups 87440,88 2972,46 Total 97373,13 4014,48 speed 2 speed 2 speed 2 2 2 4966,12 521,01 4,941 15,249 ,009 87 89 87 89 1005,06 34,166 Table number 2. (ANOVA table) presents the results for test F, whose value is 4,941 respectively 15,249, for a threshold p < 0, 05. Thus, the performance coefficient and the number of correctly issued answers for speed 2 vary significantly depending on the type of sport. Furthermore, the analysis highlights that there are differences between the averages of groups, which can be paired as below: Multiple Comparisons Cperform CMA-R (I ) (J) athletes Mean Difference (I-J) Bound team individual -3,060 non-practitioners 20,597* individual team 3,060 non-practitioners 23,657* non-practitioners team -20,597* individual -23,657* Std. Error Sig. 8,186 8,186 8,186 8,186 8,186 8,186 1 ,000 ,041 1,000 ,015 ,041 ,015 95% Confidence Interval Lower Bound Upper -23 ,042 0,614 -16,922 3,674 -40,579 -43,639 16,922 40,579 23,042 43,639 -,614 -3,674 *. The mean difference is significant at the ,05 level. Significant differences concerning the performance coefficient were revealed between the following groups: team - non-practitioners and individual - non-practitioners. Size index of the „f” effect = 0.34. This means that 34% of the variance (dispersion) in the dependent variable is explained by the independent variable variance. We can say that there is a relative important relationship between the performance acquired when evaluating attention concentration and mobility and the physical activity/ type of sport performed. 140 Multiple Comparisons Correctly issued answers for speed 1 and speed 2 (TAC) Bonferroni (I ) athletes (J) athletes Interval Mean 95% Confidence Difference (I-J) Bound correct speed 1 team individual -,77 non-practitioners 1,07 individual team ,77 non-practitioners 1,83 non-practitioners team -1,07 individual -1,83 correct speed 2 team individual -4,30* non-practitioners 4,03* individual team 4,30* non-practitioners 8,33* non-practitioners team -4,03* individual -8,33* Std. Error Sig. Lower Bound Upper 1,553 1,553 1,553 1,553 1,553 1,553 1 ,000 1,000 1,000 ,723 1,000 ,723 -4 ,56 -2,73 -3,03 -1,96 -4,86 -5,63 3,03 4,86 4,56 5,63 2,73 1,96 1,509 1,509 1,509 1,509 1,509 1,509 ,016 ,027 ,016 ,000 ,027 ,000 -7 ,98 ,35 ,62 4,65 -7,72 -12,02 -,62 7,72 7,98 12,02 -,35 -4,65 *. The mean difference is significant at the ,05 level. Significant differences concerning the number of correctly issued answers for speed 2 were revealed between the following groups: team - individual, team - non-practitioners and individual non-practitioners. Size index of the „f” effect = 0.59. This means that 59% of the variance (dispersion) in the dependent variable is explained by the independent variable variance. We can say that there is a very strong relationship between the performance acquired when evaluating attention concentration and mobility and the physical activity/ type of sport performed. Conclusions Statistically speaking, data processing and analysis reveals significant differences in the values of the performance coefficient (qualitative measure statistically calculated by reporting efficiency – correctly issued answers – to test time) and the number of correctly issued answers for speed 2, between samples of subjects of this research: student-athletes practicing individual sports (tennis, karate, gymnastics), team sports (football, handball, basketball) and students that don’t unfold systematic physical activities. The research reveals that student-athletes practicing individual sports (tennis, karate, and gymnastics) and team sports (football, handball, basketball) register considerably higher performances when evaluating attention concentration and mobility (CMA-R and TAC – speed 2) than students that don’t unfold systematic physical activities. Also the student-athletes practicing individual sports (tennis, karate, gymnastics) register considerably higher performances when evaluating attention concentration and mobility under fast speed conditions (correctly issued answers for speed 2) than the student-athletes practicing team sports (football, handball, basketball). The results of the research can be influenced by physical and mental state of the subject during testing (fatigue, affective-motivational factors) which may cause variations in motor responses. Observation and conversation as research methods support the value of our research, focused on the assessment of attention concentration and mobility. Practising sports systematically can be an effective way of developing certain skills and abilities such as: attention concentration and mobility, observation spirit, fast visual analysis capacity, visual discrimination capacity, prompt reactions at the visual signs that have to be differentiated. 141 These are directly related to the increase of personal efficiency and performance both in sports as well as in general in any other socio-professional activity. References [1] [2] [3] [4] Grigore, V. (2001). Gimnastica artistică – bazele teoretice ale antrenamentului sportive, Editura Semne. Bucureşti, p. 65. Horghidan, V.; Mitrache, G.; Tüdös, Şt. (2001). Psihologie normală şi patologică, Editura Globus. Bucureşti, p. 149. Labăr, A. V. (2008). SPSS pentru ştiinţele educaţiei, Editura Polirom. Iaşi, p. 162. Hsieh, T.; Huang, C.; Hung, T. (2010). Relationships between heart rate variability, attention, and athletic performance. International Journal of Sport and Exercise Psychology, 8, 473-475. 142 The 9th International Scientific Conference eLearning and software for Education Bucharest, April 25-26, 2013 10.12753/2066-026X-13-238 THE BENEFITS OF USING STATISTICAL RECORDING SOFTWARE BASKETBALL FOR TEAMS TRAINING PERFORMANCE Alina Daniela MOANŢĂ, Iulian Gabriel GHIŢESCU National University of Physical Education and Sport, Constantin Noica Street, Bucharest, Romania [email protected], [email protected] Virgil TUDOR National University of Physical Education and Sport, Constantin Noica Street, Bucharest, Romania [email protected] Abstract: The existing methodology in basketball is improving and adapting continuously, the contribution coaches being heuristic, due to the information and multitude of game situations. The information provided through recording the matches statistics, may allow coach analysis and the team game model improvement, provided that they are complete and objective. Based on the game model one may change or complete the team training and competition model. Therefore the statistical parameters of the game model and their analysis is a requirement of training and performance management of a team. In this matter, the software SmartStats basketball FIBA Europe is the official program for the achievement statistics used in all competitions at junior and senior. Statistical model can provide the coach with the game conclusions associated with that seen in the game. Submitted information will serve as a guide for the future development of the game. The multitude of correlations between different traits recorded, graphs based on statistical records of matches can be made individually for each player or the entire team. Same observation about his opponent is important for correlating information from their own team and opponents. Modern technologies allow statistical correlation with video recording and extraction of precise moments during the game in order to analyze them. Scientific-methodological consequences of using the statistical program basketball games turn favorable in the sense of rapid and complex quantitative parameters of the game. This paper, carries out a correlation between the information provided by the Statistical Program and influences the preparation and game management, representing both a guide to the statistical analysis of basketball coaches. Keywords: basketball, statistics, software, game analysis, game model parameters, model I. INTRODUCTION Modern technical means, the programs developed by their form and content, bringing a touch of originality and perfection that traditional methods cannot give, in that it provides the user with information in its dynamic reality. These should not be viewed as an end in itself. They do not exclude the means, methods and techniques of classical observation and analysis, but also represent the means whose purpose is to increase the amount of information that can be used for analyzing and maximizing performance. The game competitive has been identified with a real model, the coach and his players have to move and reach with the help of the training model. In the game of basketball, it is widely accepted and used statistical program of the games. In the global, european, national seniors and Juniors use specialized software used to transmit real time progress of the game, the website which govern the competition, thus ensuring timely information to interested parties on the development of players and teams. 143 Also, reports of the statistical record of the game are made available to teams at the break between periods of the game in order to inform the staff about the values of the parameters of the game's own team and the opposing team. This information may lead to changes in the tactics of the team, tactical situations. The usefulness of programmes of statistical recording of the game it appears during the game by the quantitative values of the parameters of the game. Post game analysis, less used by coaches is that which provides qualitative information relating to the opposing team and and is generating changes in the program of preparation or adaptation of attack and defense systems. II. INFORMATION PROVIDED BY THE STATISTICS OF THE GAME OF BASKETBALL Statistical record of the game provides information of 2 types: quantitative, type information about the parameters of the game represented by those indicators, statistical and mathematical object performance – which players during the game and feature information technical lead team in the game and in setting goals for the next period. Among them are: • • • • • • • • • • 2 points shot (made / attempt - M/A) 3 points shot (made / attempt - M/A) Free throws (made / attempt - M/A) Offensive rebounds (Off) Defensive rebounds (Def) Steals Assist Fouls Turnovers Points Information of a qualitative type, concerning the relations of the game, the players on the team and yield for each game and season stats accumulated in previous seasons and the one being where the system was implemented. Main reports you can generate system are: - Official boxscore – contains the parameters of the game and percentage types of throws at the basket; - Boxscore – including Media in addition to the official boxscore: biggest lead, the biggest scoring run, lead changes, times tied and scoring by 5 min intervals; - Play by play – shows the deployment phase, the phase of the game for both teams, as the central element in the score; - Shot chart: schematic representation of the places from which the rolls were made to the successful or unsuccessful, the basket throughout the game or each quarter; - Shot chart-temperature map – representation of imaging areas that are performed most of the throws; - Efficiency – effectiveness of teams Lineup of five players from the field for minutes played, points scored, points allowed; - Team comparison-a comparison of values of all the parameters of the game's design team or players, quarters or the entire game; - Game leaders-the best players of each team for each parameter. 144 III. THE BENEFITS OF USING STATISTICAL AND RECORD EFFECTS ON TRAINING TEAMS Analysis of statistical records can be approached from several points of view (figure 1), whereas the purpose and timing of the relevant. Figure 1. Approaches to the analysis of the statistical record GETTING TO THE GAME ANALYZE YOUR OWN TEAM PREPARATION OF THE GAME STATISTICS REGISTRATION PREPARE YOUR TEAM ANALYSIS OF THE OPPOSING TEAM THE PLAYERS ' OWN ANALYSIS ANALYSIS OF OPPONENT PLAYERS Based on these statistics, the records shall be drawn up in the wake of the competitions of international level designs of the parameters of the game, for the various categories. These data are useful for comparing the results of their teams with the model developed in high-level competitions and determination in order to achieve the education values of the parameters. The present research aimed at identifying those with the relevant information through analysis of quantitative indicators, relating to the knowledge of the game and the opposing team's own analysis and the qualitative information and demonstration may cause the values of the parameters. Knowledge of the game is achieved by: Making the statistical records of the junior players, can lead to an increased awareness of the important factors of the game. Their familiarity with the values recorded and cross-checking with the observations of the game can lead to the development of tactical thinking. Knowledge of the numeric values of the model parameters of the game, the teams and the players cause a better efficiency in the field, in the sense of appropriate reactions of tactically, as soon as it detects and interprets correctly the value of a particular parameter. The ability to identify statistical records in the history of the competition, teams, players, in terms of efficiency or separately for each parameter of the game To assist in learning and development of the theory and practice of the game of basketball, along with observing the video game statistics are an important method and means of learning [1]. The team's own analysis/analyze the other team's Analysis of the statistical reports may provide aggregated information on many matches or one match. In figures 2 and 3 are presented tables centralization with parameter values of game design teams of male and female basket of the Olympic Games, London 2012, as a model for comparison. 145 Figure 2. The model paramètres of the first four teams in the Olympic Games London 2012 – men tournament 2P Field Goal M/A % 200/ 59,5 336 173/ 50,4 343 180/ 55,4 325 170/ 53,8 316 723/ 54,8 1320 23,59/ 54,8 41,25 Team SUA SPA RUS ARG Total 8 games Average 3P Field Goal M/A % 129/ 44 293 49/ 33,3 147 52/ 33,3 156 76/202 306/ 798 9,56/ 24,93 37,6 37,1 37,1 Free throws M/A 137/ 191 154/ 209 107/ 161 122/ 163 520/ 724 16,25/ 22,62 Rebounds Assist Fouls Turnovers Steals Pct 357 200 171 78 83 924 234 324 154 158 100 29 647 67 219 286 158 153 111 49 623 74.8 63 203 266 157 151 86 50 690 71,7 338 895 1233 669 633 375 211 2884 71.7 11 28 39 21 20 12 7 90 % Off Def Total 71.7 118 239 73.7 90 66.5 Figure 3. The model paramètres of the first four teams in the Olympic Games London 2012 – women tournament 2P Field Goal Team M/A SUA FRA AUS RUS Total 8 games Average 257/ 492 170 /382 184/ 392 137/ 349 748 /1615 23,37/ 50,46 3P Field Goal % M/A 52,2 44,5 46,9 39,3 45,7 45,7 32/ 105 36/ 93 29/ 108 50/ 151 147/ 457 4,59/ 14,28 % 30,5 38,7 26,9 33,1 32,3 32,3 Free throws M/ A 115/ 153 110/ 143 129/ 166 94/ 138 448/ 600 14/ 18,75 Rebounds Assist Fouls Turnovers Steals Pct 404 185 124 111 84 725 226 309 106 142 130 50 558 106 231 337 141 159 136 55 584 68,1 131 192 323 116 152 115 45 518 74,5 455 918 1373 548 577 492 234 2385 74,5 14 29 43 17 18 15 7 75 % Off Def Total 75,2 135 269 76,9 83 77,7 In Figure 4 are the possible reasons for high or low compared to the average of the parameter set from the competitions of international level. The information is provided by the "official boxscore boxscore" and "media". Figure 4. The causes that determined the high or the low of the parameters of the model, compared to the average PARAMETERS Average Average min. played 25 min. Shot 3, 2, 1, points and % Offensive rebounds 35% 3 pct; 50% 2 pct; 65% 1 pct 12 OWN TEAM/ THE OPPOSING TEAM VALUE (+) VALUE (-) Good team player, sometimes Injury, the average player. indispensable. Can lean balance, correlated with other elevated parameters. Percentage of discards reference at Potentially offensive, poor cos. individual value to players technique, individual or collective and team tactics adapted, adequate inappropriate tactics suited to possibilities for expression in the request of the game. game. Possibility of adapting to stress. Combatively the team and players, Lack of combatively, low waist, investment recovery, waist. inappropriate or delayed. 146 Deffensive rebounds 25 Assist 25 Turnovers 15 Steals 7 Personal fouls 20 Provoked fouls 20 Balanced attack system and mobile, which favors the presence of offensive players for the recovery The correct implementation of this defensive, balanced defiance system. Promotion of good technique, p. Anticipation, lack of stable relations of cooperation between 2-3 players. Good technical players, tactical team known hater of players. Individual good, technical concern on defense, aggressive anticipatory. Knowledge of the application of the marking rules, individual tactical defense actions correctly applied, the defense system based on collaboration. Individual and collective tactic of attack based on direct contact with game opponent, favoring the defender and the determination of fault. Lack of combativeness, low waist, deficiencies in carrying out the blockage. Insufficient technical and developed, the tactics of the game. Poor technique, inability to act, the collective business tactic. Lack of aggressively in the application of the system of individual defense tactic without possibility of manifestation in terms of aggression. Deficiencies in the application of the individual and the collective defense. Lack of aggression in attack, denying them contact with the Defender. The "Play by play" provides information on the progress of phase-phase. It is extremely useful especially in the case of use in parallel the video analysis of the environment, through the possibility of correlation statistics with movie clips and draws only those phases you have analyzed the pre or post game session. (figure 5). Figure 5. Print screen "Play by play" The report ' Shot chart ' – provides information on the place where they were making rolls. The program provides the ability to view the values for a single player, or for the entire team, for a game or more, by activating the option "Advanced Statistics". Also provides information on the percentage of registered. Are graphic illustrating the constructed percentage rolls in a basket on the quarters (figure 6). 147 Figure 6. Print screen report ' Shot chart ' The information helps in determining the tactics of coach team and special tactics in order to gain the best players and to convert van Persie from flamethrowers to prevent complete from their positions in terms of balance. Information on the rolls to the basket are suggestive of the report provided by the system "Shot-chart temperature map" in which areas of land that runs most of the throws are suggestively posed. The report "Lineup efficiency" provides information about the relationships coach and the effectiveness of those five players are in the game (figure 7). The report also may be provided to a game or more. Figure 7. Print screen report ' Lineup efficiency ' The coach shall receive precise information regarding the effectiveness of five, and so during the game to make changes so that the highlights of the game to be put in the ground five-ul. In a longer analysis can be set and five best-depending on the characteristics of the opposing team. You should avoid using the same five players at the start of the game, in order to motivate all players for their performance. The report "Team comparison" knowledge of the values of the parameters at the end of each quarter, makes it possible for coaches to adapt tactics game for the purpose of canceling the deficit expressed by the value of the parameters (figure 8). In general, parameters that express the percentage of discards reference to basket and number of collections are those that can cause rapid changes over the course of a game, meaning the change of attack or defense, the use of some players that can reduce elevated levels of certain parameters of the opposing team or increase calorie record of the team own parameters (good scrap, good defenders, the use of attack/defense systems adapted or combined) 148 Figure 7. Print screen "Team comparison report” The report "Score development chart" development of score provides information on the number of points scored across the four quarters of the game. The information in this report, related to many games, can kick the adapting to the team and determined effort to adapt the programmer of training of physically. A low number of points at the start of the 3rd quarter (after 15 minutes break) can be determined either by the impossibility of rehabilitation exercise, low motivation, wrong approach of the heating period between treatments (figure 8). Figure 8. Print screen "Score development chart" III. Conclusions Both in attack and in defense, pursuing the players actions determine the opponent to commit mistakes and capitalizing on them. The team that committed the fewest mistakes usually wins out. It should indicate the coach that constantly tries to eliminate and reduce the number of mistakes. Possession of the ball is extremely important and causes loss of possession cannot be treated easily. Possession of the ball indicates the Fund a parameter that allows flagging of the basket. The mistakes of control over the ball have the same opportunity for the opponent. The team with more possessions is part psychological; committing fewer fouls and usually plays with more confidence. Therefore, maintaining control of the ball is an important factor of the game. Therefore, the information provided by the statistics of matches, can allow analysis and improving design of coach of the team, on the condition that they be comprehensive and objective. The parameters of the model are those statistical and mathematical indicators – which unveils his players during the game and feature information technical lead team in the game and in setting goals for the next period. Based on the pattern of the game may change or supplement the training model and competition team. Therefore the statistics of the model parameters of the game as well as their analysis of the requirement of the preparation and management of a team performance. Also the parameters of the 149 game can give us information about the profile of a player. A lack of initiative and movement can be reflected by the absence of discards reference. A possible lack of aggressiveness is indicated by a lack of interception. The increased number of recoveries could indicate a good investment and a desire to have the ball. The small number of lost ball may highlight a good technique for handling the ball. Spectacular growth of the game of basketball in the last decade is based on the statistical analysis of these recordings, which allow you to provide information that can be revealed through simple observation. The statistical model can provide the basis of the conclusions of the game, the coach associated with those seen during the game. Information recorded will serve as a guide for the future development of the game. References [1] Moanţă, A., (2009). Basketball. Preparing children and youth, Editura Morosan, Bucharest, p. 9. 150 The 9th International Scientific Conference eLearning and software for Education Bucharest, April 25-26, 2013 10.12753/2066-026X-13-239 E-LEARNING BY COMPUTER VIDEO ANALYSIS THE KEY ELEMENTS OF SPORTS TECHNIQUE OF YURCHENKO VAULT IN WOMEN’S ARTISTIC GYMNASTICS Vladimir POTOP Faculty Physical Education and Sport, Ecological University of Bucharest, Bd. Vasile Milea nr.1G, Romania [email protected] Abstract: The main purpose of this paper is the computerized video analysis aiming at the features of the key elements of sports technique of Yurchenko vault in women’s artistic gymnastics. The study was conducted during the National Master Championship, Oneşti,16-18.XI.2012. 6 junior female gymnasts aged 12 to 14, members of Junior Olympic team of Deva and finalists of this apparatus, took part in this research. The biomechanical analysis was performed by means of a specialized program, Physics ToolKit Version 6.0, monitoring the key elements of sports technique (according to Boloban, V., 1990): start position of the body (SP), multiplication of body position (MP) and final position (FP) of the body. The results of the study highlight the comparative biomechanical analysis of the key elements of Yurchenko vault performed by junior female gymnasts. The biomechanical analysis of Yurchenko vault pointed out the characteristics of key elements and the influence of the biomechanical indicators upon the technical execution of the vault, which confirms the hypothesis proposed and the performances achieved in competition. Keywords: Biomechanics analysis, gymnastics, technical training, performance, vaults I. INTRODUCTION At the present moment, artistic gymnastics has made remarkable progresses and has become a sport that enjoys an increasingly higher popularity. The analysis of large-scale competitions in recent years proves that gymnastics is steadily developing, especially in terms of increase of exercises difficulty, complexity and spectacular character while technique and mastery of execution are also improved [1]. The biomechanical researches in artistic gymnastics can be performed using both biomechanical methods and the methods taken from other fields of knowledge (pedagogical, mechanical, physiological, psychological, medical ones, etc.), mainly intended to highlight the features of movement on various apparatus by selecting the means of recording, processing and analyzing the data obtained [2]. Three systems of coordination are used in the biomechanical analysis. One of the coordination is fixed or inertial, which is usually related to gymnastics apparatus, and the other two – mobile (non inertial) are related to athlete’s body. Technique analysis relates to the highlighting of biomechanical characteristics and to motion parameters. The biomechanical characteristics are divided into kinematic (spatial, temporal and spatial-temporal) characteristics and dynamic characteristics (force and energy)[3]. In artistic gymnastics, technical training must be very demanding, because the primacy in competitions is determined by the accuracy of the movement (amplitude, expressiveness, fluidity of movement, a.s.o.). The analysis of technique highlights the following components [4, 5]: technical element, technical procedure, style and basic mechanism of technical procedure. 151 In the last decade came this modality to perform, in the last part of the impetus, the hurdle onto springboard too, by executing the round-off. This modality has the advantage that gymnast’s body lay in a position favorable for backward turnover (flick-flack). The most important moment is the handspring on the apparatus, that should be done exactly in handstand( before the vertical), the arms placed as an extension of the torso in order to make possible the support reaction through body’s centre of gravity (CGC). From this specific moment, all variants of handspring vaults can be performed (tucked, pike, layout, 360º, 540º, 720º or 900º twist). These vaults belong to the 4th group called Yurchenko [1, 6]. According to the Code of Points, in women’s artistic gymnastics the handspring vaults are divided into 5 groups [7]; the round-off vault (Yurchenko) belongs to group IV. All handspring vaults have one thing in common, determined by the phases that compose their full development, namely: running, hurdle onto springboard, first flight, hands support on table (handspring), second flight and landing [1]. For a correct execution of layout somersault Yurchenko vault, the following Execution Specific Mistakes must be taken into consideration [7]: during Flight I, wrong technique: pelvic angle; arched body; bent knees, legs(knees) apart (0.10- 0.50 P.); Flip off Stage, wrong technique (staggered / alternative hands support during vaults with front flight I, bent arms, shoulders angle, absence of passage through vertical position; longitudinal twist started too early (0.10 – 0.50 P.); Flight II, height, accuracy of longitudinal twists, body position (lack of body layout position, insufficient or late extension, legs (knees) bent or apart (0.10 -0.50 P.) and Landing, insufficient length and General mistakes: under-rotation during somersaults (with fall, without fall), insufficient dynamism. E-learning can be efficiently used in artistic gymnastics both for the biomechanical study of the key elements of sports technique and for the improvement of technical execution throughout the process of technical elements learning. According to some researches that propose the video-computerized method and based also on the recommendations of some well-known companies in the field (Ariel Dymanics, Quitic biomechanics, Neat System, Swinger, World in motion, SportCad, Mikromak, Noldus etc.) that that offer to purchase complete systems or programs and equipment to be used for the analysis of images in sport, it results that the same principles are used for the implementation of this method [8]. Handspring vaults represent the event with a single basic technical structure and the variants of this one, handstand turnover. Some authors like Tolmaciov P.E., 1969, A. Bajin, 1979, G.P. Bruggmann, 1984, Y. Takei, 1984, 1990, 1991, 1992, 1996, 1998, Y. Takei şi L.K. Kim, 1992, Li şi J. Krug, K. Knoll and Zocher 1998, study the elastic parameters of the springboard, the parameters of contact with the floor, the support and the landing parameters, also the correlation of the mechanical variables and the score of the vault. There have also been accepted as important values and have been submitted to the study the running velocity (horizontal velocity), the linear velocity of separation from the springboard, the angular parameters during handspring, the vertical impulse velocity, the angular momentum of flight in terms of landing distance related to the apparatus and the landing characteristics [8]. The main of aim of the paper is the video computerized analysis in terms of characteristics of the key elements of sports technique of Yurchenko vault in women’s artistic gymnastics. Hypothesis of the study. One has considered that the biomechanical analysis of Yurchenko vault would highlight the characteristics of key components and the influence of biomechanical indicators on the correct execution of vault technique. II. MATERIAL & METHODS The study was conducted during National Master Championship, Oneşti, 16-18.XI.2012. 6 junior female gymnasts aged 12 to 14, members of Junior Olympic team of Deva and finalists of this apparatus, took part in this research. The following methods were used for this study: method of bibliographic study, method of pedagogical observation, method of experimental study, method of biomechanical study, video-computerized method, statistical-mathematical method and graphical representation method. 152 The biomechanical study proposed in this paper focused on collecting experimental data, their gathering by video shooting, followed by analysis of video image on computer. The biomechanical analysis was made by means of a specialized soft implying the extraction of the kinematic and dynamic information (velocities, angles, trajectories, angular positions, forces, accelerations, etc.). The experimental study was conducted according to M. Creţu (2004), modernized by me, using software new version [8]: Shooting – using a classical film camera Panasonic type, perpendicular to motion plane. The field of view (about 25 sqm) was selected through a proper zoom that facilitates the adequate coverage of the whole performance, without zooming. Capture – the operation enabling the conversion(by means of an interface – capture card – and a special software- Pinnacle Studio Plus 9.4) of the video, analog signal into a digital signal, recognized by the computer (AVI format); thus it can be run as a video clip by means of the Media Player of Windows operating system (Fig.2a, b and c). Processing – it represent the operation of digitized information processing; it requires all the necessary transformations of form and content: generation, processing, provision of data, data storage and communication. a) Capture b) Edit Fig.2. Pinnacle Studio 9 c) Make movie Video – computerized analysis (processing) was made by means of specialized software named Physics ToolKit, version 6.0 and it involved the actual performance of the following stages: - Selection of material from the archive, then selection of the important sequences and marking the number of frames (maximum 24); - entering information required to calculate: distances (height of apparatus 1.25m), mass (gymnast’s weight), rotational inertia (kgm^2), origin of the system (podium or floor), shooting speed (30 frames/sec), feeding step (calibration of processing – by step 3); - marking of the points of interest on the image * (toes, knee joint, shoulder joint and wrist joint) and their automatic conversion into numerical coordinates in the chosen system with origin on the axis of rotation (G.C.G.- general center of gravity) (fig.3a); - calculation and automatic presentation of the results obtained by using the arithmetical and logical calculations of the program in terms of selected trajectories in time and space (their trajectory); - presentation under graphical and tabular form of the results separated according to the kinematic and dynamic characteristics required by motion description (fig.3b, c). - a) CGG, shoulder joint and toes trajectories b) Graphical presentation c) Tabular presentation Fig.3. Software Physics ToolKit The analysis was performed focusing on the key components of Yurchenko vault (round-off, with back turnover), using the method of motion orientation in space [9]: 153 - start position (SP1) – hurdle onto springboard; - start position (SP2) – handspring and flip off of the table; - multiplication of position (MP) – flight II; - final position (FP) – landing. III. RESULTS Table no. 1. Biomechanical indicators of Yurchenko vault Full name Height, m Weight, kg Vault 1 2 3 4 S.Ș. T.P. O.A. I.A. 1.52 1.53 1.54 40.4 38.5 40.4 1.38 32.1 5 N.I. 1.45 32.4 6 P.E. 1.50 40.2 Y.S.Î. Y.S.G. Y.S.Î. Y.S.G. Y.S.Î. Y.S.E. Y.S.G. Y.S.E. 1.48 0.02 37.33 1.63 I.R., kgm^2 Toes 0.841 0.64 0.757 0.561 0.696 0.684 0.675 0.794 R.M. / G.C.G., m Knee Shoulder joint joint 0.441 0.352 0.469 0.454 0.325 0.417 0.423 0.392 0.353 0.396 0.432 Wrist joint 0.647 0.598 0.658 0.559 0.535 0.541 0.603 0.564 93.34 90.12 95.81 61.13 61.13 68.12 68.12 90.45 78.53 5.37 0.706 0.03 0.343 0.01 0.588 0.02 Statist.indicators Mean S.E.M. 0.428 0.01 Note: Gr.- weight (mass); Y.S.Î.- Yurchenko layout vault; Y.S.E.- Yurchenko pike vault; Y.S.G. – Yurchenko tucked vault; R.I.- rotational inertia; R.M.- radius of movement; GCG –general center of gravity (hip); toes; knee joint; shoulder joint; wrist joint. In table no. 1 are listed the biomechanical indicators required by the video-computerized analysis of Yurchenko vault, using software Physical TolKit. There are also calculated statistical mathematical indicators of analyzed vaults, regarding the rotational inertia and the rotation radius related to GCG axis of rotation with the body segments, selecting the feature of the movement of translation with rotation, depending on the technical structure of the vault in flight II (tucked, pike and layout somersault). Table no. 2. Results of body segments movement Yurchenko vault Key components SP1 SP2 MP- m.m.H FP Vaults X YSG YSE YSÎ YSG YSE YSÎ YSG YSE YSÎ YSG YSE YSÎ GCG Y 1.15 1.38 1.26 0.24 0.38 0.35 -0.44 -0.13 -0.4 -1.96 -1.60 -1.98 0.83 0.86 0.85 1.95 2.00 1.95 2.41 2.46 2.42 0.94 0.92 0.84 X Toes Y 0.98 1.12 1.06 0.75 1.05 1.17 -0.65 -0.79 -0.88 -2.14 -1.82 -2.07 0.22 0.19 0.22 1.82 2.28 1.99 2.52 2.21 1.86 0.28 0.23 0.31 Shoulders joint Knee joint X Y X Y Wrist joint X Y 1.20 0.54 -0.65 -1.98 - 1.35 1.70 1.38 -0.002 0.28 0.23 -0.14 0.15 0.004 -1.63 -1.27 -1.72 1.20 1.19 1.26 1.66 1.68 1.64 2.20 2.19 2.37 1.18 1.08 0.16 1.61 2.06 1.99 -0.26 0.02 0.004 -0.15 -0.3 -0.16 -1.48 -1.35 -1.37 0.53 2.11 2.24 0.56 - 1.42 1.37 1.33 1.31 1.28 1.31 1.76 2.02 2.10 0.79 0.72 0.93 Table no. 2 shows the results of the means of body segments horizontal (X) and vertical (Y) movement, of key components regarding the start position (SP1)- hurdle onto springboard, handspring and flip off of the table (SP2), moment of maximum height (m.m.H.) of GCG during flight II and final position (FP)- landing (Appendix, enclosed Tables 1, 3 and 5). 154 Table no. 3. Force and angular velocity of body segments Yurchenko vault Key components Vaults GCG SP1 YSG YSE YSÎ YSG YSE YSÎ YSG YSE YSÎ YSG YSE YSÎ F, N 6796.67 5950.0 5976.67 2906.67 3970.0 4366.67 5403.33 6600.0 5470.0 5850.0 8105.0 10006.67 SP2 MP- m.m.H. FP Toes Knee joint Omega, rad/s 7.68 10.16 13.19 35.02 29.71 36.18 37.04 37.77 37.14 9.43 16.27 6.33 Omega, rad/s 4.88 36.14 38.42 12.01 - Shoulders joint Omega, rad/s 27.37 30.89 32.15 17.08 22.03 21.69 32.29 24.54 32.39 7.80 23.39 14.14 Wrist joint Omega, rad/s 34.30 35.83 35.73 13.34 14.78 15.18 20.80 9.95 23.51 8.42 18.06 16.70 In table no. 3 are shown the results of body segments angular speed and force means during back tucked, pike and layout somersault Yurchenko vault as for start position (SP1), hurdle onto springboard, handspring on table (SP2), multiplication of position in flight II (MP) and final position (FP) (Appendix, enclosed Tables 2, 4 and 6). Table 4. Performances achieved in competition № Gymnasts D 1 2 3 4 5 6 S.Ș. T.P. O.A. I.A. N.I. P.E. Indiv. comp. E FS 5.000 4.000 5.000 4.400 4.000 4.000 8.800 9.050 9.100 8.800 8.650 8.700 13.800 13.050 14.100 13.200 12.650 12.700 App. finals Score Rank 13.562 1 13.500 3 Table no. 4 shows the performances achieved at vaults by the experimental group in terms of vault difficulty (D), score for execution (E), final score (FS) and the ranking in apparatus finals. IV. DISCUSSIONS The biomechanical characteristics of video analysis of Yurchenko vault highlight the duration of key components, the trajectories of body segments regarding GCG (hip, toes and shoulders joint), height of flight II of GCG, length of flight II and velocity and force of the body segments that influence the correct execution of the vault The characteristics of key components of the analyzed technical structure highlight differences in gymnasts’ anthropometric measures; the height and length of the flight depends on the values of horizontal and vertical velocity and force values [10]. The biomechanical analysis was performed by means of a specialized program named Physics Toolkit Version 6.0, monitoring the key components of sports technique in the preparatory stage – start position of the body (SP), flip off of the springboard (preparatory movement) and handspring (flip off of the table); in basic stage – multiplication of position of the body (MP), Flight II emphasizing the form of the somersault and the momentum of GCG maximum height; in final stage – final position (FP) of the body, moment of landing damping and fixation. Regarding the results of the biomechanical indicators of Yurchenko vault, the following characteristics are pointed out (table no. 2): SP1 – during hurdle onto springboard, in the case of the pike somersault vault we notice a longer distance of 1.12 m in comparison with the other vaults; PP2 – during handspring on table, the gymnasts perform a longer flight I stage in the case of the pike somersault vault and they get on the table in the middle of this one; MP – momentum of flight II in the stage of position multiplication; we notice a higher value of flight height, namely 2.46m from the floor 155 in the case of pike somersault vault; FP- landing emphasizes the length of flight II from the middle of the apparatus, which has a bigger value of -2.14m at the tucked somersault vault. In terms of execution force in the relationship of GCG with the other segments of the body, we notice higher values (table 3): at SP1 – hurdle onto springboard at tucked somersault vault; la SP2 – handspring on table for layout somersault vault, at MP flight height – in the case of pike somersault vault; at FP – landing after layout somersault vault. As for the results of the angular speed in various phases of the vault, we notice higher values (table no. 3): at SP1 – hurdle onto springboard at toes and shoulders level for layout somersault vault and at wrist joint level (wrist joint) in the case of pike somersault vault; at SP2 the support on apparatus at toes and wrist-arms joint level for layout somersault vault and shoulders joint for pike somersault vault; at MP, in the momentum of the maximum height of flight II is at the level of knees joint for tucked somersault vault, then for pike somersault and layout somersault vaults; at FP, at landing, for the pike somersault vault the value is at toes, shoulders joint and wrist-arms joints. V. CONCLUSIONS The results of the study highlight the comparative biomechanical analysis of the key components of Yurchenko vault with back tucked, pike and layout somersault, using software Physical ToolKit, applied on 6 junior female, members of Junior Olympic Team of Deva, some of them finalists on this apparatus. The characteristics of the key components of the analyzed technical structure highlight differences of female gymnasts’ anthropometric measurements while the height and length of flight depend on gymnasts’ values of velocity and horizontal and vertical force. E-learning can be efficiently used in artistic gymnastics both for the biomechanical study of the key elements of sports technique and for the improvement of technical execution throughout the process of technical elements learning. The biomechanical analysis of Yurchenko vault pointed out the characteristics of the key components and the influence of the biomechanical indicators upon the technical execution of the vault, which confirms the hypothesis proposed and the performances achieved in competition. Acknowledgements This work is part of the subject matter of the postdoctoral studies thesis. At the same time I would like to express my gratitude to the Romanian Gymnastics Federation and especially to Missis Anca Grigoraş Mihăilescu, federal coach and to the coaches of the Junior Olympic Team of Deva, who helped me to conduct this research. References [1] [2] [3] [4] [5] [6] [7] [8] Vieru, N. 1997. Manual of Sports Gymnastics. Bucharest, Driada Publishing House, pp 14, 225, 238. Potop, V. 2007. Adjustment of Motor Behavior in Women’s Artistic Gymnastics though Biomechanical Study of the Technique . Bren Publishing House, Bucharest, pp 140-153. Arkaev, L.Ja., Suchilin N.G. 2004. How to Train Champions. Theory and Technology of High Classification Gymnasts’ Training. ”Fizcultura i sport” Publishing House, Moscow, pp 22-236. Dragnea, A. 1996. Sports Training, Didactic and Pedagogic Publishing House, R.A., Bucharest, pp.133149. Dragnea, A., & Mate-Teodorescu S. 2002. Theory of Sport. FEST Publishing House, Bucharest, pp.181300. Smolevskij V.M., Gaverdovskij Ju.K., 1999. Sports Gymnastics. „Olimpijskaja literature” Publishing House, Kiev, pp. 260. Federation Internationale de Gymnastique 2009. Code de Pointage for women’s artistic gymnastic competition. (Version 6). Lausanne: FIG. Creţu, M., Simăr I.I., Bărbuceanu, M. 2004. Biomechanics of Backward Giant on Uneven Bars. Publishing House of Piteşti University, pp. 17-29. 156 [9] Boloban, V.N. 1990. Sistema obuchenija dvizhenijam v slozhnyh uslovijah podderzhanija statodinamicheskoj ustojchivosti. Avtoreferat dissertacii na soiskanie uchenoj stepeni doktora pedagogicheskih nauk. Kiev, pp. 14-17. Potop, V., Timnea O. 2012. Comparative biomechanical analysis of key elements in stretched salto backward Yurchenko vault. Journal of Physical Education and Sport, 12(4), Art 75 pp. 521 – 525. [10] Appendix Table no. 1. Results of body segments movement during back tucked somersault Yurchenko vault Key components Ind.statist. SP1 Mean SEM Mean SEM Mean SEM Mean SEM SP2 MP- m.m.H. FP Shoulders joint GCG X1 Y1 Toes X1 Y1 Knee joint X1 Y1 X1 Y1 Wrist joint X1 Y1 1.15 0.07 0.24 0.05 -0.44 0.18 -1.96 0.18 0.98 0.05 0.75 0.02 -0.65 0.31 -2.14 0.20 1.20 0.05 0.54 0.08 -0.65 0.14 -1.98 0.19 1.35 0.14 -0.002 0.09 -0.14 0.15 -1.63 0.18 1.20 0.07 1.66 0.05 2.20 0.16 1.18 0.07 1.61 0.31 -0.26 0.08 -0.15 0.21 -1.48 0.25 0.83 0.05 1.95 0.06 2.41 0.08 0.94 0.09 0.22 0.02 1.82 0.21 2.52 0.07 0.28 0.01 0.53 0.04 2.11 0.11 2.24 0.01 0.56 0.06 1.42 0.21 1.31 0.02 1.76 0.10 0.79 0.08 Table no. 2. Force and angular speed of body segments during tucked somersault Yurchenko vault Shoulders joint Key Statist. Toes Knee joint Wrist joint GCG components SP1 SP2 MP- m.m.H. FP Ind. F, N 6796.67 1701.73 2906.67 167.56 5403.33 523.46 5850 2058.16 Mean SEM Mean SEM Mean SEM Mean SEM Omega, rad/s 7.68 0.35 35.02 2.28 37.04 0.74 9.43 4.35 Omega, rad/s 4.88 1.93 36.14 1.23 38.42 0.49 12.01 6.67 Omega, rad/s 27.37 3.20 17.08 2.75 32.29 2.08 7.80 4.99 Omega, rad/s 34.30 2.74 13.34 2.19 20.80 7.08 8.42 3.95 Table no. 3. Results of body segments movement during back pike somersault Yurchenko vault Key components Statist. Ind. SP1 SP2 MP- m.m.H. FP Mean SEM Mean SEM Mean SEM Mean SEM X1 GCG Y1 1.38 0.09 0.38 0.23 -0.13 0.04 -1.60 0.05 0.86 0.01 2.00 0.09 2.46 0.11 0.92 0.03 X1 Toes Y1 1.12 0.11 1.05 0.24 -0.79 0.13 -1.82 0.03 0.19 0.01 2.28 0.01 2.21 0.18 0.23 0.02 Shoulders joint X1 Y1 Wrist joint X1 Y1 1.70 0.03 0.28 0.15 0.15 0.11 -1.27 0.05 1.19 0.11 1.68 0.05 2.19 0.18 1.08 0.08 2.06 0.07 0.02 0.18 -0.3 0.001 -1.35 0.23 1.37 0.31 1.28 0.02 2.02 0.31 0.72 0.08 Table no. 4. Force and angular speed of body segments during pike somersault Yurchenko vault Key components SP1 SP2 MP- m.m.H. FP Statist. Ind. Mean SEM Mean SEM Mean SEM Mean SEM GCG F, N 5950.0 1630.0 3970.0 70.0 6600.0 870.0 8105.0 2995.0 Toes Omega, rad/s 10.16 2.76 29.71 6.34 37.77 0.79 16.27 8.40 157 Knee joint Omega, rad/s 30.89 0.71 22.03 1.32 24.54 5.17 23.39 6.60 Shoulders joint Omega, rad/s 35.83 1.40 14.78 2.51 9.95 6.77 18.06 6.32 Table no.5. Results of body segments movement during back layout somersault Yurchenko vault Key components Statist. Ind. SP1 SP2 MP- m.m.H. FP CGG Mean SEM Mean SEM Mean SEM Mean SEM Toes Knee joint Shoulders joint X1 Y1 X1 Y1 X1 Y1 X1 Y1 1.26 0.08 0.35 0.12 -0.4 0.13 -1.98 0.17 0.85 0.03 1.95 0.04 2.42 0.04 0.84 0.02 1.06 0.05 1.17 0.10 -0.88 0.03 -2.07 0.19 0.22 0.002 1.99 0.19 1.86 0.15 0.31 0.01 1.38 0.21 0.23 0.10 0.004 0.11 -1.72 0.15 1.26 0.05 1.64 0.04 2.37 0.16 0.16 0.02 1.99 0.29 0.004 0.07 -0.16 0.06 -1.37 0.11 1.33 0.16 1.31 0.04 2.10 0.21 0.93 0.16 Table no. 6. Force and angular speed of body segments during layout somersault Yurchenko vault Shoulders Key Statist. Toes Knee joint CGG components SP1 SP2 MP- m.m.H. FP Ind. Mean SEM Mean SEM Mean SEM Mean SEM F, N 5976.67 1599.00 4366.67 276.06 5470 167.73 10006.67 2046 Omega, rad/s 13.19 1.50 36.18 3.41 37.14 1.39 6.33 2.33 158 Omega, rad/s 32.15 2.13 21.69 2.24 32.39 0.45 14.14 2.77 joint Omega, rad/s 35.73 2.45 15.18 2.74 23.51 4.89 16.70 3.45 The 9th International Scientific Conference eLearning and software for Education Bucharest, April 25-26, 2013 10.12753/2066-026X-13-240 THE EFFICIENT LEARNING OF STRIKES IN RELATION TO THE KARATE-DO STANCES BY MEANS OF THE PEDAR-X PLANTAR PRESSURE MEASUREMENT SYSTEM Marian Daniel TEODORU, Răzvan-Liviu PETRE National University of Physical Education and Sports, Bucharest, Romania [email protected], [email protected] Abstract: Premises: The use of modern technologies in the specific training becomes a necessity in the great performance sport. Hypothesis: The objectivization with modern means of the essential features of hits in relation to the fighter’s positions can give us elements which can lead to their efficiency. Objectives: Determinating the relation between fighting positions, hits, plantar pressure and execution speed, in a checking experiment , with only one group of students. Subjects: In this research have been included ten athletes (male athlets) with ages between 21 and 24 years old. Mothods: The characteristics of our research have imposed the use of the following research methods: the test method, the computer method, the statistico-mathematic method, etc. Results: The software of our equipment can point out:the plantar mark, the distribution of pressure on each sensor located on the arm, the 3D distribution of pressures, the 2D distribution of pressures, the stepping analysis, etc. Conclusions: Through our instrument (Predar X) were pointed out technical aspects of great importance in the field of driving activities, which can be implanted at the initial state of learning but also in the performance state( by correcting technical elements). Keywords: Karate-Do, efficiency, strikes, stances, learning. I. INTRODUCTION This research is an original one and it`s bibliographic reference is the doctorate thesis entitled as `The efficiency of hits in relation to the fighter`s position during the fight in karate-do`, author Petre Razvan-Liviu [1]. Nowadays, the fighter model can’t be technically constructed without the awareness of his stance while competing. To scientifically prove how the fighter’s posture is important to perform efficient strikes is a prerequisite for the competitive Karate-Do, but it is also our desire to make available to specialists the methods and means to achieve it According to our findings, the Karate-Do athletes have a good execution speed, but it is not always expressed at high parameters. The motivation of our topic selection is closely related to this aspect, because we have noticed that in Karate-Do the strike execution speed depends on performer’s stance [2]. We conducted our research by using some highly updated means [3], [4],which imposed us to focus on a new orientation in the training process and such an approach can’t be but beneficial to reach the competitive fight efficiency. 159 1I. OBJECTIVES OF THE RESEARCH The main objective of our research aims at emphasizing the primordial elements that determine the efficient strikes in relation to the Karate-Do fighter’s stance and at improving them, in order to obtain the expected results. Along the same line, we also consider as an objective the proper use of modern means that determine the actualization of strike efficiency in relation to performer’s posture and, last but not least, the valorization of information resulted from our research, respectively their imparting to the specialists in the domain. We mention that we were the first to use the Pedar-X plantar pressure measurement system in Romania, in the Karate-Do field, and from our theoretical documentation we concluded that it hasn’t been used either at the world level in our discipline. III. HYPOTHESIS OF THE RESEARCH The objectivization with modern means of the essential features of hits in relation to the fighter’s positions can give us elements which can lead to their efficiency. IV. MATERIALS AND METHODS 4.1.Stages of the research. The research was conducted in the following locations: Laboratory of biomechanics and biomechatronics of the Department of Mechatronics and Fine Mechanics, Faculty of Mechanical Engineering and Mechatronics within the Polytechnic University of Bucharest; Karate-Do gym of the Suiko Sports Club in Lunguleţu locality from Dâmboviţa County, equipped with all the materials specific to this discipline. The experimental-type research took place in the period 1 September 2010 to 30 June 2011, when we developed the following stages: subject evaluation - working group was made up; administration of initial tests; implementation and application of the training program specific to our theme; development of the specific training program; administration of final tests. 4.2.Subjects of the research. The subjects of our research are performance athletes at the Suiko Sports Club, practitioners of Karate-Do, with remarkable results at the national level, some of them being, throughout the years, multiple national Shito-Ryu Karate-Do Kumite champions. We mention that all the subjects have at least one “podium” result in the children, mini-cadet, cadet, junior or youth national championships. The 10 athletes of our sample were selected depending on each one’s qualities and sports results obtained until the research initiation, therefore we had in view the performance-related criterion and, last but not least, the criteria related to subjects’ age (seniors aged 21 to 24 years old) and gender (males, rural environment), competitors in many weight classes. 4.3.Description and utilization of Pedar-X. The detailed presentation of the plantar pressure measurement system was made by a group of professors from the Polytechnic University of Bucharest, coordinated by S.L. Dr. Eng. Doina Bucur, within the “CONTRACT CEEX 41 064/18.09.2007 partner P3-UPB-CCDM”. We also used this system, but we adapted it to the requirements of our research, by performing with this device only the measurements necessary to fulfill our objectives. It is important to specify that the information collected by means of the device for the plantar pressure measurement are useful to all the specialists in the field. We also add that this equipment for the plantar pressure measurement can be included in a lab or in any Karate gym. There are many options for the graphic displays of the plantar pressure data, among which we mention: 2D display in the plantar print color mode, 3D display (“pressure mountains”) and isobar display. • • 4.4.The magnitudes that count for the plantar pressure measurement are: Maximum pressures – they represent the highest value recorded on each sensor during the entire support phase. Pressure values are graphically expressed on a color scale. Maximum pressures are important to assess the strike efficiency. Mean pressures – they provide information about the typical pressures acting on a certain zone during a striking action. 160 • • Area – it refers to the contact zone between plantar surface and sensor. Center of pressure (COP) – it represents the application point of the ground reaction force during the fight dynamics. • Information can also be displayed under the form of a force-time or pressure-time curve, the surface under the curve being called the curve integral or momentum. • The pressure measurement unit is Pascal, with the formula sign Pa. 4.5.Components and technical features of Pedar-X system (fig. 1). The equipment was made up of the Polar system, produced by the German Company “Novel” and including 3 optional operating modes: - it can be tethered to a PC, laptop or PDA via a fiber optic USB cable; - it can communicate with a PC, laptop or PDA via Bluetooth or a fiber optic cable; - it has a built-in flash memory storage allowing the data to be collected and subsequently downloaded to the computer. Pedar-X software laptop Pedar-X acquisition, command and control unit, with insoles and cables Pedar-PDA software PDA Shoes equipped insoles and cables Fig. 1. Pedar-X system presentation These options allow the system to be mobile and flexible, so that it can meet all the testing needs, such as walking, running, pressure while striking. The system uses sensor insoles that cover all the plantar surface of the foot and, at the same time, it has multiple synchronization options to use with other electromyographic (EMG) or video analysis systems. The insole features are: number of sensors: max. 99; measurement frequency: 20,000 sensors/second; insole sizes: 22 to 49 (European); insole thickness: 1.9 mm; pressure range: 15-600 or 30-1200 kPa; hysteresis: < 7%; resolution: 2.5 or 5 kPa; offset temperature drift: < 0.5 kPa; minimal bending radius: 20 mm. For the data transmission, we used the Bluetooth wireless system which is built in the Pedar system and communicates with numerous types of PC adapters. The Pedar data acquisition system contains many helpful and easy to use options allowing the data collection and display in real time. Data are displayed in the following modes: 2D, 3D, isobar chart, pressure/time graphs, force/time graphs. Technical data for Pedar-X are presented in table 1 and for the PDA option, in table 2. 161 Table 1. Technical data for Pedar-X Dimension (mm) Weight (g) Number of sensors (maximum) Measurement frequency Storage type Computer interface Operating system Synchronization option Power supply Insole sizes 150 x 100 x 40 400 256 (optional matrices 1,024) 20,000 sensors/second 32 MB internal flash fiber optic/USB and Bluetooth TM Windows XP Service Pack 2 fiber optic/TTL, in and out NiMH battery 22 to 49 (European) Table 2. PDA option Dimension (mm) Weight Pedar interface Computer interface Memory 135 x 84 x 16 190 Bluetooth USB or Bluetooth B internal memory (SD memory card slot) 4.6.Pedar software functions: collection and storage of data about the pressure dynamic distribution; display of the pressure absolute values for each sensor; display and playback of the dynamic measurements; display of the maximum pressure picture (MPP) and of the mean value picture (MVP); display of the maximum pressures, forces and contact surfaces; imprinting pictures of the insoles, inclusively at their normal size; storage of the collected data, with comments; color display of the plantar pressure data in modes 2D, 3D and isobar charts; pressure/time and force/time graphs; display of each step, inclusively of the contact times; filtration function: the collected data editing; additional output signals for the synchronization with external systems: EMG or video (synchronization devices are required); display of differences in the sequence analysis, in order to compare two pictures with the pressure distributions; ASCII outputs for the pressure data and an ASCII converter for the total force. 4.7.The working procedure is the following: the Pedar-X equipment, consisting of the acquisition and control unit, is tethered to the data storage unit, which is a PC (for lab measurements) or a laptop (for lab measurements), together with the Bluetooth device, for wireless acquisitions. Prior to the measurement initiation, the equipment is calibrated by means of the TruBlu device, which checks and, if necessary, recalibrates the insole sensors, so that measurements are accurate and repeatable. Data acquisition frequency is chosen depending on the analyzed movement. The equipment, tethered to the storage unit (PC or laptop), is checked, from the point of view of data transmission from the Pedar-X acquisition unit, via Bluetooth, to the computer. Then the Karate-ka is prepared, by fixing the insoles he usually wears and by attaching on his body the Pedar-X mobile-type acquisition unit. The available information that can be displayed by the built-in software are: plantar print; pressure distribution on the insole sensors; 3D pressure distribution; 2D pressure distribution; step analysis; values for the maximum pressure, maximum force, time and contact area, number of executions for the right/left foot. 162 Fig. 2. (2D) Results displayed by software Both feet support Left foot support Right foot support Fig. 3. (3D) Results displayed by software 163 Fig. 4. (Isobar) Results displayed by software Plantar print displays the pressure distribution on both feet and data about the used insole type, the timeframe within which distribution is displayed, the number of frames, the maximum force and the contact area, the maximum pressure and the mean pressure for each foot. Observations related to subject’s health condition are also displayed. Pressure distribution can be displayed at the sensor level under the 3D or 2D form, the variations over time being displayed as a code of colors varying from black (small values) toward violet (maximum values), for each foot (blue for the left foot and red for the right one). Numerical data are also tabulated and subsequently they can be processed. These data are saved in “sol” or “fgt” file extensions, the latter ones allowing the data export to Excel. Specific training program. In order to achieve the aimed objectives, we constructed a specific training program for the strike efficiency in relation to the Karate-Do performer’s stance while competing. The training program was applied during all the experimental research period. Specific training means were distributed on training cycles: the 16 training sessions per months (4 per week) were applied in the first 5 training cycles and repeated in the next 5 cycles, by modifying the effort intensity (technical executions per time unit). 4.8.We specify that this specific training program was addressed to the four strikes (Kizami Tsuki, Gyaku Tsuki, Mawashi Geri, Ura Mawashi Geri), to the fighting stance and to the interdependence between them (the correct stance determines a good plantar pressure, which is primordial to the strike greater execution speed, therefore efficient strikes in relation to fighter’s posture). 164 V. RESULTS Within our scientific approach, we took into account the most important anthropometric measurements (age, weight, height, length of upper and lower limbs) connected to our topic, these ones being able to influence the strike efficiency in relation to performer’s stance during the KarateDo fight. Our research reveals the most important element able to solve the strike efficiency in relation to performer’s stance during the Karate-Do fighting, namely the plantar pressure on ground exerted by the athlete while initiating the strike or, to be more specific, the sole firm contact with ground initiates an efficient strike. We present the results of the two testing phases, initial and final ones, performed after the implementation of the program conceived by us and based on means both specific and for the plantar pressure objectivization. VI. INTERPRETATION AND DISCUSSIONS Measurements for the left foot maximum pressure were performed on 10 athletes in the two testing phases, initial and final ones. The obtained arithmetical means were 202.45, respectively 226.75 kPa. We notice an average increase of 24.30 kPa. The sample is non-homogeneous in the initial testing and also non-homogeneous in the final testing. Cohen’s effect size index shows that the differences between the two means are high to very high. The statistic hypothesis checking performed with the dependent t test highlights a statistically significant difference between means P < 0.05. The null hypothesis is rejected and the research (alternative) hypothesis is accepted. Measurements for the right foot maximum pressure were performed on 10 athletes in the two testing phases, initial and final ones. The obtained arithmetical means were 229.75, respectively 243.75 kPa. We notice an average increase of 14.00 kPa. The sample is non-homogeneous in the initial testing and also non-homogeneous in the final testing. Cohen’s effect size index shows that the differences between the two means are high to very high. The statistic hypothesis checking performed with the dependent t test highlights a statistically significant difference between means P < 0.05. The null hypothesis is rejected and the research (alternative) hypothesis is accepted. VII. CONCLUSIONS Obviously, specialty literature insufficiently treats Karate-Do from the perspective of all its training components, an aspect that wasn’t favorable to the achievement of our objectives, but provided us the opportunity to be, somehow, pathfinders in the Romanian Karate-Do research field. Traditional training methods, that are often respected in most of the Karate-Do gyms and that are very efficient, should also be “supplemented” with modern training methods. Modern evaluation means may help the specialists in the field, as they involve a new way of approaching the training process, which supposes to concretely emphasize the elements composing the main means necessary to fulfill the aimed objectives. Presently, such means are not used and the existing ones are not sufficient any more in a sports science epoch. The final testing results validated the hypothesis of our research, according to which “plantar pressure is a deciding factor to achieve the strike efficiency in relation to the Karate-Do performer’s stance while competing, materialized through the execution speed increase”. By means of the measurement system used by us (“Pedar-X”), we objectified the strike efficiency in relation to fighter’s stance. From the experimental research, we noticed that the strike execution speed is strongly influenced by each foot maximum pressure, but also by the analyzed anthropometric parameters, and that all the coefficients of correlation have positive values, which means that any of the investigated couples of variables acts to the same direction. 165 After we analyzed and compared the data obtained in the two testing phases, initial and final ones, we proved that the plantar pressure improvement can also be satisfactory solved by implementing a program that uses means specific to the discipline. We recommend the Pedar-X plantar pressure measurement system to be used by all the specialists in the Karate-Do field. References [1] [2] [3] [4] Petre R.L., (2012). Eficienta loviturilor în raport cu pozitia executantului în timpul luptei la karate-do, Teză de doctorat, Bucureşti, p. 131-142. Amalinei, N., (1998). Samurai Curs de Karate-Do. Iaşi. Editura A92, p. 47. Epuran, M., (2005). Metodologia cercetării activitătilor corporale. Exercitii fizice. Sport. Fitness. Bucureşti, Editura FEST.p. 336-337. Cordun, M., (2009). Kinantropometrie. Bucureşti. Editura CD PRESS. p. 204-206. 166 The 9th International Scientific Conference eLearning and software for Education Bucharest, April 25-26, 2013 10.12753/2066-026X-13-241 ORIGINAL ASPECTS REGARDING THE PSYCHOMOTOR EVALUATION OF THE PRIMARY SCHOOL STUDENTS Marius STOICA, Bogdan GOZU National University of Physical Education and Sport, University of Bucharest [email protected], [email protected] Abstract: Problem Statement. The study of the main factors specific to the psychomotor phenomenon (in this case, aspects related to manual dexterity and bilateral coordination), as well as of the connections between those factors in relation to the subjects’ chronological age. Purpose. Our experiment envisages an analysis of the connection between motor proficiency age and chronological age in primary school students, based on the information provided by the BruininksOseretsky Test - Second Edition (BOT-2) applied for the first time in Romania. Methods. Forty subjects were selected to participate in this research experiment (20 boys and 20 girls), 1st up to 4th grade students, coming from urban and rural areas alike. The subjects’ evaluation took place from March 20, 2010 until June 4, 2010 and consisted in the application of 12 test items specific to manual dexterity and bilateral coordination subtests provided by the Bruininks-Oseretsky Test, Second Edition. In terms of computer software and specific tools used for statistical analysis of the obtained data, the following instruments were used: BOT-2 ASSISTTM, Scoring and Reporting System (integrated software of the Bruininks-Oseretsky Test - Second Edition), MINITAB 15.1 of MINITAB Inc. and MICROSOFT EXCEL 2003. Results and discussions. The tests revealed that with respect to manual dexterity, the average motor proficiency age (10 years and 5 months) was higher by 1 year and 2 months than the average chronological age of the tested subjects (9 years and 3 months), while the verification of the statistical hypothesis through the dependent T-Test revealed a statistically significant difference of means (P=0.009 is smaller than 0.05). Regarding the bilateral coordination subtest, the average motor proficiency age (8 years and 7 months) is lower by 8 months than the average chronological age (9 years and 3 months), and in this case the verification of the statistical hypothesis performed through the same test, revealed a statistically significant difference of means as well (P=0.019 is smaller than 0.05). Conclusions. The analysis of the results obtained by the tested subjects allows us to confirm the research hypothesis regarding the manual dexterity and bilateral coordination subtests. We can conclude as well that the use of the Bruininks-Oseretsky Test - Second Edition, for the first time in Romania, within an experimental research, represents, besides an original approach, a major opportunity of obtaining extremely valuable data regarding several psychomotor characteristics of primary school students. Keywords: motor proficiency age, chronological age, primary school, manual dexterity, bilateral coordination I. INTRODUCTION Through its specific objectives, psychomotricity offers the child the necessary guidelines, as well as the proper setting for the development of a skills system, which prompts him to act efficiently and to adapt accordingly to the demands of the environment in which he operates. This process elicits from those directly or indirectly involved in the instructive and educative process, the understanding of the internal mechanisms which lie at the foundation of the psychomotor phenomenon and the identification of the main evaluation methods of its main components, at a specific time, with the purpose of pointing out possible deviations from a child’s normal ontogenetic development. 167 A correct approach of all psychomotor components, which would take into account the age, as well as the established instruction objectives, will reflect on a child’s behavior through the gain of important acquisitions, which will represent the premises of transition to a superior development stage with new achievements. Nevertheless, in order to fulfill this goal, the persons involved at different levels in a child’s education must be well aware of his/her psychomotor development stage. Therefore it is imperative to evaluate these aspects by using objective and valid measuring instruments1. II. PURPOSE Our research, through its content and approach, concentrates on pointing out certain information which aims at facilitating a proper understanding of the dynamics of motor and psychomotor factors in relation to the subjects’ chronological age. Our experimental research also promotes the Bruininks-Oseretsky Test, Second Edition (utilized for the first time in Romania on this occasion), as a valid and objective instrument for evaluating the psychomotor phenomenon. The test enables the evaluator to obtain valuable information regarding a child’s normal psychomotor development, both on a component level and on the level of the general psychomotor capacity, which makes this test a major tool in the evaluation, selection and diagnostic of different deviations from a normal development. III. HYPOTHESIS The evaluation of the subjects through the second edition of the Bruininks-Oseretsky Test, will demonstrate the existence of statistically significant differences between the arithmetic mean of the chronological age and the motor proficiency age, with regards to manual dexterity and bilateral coordination. IV. MATERIALS AND METHODS 4.1. Research stages The psycho-pedagogical experiment took place between March 2010 - June 2010 and it encompassed the following stages: 1) March 20, 2010 - May 21, 2010: the evaluation of subjects from the urban area; 2) March 28, 2010 - April 1, 2010: first stage of evaluation of subjects from the rural area; 3) June 2, 2010 - June 4, 2010: second stage of evaluation of subjects from the rural area. 4.2. The subjects For the research experiment, a number of 40 subjects were selected (20 boys and 20 girls), 1st up to 4 grade students, coming from urban and rural areas alike. Regarding the urban area, of the 20 selected subjects, 15 were students from David Praporgescu 113 Elementary School, while the remaining 5 belonged to 162 Elementary School. In the rural area, the subjects were students of Simion Bărnuţiu Elementary School from the village of Tiur, Alba County. th 1 Gozu B., 2011. Dynamics of motor and psychomotor factors for primary school students,Doctoral Thesis 168 4.3. Control samples For the research we utilized, for the first time in Romania, the improved version of the BruininksOseretsky Test (BOT-2). Bruininks-Oseretsky Test of Motor Proficiency, Second Edition (BOT-2) is a series of tests administered individually, with very precise and well-targeted objectives, which aim at evaluating a large range of motor skills, on subjects between the ages of 4 and 21. This test was conceived to be used, among others, by kinesiotherapists, psychologists, sports teachers, coaches and it seeks to offer them an efficient instrument for measuring fine and gross motor skills. BOT-2 evaluates abilities from four different motor areas: • Fine manual coordination/ Fine manual control: subtest 1 – fine motor precision; subtest 2 – fine motor integration; • Manual coordination: subtest 3 – manual dexterity; subtest 7 – upper limb coordination; • Body coordination (general): subtest 4- bilateral coordination; subtest 5 – balance; • Strength and agility: subtest 6 – running speed and agility; subtest 8 – strength. For this research, from the total of eight subtests specific to the motor areas described above, we opted for the manual dexterity and bilateral coordination subtests, which involve the following items: Subtest 3: Manual Dexterity Content: Items 1: Making dots in circles; closed; Items 2: Transferring pennies; Item 3: Placing pegs into a pegboard; Item 4: Sorting cards; synchronized; Item 5: Stringing blocks. 4.4. Subtest 4: Bilateral Coordination Content: Item 1: Touching nose with index fingers – eyes Item 2: Jumping jacks; Item 3: Jumping in place – same sides synchronized; Item 4: Jumping in place – opposite sides Item 5: Pivoting thumbs and index fingers; Item 6: Tapping feet and fingers – same sides synchronized; Item 7: Tapping feet and fingers – opposite sides synchronized. Statistical processing of the results Statistical processing of the research results was accomplished using the following software: 1) BOT-2 ASSISTTM, Scoring and Reporting System: software belonging to the BruininksOseretsky Test, Second Edition; 2) MINITAB 15.1 of MINITAB Inc, software used to process statistical data inside a phenomenon that needs to be understood; 3) EXCEL 2003 Software, of Microsoft Company. V. RESULTS VI. Results obtained by the students on the manual dexterity and bilateral coordination subtests, as well as the statistical interpretation of the values of each subtest: 169 VII. Statistical indicators MANUAL DEXTERITY Chronological Age Motor Proficiency Age 9.22 10.44 9.42 9.58 1.21 3.42 11.42 19.00 7.08 5.92 4.33 13.08 13.1% 32.8% BILATERAL COORDINATION Chronological Motor Proficiency Age Age 9.22 8.56 9.42 8.08 1.21 1.91 11.42 12.25 7.08 5.08 4.33 7.17 13.1% 22.3% Arithmetic mean Median Standard deviation Maximum value Minimum value Amplitude Coefficient of variation (%) Difference of means ----- 1.219 - -0.660 Effect size (Cohen) ----- 0.43 - 0.39 Dependent T Test T critical 2.02 2.02 Degrees of freedom between the groups -df T Test (Student) 39 39 T calculated P 2.74 0.009 2.44 0.019 VIII. DISCUSSIONS The statistical processing of the data obtained during testing revealed the following aspects regarding the two components (manual dexterity and bilateral coordination): The average motor proficiency age for MANUAL DEXTERITY is 10 years and 5 months. The average chronological age is 9 years and 3 months is lower than the average motor proficiency age by 1 year and 2 months. The standard deviation and the coefficient of variation indicate a nonhomogeneous structure of the lot in relation to the motor proficiency age. The effect size index of Cohen indicates that the differences between the two ages are low towards medium. The average motor proficiency age is higher than the average chronological age (figures 1,2). MANUAL DEXTERITY MANUAL DEXTERITY 4 21 Chronological age 19 18 7 17 6 15 5 12 4 10 10 : 5 11 9:3 Frequency Years 16 13 1:2 14 8 3 8 12 16 20 Motor Proficiency age Chronological age M ean 9.223 StDev 1.211 N 40 M otor Proficiency age M ean 10.44 StDev 3.422 N 40 6 9 2 4 7 1 2 5 Chronological age 0 M otor Proficiency age 0 7 Figure 1: Individual value plot of Chronological and Motor Proficiency age for Manual Dexterity 8 9 10 11 12 Figure 2: Histogram of Chronological and Motor Proficiency age for Manual Dexterity 170 The average motor proficiency age for BILATERAL COORDINATION is 8 years and 7 months. The average chronological age is 9 years and 3 months is higher than the average motor proficiency age by 8 months. The standard deviation and the coefficient of variation indicate a nonhomogeneous structure of the lot in relation to the motor proficiency age. The effect size index of Cohen indicates that the differences between the two ages are low towards medium. The average motor proficiency age is lower than the average chronological age (figures 4,5). BILATERAL COORDINATION BILATERAL COORDINATION 13 4 Chronological age 12 14 7 11 12 6 9:3 9 -(0 : 8) Frequency Years 10 8:7 8 10 5 4 8 3 6 2 4 1 2 7 6 8 10 12 Motor Proficiency age Chronological age M ean 9.223 StDev 1.211 N 40 M otor Proficiency age M ean 8.562 StDev 1.909 N 40 6 5 0 Chronological age M otor Proficiency age Figure 4: Individual value plot of Chronological and Motor Proficiency age for Bilateral Coordination IX. 0 7 8 9 10 11 12 Figure 5: Histogram of Chronological and Motor Proficiency age for Bilateral Coordination Conclusions The tests applied on the entire lot of students, with the purpose of evaluating the existence of statistical differences between the arithmetic means of the chronological age and the motor proficiency age, with regards to manual dexterity and bilateral coordination parameters reveal the following: Regarding manual dexterity, the verification of the statistical hypothesis through the T Test indicates a statistically significant difference of means, P=0.009 is smaller than 0.05. Thus, we reject the null hypothesis and accept the alternative hypothesis. Regarding bilateral coordination, the verification of the statistical hypothesis through the T Test indicates a statistically significant difference of means, P=0.019 is smaller than 0.05. Thus, we reject the null hypothesis and accept the alternative hypothesis. The use of the Bruininks-Oseretsky Test - Second Edition, for the first time in Romania, within an experimental research, represents, besides an original approach, a major opportunity of obtaining extremely valuable data regarding several psychomotor characteristics of primary school students. After being analyzed, interpreted and presented in the form of written reports, drafted using the specific software of the test, this information can be extremely valuable for the physical education teacher, as well as for other professionals directly or indirectly involved in the instructive-educative process, and it is, at the same time, an indispensable component in any educational strategy based on competence and professionalism. 171 Reference [1] [2] [3] [4] [5] [6] [7] [8] Gozu, B., (2011). Dinamycs of the motor and psychomor factors for primary school students, Doctoral Thesis. Bruininks, R., H., Bruininks, B., D., (2005). Bruininks-Oseretsky Test of Motor Proficiency, Second Edition, Administration Easel, NCS Pearson, Inc., Minneapolis. Flegel, J., Kolobe, T., H., A., (2002). Predictive Validity of the Test of Infant Motor Performance as Measured by the Bruininks-Oseretsky Test of Motor Proficiency at School Age, Physical Therapy, 82 (8), pp. 762-771. Tan, S., K., Parker, H., E., Larkin, D., (2001). Concurrent Validity of Motor Tests Used to Identify Children with Motor Impairment, Adapted Physical Activity Quarterly, 18, pp. 168-182. Faught, B., E., Hay, J., A., Flouris, A., Cairney, J., Hawes, R., (2002). Diagnosing Developmental Coordination Disorder Using the CSAPPA Scale, Canadian Journal of Applied Physiology, 27 (Suppl.) Smits-Engelsman, B., C., M., Niemeijer, A., S., Van Galen, G., P., (2001). Fine Motor Deficiencies in Children Diagnosed as DCD Based on Poor Grapho-Motor Ability, Human Movement Science, 20(1-2), pp. 161-182. Chuy, M., Y., Agnes, M., Y., Fong, K., H., Lin, S., Y., L., Miranda, W., F., (2007). Differences in the Fine Motor Performance of Children in Hong Kong and the United States on the Bruininks-Oseretsky Test of Motor Proficiency, Hong Kong Journal of Occupational Therapy, Volume 17, Issue 1. MacCobb, S., Greene, S., Nugent, K., O’Mahony, P., (2005). Measurement and Prediction of Motor Proficiency in Children Using Bayley Infant Scales and the Bruininks-Oseretsky Test, Physical Occupational Therapy in Pediatrics, Volume 25, Issue 1-2, pp. 59-79. . 172 The 9th International Scientific Conference eLearning and software for Education Bucharest, April 25-26, 2013 10.12753/2066-026X-13-242 COMPUTER ANALYSIS OF THE ATHLETES FORCE CURVE Laurentiu BOCIOACA National University of Physical Education and Sport Bucharest, Stefan Furtuna, Bucharest, Romania [email protected] Abstract: Physical education and the development of strength, speed, and coordination skills, represent the principal directions for obtaining technical and tactical training adapted to the competitive requirements . The analysis of strength and speed skills led to setting up specific patterns of preparation and of top athletes training. Introduction of modern methods of evaluation of the force and power curve, can significantly contribute to changing traditional methods of sports training, avoiding unnecessary consumption of resources and time in training. The results of the analysis and of the evaluation with the aid of a real time power curve, allow the athletes and coaches to adopt the most effective means and methods of training. The new methods of assessment, contribute decisively to the introduction of the modern principles of training, assisted by computer. Keywords: computer assistance, performance, sports, training, strength, evaluation I. INTRODUCTION The studies on the muscle mechanics and the contraction patterns represent the main characteristics for the power curve analysis. Our study is based on the notion of "power curve" [1] used to determine the moments of force exercised by the athlete during a technical execution. The interaction between „the muscle strength and movement speed, characterize various technical and tactical sports activities "[2] as a" basic condition for the development of the co ordination skills "[3]. The evaluation of the force curve, computer assisted, contributes substantially to "improving the motility learning capability, for acyclic sports practitioners" [4]. This point of view confirms that the research hypothesis is directed towards the modern trends of sports training methodology and "computer assisted assessment" [5]. II RESEARCH PURPOSES In conducting the research, we wanted to introduce the force curve measurement, computer assisted, to enable the inclusion of all aspects related to determining the muscle motility. III. RESEARCH HYPOTHESIS The assessment of the force curve, in real time, allows to improve the athletes’ motor learning performance and increases the muscular coordination. 173 IV. SUBJECTS AND METHODS Our study included 12 athletes from four combat disciplines (judo, wrestling, ju-jitsu, fencing), Table 1. The subjects have a close performance level and are enrolled in training programs for junior sports clubs in Bucharest (UNEFS Sports Club, Mircea Eliade High School, No. 5 School Sports Club) in 2010-2011. Table 1.Research subjects No: 1 2 3 4 5 6 7 8 9 10 11 12 Name/Surname B.G. B.F T.T. M.A. D.S. V.D. D.A. I.P. C.F. B.A. N.M D.G Age 17 16 16 17 16 17 17 16 17 16 16 16 Kg Weight 66 60 73 81 65 58 60 64 70 60 58 57 Sport Judo Judo Judo WRESTLING Wrestling Wrestling Ju-Jitsu Ju-Jitsu Ju-Jitsu WRESTLING FENCING FENCING The measurements necessary to determine the force curve were performed using the force platforms (simulator type) in the Department of Sports Performance - UNEFS. Each subject was recorded over three executions for the shank extension movement on his thigh. For the program of determining the force curve, the formulas from Komi's Model developed in 1984, based on determining “the specific force vectors” were used [6] in accordance with the formulas: TPA Fx Fm - FF cos α Fp cos ( 90 - β) 0 TPA Fx Fm - FF cos α Fp șin β 0 TPA Fy Ff șin α - Fp cos β 0 Fp Ff șin α/cos β; combining combining equations (4) şi (1) the results are: (1) (2) (3) (4) Fm - FF Ff cos α α șin șin β / cos β 0 (5) Fm Ff (cos α-α șin șin β / cos β) Fm Ff (cos α cos β - șin șin α β) / (cos β) because, cos cos α β - șin șin α β cos (α β), the results are Fm Ff (cos (α β) / cos β, or Ff / FM cos β / cos (α β). (6) (7) (8) (9) and so: Where Ff, Fp, Fm, "indicating strength fibers"[7], La and Lf, fiber length and aponeurosis, I, indicates the junction of muscle and tendon, D, force application point pressure, α and β, clamping angles between fibers and the aponeurosis. 174 V. RESEARCH RESULTS The data recorded during the research allowed us to establish the characteristics of the contraction model for athletes from different disciplines and the force curve development. The shape and the amplitude of the curve show significant differences revealed by these graphical models: Figure10. The power curve for the extension leg on the thigh (Judo Discipline) (10) Judo 120 Resultant angular moment 100 80 60 40 20 0 1 2 3 4 5 6 7 8 Angular configuration Figure11. The power curve for the extension leg on the thigh (Fight Discipline) (11) 175 Rezultant angular moment Fights 90 80 70 60 50 40 30 20 10 0 1 2 3 4 5 6 7 8 Angular configuration Figure12. The power curve for the extension leg on the thigh (Ju-Jitsu Discipline) (12) Rezultant angular moment Ju-Jitsu 100 90 80 70 60 50 40 30 20 10 0 1 2 3 4 5 6 7 8 Angular configuration Figure13. The power curve for the extension leg on the thigh (Fencing Discipline) (13) 176 Rezultant angular moment Fencing 100 90 80 70 60 50 40 30 20 10 0 1 2 3 4 5 6 7 8 9 Angular configuration V. DATA ANALYSIS AND INTERPRETATION Analyzing the force curve model performed by the subjects in four different sports, we see significant differences in the evolution: - increase and decrease in time ,due to the increase of the execution force; - decrease, when the force torque and joint angle is reduced; - increase when the force torque is amplified with joint angle. In terms of form, the force curve, recorded by assessing all the subjects, shows common aspects. It should be noted that the specific form of the force curve is used to describe the joint angle of maximum efficiency. For example, the force curve upward toward the knee flexion angle is flattening out, due to the strength evolution, when the movement is placed in "the anatomic common angle" [8]. The knee flexion, leads to the descending evolution of the force curve, depending on the joint angle configuration. In all cases, the ascending or descending curve occurs with increasing the force at the same time with the antagonistic muscles by shortening the length of the muscle fibers. Descending curve indicates the moment of force and "reduces the length of muscle fibers" [9]. In fact, here is presented the force-length relationship in terms of opposing forces. The force curve is "conditioned by the significant muscle contraction structure, but also by the filament system" [10] specific to the subject. The practitioners from different acyclic sports disciplines can perform power curve models with a specific form, conditioned by intra and muscular coordination capacity. 177 VI. CONCLUSIONS At the end of carrying out our research, we came to the following conclusions: 1. The force curve, recorded in real time on a computer monitor, during the evaluation, allows the subjects, to efficiently correct the exercise. The neuron-muscular coordination, specific to the moments of force, appears on the curve shape, in areas with high muscle activity 2. The type of the neuron-muscle activity, specific to the sports disciplines, significantly influences the shape and amplitude of the force curve, confirming the research hypothesis. For the athletes, practitioners of strength and power disciplines (judo, ju-jitsu), the contraction amplitude is higher. 3. The angular speed is considered the determinant factor of the shape and power curve amplitudes. Indices of functional capacity, of skeletal muscle, prove a potential of maximum contraction, reached in the shortening and the total stimulation rate. The force curve, recorded in real time, for each type of sportsman, significantly contributes to the fast correction of the exercises and facilitates the motor learning. Introducing the computer-assisted assessment for measuring and determining the motor skills, determines the increases of efficiency in the process of performance and high performance athletes training. References [1] Schmidbleicher, D., 1987. Classification of methods of the development of muscular. INSEP, Paris. Page 68 [2] Komi P.V., Karlsson J., 1980. Skeletal muscle fiber types, enzyme activities and physical performance in young males and females. Acta Physiological Scandinavica, nr. 103, Page 210-218 [3] Williams P.E., Goldspink G., 1973. The effect of immobilization on the longitudinal growth of striated muscle fiber. Journal of Anatomy, nr. 127, Page 93 [4] Huxley H.E., 1973. Molecular basis of contraction in cross-striated muscle. In The Structure and Function of muscle. Academic Press, New York, vol. 1, 2. Page 301-387. [5] Komi P.V., 1984. Physiological and biomechanical correlates of muscle function: effect of muscle structure and stretch-shortening cycle on force and speed. Exercise and Sport Sciences Reviews. Collamore Press, Lexington, Mass, vol. 12. Page 81-121, [6] Kraemer, W.J., Volek, J.S., Bush, J.A., Gotshalk, L.A., Wagner, P.R., Gomez, A.L., Zatsiorsky, V.M., Duarte, M., Ratamess, N.A., Mazzetti, S.A., and Selle, B.J., 2000. Influence of compression hosiery on physiological responses to standing fatigue in women. Medicine and Science in Sports and Exercise. Page 49-58. [7] McDougall J.D., 1998. Adaptability of muscle to power training. Biochemistry of Exercise. Human Kinetics, Champaign, Illinois, vol. 16, Page. 501-503. [8] Sale D.G., Jacobs I., 1990 - Interaction between concurrent strength and endurance training. Journal of Applied Physiology, Page 69. [9] Kernell D., 1990. Spinal motoneurones and their muscle fibers: mechanism and long-term consequences of common activation patterns. The Segmental Motor System. Oxford University Press, New York, Oxford. Page 33-57. [10] Bocioaca L., 2008. Development of physical qualities. Morosanu Press, Bucharest, Page 51-123. 178 The 9th International Scientific Conference eLearning and software for Education Bucharest, April 25-26, 2013 10.12753/2066-026X-13-243 MEASUREMENT OF THE STRIKE EXECUTION SPEED IN KARATE-DO BY USING THE QUINTIC INFORMATION SYSTEM Răzvan-Liviu PETRE, Marian-Daniel TEODORU National University of Physical Education and Sports, Bucharest, Romania e-mail [email protected] Abstract: Premises: The measurement and assessment, with modern information tools, of some indicators related to effort programming becomes a necessity in the context of the achievement, on the international level, of some limit performances. Hypothesis: The improvement of the strike execution speed determines the obtaining of better results. Objectives: To determine the strike execution speed and to analyze the strikes specific to Karate-Do fighters, by using the Quintic information system. Subjects: Performance athletes, practitioners of Karate-Do. The selected sample (10 male subjects aged 21 to 23 years old) was made up of athletes with very good results in different national competitions. Methods: The characteristic of our research required us to use the experiment method and, within it, we used the Quintic information system, designed to measure the motion assessment and analysis. The Quintic system main components are the personal computer (with a Quintic-4 Biomechanics software) and the digital video camcorder. Results: We recorded the initial and final execution speed and, subsequently, we statistically analyzed the main strikes used in Karate-Do. Through the records and, respectively, the statistical analysis of the main strikes used in Karate-Do, we managed to emphasize (among others) the following aspects: initial testing/final testing: mean for the Kizami Tsuki lunging punch: 6.24 m/s; 6.83 m/s; mean for the Gyaku Tsuki reverse punch: 7.49 m/s; 8.23 m/s; mean for the Ura Mawashi Geri reverse roundhouse kick: 8.39 m/s; 9.17 m/s; mean for the Mawashi Geri roundhouse kick: 11.59 m/s; 12.29 m/s. Our research hypothesis checking performed with the dependent t test (for all strikes) highlights a statistically significant difference between means (P < 0.05). Thus, the null hypothesis is rejected and the research hypothesis is accepted. Conclusions: The information system implementation in the specific training determines the execution speed control, recording, measurement and assessment, which provide us accurate data about this indicator level. The comparison between the initial and the final results validated the research hypothesis and, respectively, rejected the null hypothesis. Keywords: measurement, speed, Karate-Do, Quintic information system. I.INTRODUCTION This research is an original one and it`s bibliographic reference is the doctorate thesis entitled as `The efficiency of hits in relation to the fighter`s position during the fight in karate-do`, author Petre Razvan-Liviu[1]. We found out that athletes have a good execution speed, but it is not always expressed at the high parameters imposed by the modern competition exigencies. Specialty works emphasize that in Karate-Do the strike execution speed is decisive to get points in the competition and, respectively, to win the contest. Thus, through our research we mean, on the one hand, to identify the correctness of technical executions performed during the training process and in competitions, an aspect that increases the strike execution speed, and, on the other hand, to consolidate and improve these strikes through specific means. Among the authors who approached this topic we mention: Amalinei N. [2], Doru Gălan [3]¸Macoveanu D.,[4]. 179 The preparation of an informative material on this theme has a major importance to the Karate-Do practitioners’ training, because it can render efficient their specific activity, by helping them reach higher performances. Our research was focused on many aspects, among which we mention: the Karate-Do characteristic and determining elements, the traits of this discipline, the specific means for the training optimization and their utilization in competition, the technical preparation particularities necessary to achieve the strike efficiency. 1I. OBJECTIVES OF THE RESEARCH The present research firstly aims at identifying the technical execution correctness, which leads to an increase of the strike execution speed. We mention that this identification refers to the main punches and kicks used in the Karate competitions. This objective is fulfilled with means specific to the discipline and is objectified by the Quintic sports video analysis system, which measures the execution speed for each strike selected by us for our research (the most commonly used strikes in both training and competition). III. HYPOTHESIS OF THE RESEARCH The execution correctness determines a higher execution speed materialized by the point winning (performance efficientization). IV. MATERIALS AND METHODS 4.1.Stages of the research. The research was conducted in the following locations: Laboratory of biomechanics and biomechatronics of the Department of Mechatronics and Fine Mechanics, Faculty of Mechanical Engineering and Mechatronics within the Polytechnic University of Bucharest; KarateDo gym of the Suiko Sports Club in Lunguleţu locality from Dâmboviţa County, equipped with all the materials specific to this discipline. The experimental-type research took place in the period 1 September 2010 to 30 June 2011, when we developed the following stages: subject evaluation working group was made up; administration of initial tests; implementation and application of the specific training program; development of the specific training program; administration of final tests. 4.2.Subjects of the research. The subjects of our research are performance athletes at the Suiko Sports Club, practitioners of Karate-Do, with remarkable results at the national level, some of them being, throughout the years, multiple national Shito-Ryu Karate-Do Kumite champions. We mention that all the subjects have at least one “podium” result in the children, mini-cadet, cadet, junior or youth national championships. The 10 athletes of our sample were selected depending on each one’s qualities and sports results obtained until the research initiation, therefore we had in view the performance-related criterion and, last but not least, the criteria related to subjects’ age (seniors aged 21 to 24 years old) and gender (males, rural environment), competitors in many weight classes. 4.3.Description and utilization of the Quintic sports video analysis system. The Quintic system is a device destined to sports motion analysis. From the documentation studied by us, we concluded that this equipment hasn’t been used yet in the Karate-Do field. We managed, by means of this highly reliable objectivation system, to highlight the strike execution speed and trajectory, but also to notice performer’s faults during the specific executions. Among the Quintic system characteristics and components, we mention: recording and processing the motion-related data with two Panasonic cameras; Quintic-4 Biomechanics software; Sony Vaio laptop for the lab or field work; trajectory identification/analysis; Excel processing; image capture with one camcorder, manual digitization and “zoom” function; image capture at different frequencies; image capture with two camcorders; speed and acceleration determination; video/pressure synchronically combined measurements. 4.4.Video captures with the Quintic sports video analysis system during the tests performed by subjects B.L. (2nd Dan Shito-Ryu Karate-Do) and V.V. (1st Dan Shito-Ryu Karate-Do) (photos 1, 2). 180 Photo 1. Motion analysis and speed determination for Gyaku Tsuki - Initial position Photo 2. Motion analysis and speed determination for Gyaku Tsuki - Final position Photo 3. Motion analysis and speed determination for Mawashi Geri - Initial position Photo 4. Motion analysis and speed determination for Mawashi Geri - Final position Specific training program. We mention that the specific means are original. They don’t correspond to the old training means used in the sequence destined to competitive kumite. We also emphasize that the research subjects positively responded to the new training program implemented by us. At the same time, we add that this specific training program was addressed to the four strikes (Kizami Tsuki, Gyaku Tsuki, Mawashi Geri, Ura Mawashi Geri) and was applied in each training session, all over the experimental research period. Legend: Zenkutsu Dachi – front stance; Kizami Tsuki – lunging punch; Gyaku Tsuki – reverse punch; Mawashi Geri – roundhouse kick; Ura Mawashi Geri – reverse roundhouse kick V. RESULTS Execution speed is the most important motor quality among the specific qualities necessary to a karate-ka, in other words, when a karate-ka performs a strike with a greater speed than the opponent, he is the first to rich the goal, therefore he wins a point. A greater number of points than those accumulated by the opponent leads to victory. We present the values registered by us in the two testing phases, initial and final ones, for the four strikes included in our experiment (table 1). 181 Punching Crt.no. Name Age KIZAMI-TSUKI Initials 1 2 3 4 5 6 7 8 9 10 M.M. B.L. V.V. V.M. M.L. Z.V. M.N. M.S. S.V. A.M. 22 21 21 23 23 24 23 23 23 21 Kicking GYAKU-TSUKI Initial T Final T Initial T m/s m/s m/s 6.8 7.9 7.9 5.9 6.5 7.2 6.3 6.9 7.5 6.4 7.0 7.7 6.0 6.7 7.2 6.2 6.6 7.4 6.3 6.8 7.6 6.3 6.7 7.5 5.8 6.0 7.1 6.4 7.2 7.8 URA-MAWASHI-GERI MAWASHI-GERI Final T Initial T Final T Initial T Final T m/s m/s m/s m/s m/s 8.8 8.8 9.8 11.9 12.8 7.7 8.2 8.8 11.6 12.2 8.4 8.5 9.1 11.9 12.5 8.6 8.6 9.4 11.7 12.3 7.8 8.1 8.8 11.1 11.9 8.7 8.3 9.1 11.8 12.1 9.0 8.5 9.2 11.8 12.4 8.5 8.4 9.3 11.7 12.5 7.6 7.9 8.7 10.8 11.7 7.2 8.6 9.5 11.6 12.5 Table 1. Execution speed data - Initial and final testing VI. INTERPRETATION AND DISCUSSIONS KIZAMI-TSUKI. Measurements for the LUNGING PUNCH - KIZAMI-TSUKI - were performed on 10 athletes in the two testing phases, initial and final ones. The obtained arithmetical means were 6.24, respectively 6.83 m/s. We notice an average increase of 0.59 m/s. The sample is homogeneous in the initial testing and also homogeneous in the final testing. Cohen’s effect size index shows that the differences between the two means are high to very high. The statistic hypothesis checking performed with the dependent t test highlights a statistically significant difference between means, P < 0.05. The null hypothesis is rejected and the research (alternative) hypothesis is accepted. Graphic representations validate these assertions (fig. 1). KIZAMI - TSUKI 6.0 Initial testing 6.5 7.0 7.5 Final testing 8.0 Initial testing 7 4 Mean StDev N 3 Mean StDev N 6 6.24 0.2875 10 Final testing a? n ev ce rF 5 4 6.83 0.4945 10 2 3 2 1 1 0 0 6.0 6.5 7.0 7.5 8.0 Fig. 1. Graphic interpretation - Kizami Tsuki GYAKU-TSUKI. Measurements for the REVERSE PUNCH - GYAKU-TSUKI - were performed on 10 athletes in the two testing phases, initial and final ones. The obtained arithmetical 182 means were 7.49, respectively 8.23 m/s. We notice an average increase of 0.74 m/s. The sample is homogeneous in the initial testing and also homogeneous in the final testing. Cohen’s effect size index shows that the differences between the two means are high to very high. The statistic hypothesis checking performed with the dependent t test highlights a statistically significant difference between means, P < 0.05. The null hypothesis is rejected and the research (alternative) hypothesis is accepted. Graphic representations validate these assertions (fig. 2). GYAKU-TSUKI 7.0 Initial testing 7.5 8.0 8.5 9.0 9.5 Final testing 4 Initial testing 7.49 Mean 3.0 StDev N 2.5 Final Testing 3 a? n ev ce rF Mean StDev 2.0 2 0.2685 10 N 8.23 0.6056 10 1.5 1.0 1 0.5 0 0.0 7.0 7.5 8.0 8.5 9.0 9.5 Fig. 2. Graphic interpretation - Gyaku-Tsuki URA-MAWASHI-GERI. Measurements for the REVERSE ROUNDHOUSE KICK - URAMAWASHI-GERI - were performed on 10 athletes in the two testing phases, initial and final ones. The obtained arithmetical means were 8.39, respectively 9.17 m/s. We notice an average increase of 0.78 m/s. The sample is homogeneous in the initial testing and also homogeneous in the final testing. Cohen’s effect size index shows that the differences between the two means are high to very high. The statistic hypothesis checking performed with the dependent t test highlights a statistically significant difference between means, P < 0.05. The null hypothesis is rejected and the research (alternative) hypothesis is accepted. Graphic representations validate these assertions (fig. 3). URA-MAWASHI-GERI 8.0 Initial testing 3.0 2.5 4 2.0 3 1.5 2 1.0 1 0.5 0 0.0 8.0 8.5 9.0 9.0 Final testing 5 a? n ev ce rF 8.5 9.5 10.0 Fig. 3. Graphic interpretation - Ura-Mawashi-Geri 183 9.5 10.0 Initial testing 8.39 Mean StDev 0.2685 10 N Final testing 9.17 Mean StDev 0.3466 10 N MAWASHI-GERI. Measurements for the ROUNDHOUSE KICK - MAWASHI-GERI - were performed on 10 athletes in the two testing phases, initial and final ones. The obtained arithmetical means were 11.59, respectively 12.29 m/s. We notice an average increase of 0.70 m/s. The sample is homogeneous in the initial testing and also homogeneous in the final testing. Cohen’s effect size index shows that the differences between the two means are high to very high. The statistic hypothesis checking performed with the dependent t test highlights a statistically significant difference between means, P < 0.05. The null hypothesis is rejected and the research (alternative) hypothesis is accepted. Graphic representations validate these assertions (fig. 4). MAWASHI - GERI 11.0 11.5 12.0 Initial testing Final testing 6 6 5 5 a? n ev ce rF 4 Initial testing 11.59 Mean StDev 0.3604 10 N Final testing Mean StDev N 4 3 12.5 13.0 12.29 0.3247 10 3 2 2 1 1 0 0 11.0 11.5 12.0 12.5 13.0 Fig. 4. Graphic interpretation - Mawashi-Geri VII. CONCLUSIONS On the one hand, the Karate-Do learning by the children and, on the other hand, the training consolidation and improvement by the practitioners of any age, require a minutely organized and planned preparation program, with a solid scientific background materialized in very accurate tools and a strict training plan, in order to achieve the expected performance, therefore the aimed objectives. The Karate-Do sports training content should be focused on all the preparation parameters, from the technical-tactical, physical, psychical preparation to the theoretical-methodical one. By means of the Quintic measurement system, we objectified the strike efficiency in relation to fighter’s stance. The final testing results validated our research hypothesis, according to which the strike correct execution determines a higher execution speed for all the strikes selected by us. Thus, the statistic hypothesis checking performed with the dependent t test highlights a statistically significant difference between means (for all the strikes selected by us), P < 0.05. The null hypothesis is rejected and the research (alternative) hypothesis is accepted. The experimental research also showed us that the strike execution speed is strongly influenced by the specific preparation means used in performer’s training. References [1] [2] [3] [4] Petre R.L., 2012. Eficiența loviturilor în raport cu poziția executantului în timpul luptei la karate-do, Teză de doctorat, București, pp. 142-144. Amalinei, N.,1998. Samurai Curs de Karate-Do. Iaşi. Editura A92. Doru, Gălan, 2005. Ju-jiţu. Elemente de teorie, filozofie şi metodica de antrenament. Bucureşti. Editura Estafalia. p. 116. Macoveanu, D., 1996. Karate shotokan pentru avansaţi. Bucureşti. Editura Publishing House. p. 75. 184 The 9th International Scientific Conference eLearning and software for Education Bucharest, April 25-26, 2013 10.12753/2066-026X-13-244 COMPUTER UTILIZATION IN MOTOR ACTIVITIES – OPPORTUNITIES AND LIMITATIONS Virgil TUDOR, Alina MOANŢĂ National University of Physical Education and Sport, Constantin Noica Street, Bucharest, Romania [email protected], [email protected], [email protected] Iulian GHIŢESCU National University of Physical Education and Sports, Bucharest, Romania [email protected] Abstract: In our domain, the computer finds its applicability in physical education, sports, kinesitherapy, leisure motor activities etc. In physical education, it can be used in the following situations: designing and planning the activity content, preparing the didactic materials, information collecting and processing. In sports trainingr is used in the concrete activities carried out on the field and in the lab, in order to: design and plan the activities, perform the technique biomechanical analysis, monitor athletes’ reaction to the effort and analyze their health condition, control different situations, elaborate some training means, adjust the exercise conditions, control the periods of time necessary to make different measurements while the athlete is performing, evaluate athletes’ skills, collect, analyze and interpret the results. In competitive activities, the computer utilization of the sports for: recording the results, analyzing, processing and interpreting the results, analyzing athletes’ competitive performances under the physical, technical, tactical, artistic training aspects and so on. In kinesitherapy, the computer can be used to: check subjects’ health condition, adjust the exercise conditions (by establishing where it will be developed, by regulating the effort amount, intensity and complexity, by creating a feedback between the patient and the way of performing the exercise), analyze and interpret the results. In leisure motor activities, the computer is used to: monitor participants’ reaction to the effort, analyze subjects’ health condition, collect, analyze and interpret the results. Keywords: computer, motor activities, physical education, sports. I. INTRODUCTION Throughout the history, man has separated from the other living creatures due to his capacity of imaging and innovating tools, weapons, devices, machines etc. that helped him evolve until he reached the trophic pyramid top. One of the most recent and modernistic achievements is the invention and utilization of artificial intelligence, which has become possible through the computer creation. Intelligence can be synthetically described as being a product issued from the memorization, attention, imagination and creativity combined capacities. Computers have led to the amplification of man’s memorization and attention capacities, but they have made negligible progresses in relation to his imagination and creativity, and this will probably be the next step of human evolution. During their few decades of existence, computers have penetrated in most of the human activity domains, in some of them being even indispensable. 1.1 Possibilities to use the computer in motor activities In the human motricity sphere, computer can be used in physical education, sports, kinesitherapy, leisure motor activities etc. In physical education, it can be used in the following situations[1]: - designing and planning the activity content, preparing the didactic materials - which includes the elaboration of both the planning documents necessary to the teacher (didactic projects, annual curricula, semester curricula, conception of new acting systems) and the physical education syllabuses for all the education cycles; [2] 185 - activity record-keeping; - activity measurement and evaluation, which is performed by: data collection, analysis and interpretation, result display in a precisely quantified form that facilitates their communication and also explains more clearly the decisions that have been made; [3] - computerized documentation, meant to facilitate and improve the teaching process specific to physical education; [4] - elaboration and utilization of some E-learning platforms, that are mainly assigned to facilitate learning specific to the domain. (See figure 1, “Possibilities to use the computer in physical education”) In sports, the computer is used in both the training process and the competitive activity. In sports training, it is used in the concrete activities carried out on the field and in the lab, in order to: - perform a computerized documentation, for storing and providing the access to international databases (see the following databanks: “Full-text Literature”, “Scientific Literature – primary documents”, “Scientific Literature – secondary documents”, “ Filmotech”, “Videotech” etc. ); - analyze data obtained in the training process and compare them to the existing models on the world level; analyze the training volume, intensity and density; establish the working load graphs, based on each athlete’s best performances, by also making prescriptions for the weight training programming; - design and plan the activities (elaborate long-term plans on Olympic cycles, annual plans, stage plans, training micro-cycles and plans); - perform the technique biomechanical analysis, by interfacing the video device to the computer, which will lead to the activity efficientization; - establish athletes’ physiological profile, by monitoring their reactions to the effort and by analyzing their health condition, actions crucially important for collecting the information useful to the sports training scientific management; - establish, analyze and monitor athletes’ diet; - control some situations, elaborate some training means, adjust the exercise conditions and control the time intervals necessary to make different measurements while the athlete is performing. In our country, a series of scientific researches emphasized the advantages of using the computerized devices. To exemplify, we shall present the research conducted by Urzeală C. “The experiment was developed at SC Medisport Center of Bucharest, in order to investigate the neuromuscular control capacity and strength in performance aerobic gymnastics, wrestling and swimming, by means of the training computerized sequences, by using the Ergosim condition simulator. The motor task consisted of the following actions: from the lying back position, with bent knees, knees are pulled up to the chest level while pelvis is amply raised, the subject being permanently connected to Ergosim through a device attached at his ankle level. After one testing, the computer created a model for each subject, 186 depending on the mean strength value (represented on the abscissa) and on the movement amplitude (represented on the ordinate). We tried to keep as close as possible to this ideal movement graph, performances being quantified through grades from 1 to 10, depending on the fidelity with which they got close to the model. During the execution, the subject carefully watches the picture of his own movement on the computer screen, by having the possibility to regulate his muscular tone according to the produced visual feedback and to adapt it in real time to the model” [5]. - realize a quantified assistance in the training structuring; - design the effort volume and intensity distribution on all the training phases; - evaluate the psychomotor and motor aptitudes, collect, analyze and interpret the results; - design and analyze the available budget. All the previously mentioned aspects will have a particular importance to the coach’s working load efficientization and diminution, by also allowing the selection of the most efficient strategies, methods and means able to fulfill the training objectives. (See figure 2, “Possibilities to use the computer in sports training”) 187 In competitive activities, the computer utilization has become indispensable to most of the sports for: - computerized documentation; - monitoring athletes’ reactions during the competitions; - collecting, recording, processing and interpreting the results; - analyzing athletes’ competitive performances under the physical, technical, tactical, psychological, artistic training aspects and so on; - establishing the competition calendar, that has a major importance in the periods of their getting in and getting out the sports shape; - record-keeping for the results obtained by athletes in competitions; - predicting the results for the next competitions; - opening new communication channels, which should be much more exact and qualitative. (See figure 3, “Possibilities to use the computer in competition”) 188 In kinesitherapy, the computer can be used to: - perform a computerized documentation; - evaluate subjects’ health condition; - adjust the exercise conditions (by establishing where it will be developed, by adjusting the effort amount, intensity and complexity, by creating a feedback between the patient and the way of performing the exercise); - collect, record, analyze and interpret the results; - keep a specific record for these types of activities; - elaborate and implement some recovery programs; - be applied to neuro-motor reeducation; - display the results in a clear and well-quantified form. In leisure motor activities, the computer is used to: - perform a computerized documentation; - monitor participants’ reactions to the effort; - analyze participants’ health condition; - adjust the exercise conditions; - collect, analyze and interpret the results; - facilitate the communication. All types of computers can be used, but microcomputers are the most frequently met. Among the software programs commonly used in motor activities, we mention: SmartStat, Windows Movie Maker, Kinovea, Darfich, Polar Team Software, Axon Sport Electronic, Sport Pro, Deter VMA, EDUCNET EPS, Fiteval ELITE, IFIDIS – sports engineering etc. 1.2 Computer utilization stages They were presented by J. Thomas and J. Nelson (1997), and adapted by us [6]:
software creation and uploading to the computer;
introduction of subject’s/subjects’ personal data in the software program;
presentation of instructions and tasks that should be performed by the subjects;
performing a number of attempts, then the subject is informed about his executions; 1. test performing and the computer control over all the session aspects, result display at a certain point between the attempts and even an attempt testing, if subject’s answer is beyond a specified framework;
processing and interpreting the results. 1.3 Limitations to the computer utilization in motor activities The utilization of this technology has some limitations imposed by: - its high costs; - the difficulties encountered when developing the equipment interface and creating the software programs meant to control the quantified situation; - in some situations, the inappropriate preparation of those operating with these computers, which determines the result alteration; - some users’ incapacity to correctly interpret the obtained results; - the multitude of information, which usually requires those who use such a device to operate an extremely refined filtering. CONCLUSIONS - Computer utilization has become a necessity in all the daily life aspects and, implicitly, in the human motricity sphere, the computerized documentation which can be performed nowadays exceeding by far all that could have been imagined some decades ago; 189 - The use of some highly advanced technologies undoubtedly leads to better results in any type of motor activities where they have been implemented and all these are concretized in: a more accurate communication, a much more rigorous control of the activity, the possibility to prepare the most appropriate strategies able to determine a higher accuracy in achieving the aimed objectives; - Facilitation in the elaboration of new acting systems and also in the control of some situations, adjustment of the exercise conditions and of the control over the time intervals necessary to make different measurements while the athlete is performing; - Possibility to provide a quick feedback during the physical exercise performing, which renders more efficient and facilitates the work of all those involved in such types of activities; - Monitoring athletes’ health condition and establishing their physiological profile by monitoring their reactions, actions crucially important for collecting the information useful to the scientific management of the processes related to physical exercise performing; - However, there are some limitations to the computer utilization in motor activities, but, if they are appropriately managed, they don’t bring considerable disadvantages. References [1] Gherghel, C. L., (2011). Elaborararea şi gestionarea documentelor în educaţie fizică şi sport cu ajutorul TIC, Ed. Discobolul, Bucureşti. [2] Vasile L., Stoicescu M., (2011). Utilizarea TIC în programarea activităţilor specifice educaţiei fizice şi sportului, Ed. Discobolul, Bucureşti. [3] Tudor, V., Gherghel, C. L., (2011). Măsurare şi evaluare în educaţie fizică şi sport prin mijloace TIC, Ed. Discobolul, Bucureşti. [4] Moanta, A. D., (2011). Documentare informatică, Ed. Discobolul, Bucureşti. [5] Urzeală, C.N., (2008). Eficienţa metodelor de pregătire bazate pe relaţia efort – repaus utilizate în sporturile ciclice şi aciclice (probe individuale), Teză de doctorat, ANEFS, Bucureşti. [6] Tudor, V., (2008). Măsurare şi evaluare în cultură fizică şi sport, Bucureşti, Ed. MOROŞAN, p. 39. 190 The 9th International Scientific Conference eLearning and software for Education Bucharest, April 25-26, 2013 10.12753/2066-026X-13-245 IMPROVING JUDO TECHNIQUES USING COMPUTER MOVEMENT ANALYSIS Dumitru Rareş CIOCOI POP Faculty of Physical Education and Sport, “Babes-Bolyai” University, Str Pandurilor nr 7,Cluj-Napoca, Romania [email protected] Cătălin Ionuţ SILVESTRU Department of Economic Informatics and Cybernetics, Bucharest University of Economic Studies, Romana Square, No. 6, Bucharest, Romania [email protected] Abstract. In the context of the development of information society, innovating technologies contribute also to the development of training methods in sport. Mobile technologies are more and more used in enhancing athlete’s performance. The paper aims at improving technical skills in judo trough movement analysis. To fulfill our goal we use a device composed of capture camera and computer software. The instrument name is Signal Frame and it is produced by Sport Metrics - Valencia – Spain. We take into consideration the following parameters: acceleration, speed and power. We consider those parameters as being among the most relevant in this sport. The software allows us also to watch the movement frame by frame so we are able to analyze the biomechanics of the movement. Our analysis is based on an experiment within which we used a group of athletes who is evaluated at the beginning and at the end of the experiment. One of the big benefits of this method is its objectivity. The coach can compare quantifiable data from one execution to the other. To evaluate the results, at the end of the experiment we compare the executions of the athletes, in the two groups; comparing the marks given for the executions of the fixed forms (Kata) and see if there is a significant improvement in performing the techniques. We expect increased efficiency in learning using mobile technologies. Keywords: mobile technologies, learning, feedback, judo, video analysis, movement computer analysis I. INTRODUCTION Anatomy of the human body and its movements were studied for a very long period of time. This kind of studies can be traced to Leonardo da Vinci and Jules Marey[1], considered the father of biomechanics. Biomechanical study of movement is essential for any sizeable increase in performance. In our research we aim to demonstrate that the use of technology can have a major impact in sport training in a short amount of time. The usage of IT&C in sports can contribute to a more accurate interpretation of data in analysis and interpretation in view of increasing the efficiency of training programs for faster development of athletes [2]. We focused on improving technical skills in judo trough movement analysis. Muscle strength often plays a major role in athletic performance [3, 4,5, 6]. Muscle power is produced by strength and speed (Power = Force x Velocity); therefore, strength, velocity, and power can be considered as the most important parts of the athlete's performance. Increasing strength and velocity can enhance explosive power; power is a result of strength (Force) x velocity [7, 8]. For this reason we study the following parameters: acceleration, speed and power. The coach can follow these parameters along with the video recording of the technique even frame by frame. The information is used by the coach 191 and allows him to identify with greater accuracy the “weak” points of the technique execution. He can takes steps in correcting and improving the athlete’s execution of the technique. II. METHOD The system used in our research, SignalFrame is a device that allows synchronous measuring with several sensors and recording video images. Data obtained can be analyzed shot by shot. Several different sensors can be used with this apparatus: load cells, accelerometers, electro goniometers, cable speed/ motion sensors, as well as different types of video cameras: black and white, color, submersible etc. The external unit provides supplies power for the equipment and tunes the signal received from the sensors. It also feeds and controls the functions of the video camera. The application allows analysis of the collected data, with measuring gathered by the sensors and images taken by video camera being synchronized. Once measuring is completed, the most relevant parameters associated with each measuring channels can be calculated. Both channel 1 (movement) and 2 (force) have additional devices for visualizing the most relevant parameters. The system is produced by Sport Metrics. Figure 1.Interface of the software used The experimental group consisted of 10 Judo players, males, from Universitatea Club. In order to show the major impact of technology in a short amount of time on execution of the techniques, the duration of the experiment was set to two weeks. The subjects of the experiment were evaluated while performing three judo techniques, part of Nage No Kata (an imposed form of techniques execution): IpponSeoiNage, Uchi Mata and UkiGoshi. [9]. For evaluation purposes we used the set of rules of the International Judo Federation [10]. They have to pull a cable attached to a speed/ motion sensor while being filmed by a special camera. Each execution receives a mark for Happo no kuzushi –(unbalance of the adversary), Tsukuri- (positioning your body next to adversary’s body to be ready to execute the throw), Kake – (the finishing powerful execution of the throw). The final score is the mean of those three scores. The resulting scores 192 correspond to the following judgements:1-2 Poor, 3-4 Nearly correct, 5-6 Correct, 7-8 Good, 9-10 Excellent. It was not possible to compare the quantifiable characteristics of the movement: acceleration, speed and power because we could not make the measurements in a defined interval of time, equal for all executions. The judo players were also evaluated in the laboratory using the system described above in pretest, one week in the experiment and in post test. The coach of the Judo players had access to all the data. The experimental group performed 5 trainings per week. We used SPSS 20 to interpret the data and considered the experimental group as a paired group. III. RESULTS In table 1 we present the data resulted from the evaluation. Table1. Results in pre and post test for the evaluated techniques Crt Ippon Seoi Pre Post Uchi Mata Pre Post Ukigoshi no. Nage Pre Post 10 9 10 9.66 1 Kuzushi Tsukuri Kake Total 8 8 9 8.33 8 9 10 9 Kuzushi Tsukuri Kake 9 10 8 9 9 10 8.66 9.66 Kuzushi Tsukuri Kake 9 8 9 8.66 2 Kuzushi Tsukuri Kake 8 7 9 8 9 10 Kuzushi Tsukuri Kake 8 7 9 8 9 10 Kuzushi Tsukuri Kake 9 7 9 Total 8 9 8 9 Kuzushi Tsukuri Kake Total Kuzushi Tsukuri Kake Total Kuzushi Tsukuri Kake Total Kuzushi Tsukuri Kake Total 9 8 7 8 7 8 8 7.66 5 6 7 6 8 8 9 8.66 7 Kuzushi Tsukuri Kake Total 8 Kuzushi Tsukuri Kake 3 4 5 6 10 9 10 9.66 7 9 10 8.66 8 9 9 8.66 8 9 10 9 Kuzushi Tsukuri Kake 5 6 7 6 8 7 9 8 7 7 8 8 9 9 10 9 10 8.33 9.66 8 8 8 8 9 7 8 8 9 8 7 8 7 5 8 6.66 10 9 10 9.66 10 9 10 9.66 9 9 8 8.66 8 7 9 8 7 7 7 9 8 10 7.66 8.66 7 8 8 9 9 10 8 9 6 8 5 8 7 9 6 8.66 5 8 6 9 7 9 6 8.66 Kuzushi Tsukuri Kake Kuzushi Tsukuri Kake 5 6 7 6 8 9 9 8.66 Kuzushi Tsukuri Kake 9 8 7 8 10 9 10 9.66 Kuzushi Tsukuri Kake 9 6 7 10 9 9 Kuzushi Tsukuri Kake 9 8 7 10 9 10 Kuzushi Tsukuri Kake Kuzushi Tsukuri Kake Kuzushi Tsukuri Kake 193 KuzushiTsuk uri Kake Kuzushi Tsukuri Kake Kuzushi Tsukuri Kake 9 10 Total 7.66 8.66 Kuzushi Tsukuri Kake Total Kuzushi Tsukuri Kake 8 7 9 8 8 7 8 8 8 10 8.66 8 9 10 Total 7.66 7.33 9.33 Kuzushi Tsukuri Kake 9 10 8 9 9 10 8.66 9.66 9 10 8 9 9 10 Kuzushi Tsukuri Kake 9 Kuzushi Tsukuri Kake Kuzushi Tsukuri Kake 8.66 9.66 8 9.66 8 8 9 8.33 8 8 9 10 9 10 9.66 9 9 10 8.33 9.33 An increase in post test scores for all subjects can be observed. More, there is an increase for all the components of the final score: Kuzushi, Tsukuri, Kake for all the subjects in the experiment. Just considering the raw data we can estimate that the use of this system produced a positive outcome in the training process. We analyze data for outliers using boxplots and use Shapiro-Wilk test to assess the normality of data distribution. There were no outliers in the data, as assessed by inspection of the respective boxplots. Table 3.Tests of Normality Kolmogorov-Smirnova Statistic difference_ippon 0.230 difference_Uchi_M 0.374 difference_Uki_G 0.227 a. Lilliefors Significance Correction df 10 10 10 Shapiro-Wilk Sig. 0.142 0.000 0.154 Statistic 0.928 0.687 0.859 df 10 10 10 Sig. 0.425 0.001 0.075 The difference scores for the post test and pretest for IpponSeoiNage and Uchi Mata were normally distributed, as assessed by Shapiro-Wilks test (p = .425 respectively p=.075). The difference score for UkiGoshi is not normally distributed p=.001. We choose to run the test regardless as the paired-samples t-test is fairly robust to deviations from normality. Table4.Paired Samples Statistics Pair 1 Pair 2 Pair 3 IpponSeoiNagepostest IpponSeoiNage pretest Uchi Mata posttest Uchi Mata pretest UkiGoshipostest UkiGoshi pretest Mean 8.8300 7.5970 9.0950 7.4970 9.3610 8.0310 N 10 10 10 10 10 10 194 Std. Deviation .42282 .89859 .44570 1.12256 .57450 .53211 Std. Error Mean .13371 .28416 .14094 .35498 .18167 .16827 The post test scores for IpponSeoiNage were higher (8.83±0.42) compared with the ore test scores (7.60 ± 0.90). The same situation persist for the scores of Uchi Mata posttest (9.10±0.45) to (7.50±1.12) pretest and UkiGoshi post test (9.36±0.57) to (8.03±0.53) pretest. Table5.Paired Samples Test t Paired Differences Mean Std. Deviation Std. Error Mean df Sig. (2tailed) Pair 1 IpponSeoiNagepostest - IpponSeoiNage pretest 1.23300 0.70111 0.22171 95% Confidence Interval of the Difference Lower Upper 0.73146 1.73454 5.561 Pair 2 Uchi Mata posttest Uchi Mata pretest 1.59800 0.79518 0.25146 1.02916 2.16684 6.355 9 0.000 Pair 3 UkiGoshipostest UkiGoshi pretest 1.33000 0.34998 0.11067 1.07964 1.58036 12.017 9 0.000 9 0.000 The access to movement analysis data for the coach elicited an increase in scores for all three Judo techniques as follows: IpponSeoiNage 1.233 (95% CI, 0.73 to 1.73), Uchi Mata 1.598 (95% CI, 1.03 to 2.17) and UkiGoshi 1.33 (95% CI, 1.08 to 1.60) The scores from post test showed a statistically significant increase compared to the pre test: t(9)= 5.561, p<0.005 for IpponSeoiNage; t(9)= 6.355, p<0.0005 for Uchi Mata and t(9)= 12.017, p<0.005 in distance ran in two hours compared to a carbohydrate-only drink, t(19) = 6.352, p < .005. To calculate an effect size, d, for a paired-samples t-test we divide the mean difference by the standard deviation of the difference. We get the following values: d= 1.75 d=2 d=3.8, so we can conclude that there is a large effect. IV. DISCUSSION A paired-samples t-test was used to elucidate whether there is a statistically significant mean difference between the scoresobtainedpre and post test by the participants in our experiment. Our assumption was that the coach can benefit from the help of technological means and can have an increased effect in coaching in a short amount of time. There were no outliers in the data, as assessed by inspection of the respective boxplots. The difference scores for the post test and pretest for IpponSeoiNage and Uchi Mata were normally distributed, as assessed by Shapiro-Wilks test (p = .425 respectively p=.075). The difference score for UkiGoshi is not normally distributed p=.001. We choose to run the test regardless as the paired-samples t-test is fairly robust to deviations from normality. The scores from post test showed a statistically significant increase compared to the pre 195 test: t(9)= 5.561, p<0.005 d=1.75 for IpponSeoiNage; t(9)= 6.355, p<0.0005, d=2.0 for Uchi Mata and t(9)= 12.017, p<0.005, d=3.8. V. Conclusions We can conclude that the experiment was successful in proving that the use of technology contributed in a decisive manner in improving the techniques of the Judo players comprised in the experiment. The fact that the coach could analyze the movement frame by frame in relation to other parameters (speed, acceleration, power) was decisive in technique improvement for all the subjects in the experiment, in a short amount of time, leading to the success of our experiment. The fact that various sensors could be attached to the Signal Frame system shows its versatility; the system could be very useful in different sports. We can predict the use of this system will be beneficial for other sports where technique of execution is vital in obtaining high performances. References [1] [2] [3] [4] [5] [6] [7] [8] [9] [10] Epuran M., (2005). Metodologiacercetăriiactivităţiorcorporale. FEST. Bucureşti, ediţia a 2-a. Bonner J., Woodward C.J., 2012. On Domain-specific Decision Support Systems for e-Sports Strategy Games.OzCHI '12 Proceedings of the 24th Australian Computer-Human Interaction ConferenceACM New York, 42-51. Sacripanti A., (1987). Lo SquilibrioStatico in Judo, Athlon, nø 5-6, pp. 42-44. Sacripanti A., (1988). La Biomeccanicadel Judo. Sapere, nø 8-9, pp. 57-66. Tezuka M, Funk S, Purcell M, Adrian M., (1983). Kinetic analysis of judo technique. In Matsui, H. & Kobayashi, K. (Eds.), Biomechanics, VIII-B.: Human Kinetics Champaign, IL, pp. 869-875. Imamura R. T., Hreljac A., Escamilla R.F., Edwards W.B., (2006). A three-dimensional analysis of the center of mass for three different Judo throwing techniques. Journal of Sports Science and MedicineCSSI, 122-131. Kwei-Bin K., Tzyy-Yuang S., (2009). The study of upper arm muscles training for Judo players. ISBS. Caceres - Extremadura – Spain, 417-420. Westcott, W.L. (1980). Strength fitness: Physiological principles and training techniques.Allyn and Bacon .Boston Inogai T., Habersetzer R., (1998). Judo Kata. Amphora. Paris. Kata Competition Rules, (2009). International Judo Federation, IJF Kata Commission. 196 The 9th International Scientific Conference eLearning and software for Education Bucharest, April 25-26, 2013 10.12753/2066-026X-13-246 PROPRIOCEPTIVE AND NEURO-MUSCULAR COORDINATION E-TRAINING IN SPORT PERFORMANCE Alexandru ACSINTE, Gheorghe BALINT Faculty of Health, Sports and Human Movement Sciences, "Vasile Alecsandri" University of Bacău, 157 Marasesti Av., Bacău, Romania. [email protected], [email protected] Abstract: Proprioception and neuro-muscular coordination are treated as new trends in sport performance training process. The latest research shows that best efficiency in sport performance has the athletes that manage their body and segments in best coordinative circumstances even in different kind of stressfully environments. The aim of this material is explore the importance of proprioception and neuro-muscular coordination as a part of training sessions. We focused our research on the Handball players and Biathlon athletes. The selected drills has been developed using unstable surfaces devices such as Balance fit, Bossu, Therabands, Foam devices etc. Evaluation of the athletes’ performances has been realized using tests from “Functional testing in Human Performance – 139 tests for sport, fitness, and occupational settings” by Michael P. Reiman and Robert C. Manske (Human Kinetics, 2009). For handball players tests has been developed in the sports hall they are training and for the biathlon athletes in their own specific training environment. The protocols to be followed have been detailed in accordance with the coaches and athletes. Some of the conclusion are still to come, taking in consider that our research is on running. At the same time we consider that the earlier we start with proprioceptive and neuro-muscular training, the safest and more efficient sport performances we’ll have. The results we obtained encourage us to develop further drills patterns to be followed by the coaches and athletes too. Keywords: proprioception, neuro-muscular coordination, E-training in sport performance. I. INTRODUCTION Today's athletic performances are in a direct correlation with the athletes' level of training, the accuracy with which the effort is directed, as well as with the complexity of the means that are used. These aspects are reflected especially in the team sports. (Alter, Michael J., 2004.) In handball, for example, one can observe a diversification of the shooting at the goal procedures, as well as a continuous adaptation of the technical elements and procedures to the game circumstances. On top of this, one can also observe an increase in the incidence and seriousness of ankle and knee injuries (Cartwright Lorin A., Pitney William A., 2005.). Thus, to prevent injuries, and for a complex training of the athletes, several means of training are being searched and developed, to improve the athletes' performances, and also to maintain them in good healt (Acsinte, A. et al., 2010). One of the current tendencies is to introduce in the structure of the training sessions specific "proprioceptive training" elements, meant to improve the specific static and dynamic balance indices, as well as the neuro-muscular coordination in professional athletes (Acsinte A, et al., 2009.). In countries with well-developed professional sports, these facts are put into practice for many years, now. In Romania, however, they are in a pioneering stage, as certain sports are concerned. As a consequence, this paper tries to prove that the use of specific means, using helping tools, can influence the above-mentioned indices, hence also the athletes' performances during official 197 events. Also, some of the structures selected and presented here have been used in the junior biathlon athletes' training. As they are concerned, we did not have the final data, the working protocol being still in development, however, we did have access to the final data for the handball players. According to this, we will concept software with the testing protocol and tests results, which could be accessed by specialists and even athletes, basically being a feed-back of their training protocols. At the same time software will contain the right ways (video samples) of executing the selected drills, in this way we will exclude the wrong or inappropriate ways of specific movements, trajectories and directions. Becoming a part of the training protocols, DVD with software will be an e-Training part in proprioception and neuro-muscular coordination and it will be available during any training sessions and periods, according to the training schedule, such training camps, tournaments and major events. In the next future this kind of software could be developed even in technical (e.g. young juniors) and tactical field of team handball. II. MATERIALS, METHODS, AND SUBJECTS The selected drills has been developed using unstable surfaces devices such as Balancefit, Bossu, Therabands, Foam devices etc. Evaluation of the athletes’ performances has been realized using tests from “Functional testing in Human Performance – 139 tests for sport, fitness, and occupational settings” by Michael P. Reiman and Robert C. Manske (Human Kinetics, 2009) (see Figures 1-4). For handball players tests has been developed in the sports hall they are training and for the biathlon athletes in their own specific training environment. The protocols to be followed have been detailed in accordance with the coaches and athletes. The subjects of the research have been handball players from “Ştiinţa Municipal Dedeman” Bacau, First League Team and CSS Miercurea Ciuc Biathlon Juniors Team. The protocol for handball players consists from a set of unstable surfaces drills (see Figures 524) introduced in the first part of the training sessions, 4 days per week per six months. Testing activity has been performed at the beginning of the period and the final one at the end of those six weeks. Results of each test are presented below. III. RESULTS Handball players has been tested with “T – Test” (Fig. 2), “Figure 8 Hop Test” (Fig 3) and “ZIGZAG Run Test” (Fig. 4). Biathlon athletes have been tested using the “Multiple Single leg Hop Test” (Fig.1). As long as the research protocol of the biathlon athletes is still running, we will present the results of the handball players’ tests. Tested players by team positions Center Back Line player (Pivot) Left wing Right wing Left Back Right Back Table 1. “T – Test” results Initial values Final values Mean 10.4 10.3 10.1 10.0 10.6 10.5 10.3 10.4 10.1 9.99 10.5 10.45 10.2 10.5 10.1 9.98 10.4 10.4 198 Table 2. “Figure 8 Hop Test” results – initial values Tested players by team Dominant leg (sec) Non-dominant leg positions (sec) 11.35 11.40 Center Back 12.31 12.35 Line player (Pivot) 11.45 11.55 Left wing 10.10 10.23 Right wing 14.12 15.00 Left Back 13.00 13.33 Right Back MEAN 12.05 12.31 Table 3. “Figure 8 Hop Test” results – final values Tested players by team Dominant leg (sec) Non-dominant positions (sec) 11.35 11.38 Center Back 12.30 12.32 Line player (Pivot) 11.40 11.45 Left wing 9.60 10.10 Right wing 13.90 14.00 Left Back 12.40 13.00 Right Back MEAN 11.82 leg 12.04 Table 4. “ZIGZAG RunTest” results. Tested players by team Initial values (sec) Final values (sec) positions 6.25 6.10 Center Back 7.05 6.95 Line player (Pivot) 6.35 6.15 Left wing 6.20 6.15 Right wing 7.08 7.00 Left Back 6.95 6.25 Right Back MEAN 6.64 Fig. 1- Multiple single-leg hop stabilization test 199 6.43 Fig. 2. "T – Test" Fig.4. ZIGZAG Run test Fig. 3. "Figure 8" – hop test Fig. 5-8 Fig. 9-12 200 Fig. 13-14 Fig. 15-16 Fig. 17-18 Fig. 19-20 Fig. 21-22 201 Fig. 23-24 IV. CONCLUSIONS The resulted data allow the following conclusions: − the values recorded during the "T" test proves that the players' reactiveness was relatively low; although the left wing did not record any progress, the right wing had a progress of 0.02 sec., the same progress being recorded by the left back, and by the central back, as well; − the pivot's data are interesting, recording a regress; − the results recorded during the “Figure 8 Hop Test” prove that there is an increased reactiveness in the tested players, more so considering that the assessment was performed separately for each leg; − we must emphasize the fact that the effect of the drills that were used has been felt more in the non-dominant leg (0.27 sec.), in comparison to the dominant leg (0.23 sec.); − with regards to the “ZIGZAG Run Test”, the 0.21 sec. progress also confirms the fact that the specific dynamic and static balance indices were improved after the athletes performed the drills we selected; the ankle joint stability was also improved, this being confirmed by an increase in the fluency of the performance of specific technical drills (standing and moving passes), performed on balance fit pads; this fluency has been confirmed by the increase in the number of performances within a given time; In order to improve the effect of these drills, we recommend them to be performed since an early age, this idea being supported by specialized international organizations, such as the European Handball Federation. This fact is also confirmed by a methods video, accessible on: http://activities.eurohandball.com/teaching-videos/training-methods, the chapter “Unstable surfaces – Fun Park”. A similar material, addressed to children (“Balance fit for balanced kids”), is available here: http://activities.eurohandball.com/web-periodicals. Coaches and players can select and adapt these training protocols to their own motor, biomechanical or specific technical particularities. According to their training main goals they can improve, at the same time, the succession of the drills and even elaborate new structures after the training feed-back. References [1] [2] [3] [4] [5] Acsinte A., Alexandru E., Milon A., Lupescu L., (2010). Improving ankle and knee joint stability: Proprioceptive balance fit discs drills, XLibris, U.S.A.; Acsinte A, Alexandru E, Milon A., (2009). Playing games motor skills development through aid exercises, oral presentation, The 5th FIEP European Congress, Nis, Serbia, 23 – 26. 09. 2009, University of Nis, Faculty of Sport and Physical Education; Alter, Michael J., (2004). Science of Flexibility, Third Edition, Human Kinetics, U.S.A. Cartwright Lorin A., Pitney William A., (2005). Fundamentals of Athletic Training (Second Edition), Human Kinetics, Illinois, USA; Reiman Michael P., Robert C. Manske, (2009). Functional Testing in Human Performance (139 tests for sports, fitness and occupational settings), Human Kinetics, Illinois, USA. 202 The 9th International Scientific Conference eLearning and software for Education Bucharest, April 25-26, 2013 10.12753/2066-026X-13-247 DISTANCE LEARNING - ELECTRONIC PLATFORMS FOR COMMUNICATION AND COLLABORATION Bogdan LOGOFATU Department for Distance Learning, University of Bucharest, Bd.M.Kogalniceanu 36-46, Bucharest, Romania [email protected] Abstract: According to the quality standards established by ARACIS, the RO universities (public or private), running distance learning study programs, are obliged to implement electronic platforms and to use them in order to support the communication and collaboration with distance learning students. This paper will present the electronic platforms that are implemented and used by the Department for Distance Learning of the University of Bucharest, starting with the academic year 2012-2013. Keywords: Distance learning, electronic platforms, Google Apps I. INTRODUCTION The workshop “Best practices and case studies of Distance Learning” was designed to approach practical features of [D]istance [L]earning methodology and technologies, particularly when applied to higher education. Hopefully, it will generate a very fruitful discussion about best practices in the DL programs implemented in RO-HE. The workshop is open to academic staff and to actual and potential DL students. In Romania, according with the Law of National Education nr.1/2011, three types of HE systems are officially recognized: full-time on-campus, part time on-campus (IFR) and distance learning (ID). These systems have some particularities: (a) traditional lectures are replaced by selfstudy performed based the learning resources designed based the ID model; the laboratory is 100% similar with full-time on-campus situation; the seminar activities are replaced by tutorial activities developed on-campus(30-50%) and off-campus. Very easily, someone may draw the conclusion that both ID and IFR systems are, in fact, blended learning systems. According with the quality standards established by ARACIS, [1], the RO universities(public or private) running ID/IFR study programs are obliged to implement electronic platforms and to use them in order to support the communication and collaboration with ID/IFR students. Different institutions in RO and abroad are using different platforms, according with their strategies. Anyway, there are three major solutions: to buy a proprietary platform(e.g. Blackboard), to implement a free of charge platform available on Internet (e.g. Moodle) or to develop a platform (in house development). This paper will present the electronic platforms that are implemented and used by the DDL, Department for Distance Learning of the University of Bucharest [2], starting with the academic year 2012-2013. 203 II. VIRTUAL LEARNING ENVIRONMENT A Virtual Learning Environment [3], VLE, “is an education system based on the Web that models conventional real-world education by providing equivalent virtual access to classes, class content, tests, homework, grades, assessments, and other external resources such as academic or museum links. It is also a social space where students and teacher can interact through threaded discussions or chat. It typically uses Web 2.0 tools for 2-way interaction, and includes a content management system. Virtual learning environments are the basic component of contemporary distance learning, but can also be integrated with a physical learning environment which may be referred to as blended learning”. A virtual learning environment can also include students and teacher “meeting” online through a synchronous web-based application. The teacher is able to present lessons through video, PowerPoint, or chatting. The students are able to talk with other students and the teacher, as well as collaborate with each other, answer questions, or pose questions. They can use the tools available through the application to virtually raise their hand, send messages, or answer questions on the screen given by the teacher. Virtual learning can take place synchronously or asynchronously. In synchronous systems, participants meet in real time, and teachers conduct live classes in virtual classrooms. Students can communicate through a microphone, chat rights, or by writing on the board. In asynchronous learning, which is sometimes called “self-paced” learning, students are expected to complete lessons and assignments independently through the system. Asynchronous courses have deadlines just as synchronous courses do, but each student is learning at his own pace”. DDL has decided to implement Google Apps platforms which features several WEB services including GMail, Google Groups (as FORUM), Google Docs/Drive, Google Calendar, Google Sites, Google Moderator (online surveys), Google Plus (social networking); in brief, all are Goggle Apps. This chapter will present the current implementation of Google Apps platforms, designed to be used especially by the students enrolled with the Department of Educational Sciences, Faculty of Psychology and Educational Sciences, during the university year 2012-2013. 2.1 Main Information Point For example we have chosen the course having the title “IAC-Instruire Asistata de Calculator”. The next figure shows the IAC home page, designed to be the main access point to the electronic platforms dedicated to the IAC students. This home page has a number of subpages. All the pages were implemented on Google Sites platform. The IAC site [2], will provide students the main information: contacts and other administrative information, course syllabus, learning resources, agenda, weekly news etc. The “InfoPoint” zone might be considered equivalent with course syllabus. Figure 1. The home page for IAC course 2.2 Course syllabus The web sub-page named “Fisa disciplinei”, Fig. 2, provides synthetic information about the course. The template use for this document is recommended by ARACIS. ARACIS. 204 Figure 2. “Fisa disciplinei” The students can learn, very early, that they are obliged to work 120 hours (in total) for this course, in order to obtain 5 ECTS. The content and the agenda for 56 hours are mandatory. The academic staff, have prepared recommendations concerning the content and the agenda for the other 64 hours, named “independent activities” (the student's decision /choice). Anyway, the students are informed that the contract signed with the institution includes 30 ECTS per semester (one study program), which is equivalent with 8 hours student work/day/semester! Do they know?! This web sub-page includes also the IAC specific competences; in fact, these are the specific objectives of this course [4]. In order to have a common understanding on the competence concept, DDL is using the following equation “competence = knowledge + skills + attitudes / mentality”. There are, [5], some other helpful resources included (web links to critical thinking etc.). Figure 3. Recommendations for student independent activities Fig. 4 includes detailed information concerning the requirements to be met by the students who intend to obtain a certain final mark (from minimum 5, to maximum 10). 205 Figure 4. The requirements the final mark Another web sub-page is devoted to “course AGENDA”, Fig.5.This document is shared with IAC students through Google Docs/Drive platform. The course agenda is updated weekly. Fig.5 presents the details concerning the agenda for the IAC course no.01. The colors in Fig3 and Fig.4 are correlated. Figure 4. Course agenda (IAC course no.01) All students have access (any time, any pace, anywhere, any place, to the same information: course title, what they are supposed to learn from the course, the PPT presentation provided by the professor, video-lectures (if available), other learning resources, student activities associated with the present course, the assessment (if any), the project (if any), TMA and final examination. Google platforms allow “BYOD” connected to Internet. These information are published in documents that can be accessed through Google Docs/Drive platform because, those documents are shared with IAC students. If students forget or miss some information, these can be recovered through IAC site. 206 2.3 Learning resources, additional resources The Google Docs/Drive platform has a folder named “Res-EDU”, shared with the IAC students, which is a repository for learning resources provided to the students. For every course the learning resources are uploaded there, in different folders in order to keep everything clear. The folder “Res-EDU” contains also the document “Lista-Activitati-STUD(IAC)” which presents, synthetically, all the activities proposed to the students, in correlation with every course. TMA, Tutor Marked Assessments are also published on Google Docs/Drive platform. The video lectures are delivered through the YouTube platform. The author has included the details on the video technologies implemented by DDL in the paper “Empowering Education with Digital Technologies” submitted to the section “Web-based Learning Communities”. Recently, October 2012, the PinVox technology was associated with video-lectures. The details on this technology are included in another paper, authors E.Canessa and B.Logofatu, accepted for publication [6]: “...Pinvox is based upon the automatic injection of unique, randomly selected and pre-recorded numbers (or letters or single words) within the audio trace of a video stream, which must be noted and later given back by the students to the Lecturer. This method is being developed by the ICTP Science Dissemination Unit in Trieste, Italy and can be downloaded from their website (http://www.pinvox.org); it runs on any computer with MS Windows and Linux Ubuntu OS. Allowed audio formats are: wav, mp3, wma; and for video are: avi, flv, mov, m4v, mp4, ogg, ogv)”. The online surveys are organized by DDL through Google Moderator platform, Fig.5. The students are invited to vote trough Moderator but, they are also informed inside FORUM. Figure 5. Online survey based on Google Moderator platform. III. COMMUNICATION, COLLABORATION, SOCIAL NETWORKING According to ARACIS (ID/IFR standards), the communication and collaboration between academic and administrative DDL staff and IAC students are key issues in implementing the DL study programs. We can anticipate that, in the next future, due to special chapters included in the ARACIS’s documents (new standards), the Romanian universities which are delivering ID/IFR study programs will put a lot of efforts in implementing these activities, on electronic platforms. According to the ID/IFR standards (ARACIS) the tutors are permanent teaching staff or associated specialists who meet the legal requirements. They are teaching assistants or lectures assigned to conduct tutorials: (a) face-to-face and/or (b) online tutorials. Within DDL, online tutorials are delivered through CISCO Webex video-conference or Google+ Hangout. Both platforms allow interactivity between the staff and the students. Nowadays, the “technology is already here”, easy to implement and to use. All the activities that usually can be made face-to-face can be also made online, saving the students’ time and the money. The only 207 problem we have encountered is similar to the “mobile phone problem”: people have smart phones but, they are currently using only 20% of their smart phone functions (80% are ignored or unknown)! The reference [7] presents a pilot test of the Webex Meeting platform in which a laptop was connected to a mobile phone. The reference [8] presents a pilot test based on Tablet PC. Our ad-hoc surveys, during the university years 2010-2012, involving every new groups of students enrolled with DDL, reveal that the absolute majority of students are using social media and they are very satisfied with this: “you do not exist if…you have not a Facebook account”! There is a debate on how to use social networking in education; this subject can be argued due to this Facebook's popularity among students. A new fascinating platform, Google Plus was tested in a pilot phase; it will be used more and more, within DDL, as soon as the students become more familiar with it. IV. CONCLUSIONS The DDL, we have tested and implemented high quality digital technologies, including tools for education. The information included in this article might be considered as “DDL best practices”. These technologies provide the students new opportunities for better learning. This paper is a proof of the efforts made by the DDL staff in order to be compatible with other similar international /European HE institutions. Last but, not the least, we really believe that HE institutions in Romania may further develop and implement DL study programs as a step forward to MOOCs! Acknowledgements The DDL, the staff and the DL students express their gratitude to the decision/policy makers of the University of Bucharest who provide us the “academic environment” to obtain these results. During the last 40 years, the author and his team have obtained remarkable results in the domains of distance learning and ICT in education. That is why, the author expresses his gratitude against University of Bucharest. He found, within University of Bucharest, extraordinary opportunities to learn and to develop academic activity. References [1] [2] [3] [4] [5] [6] [7] [8] http://www.aracis.ro http://www.unibuc-virtual.net http://en.wikipedia.org/wiki/Learning_management_system http://www.unibuc-virtual.net/2013-IAC/pag-11 http://www.unibuc-virtual.net/2013-IAC/pag-12 http://ees.elsevier.com/cae/default.asp https://sites.google.com/a/unibuc-virtual.net/test-120929-1/projectupdates/experimentwebexmeetingpetelefonmobilsamsunggalaxyii https://sites.google.com/a/unibuc-virtual.net/test-120929-1/projectupdates/primeletabletepcutilizateladeptid-fr 208 The 9th International Scientific Conference eLearning and software for Education Bucharest, April 25-26, 2013 10.12753/2066-026X-13-248 THE CHALLENGES OF ELEARNING FOR TRAINERS INVOLVED IN TEACHING FOREIGN LANGUAGES TO DISTANCE LEARNERS Irina DAVID, Lucia-Mihaela GROSU Bucharest University of Economic Studies, 6 Romana Sq., Bucharest, Romania [email protected],[email protected] Abstract: Conventionally, education is perceived as transfer of knowledge and skills from teachers to learners. However, when it comes to electronic tools, one has to acknowledge that it is the students who are often more familiar with using them, as well as more informed about new web communities and approaches to online resources. Starting from the premise that educators should find a way to benefit from this experience, the article brings forth the need for further developing e-skills among foreign language trainers at the Bucharest University of Economic Studies. Our research focuses on the experience of students and teachers involved in Distance Learning, and provides several suggestions for improving the efficiency of e-learning instruments and methods used in these programs. The main concern is to identify the core abilities that are required for teachers to become skillful users of online resources. Are digital skills everything they need? Is it enough for them to know how to use technology in order to improve their teaching and encourage their students to engage in autonomous learning? If not, what other conditions do they have to fulfill for performing effectively as e-teachers? After analyzing responses provided by students enrolled in Distance Learning programs at the Bucharest University of Economic Studies and by their foreign language trainers, we posit that, apart from developing their computer-based skills, trainers should also take into account the needs, expectations and input of distance learners. As shown in our article, a significant step in this direction would be encouraging an exchange of opinions regarding the role of online interaction in enhancing students' foreign language acquisition. Keywords: Distance Learning, eLearning. I. INTRODUCTION At the Bucharest University of Economic Studies (BUES) undergraduate students can choose between full-time or Distance Learning (DL) programs. The latter was introduced in 1996. Initially, students were divided into groups similar in size to those from the full-time cycle. However, due to the nature of this type of higher education, face-to-face meetings (courses and seminars) with professors were less frequent. In the case of foreign language classes, the curricula stipulated for each semester a total of two courses – with the entire body of students enrolled in the same year of study – and seven seminars – with each group. The assessment of the students was performed by seminar teachers throughout the semester. Starting from 2010, the number of foreign language classes for DL was reduced to only two face-to-face courses. Seminar activity was completely eliminated from the curricula. Direct interaction between trainers and students was replaced with self-study and communication via the online platform implemented by the BUES for seven faculties, namely Economic Cybernetics, Statistics and Informatics, Accounting and Management Information Systems, Commerce, Finance, Insurance, Banking and Stock Exchange, Management, Marketing and International Business and Economics. Having these changes in mind, it becomes clear that the DL platform has become a vital learning instrument. At the same time, it represents a very important medium for teachers to maintain contact with students and provide them with the necessary information. Therefore, both parties 209 involved in using it should be aware of all the platform’s functions in order to take full advantage of its potential. When the DL platform was first introduced, members of the teaching staff were invited to participate in optional training sessions to learn how to work with its various menus and functions. Nevertheless, due to schedule-related issues, many teachers were unable to attend. This resulted in a difficult transition to online interaction with DL students. On the other hand, students themselves consider they are offered too few instructions on how to benefit from this e-learning tool. Our research will focus on the problems faced by foreign language teachers involved in Distance Learning programs. It will be shown that these difficulties are also perceived by students, whose learning experience is influenced significantly. Teachers’ challenge to deal properly with some of these inconveniences results in communication breakdowns between them and their DL students. The data which support our analysis were collected from DL students and foreign language trainers, who were asked to complete a questionnaire on their experience with using the BUES online platform. II. THE OPPORTUNITIES AND CHALLENGES OF DISTANCE LEARNING – A BRIEF THEORETICAL BACKGROUND Nowadays nobody can deny the benefits of Distance Learning programs, which make it possible for people who have already entered the workforce to invest in their professional development. According to Andronic et al., DL enhances not only theoretical knowledge, but also provides all participants the opportunity to share ideas regarding practical aspects. In an article on Romanian graduates’ perception on DL, they claim that “this form of education, when real conditions are provided between the trainer and the trainee, allows not only rapid information and constant feedback of the validity of the interventions, but also a form through which there is a permanent contact between the theory specialist and the practitioner” [1]. Harper, Chen and Yen also highlight the benefits of this form of higher education. According to them, “if used correctly, distance learning holds a great promise for education. A frequently cited advantage of distance learning is the potential reduction of financial burdens for colleges, universities and other educational institutions. Distance learning allows remote classrooms to reduce overcrowding and improve teacher to student ratios. It also gives students the opportunity to interact with a diverse group of fellow students” [2]. An aspect worth mentioning is that both articles quoted above make references to specific conditions which have to be fulfilled for participants in Distance Learning to be able to take advantage of this experience. In the authors’ opinions, the institutional efforts to design and implement online tools to facilitate the teaching and learning process have to be accompanied by the teachers’ attempt to use these tools effectively. In the first article mentioned above, there is an emphasis on the role of the teachers, whose responsibility is “to learn how to manage the critical dimensions generated by the new environment where classes take place, dimensions such as: change of role, time, metaphor, culture, awareness and collaboration” [3]. Harper, Chen and Yen also point out that the successful implementation of distance learning programs depends on how well teachers can use e-learning resources, as well as to how they manage to motivate their students to take full advantage of e-learning. In their study, they argue that “the inability of teachers to develop the necessary skills, to adopt a positive attitude, and to develop the needed pedagogy are (...) important issues affecting the creation of distance-learning communities. These communities must also address technical and curriculum issues. To create a virtual classroom, one must plan for the following tasks: advising, curriculum development, content development, articulation and credentialing, learning delivery, hardware choice, and assessment” [4]. The importance of motivating students and adapting technological resources to meet their specific requirements is also mentioned by Stella and Gnanam, according to whom a “good educational experience (…) depends on optimum utilization of available technologies and techniques and their judicious combination to effect maximum learning. It cannot be justifiably done through 210 study material alone. The definition of good educational experience should respect these two factors – differences in the characteristics of the target learners and the potential of technologies and techniques” [5]. All the examples mentioned above focus on the relevance of finding a balance between technological, institutional and personal support. It is obvious that institutional support for creating and implementing online instruments is vital. However, a good and effective learning environment can only be created when teachers themselves manage to communicate with their students and motivate them to use the resources provided by the institution where they are enrolled. In the following section of this article, we will try to see whether these aspects are also considered to be relevant by DL students and foreign language teachers from the Bucharest University of Economic Studies. III. DISTANCE LEARNING AT THE BUCHAREST UNIVERSITY OF ECONOMIC STUDIES-STUDENTS’ AND FOREIGN LANGUAGE TEACHERS’ VIEWS As announced in the Introduction, our research is based on the qualitative analysis of questionnaires designed for students and foreign language teachers in Distance Learning programs at the Bucharest University of Economic Studies. Both target groups were required to answer questions about accessing the platform. First, they were asked how often they use it and for what purpose. Further, they were invited to make comments on the advantages and disadvantages of this teaching/ learning instrument. They were also offered the opportunity to make suggestions for the improvement of the platform, in terms of facilitating teacher-student communication, structuring the information posted online, assessing students and offering feed-back. Regarding how frequently the platform is accessed, we have noticed that students use it quite often, weekly or daily, while teachers tend to do it more seldom, even on a monthly basis. The reasons why most students access it is to download course materials or to upload their written assignments. Very few of them perceive the platform as a tool that would allow them to communicate with their teachers or colleagues by posting messages in the forum. A similar perception is shown by the teachers, who access the DL platform to upload materials or to check whether students have posted their assignments, but who do not start online conversations with course participants. On the whole, both target groups are aware that the platform does represent a useful instrument. The areas they referred to are related to access to self-study materials, information regarding the scheduling of various activities or the opportunity to communicate online. The advantages identified by the respondents are listed in the table below. ADVANTAGES OF USING THE ONLINE PLATFORM Students’ perspective Teachers’ perspective • Students can access information whenever • Simple and quick access to course materials they want • Information regarding the scheduling of face• Efficient communication with students to-face meetings and exams, deadlines • Useful tool for those who cannot attend • Comfortable for students classes • Reduced costs • Improved time management • Saving time (it is fast) • Possibility to get in touch with the teachers • A chance for working people to get a degree • Possibility to get in touch with colleagues • Same teaching quality, more attendees While acknowledging its merits, our respondents also pointed out several difficulties associated with accessing and using the DL platform. The challenges that most of them mentioned are summed up in the following table. 211 DISADVANTAGES OF USING THE ONLINE PLATFORM Students’ perspective Teachers’ perspective • Interface • Not all DL students open an account on the platform, so they sometimes don’t find out • Students are not motivated to use the platform about assignments in time • Irrelevant data and functions • Technical problems – there are moments • Lack of interaction (teachers cannot encourage creativity) when the platform cannot be accessed • Not all course materials are posted on the • Limited feedback from teachers • Risk of misunderstanding some notions platform • Course materials are sometimes not enough – • Internet connection problems can affect the learning process supplementary materials should be posted online • Lack of motivation (which can result in students’ frustration and missed deadlines) • Not all teachers and students access it • Students do not always get feed-back to their • No guarantee that information reaches the students questions • Information is not structured well enough (e.g. different cities) • No reminders As related to: 1. 2. 3. illustrated in the table above, the main areas for improvement of the BUES platform are Technical issues – data organization, functions, performance of the platform Course-related aspects – materials are sometimes hard to find or insufficient Communication breakdowns – not all members of the two target groups access the platform on a regular basis 4. Lack of motivation – students feel they are not encouraged to use the functions on the platform. While the first issue on the list above does not necessarily concern trainers, they can and should be concerned with the other three. We believe it is necessary for teachers to understand their responsibilities extend beyond simply posting study materials on the platform. They are also responsible for making sure that these materials match their students’ expectations, as well as for motivating the students to access the platform and make use of all its relevant functions. Furthermore, it is obvious that, according to our findings, students expect teachers to communicate with them and to be available online more for providing additional information and feed-back. Another significant input from DL students and their foreign language trainers is represented by their suggestions for improving online interaction and e-learning. RECOMMENDATIONS FOR IMPROVING THE USE OF THE ONLINE PLATFORM Students’ recommendations Teachers’ recommendations • Better structuring of the information • Reducing the number of students per Lecturer • Only post essential information (course • Disseminating a large variety of practice materials, practical activities, information materials to help students consolidate their about assignments and exams) knowledge • Teachers should access the platform more • Tutorials for teachers regarding the specific frequently (regular weekly meetings) use of each function of the platform • Teachers should post periodical lists with the names of the students whose assignments he/ she has already received (so that students know their assignment was received by the teacher) • Teachers should provide feed-back on the assignments • Video tutorials to show students how to use 212 • • • • all the functions of the platform For each course there should be a special section to post messages and information regarding that respective activity Teachers’ e-mail addresses should be visible for platform users Students should be able to make configurations so that they are announced by e-mail when information is posted regarding activities they are enrolled in Videoconferences As shown in the list above, there are two main areas for improvement that both groups are concerned about: 1. The relevance of additional materials that provide more information and practice on issues presented in the course materials; 2. The need to receive further training on using the DL platform. Regarding suggestions made by students, many of them regard the way in which teachers communicate via the electronic platform. Thus, course participants state they would want more contact with their teachers in order to get more information on course topics, as well as clear feed-back on their assignments. Furthermore, many of them consider a major improvement in teacher-student communication could be made by organizing videoconferences. These would prove extremely useful especially in the case of foreign languages study, where in order to develop their speaking skills students need to interact verbally with trainers or other course participants. IV. Conclusions At the beginning of this article we stated that our analysis will focus on establishing whether foreign language teachers involved in Distance Learning programs at the Bucharest University of Economic Studies need a set of core abilities to be more skilled at using and disseminating online resources. Our initial assumption was that being foreign language e-teachers requires more than digital skills and that other conditions must be met for them to perform effective teaching. We believe this research goal has been reached. Our respondents from the two target groups (DL students and foreign language trainers involved in DL teaching) provided us with useful data concerning their experience with the online BUES platform. As we have shown, the two perspectives overlap to a certain extent. Both students and trainers agreed on the many merits of learning and teaching online, namely on the fast access to information which allows for better time-management (especially for students who are working) and the flexibility of online communication. Nevertheless, our respondents also pointed to the demerits of the BUES platform in terms of potential technical problems, communication disruptions and the lack of motivation often felt by students. We believe that the most valuable aspect of our research is represented by the significant list of suggestions for improvement of the DL platform provided by both target groups. Among the most important are those regarding the need for a more intense online interaction between trainers and students through videoconferences, forums and direct access to e-mail addresses. As we have already mentioned, live-interaction online could be extremely beneficial for foreign language learning. Therefore, we believe these recommendations together with the other data gathered and analysed in our research will serve for a future improvement of Distance Learning methods and media at the Bucharest University of Economic Studies and other educational centres in Romania involved in Distance Learning. 213 References [1] [2] [3] [4] [5] Andronic, A.O., Andronic, R.L., Doval, E., Lepădatu, I., Negulescu, O., Răulea, C., (2012). Romanian Graduates’ Opinions on Distance Learning. In Procedia - Social and Behavioral Sciences 46, ELSEVIER, p. 2322 Harper, K.C., Chen, K., Yen, D.C., (2004). Distance Learning,Virtual Classrooms, and Teaching Pedagogy in the Internet Environment. In Technology in Society 26, ELSEVIER, p. 587. Andronic, A.O., Andronic, R.L., Doval, E., Lepădatu, I., Negulescu, O., Răulea, C., (2012). Romanian Graduates’ Opinions on Distance Learning. In Procedia - Social and Behavioral Sciences 46, ELSEVIER, p. 2323. Harper, K.C., Chen, K., Yen, D.C., (2004). Distance Learning,Virtual Classrooms, and Teaching Pedagogy in the Internet Environment. In Technology in Society 26, ELSEVIER, Pag. 590 Stella, A., Gnanam, A., (2004). Quality Assurance in Distance Education: The Challenges to Be Addressed. In Higher Education 47 (2), SPRINGER, p. 153. 214 The 9th International Scientific Conference eLearning and software for Education Bucharest, April 25-26, 2013 10.12753/2066-026X-13-249 DL BEST PRACTICES WITHIN UNIVERSITY OF BUCHAREST, DEPARTMENT FOR ODL Michaela LOGOFATU Department for Distance Learning, University of Bucharest, Bd.M.Kogalniceanu no.36-46,Bucharest, Romania [email protected] Abstract: The objective of this paper is to review the main directions of activity implemented in University of Bucharest in the field of distance education, starting with the academic year 1999-2000. The Distance Learning Department of the University of Bucharest was founded in May 1999 having the mission to organize, implement, run and oversee the process of distance learning within this higher education institution. Distance learning programs embrace the initial formation (bachelor degree) in different field of study, master study (MA degree), post graduation studies (professional conversion studies) and lifelong learning. Research activities were developed aiming to include the new information and communication technology in the teaching practice. The Department also participated in different international projects, under PHARE, Tempus, the World Bank, European Commission financing. All the activities developed by the ODL Department are focused on the transition to the virtual university. Keywords: distance learning, blended learning, virtual campus I. THE CHALLENGES FOR LEARNING. EUROPEAN AND NATIONAL CONTEXT In society, people generally encounter a wide variety of challenges for learning, which should be examined from a holistic perspective. The use of information and communication technologies (ICT) in teaching and learning, or in the related support activities, is not an end in itself. Sustainable learning models promote the achievement of societal learning objectives in general. The socio-economical changes in Romania after 1990 caused important transformations on the labour market. The demand for new knowledge and skills in the information society cannot be met through traditional means. We shall present two important stages which determined the introduction of the distance learning as an alternative method of education. The first stage was the creation of the CTI (Computers in Teaching Initiative) Pilot Centre (January 1993) as a result of a project developed with the University of Surrey, UK. This centre was the first national structure aiming to promote ICT in education. The second stage was the participation of the University of Bucharest in a trans-European project: The Phare Multi-country Programme for Distance Education, which was drawn-up as a response to the increasing need for innovative and flexible approaches to education and training. The final aim of the programme was to create a network of ODL (Open Distance Learning) study centres in Eastern and Central Europe, connected to similar institutions in the European Union. The main objective was to promote the use of ODL as an integral part of the reforms of the post-secondary education and training systems in Central and Eastern Europe. As part of this transnational project, seven such centres were established in Romania. With the Ministry Order no.3289/02.19.1998, the Ministry of Education officially recognized these Centres and their managers. All these centres were affiliated with the European Training Foundation (ETF) in Turin. The University of Bucharest run one of seven ODL SCs (Open and Distance Learning Study Centre) in Romania. 215 By decision of the Senate of the University of Bucharest in May 1999, the ODLSC centre was incorporated together with three other centres to form the Department for Distance Learning, Lifelong Learning and Professional Conversion. The three other research centres had been founded as the result of the participation in international projects under different financing schemes (CTI-Pilot Centre, REDEC, EDUCO). During the past 14 years, the Department for Distance Learning, Lifelong Learning and Professional Conversion has designed and implemented new ID/IFR study programs. These programs were authorized and accredited by CNEAA and ARACIS, the national authorities in charge with the authorization and accreditation of the study programs of higher education institutions, in Romania. At the same time, Lifelong learning and Professional conversion were also successfully implemented: CISCO Networking Academy, Microsoft IT Academy, ECDL. All these initiatives are examples of good practices for the public-private partnership. To illustrate this, we can refer to the learning resources provided to students of the University of Bucharest, materials that were produced in eLearning technology, early in 2003 (http://ecdl.credis.ro/cursuri-ecdl.html). As far as we know there is no other university with similar learning resources. The paper will present in detail the best ID/IFR practices implemented during the last 14 years within the Department for ID/IFR of the University of Bucharest. We will use the acronyms: ID for Distance Learning (from “Invatamant la Distanta” in Romanian language) and IFR for part-time on campus (from “Invatamant cu Frecventa Redusa” in Romanian language, too) study programs. II. STRUCTURE AND ORGANIZATION OF THE DEPARTMENT The ID Department is an university-wide structure under the direct supervision of the Senate; this structure has it own “Statute” and “Methodology”. The IDD provides the following services to students enrolled in the ID/IFR programs services: • learning services (including support materials, face-to-face or virtual tutorials on the virtual campus learning platform, regular examination, final examination and granting diplomas); • administrative services; • library; • support materials distribution services; • counseling services regarding learning aspects and individual development. The Department’s main activity is concerned with the teaching / learning process. The teaching staff is selected from the university teachers, grouped in two fields of activity: Information Technology and Educational Sciences. Another equally important part of the activity is devoted to research and participating in third party financed educational projects. The research activities focus on two major directions: Computer Based Learning and New Educational Technologies. The “Internet Academy” is an internal structure of the Department, which provides Life Long Learning programs such as the Cisco Networking Academy Program, The Microsoft Academy Program or the ECDL Training Center. Non-didactical activities include a printing house, a multi-media laboratory and the technical activity to manage the internal department’s network. III. ACTIVITY DEVELOPED BY THE ID DEPARTMENT (1999-2013) Starting with the academic year 1999-2000, the main activity within the ID Department was focused on the following aspects: 216 3.1 Academic level Academic studies include initial formation (bachelor degree) and master studies (MA degree) in different fields of study such as: - at bachelor level: Pedagogy for primary and preschool learning (former College specialization), Public Administration and Information Technology; - at master level: Educational Management, Educational Counselling, Information and Communication Technologies in Education, Computer Networks, Security of Information Systems (SSI), Design and Implementation of Web Services (DISW), Implementing and Management of IT Networks (IMRI). In the same time, the ID Department organized and overviewed the ODL programs offered by the different faculties such as: Law, Geography, History, Journalism, Philology, Mathematics and Informatics, Psychology and Educational Sciences, Sociology and Social Assistance. For these faculties, the ID Department assured the teacher and administrative staff training in the ID/IFR field and the support in order to obtain the legal authorization from CNEAA (2002-2006)(National Council for Academic Evaluation and Accreditation) and ARACIS (after 2006)(Romanian Agency for Quality Assurance in Higher Education). In 2002 the University of Bucharest was running 15 legal specializations in ID or IFR alternatives, the highest number in Romania, while in 2004 this number rose to 17, including an unique specialization for Rroma teachers for primary schools. Starting with the academic year 1999-2000, the Department launched the college (3 years) study program “Computer Assisted Technology”, in both forms: full-time face to face and distance learning. In 2005, according to the legal regulations, this specialization has been transformed into a standalone bachelor study programme. In October 2011, this programme was transferred by the Senate to the Faculty of Mathematics and Informatics, as one of their specializations. All of the study programs that the ID Department has run, had been authorized or accredited by the national legal authority (CNEAA or ARACIS). From the very beginning, the delivery method of these academic study programs was “blended learning”, alternating self-study periods with face-to-face tutorial meetings. According with Romanian regulations, the exams were only organized with the physical, face-to-face, on premise presence of the students. 3.2 Postgraduate level The Educational Reform in Romania enforced a new modern curriculum, compatible with the ones in other EU countries, aiming to create the common European educational space. In this context, a lack of foreign language teachers and applied informatics teachers appeared obvious. The University of Bucharest, through the ID Department, has designed new professional conversion programs at the postgraduate level in the fields of foreign languages and applied ICT, starting with 1999. The target group consisted of school teachers (gymnasium and high school level), qualified in different disciplines (i.e. Physics, History, Chemistry etc.) who wanted to broaden their skills. The programs finished with graduation exam and public dissertation. The graduates would receive a University of Bucharest diploma, which gave them the right to teach in the new specialization (i.e. French, English or Applied Informatics), according to the Romanian Education Law. Between 1999 and 2010, a number of 493 students finished these conversion programs, 31% being males and 69% being females. Regarding age, the most important group was 31-40 year olds (45%), while the 20-30 year olds represented 28% and over 40 year olds represented 27%. We can explain this result because this category (31-40 years) needed stability in job and aimed to improve their teaching skills and to become school managers or obtain other authority at Inspectorate or Ministry of Education level. 217 A special mention should be made for the National Project for Rural Education, implemented by the IDD between 2005-2008, with an extension until 2009. This Project was one of the most important developments within the Education Reform in Romania, having as purpose the “upgrade” of abilities of rural teaching staff , so as to correspond to the needs of the contemporary society. The project was designed by the National Ministry of Education having financial support from the Romanian Government and the European Bank for Reconstruction and Development. The main target group consisted of qualified teachers from rural area schools, in order to extend their teaching skills (conversion program). In our Department, the program started in October 2005 being organized in the form of distance education classes: • Face to face meetings once in a month, support study material (printed and electronic support); • Communication using modern tools (the Virtual Campus of University of Bucharest)(http://portal.credis.ro); • Modern curricula in conformity with European needs and requirements. At the end of the first year of study, 696 of 815 students enrolled initially, (a percentage of 85.40%) have promoted to the second year of study. This number allowed us to consider this project highly successful in that first phase. We appreciated that the reduced dropout number was a direct result of the flexibility of the distance education system. Within the 119 students who were excluded from the program, 86 had never attended classes and 33 hadn’t been promoted because of their exam results. 3.3 Lifelong Learning The European Commission has published in November 2001 a document which reflected the results of multiple national and European-wide projects concerned with LLL. The document [http://europa.eu.int/com/education/life] welcomed the idea that LLL should comprise all phases and forms of learning from pre-school to post-retirement. There were, however, concerns that the employment and labour market dimensions of LLL were too dominant within the definition. In accordance with this point of view, the ID Department launched different programs, delivered in eLearning technology, aiming to obtain internationally recognized certificates (CISCO Networking Academy, European Computer Driving License – ECDL and IT Microsoft Academy). These programs were run by CREDIS Internet Academy, a distinct structure within our Department. The activities developed at this level obtained several awards and diplomas such as: • “Excellence diploma for developing the CISCO NetAcad program in Romania” issued by the Ministry of National Education in 2007; • “Best Local Academy of the year 2007”, international award, gained in competition with 4000 academies in Europe, Middle East and Africa; • “Excellence Diploma for ECDL training centres in Romania” 2005; • Special Prize of National Cyber Education competition (2005) for eLearning training package designed by the Department IT experts. 218 With regard to teachers professional training, we promoted and accredited with CNFP (National Council for Teacher Training), the module III, entitled “ICT”, organic part of the national curriculum designed for continuous teacher training. During this program (2003-2007) we have implemented a blended learning manner of study, using the virtual campus of the Department, the online support material designed in eLearning form in our conception (since 2003) and the practical activities in computer labs. 3.4 Research level. Starting with the CTI Pilot Centre (1993), the University of Bucharest has developed research activities aiming to introduce the benefits of ICT into education. By integrating the CTI-Pilot Centre within the ID Department, research was developed, also covering other fields. Finally, the research activity allowed us to obtain innovative results such: • Creating a Virtual Campus (2002) of our own conception, a web application still currently in function; • Designing ECDL eLearning courses and on-line access for eligible persons; • Implementing virtual Physics experiments and data acquisition systems; • Using video-conference systems in cooperation with ICTP-Trieste, Italy, starting with 2003-2004; • Developing a curricula for empowering teachers with ICT competencies (MA program “Information and Communication Technologies in Education”; • Organizing the first national eLearning conference: “Internet and Education” 3-5 July 2003. As a measure of the intense research activities, the Department has been involved (either as project coordinator or consortium member) in over 30 national and international projects. Our research results were presented at multiple national and international scientific meetings (symposiums, conferences etc.), totalling over 150 papers. An important part of these papers are published by recognized printing houses and are indexed in different databases like ISI-Thomson, DBLP , etc. IV. Looking to the future Mrs. Androulla VASSILIOU, Member of the European Commission in charge of Education, Culture, Multilingualism and Youth, gave a speach (event date: 20/11/2012) focusing on the new "Rethinking Education" initiative. {http://europa.eu/rapid/press-release_SPEECH-12-847_en.htm} Quotes from this speech: “…why do we need to RETHINK education? Youth unemployment is approaching 23% across Europe and at the same time we have over 2 million unfilled job vacancies. The knowledge economy continues to increase demand for higher skills but more than 70 million Europeans have only low or no formal qualifications”. “...worldwide demand for university studies will greatly exceed the capacity of the existing system in the coming decades”; “it is essential that Member States create flexible options, such as high quality distance learning. Widening access and engagement through Open Education is a necessity. Technology will play a crucial role in this”; 219 “Developing the competences of teaching staff is a continuing and increasingly urgent priority in all Member States. A completely new generation of teachers is ready to take over and a completely new set of skills are required from them”; “the challenge we face today is too great to be resolved by any one country or any one policy area. Delivering the right skills for the future is fundamental for ending the current crisis”. V. Conclusions In this paper we have presented the main directions of activity implemented in the University of Bucharest in the field of distance education, starting with the academic year 1999-2000. All the activities developed by the ODL Department are focused on the transition to the virtual university. We conclude that our activities are and have always been in line with the most current European trends. References [1] [2] [3] [4] [5] [6] [7] [8] [9] [10] [11] [12] [13] [14] Logofătu M., Sarau G., Nedelcu C., Almasan B., (2006). Teachers for rroma pupils through distance learning. In International Conference European Distance and E – Learning Network, EDEN. p. 672. Logofătu B., Munteanu A., Nedelcu C., (2007). The Project for Rural Education Developed by the ODL Department of University of Bucharest. In IADIS International Conference eLearning. p. 56. Logofătu M., Dumitrache A., Mateias A., Gheorghe M., Munteanu A., (20060. Managing a virtual classroom. In International NETTIES Conference. p. 229. Burdescu D.D., Mihaescu M.C., Logofatu B., (2008) Enhancing Blended Learning by Machine Learning Techniques. In IADIS Multi Conference on Computer Science and Information Systems. IADIS Press. p. 349. Logofătu M., Boboc-Corcoţoi A., (2006). Providing distance learning using UniBuc Virtual Campus. In International Open and Distance Learning Symposium, (IODL). p. 785. Logofătu M., Dumitrache A., Mateias A., Moldovan O., Managing Distance Learners with Virtual Tools. In International Open and Distance Learning Symposium, (IODL). p. 635. Logofătu B, Boboc-Corcotoi A., Logofătu M., (2006). Assuring flexibility to educational platforms Case study: UniBuc Virtual Campus. In International Conference on Virtual Learning, ICVL. p. 253. Logofătu M., Dumitrache A., Munteanu A., (2006). Flexible environment for adult Lifelong Learning. In International Conference on Virtual Learning, ICVL. p. 135. Dumitrache A., Gheorghe M., Horhocea D., (2007). Creating an online assesment platform. In International Symposium “Educational Technologies on Electronic Platforms in Engineering Higher Education”. Logofătu M., Gheorghe M., Dumitrache A., Mateias A., (2007). Using on-line assessments for continuous students evaluation. In International Symposium “Educational Technologies on Electronic Platforms in Engineering Higher Education. Logofătu M., Dumitrache A., Gheorghe M., (2007). Tools designed to ensure quality of educational programs at ODL Department of Bucharest University. In International Conference on Virtual Learning – ICVL. p. 133. Logofătu B., Logofătu M., Lincke R., Bűll I., (1997). Using Computers in teaching modern Physics. In ED – Media & Ed – Telecom '97, Calgary, Canada. Logofătu B., Lincke R., Bűll I., (1998). Microcomputer based laboratory for physics. In JRJSAEM '98 - The Second Japanese - Romanian Joint Seminar on Applied Electromagnetics and Mechanics. Kiryu, Japan, INVITED PAPER. Logofatu B., (2002 – 2004). I Curriculum: The knowledge and information skills needed for living in the digital age. Socrates Minerva Project. 220 The 9th International Scientific Conference eLearning and software for Education Bucharest, April 25-26, 2013 10.12753/2066-026X-13-250 DIDACTIC METHODS, PROCEDURES AND DIGITAL TECHNIQUES FOR ANALYSING AND INTERPRETING THE IMAGES IN VISUAL EDUCATION Iulian – Dalin TOMA National University of Arts, Bucharest, Romania [email protected] Abstract: This paper presents an investigation of the way in which information and communication technology influences in a major way the way of teaching, learning experimenting and evaluation of different activities in visual arts. To be more precise the studies and the experiments that have been developed since 2000, for pre-university education, particularly at the level of the gymnasium (in formal and non formal education as well) demonstrates the importance of adapting traditional pedagogical methodology by using digital ones. This aspect has leaded to a major restructuration of the relationship student – teacher – art tutor as it was remodelled by a new dimension, the virtual space. This type of dimension is implicated in enlarging the communication aria and developing communication. The role of each actor of the process is changed as the find each other on different positions, in virtual place. The study is carried on two main research lines, both fundamental for visual art pedagogy, didactic methods, associated procedures, and digital working techniques, specific for image analysis, therefore didactic methods, digital techniques and procedures for image interpretation, are aspects to be taken into consideration as well. The new approach in EVC (education and visual communication) opens new perspectives for all kind of fine arts and visual experiments due to which artistic performances can be improved and turned into a continuous process, reversible in time and space. We are confident that the results of those experiences and research are going to play in important part in reshaping and improving the national curriculum for visual education for gymnasium section. Keywords: visual education, communication, digital working techniques, image analysis. I. HISTORICAL AND ARTISTIC ARGUMENTS Before dealing with the problem of new learning and media environment, a short overview through art history and aesthetics is necessary. The end of the 19th. century was the scene of radical changes concerning art representation, its perception and its aesthetics discourse of contemporary society. From old static and realistic image, artists slowly moved to a dynamic and abstract interpretation of figurative image. Photography, developing of different techniques of space interpretation and measurement, sequential motion recording, cinema development, new technologies of image storage as well as television development, leaded to a complete reinterpretation of visual and figurative or non figurative image. It was Luc Ferry who expressed the concept of the fourth dimension, quoting Piere Francastel who is the specialist observed the changes in scientist vision of “physical universe, considered to be stabile for centuries” [1]. In this way speculations on space dimension have become a major concern for artists’ theoretical and practical theories at the beginning of the 20th. century. Many connections can be done with scientific landmarks of Einstein or Riemann [2], in this case abandoning the traditional perspective of tridimensional leads to new perspective of representation. E. Jouffret sets out the concepts of space and expense, suggesting an association of space and Euclid geometry and expense with four dimension geometry, that of indefinite space [3]. It was Boucher who in 1903 launched in Essai sur lʼhyperspace [4] the phrase of hyperspace. In the cultural and artistic background-there are enough arguments, more or less known, of space construction or interpretation of perspective space, consequently of virtual space. Many of those 221 aspects have been studied from a long time, some of them since the first part of the 15th. century. One may ask the legitimate question if the problem of infinite space and that of the fourth dimension is not one that was already been expressed by Leonardo da Vinci by the expression of secondary space or virtual one. A large sum up as well as mathematical, geometrical and visual arguments is offered by a study on scientific, technical and artistically construction modalities of analysing and interpreting the visual space during Renaissance [5]. Reading it one may discover that the concept of virtual reality and the way of ignoring the space of reality by artistic means characteristic for that period, represents the basic concept used by Leon Battista Alberti, in “De pittura”, or “ De Reaedificatoria”. Relevant for this analysis, from the point of view of anticipating contemporary concepts of virtual reality and virtual media are also the ideas expressed by Erwin Panofsky who defines the pictorial space as tridimensional expansion made by “… bodies and intersections which seems to be endless, if not really indefinite, behind the objective, bi-dimensional surface of painting.”. Moreover, Panofsky noticed the fact that the transition from the medieval way of representation to that of renaissance consist a new concept of decoding image , that of the window frame, through which „one looks through a section of visible world [6]. It may be considered that a similar conceptual difference is marked by the new media if we analyse them from the perspective of visual language. The concept of window- frame is substituted by the concept of frame-monitor. Leonardo da Vinci’s anticipative vision concerning perspective space (that of representations) including in the equation the observer and his relationship with the painting and the motive as well as the delimitation of space (real space, hidden space with possible secondary and virtual spaces) is absolutely remarkable [7]. He Leonardo describes and states the principles of reversibility of real and suggested space, which merge into a continuous relationship, the observer having a global perception of all elements that made the expressive shapes and structures [8]. That is why the arguments concerning the construction of virtual space have as a starting point the construction of real space, with possible secondary spaces, those being in that epoch a mental configuration and today an technical and instrumental conceptualisation of interpreting/changing image, due to the dynamics of new technologies. The big advantage offered by those methodological instruments has to be consolidated, from the didactic point of view in fine arts education by a pedagogical discourse able to stimulate the creative intervention of mental abilities upon space though digital technology. To sum up, according to my personal opinion, all analyses have to use as a starting point, Leonardo da Vinci and his theory about secondary spaces, has to go back to the principles of non-Euclidian geometry The most important fact is the way in which visual information is transferred in this media, the results for creativity things that are above the pedagogical discourse on means and tools for visual reality. Analysis and possible similarities may be found and as in the past the frame separated the representation from the real plan that of a continuum space, today the monitor or the tablet are just a support as the frame used to be, part of visible or hidden spaces, and image is no longer just an object of the surrounding space. The frame belongs to reality, but its purpose is designed versus the image, it does not belong to ideal world of created image, but it makes the last one possible” [9]. Coming back to contemporary age, in the context of virtual reality relationship in fine arts domain, specifically in art education, some important projects developed during the last decades have to be mentioned. Among the most relevant are: VRND Project (Virtual Reality Notre-Dame, 1998) as a 3D restoration way of the famous cathedral, using as a lot of achieve documents, photos, plans and sketches, Cyber Math as an educational interactive environment or NICE (Narrative-based, Immersive, Constructionist / Collaborative Environments), considered to be the first virtual educational environment (1995 – 1998) [10]. Contemporary visual artists or young people studying arts, can create by using the new media, their work rapidly promoted through all kind of networks and addresses to those new media, a nice way of turning art into a very democratic way of creation. [11]. II. CONTEXT This paper is a suggestion for my colleagues working in the field of visual arts education due to the fact that a lot of changes are going to occur in these domain curricula in the foreseeable future 222 and a consequence new textbooks are going to be created soon (2014 – 2015). As a starting point for finding new way of didactic stages, we are going to consider as a theoretical frame a course support for integrating Communication Technologies and Information. (TIC) for Art subjects [12]. Taking into consideration the 10 subjects which are suggested by the Methodological Guide, as they are considered by eLearning Plan launched in 2001 by the European Community Commission as well as those of the Directorate General for Education and Culture, the following ideas are considered to be of great interest: - Initial and continuous formation of tutors for correct use of new technologies according to pedagogical and didactic strategies. - Creation and development of new attractive educational tools and textbooks digital support, which mirror the contemporary art phenomena - Supporting new approaches and methodological techniques TIC, to stimulate and raise student’s awareness in visual education [13]. - Supporting and debating these new landmarks through a developed didactic strategies, because no matter which is the way in which creativity is expressed it has to find its own identity Skills in a creative field is materialized through a complex technique, an improvement of gesture, with the aim of giving birth to expressive compositional structures [14].The need for a curriculum focused on creative use – is a foreseeable aim of an advanced ICT, as grammar itself is not important, but its regular use. We can therefore compare translated the grammar to computer tools and work menus. There are elements of a software that requires creative applications and the translation itself all the rules can be reported to fundamental rules of space construction[15]. Keen observer of interior and exterior space the artist builds an ideal world. He creates, reinterprets, re-dimensions, confronting himself with a double challenge, the first one from a modelled shape the second coming from the space in which the first one exists. [16]. As a consequence of above mentioned ideas two main research lines are suggested for the domain of visual art pedagogy. - didactic methods, associated artistically procedures and digital techniques specific for image analysis - didactic methods, procedures and digital techniques for image analysis The new approach of ECV (education and visual communication) opens the perspective of visual experiment and fine arts’ performances as a continuous process, reversible in time and space. This pattern offers optimal and realistic solutions based on experimental works and visual arts topics that are studied by our students since the first stage of the experiment 1999 – 2001 in formal and nonformal educational activities. During all those classes the research is focused on TIC used as a learning resource and not as a way of manage working tools as users. The results were presented by the author in many academic studies and journal’s articles. [17]. Our country is now subject of large educational reforms, trying to integrate itself into the European community. The dominant tendencies lead us to a type of didactic approach based on inter disciplinarily and trans-disciplinary way of teaching. Unfortunately fine arts’ education is still organised according regulations elaborated in 2002 – 2005, using text books from that period and even older (1998 – 2000). Naturally, the latest national debate shaping reshaping curriculum and develop a teaching course in management of image processing software. Naturally, the latest national debates design the reshaped curriculum and develop a teaching course in management of image processing software. The important issue is that of identifying the complex learning media able to generate an adequate learning process. Joining fundamental fine arts concepts, themes and issues and digital specialised applications dedicate d exclusively to image interventions can successfully complete the picture of the new syllabus content and can successfully support the new generation of textbooks, which in our opinion are the digital ones becoming effective exploration and synthesis of information learning supports. The second direction is the creative visual discovery through computer image processing applications. There is in this respect a critical moment, the quantum of these applications can be used and work stages. We consider a balanced situation when the means of classical and modern education 223 can be integrated simultaneously or gradually, or alternatively in different stages of work in the classroom. Basically, these themes have opened another way, many years before being debated by specialists in which, we followed the overcome by the user of virtual environments and focus on the idea of creator of digital environments. This intervention triggers a major restructuration of relationship pupil/student, teacher / art tutor. In the new equation of digital visual learning comes a third term: virtual work environment. On the other hand, actors’ roles during educational change in the sense that they become permeable and merge together to find a common didactic action in this area There is ample discussion in terms of mutations in determining conceptual space. It talks about real space and imaginary space. Relative to this case, we consider, as a real space that over which the student operates a number of changes on the coordinates development of creative imagination. Artistic-creation supports such sensitive interventions: sustainability in the classical, Renaissance way, aims to become the artistic process with the possibility of further intervention on image faction and the piece of art can become a creative collective work, style, footprints become open and subject to any further interventions operated by the same student or by other students From this point of view the issue of stages and phases of work can be reconsidered. Experiment and visual exercise gets tentative, ephemeral or indefinitely. Teaching is simultaneously individual and collective experience of visual learning. Virtual environment constantly challenges the student in finding solutions, there is a transfer brainstorm practical method in the multiple proposals generated and sustained by the environment. Why not a new topography formula and a new architecture of school space, the user found a frame, from which he can escape into other frameworks, as creator and explorer of visual communication space. VIZUAL RESOURCES Digital archive / online -fine art works in classical format TEACHER, ART TUTOR WORKING SPACE RESULTS, INTERVENTIONS STUDENT, LEARNER VARIANTS, SUGGESTIONS, The diagram above stated results in a context in which learning and experimentation is a common visual language action teacher - student / student and student - student, having as starting point a wealth of examples and types of work offered through data base. For the Visual Arts discipline, their existence is a certainty, one example being the project of ROVAA, Romanian Archive of Visual Arts, a project already set up in the two databases and educational software [18]. Defining this structure is the work environment. Openness created by virtual environments and homework exercises allows flexible, common interventions, recovery, plastic and obtaining proposals for solving various outcomes, in turn, open to multiple possibilities of materiality: 224 - Visual compositional structures, which can then be implemented through specific processes high resolution prints on suitable media and exposed; - Visual compositional structures, as preparatory sketches for future implementation in traditional techniques and exhibited online or in galleries, museums, unconventional and public spaces; - Visual compositional structures, which can then be implemented through specific processes high resolution prints on suitable media and exposed; - Visual compositional structures made exclusively in digital media, with possibilities for archiving, online or multimedia exposure. This creative way leads to forms of exploitation teaching and a type of fine art creation in school by: - establishment and enrichment thematic imagery archives fund as teaching resources for students, teachers and students who attend some pedagogical training departments; - the flow of information that can allow a direct assessment of learning outcomes relevant interventions in curricular structures and connexions with other creative activities [19]; Exchange of experience and positioning results in the context of curricula; Opening individual visual research routs and joint projects with the possibility of accessing collaborative working platform. One may notice observing recent discussions and proposals on issues at the national level that there is a tendency to think of this process as technical work, focusing on the basic use of ICT, of computer image processing software operational limited creative power. W hat could cause such an approach? It should be admitted that here is a risk of visual representations configuration with an uncertain aesthetic status, or rather of simple visual interventions with a low plastic expressiveness. BASIC USE OF TIC Generating inexpressive plastic construction, without visual impact, using correct tools. (composition 4th. grade) CREATIVE ADVANCED USE OF TIC. DIGITAL CREATION AND CREATIVITY Generating complex images through a creative stimulative methodology and adequate software. (digital composition 4th. grade) There are opinions which consider that the study during the years of compulsory education, ICT discipline (gymnasium) students will have knowledge of: audio processing, video processing, processing raster graphics (here being proposed as applications: Windows Picture and Fax Viewer, IrfanView, Microsoft Office Picture Manager, etc..), processing vector graphics (proposals: Adobe Flash, Corel Draw, Inkscape, etc..) or optimizing images using: Microsoft Office Word, Writer - Open Office, Adobe Photoshop [20]. Or proposal that the appropriate use of ICT is only the means of education in primary and secondary education, the only landing to use image processing software is the vocational segment. If we consider the current contents of curricula and proposed intervention / modification of their structure, in conjunction with the proposed "specific graphics applications gymnasium" beneficial intentions in this context transitional creative depiction of a building structure based curricular experiences, studies and previous educational programs becomes necessary [21]. 225 Taking into consideration these brief annotations on the current trends and orientations in visual education, teaching the principles of building an appropriate map should follow several distinct steps, based on technical and artistic principles equally and not least the obvious advantages of using complex software, which resulted in a fairly consistent amount of time (over a decade) to visible results. Thus the proposal aims to: a. secondary school by: - basic use of ICT as a first stage work to accommodate students with principles and technical characteristics of specialized software. Argument goes mainly to the use of package programs offered by Adobe Creative Suite (Adobe Photoshop) in parallel using the suite of programs Corel: Painter, Corel DRAW Graphics Suite. - advanced creative use as a later stage, scroll the themes of the curriculum, using the same packages described above with any extensions that may be subject to optional courses. b. high school by: - creative and advanced use of software 2D, differentiated according to the profile and 3D software. III. APPLICATIONS 3.1 Didactic methods, associated digital techniques for image analysis. Image analysis is specific method for visual arts used to decode image, read it a necessary step in any kind of visual communication process. Content analysis is a method used for theoretical domains (art history and theory) as well as practical ones as a necessary working step in building an image. The required stages of the process are presented in the table bellow: Presentation thematic record, painting (application 9th grade) [22]: Introductory Data Artist, work title, size, year or time when the work is made, first/present Picture / image of the work / plan / site General view, details, location plan, archive and present images . Program Relationship with public space, initial historical content (time of elaboration) present context. Exposure place Exhibition in a museum,/exhibition/public space , space with historical or symbolical meanings, etc. Support / materials / equipment Material description, working technique description Representation Type: Work status: genuine / replica, etc. Relationship with real time, imaginary time, temporality, development Significations and artistic language Work title significations. Poetical language /metamorphosis. Compositional structure, characteristics, representation shapes. Description of language elements/means of expression. Expressive and original character of Artistic Relationship with the public A historical presentation – past, present, future context. Key words Maximum 5 words. Applications Proposals for a plastic topic using as a starting point the work characteristics as described by the author. (sketch a and compositional project in traditional and digital techniques ). 226 To exemplify our ideas a special topic is chosen – the problematic of artistic language significations with a focus on chiaroscuro plastically way of expressing. (value contrast, contrast close-open). In visual arts the comparative analysis offers very good results. If this methodology is used the experiment can be structured in different stages. In the first stage there is a theoretical discourse followed by an application of the specialised field made as stylistic exercise. The teacher starts explaining the notion of chiaroscuro by using a set of images. He initiates a debate on different uses and offers as significant example the work of: El Greco, Caravaggio, Georges de la Tour. Leaded by the tutor of chromatic structures. Using as a starting point the students’ theoretical background the tutor generates a digital exercise centred on the way in which the chiaroscuro is made. It has to be mentioned that content analysis is a working procedure which can be used for homework portfolio, working sheets, author profile, monuments’ description. Working environment: Adobe Photoshop. Digital Working techniques: - desaturation – considered to be one of the most frequent problems of art students studying shape in drawing either natural or molds consists in the difficulty of synthesising on visual level the large number of natural colours tones in a reduced number of valuable categories; -ones gradation, Posterize effect, digital effect which converts the continuous tone gradation in an infinite number of tone regions, with powerful delimitations. It is obvious that relevant images are a clear result. a restricted number of valuable steps can be choose, down sizing the coefficient to levels 2, obtaining a synthetic image. The student has to be told that this is the first stage in structuring the value of a drawing, the structure having three stages. Processing a large number of images by posterize effect the students can get skills for observing and manage of a drawing and get a good exercise in using colours in traditional or digital techniques; -adjustment of contrast and light, through subtle or major modifications of the parameters that can offer a clear answer for contrast light/dark of the analysed work, on dominant value and maximum light. Figure 1: source imagine – Georges de la Tour [23] Figure 2: effect application Posterize, levels 2 Figure 4: effect application brightness and contrast, identify the dominant value of the composition - Caravaggio Figure 3: effect application Posterize, levels 102 and brightness and contrast Figure 5: local application of effect brightness and contrast, identify the valuable zone of maxim brightness 227 3.2 Didactic Methods, Digital Applications and Techniques for Imagine Interpretation. Application’s Objective: - Establishing a coherent and flexible didactic discourse, add adapted to different artistic and pedagogical contexts.(traditional working environment/digital working environments); - Systematic research of different way of visual art expressiveness; - Stimulating students by interventions on images to express their opinion or the influence of important masterpieces. Resources: Visual Arts School Curricula Methodical Frame: CONCEPT DIMENSION INDICATORS 1.Visual Language 1.1Language 1.1.1 Point, line Grammar Elements 1.1.2 Shape (morphology) 1.1.3 Value , colour 1.2 Way of 1.2.1 Accord, contrast, expressing (syntax) dominant, scale, harmony 1.2.2 Movement, tension, dynamism, rhythm 1.2.3 Texture, type Education and visual Communication 2.Technical competences. 3.Expressive Composition Relationships 2.1 work studies 2.2 performances derivate from IT technology use / or digital 3.1compositional typology 3.2 Start movement style /working method /historical environment art trend, school 3.3 Originality, expressiveness 4. Relationships content- 3.4 Creativity 4.1 Communicating a message through image 4.2 Interpretation Equipments: computer, tablet Touch screen. Working Environment: Adobe Photoshop, Corel Draw. Topic: Point as part of visual language. Grade: the 5th. Applications description: a standard curriculum topic was developed for the 5th. grade students. As a visual resource we used a composition made through classical techniques by the same student. Our intention was to solve the homework by using consecutive digital interventions, interventions supposed to generate rhythmical modifications of the point. The point relationship with the sportive surface was treated trough the following perspective: - expressivity through shape difference (natural shape, geometric shapes, abstract shapes) and through point dimensions; - dispersion and crowded of points in order to obtain compositional centres; - chromatic (space effect of point through brightness contrast ); - valuable (space effect through contrast brightness/dark ); - points structure through rhythm (sense, movement) and equilibrium. In this case the virtual working space turns into a transitive space for images or for future sketches or projects. It is an open space for in which things can be changed all the time, generating long series of visual facts. The existence of referential image – pattern and the possibility to save images proving different working stages leads to a greater students’ confidence, because they are no longer afraid of making mistakes. Applications objective have been reached (see imagine 7). Evaluating the work and 228 used digital techniques the conclusion reached is that this student is not a simple digital user, but a creative one. Figure 6: Exercise of interpretation using a Touch screen tablet. IV Figure 7: Digital work, intermediate working period. CONCLUSIONS The presented project aim is to present the analyse of some didactic highlights as an extension of themes and proposals for school restructuring curricula and integration of ICT in artistic disciplines within Arts curriculum area These aim to improve teachers’ training and university education, the students enrolled in the departments of Art University psycho-pedagogical training, the trainers involved in carrying out these activities in the creative use of new information and communication technologies in the educational process. The synthesis in such a course curriculum benchmarks will consider: - basic skills training operation / use of computer and computer image processing software (Basic e-Learning); - Training of practical skills and competencies to work routinely in class by computer: teaching simulation topics Plastics - through image interpretation and analysis (Advanced Creative e-Learning); - flexibility, content and applications which, can be quickly modified, depending on the evolution and dynamics of the market and new generation of IT-related products and technologies appropriate education and visual arts; - positive development of teachers and students, targeting self-learning ability, adaptation and rehabilitation, use of combined teaching methods and procedures, the relevant digital techniques in relation to arts subjects studied, the completion of several steps involving transfer of heading user of digital media in the creative digital environments; - positive development of teachers and students, targeting self-learning ability, adaptation and rehabilitation, use of combined teaching methods and procedures, the relevant digital techniques in relation to arts subjects studied, the completion of several steps involving transfer of heading user of digital media in the creative digital environments; - students' ability to work simultaneously in alternative learning environments (classic, digital). 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O scurtă istorie a comunicării și mai mult..., Laurent Chrzanowski (ed.), Altip, Alba- Iulia, 2010, ISBN 978-973-117-255-2, p. 398. Lisnadru, Neamtu, 2009, Gramatica formelor decorative ca structură antropologică, Editura UNArte, 2009, p. 31. Anca Doina Floriștean, Andreea Năstasă Georgescu, Angela Coroian, Roxana Gabriela Tîmplaru, (2012). Suport de curs privind integrarea Tehnologiei informațiilor și a comunicațiilor(TIC) la disciplinele artistice din cadrul ariei curriculare Arte, Ibidem, p. 3. Lisnadru, Neamtu, (2009). Gramatica formelor decorative ca structură antropologică, Editura UNArte, 2009, p. 50. Ibidem, p. 64. see: Spaţiul şi forma artistică azi: sesiunea de comunicări ştiinţifice a F. A. D. D.: Bucureşti, 30 mai 2011 / coord.: Daniela Frumuşeanu. - Bucureşti: Editura UNARTE, 2011 ISBN 978-606-8296-24-1, p. 38. Iulian –Dalin, Toma, (2007). Educatie si comunicare vizuala, in volumul: Explorari in universul artelor vizuale – studii si articole, coordoinating Ioan Turlacu, Ed. UNARTE, Bucuresti, ISBN 978-973-88341-7-2, pp. 93 – 100. Iulian –Dalin, Toma, (2008). Programe de creativitate. Interacţiuni, performanţe şi stadii de lucru în creaţia artistică plastică şcolară, in volumul: Creaţie artistică şi practici interpretative. Istorie conceptuală şi dialog contemporan, coordonator Ioan Turlacu, Ed. UNARTE, Bucuresti, ISBN 978-973-1922-10-2, pp. 320 – 333. Iulian –Dalin, Toma, (2010). Strategies of using the pedagogical resources in visual arts: Rovaa project – Romanian archive of visual arts, in volumul: Advanced Distributed Learning in education and trainig transformation. Coordinating: Ion Roceanu, Ed. UNIVERSITARA, Bucuresti, ISSN 2066-026X, pp. 275 – 283, Iulian –Dalin, Toma, (2012). Perspective ale integrării mijloacelor de învăţământ în educaţia vizuală. Tendinţe şi orientări în contextul mediilor virtuale de învăţare şi experimentare a structurilor geometrico – plastice. in volume: LCC 6, in editing, The sixth International conference, LANGUAGE, CULTURE AND CIVILIZATION. OPTIMIZING PATHS, The Polytechnic University of Bucharest – Romania, The Faculty of engineering in foreign languages, The Chair of communication in modern languages (coordinating: conf. univ. dr. Dana Sorana Urs). see: Iulian –Dalin, Toma, (2010). Strategies of using the pedagogical resources in visual arts: ROVAA project – Romanian archive of visual arts, in volumul: Advanced Distributed Learning in education and trainig transformation. Coordonator Ion Roceanu, Ed. UNIVERSITARA, Bucuresti, ISSN 2066-026X, pp. 275 – 283, Iulian –Dalin, Toma, 2008, Arhiva romana de arte vizuale – ROVAA 2, Seria invatamant preuniversitar, Ed. PRINTECH, Bucuresti, ISBN 978-606-521-141-4, Iulian –Dalin, Toma, 2009, Arhiva romana de arte vizuale – ROVAA 3, Colectia dialog vizual, Ed. PRINTECH, Bucuresti, ISBN 978- 606521-421-7. Maria Alexe – Developing Creative Writing Abilities through eLearning Support in Proceedings of the 6th International Scientific Conference „eLearning and Software for Education, Bucharest, April 15/16, 2010, editura Universitară, ISSN 2066-026X, p. 384. Anca Doina Floriștean, Andreea Năstasă Georgescu, Angela Coroian, Roxana Gabriela Tîmplaru, (2012). Suport de curs privind integrarea Tehnologiei informațiilor și a comunicațiilor(TIC) la disciplinele artistice din cadrul ariei curriculare Arte, p. 6. Ibidem, pp. 19 -39. [extension and adaptation of the examples given in www.pedagogie.acnantes.fr/.../ photo source: http://www.intofineart.com/htmlimg/image-02353 230 The 9th International Scientific Conference eLearning and software for Education Bucharest, April 25-26, 2013 10.12753/2066-026X-13-251 FROM WEB X.0 TO UNIVERSITY X.0: RE-IMAGINING EDUCATION Mihai LOGOFATU, Cristian LOGOFATU Department for Distance Learning, University of Bucharest, Bd.M.Kogalniceanu no. 36-46, Bucharest, Romania [email protected], [email protected] Abstract: Thirty years ago: (a) John Naisbitt has anticipated that we will be living, working and learning surrounded in the information society; (b) Steven Jobs has anticipated how computers and networking will be the most important technologies used by people and organizations in the next future. Additional details from these fantastic predictions will be presented later, in the paper. Recent communication (Strasbourg, 20.11.2012, COM(2012) 669 final) to the European Parliament, the Council, the European Economic and Social Committee and the Committee of the Regions, "Rethinking Education: Investing in skills for better socio-economic outcomes" underlines that "European education and training systems continue to fall short in providing the right skills for employability, and are not working adequately with business or employers to bring the learning experience closer to the reality of the working environment. These skills mismatches are a growing concern for European industry's competitiveness". There is a special statement on the potential of ICT and Open Educational Resources for education. Just in this context we will ask ourselves how modern technologies as WEB1.0, WEB2.0, WEB3.0 have influenced the universities until now and how they will influence the universities in the next future. In this paper we will summarize some correlations between WEB X.0 and University X.0. State of art WEB technologies, particularly suitable for education, will be presented; some of them are already in use within the Department for DL of the University of Bucharest. Finally, the authors will try to figure some WEB 2.0 technologies that could be used for the University 2.0 platform. Keywords: WEB 2.0, University 2.0, CISCO NetAcad I. INTRODUCTION – THE CONTEXT In our opinion there are two major EU initiatives that all the universities have to take into consideration: (a) Digital Agenda for Europe, [1]; (b) “Rethinking Education: Investing in skills for better socio-economic outcomes”, [2]. Both of them have as deadline 2020 and their strategic documents will shape the next future of the European systems of education. In this article, the University X.0 is the HE institution that is implementing the WEB X.0 technologies. 1.1 Do not be surprised, these ideas are not new! Thirty years ago: (a) John Naisbitt has anticipated (1982) that we will be living, working and learning surrounded by the Information Society; (b) Steven Jobs has anticipated (1983) how computers and networking will be the most important technologies used by people and organizations in the next future. The next picture is dedicated to the innovative teachers, whatever they are ... 231 Figure 1. CNN Survey 2004 Fig.1 shows the result of the three-month online survey (119.000 voters), December 2004 [3], part of the “CNN Explorers special report, looking at technology of the past, present and future”; as someone can see, the voting options concerning the most significant inventions were: silicon chip (28.500 votes, equivalent with 24%), World Wide Web (23.600 votes, equivalent with 20%), Personal Computer(20,700 votes, equivalent with 17%). Total of those three technologies represents a majority of 61%. More or less, these technologies are key issues for ICT domain. 1.2 Trends 2005-2012 We used Google Trends,[4], a public web facility of Google Inc., that shows how often a particular search-term is entered relative to the total search-volume across various regions of the world. The results are presented bellow based on Print Screen images. The horizontal axis of the main graph represents time, and the vertical is how often a term is searched for relative to the total number of searches, globally. Below the graph, popularity is broken down by countries, regions, cities etc. Figure 2. Interest over time in WEB X.0 searches. Fig.2 presents the statistical data for the last 12 months: there was a major interest in WEB 2.0 (blue line); WEB 3.0 technology (red line) is relatively unknown and the WEB 1.0 technology (yellow line) was not anymore interesting. 232 Figure 3. Interest over time in University X.0 searches. In Fig.3, we checked the global interest in University X.0. Someone can conclude: the interest in searches for “University 2.0” and “University 3.0” was quite constant during the period 2005-2012. Additional information for Romania, not included in the last two images, suggest that the active locations are concentrated around big university centres: Bucharest, Iasi, Cluj, Timisoara. 1.3 Maybe the students... Nowadays students belong to Generation X and Generation Y. Generation X, commonly abbreviated to Gen X, is the generation having as birth dates from the early 1960s to the early 1980s [5]. The phrase Generation Y [6] first appeared in August 1993: Gen Y was defined as being different from Generation X, having 1982 as the starting birth year for this generation. Meanwhile, a recent article published in January 2013 [7], provides an overview on the Internet user in Romania: in 2012, 50% of the male population and 47% of the female population where using the Internet; in rural areas, almost 33% of the people are Internet users; in urban areas 61% of the people are Internet users; in Bucharest, 68% of the people aged 15+ are Internet users; within the group of young people, many of them are Internet users: 83% (15-24 years old); 71% (2534 years old); 62% (35-44 years old). As it concerns the ICT skills of the young people from RO, we found very interesting statistics on the EU site focusing on the Digital Agenda 2020,[8]. This figure reveals the urgent need to restructure ICT curricula within RO schools and universities. Figure 4 233 Our ad-hoc surveys revealed us the actual context: young people, normally don’t care about professional ICT skills but, they are very enthusiastic to use Facebook! We may conclude: the majority of the people that can be considered potential students for university study programs (Bachelor and Master), are Internet users. This is a big opportunity for HE institution to implement digital technologies within their study programs! Where is the problem? Here it is: “are, the academic staff and HE institution, aiming to bring this opportunity to real life“? II. WEB TECHNOLGIES AND UNIVERSITY 2.0 While web 1.0 refers to the original, information-oriented web, and web 2.0 refers to the social web, the term web 3.0 refers to the currently evolving version of the web. Some see web 3.0 as the semantic web, also called the intelligent web, where software agents will use metadata to "read", collate and integrate information, enabling them to give what appear to be "intelligent" responses to human operators. 2.1 Web 2.0 concept In this case, [9], the websites allow users to do more than just retrieve information. By increasing what was already possible in Web 1.0, “they provide the user with more user-interface, software and storage facilities, all through their browser”; “Major features of Web 2.0 include social networking sites, user created web sites, self-publishing platforms, tagging, and social bookmarking”; “ Web 2.0 offers all users the same freedom to contribute’; “the characteristics of Web 2.0 are: rich user experience, user participation, dynamic content, metadata, web standards and scalability. Further characteristics, such as openness, freedom and collective intelligence” can also be viewed as essential attributes of Web 2.0. Also from [9]: “the Web has the potential to radically change what we assume about teaching and learning”; “what needs to change about our curriculum when our students have the ability to reach audiences far beyond our classroom walls?"; “by allowing students to use the technology tools of Web 2.0, teachers are giving students the opportunity to share what they learn with peers”. But, in the same time “social networking sites have worried many educators (and parents) because they often bring with them outcomes that are not positive: narcissism, gossip, wasted time, 'friending', hurt feelings, ruined reputations, and sometimes unsavory, even dangerous activities". 2.2 The 30 Best Web 2.0 Tools For Teachers Edudemic 2012, [10], “The 30 Best Web 2.0 Tools For Teachers”, has figured out some popular web 2.0 tools that may be helpful for our classrooms /students right now. These tools are, in fact, modern ways of creating, collaborating, editing and sharing user-generated content online. 2.3 UNIVERSITY 2.0 Some quotes from [11]: “…in 2009, 44 percent of post-secondary students in the USA were taking some or all of their courses online, and projected that this figure would rise to 81 percent by 2014”. What we may ask the teachers and students in Romania is to be “open mind”, because these digital technologies have never been so easier or so accessible like nowadays. Many of these tools were tested together the higher education students (BA and MA) enrolled in distantance learning. Most probably, the actual stage is WEB 2.0 and, consequently, University 2.0. The authors, as members of the Department for Distance Learning of the University of Bucharest, were involved in many initiatives that figure the implementation of the University 2.0 concept, within University of Bucharest. One initiative was to implement Google platforms; Fig.5 is such an exemple. 234 Figure 5. “Channels” for communication and collaboration with distance learning students. Figure 6. Popular Google Apps Figure 7. Hot news – Course Builder implementation for ECDL courses. The courses of the Department for Distance Learning, started during the academic year 20122013, have Google Sites associated with them: such a web site is a “check-in point” for the students 235 enrolled with a course. Fig.5 shows some of the electronic platforms currently used to run the communication and collaboration for the academic staff and students. These actions seem to be in line with the general trends presented in Fig.6, taken from [12]. Google Apps are free for education. Those people interested in Google Docs/Drive maybe they like to know that, Google provide the opportunity to host web pages on Docs/Drive. We did this: [13] is a kink to a video-lecture based on OpenEyA; [14] is a kink to a video-lecture based on Cisco Webex recording system. Both of them are hosted on googledrive.com and could be considered exaples of good practices. The authors would like to highlight a “hot news”: a course, [15], implemented on the Google Course Builder platform. A screen capture from this initiative is presented in Fig.7. From authors’ experience within CISCO NetAcad program, [16], it seems that the publicprivate partnership has a big potential to help the education, in Romania. The authors have implemented this LLL program within University of Bucharest. Globally, this program is implemented in 10,000+ institution worldwide, within 165 countries, with 1,000,000+ students and 100,000,000+ assessments. The students can obtain CISCO certificates in Romania and these are recognized all over the world. The authors are the main “authors” of the CREDIS Academy history [17]; nobody can forget top level results in 2009: Number 1 in Europe, Number 3 in the world! The implementation of CISCO NetAcad program within University of Bucharest may be considered a pilot test for MOOCs in this HE institution, in Romania. III. Conclusions Some state of art WEB 2.0 technologies have been presented as best practices, already implemented by the Department for Distance Learning of the University of Bucharest. Finally, this paper has presented some “hot news” initiatives which could be taken into consideration, by the university’s policy makers, in order to figure the University 2.0 platform for University of Bucharest. Acknowledgements The authors express their gratitude against University of Bucharest, because this higher education institution provided them the opportunities to work, to live and to learn, surrounded by an academic environment. Their achievements, during the last 14 year, represent a clear demonstration. References [1] [2] [3] [4] [5] [6] [7] [8] [9] [10] [11] [12] [13] [14] [15] [16] [17] http://ec.europa.eu/digital-agenda/ http://ec.europa.eu/education/news/rethinking_en.htm http://articles.cnn.com/2004-12-27/tech/explorers.silicon_1_invention-silicon-chip-specialreport?_s=PM:TECH http://en.wikipedia.org/wiki/Google_trends http://en.wikipedia.org/wiki/X_generation http://en.wikipedia.org/wiki/Generation_Y http://www.realitatea.net/utilizarea-internetului_1097870.html#ixzz2Iu53wWlP http://ec.europa.eu/digital-agenda/en/scoreboard http://en.wikipedia.org/wiki/Web_2.0 http://edudemic.com/2012/10/best-web-tools-2012/ http://en.wikipedia.org/wiki/E-learning http://blog.bettercloud.com/google-apps/ https://googledrive.com/host/0BwMoqIowuD8wQUlLcjlWV0MteGc/index.html https://googledrive.com/host/0BwMoqIowuD8wN2JVcVdyQTROTDg/index.html http://curs-word.appspot.com/activity?unit=1&lesson=2 http://www.cisco.com/web/learning/netacad/index.html http://www.academiacredis.ro/istoric 236 The 9th International Scientific Conference eLearning and software for Education Bucharest, April 25-26, 2013 10.12753/2066-026X-13-252 THE WORLD IS GOING MOBILE - WHAT ABOUT EDUCATION ? Cristian LOGOFATU Department of Open Distance Learning, University of Bucharest, Bd. M.Kogalniceanu 36-46, Bucharest, Romania [email protected] Abstract: Smartphones, tablets, e-book readers, ultra portable laptops are becoming ubiquitous devices in the society we live in. More and more industries' outlooks are currently being shaped by the massive shift in user preferences for content access: the so called 'mobile' trend. Newspapers and magazines have been closing down one after the other because of internet content. TV stations have ever declining audiences because of this trend. Users download apps for everything they need (and do not need). Education faces a big challenge if it is to remain relevant in this fast moving, mobile, digital environment. Universities need to take into account users' actual habits, to meet students in the environment students already are active, and elicit their interest. This paper explores the projects that have already started in this area: eLearning courses in HTML5 format, in Kindle format, mobile learning best practices, video training, etc., their advantages and problems that they raise, to the students, to the teachers creating the educational contents, and for the institutions that need to keep very strict quality assurance procedures in place. In our opinion, the highest threat to universities' survival in their role of lead educators are the so called 'industry education programs', programs that are created and sponsored by big companies worldwide, in order to familiarize future workers with their own companies' products and services. These programs have big funding, big marketing resources and have the appeal of taking students very close to landing jobs in their desired industries. Starting from this model, we also propose a new paradigm that universities should follow in order to keep being relevant for their prospective students. Keywords: mobile, mobile learning, eLearning, video training, tablet, smartphone I. THE MOBILE TREND The world today is defined by a number of treats: speed, mobility, connectivity to the internet, short attention spans, rapid change. All industries are affected by this trend, but the ones that deal with providing content are suffering the most. Print newspapers are shutting down one by one, having been confronted with circulation declines as well as revenue declines as strong as going back to the numbers they were recording in 1950. TV and cable have lost half of their viewers in the last decade. On the other hand, mobile devices are having a huge tailwind: in 2012 alone more than 1.7 billion phones were shipped, out of which, 700 million were smartphones. The percentage of the total population of the globe owning a mobile phone is now over 90% and the percentage of persons owning a smartphone is over 40% globally. Tablets, lead by Apple's iPad enjoy the same consumer preferences, totalling almost 8% of Internet traffic today. Mobile device users have over 10 million applications available for download today, with the number continuously increasing over the past 3 years. Whenever one needs information, help, and ideas or is just looking to fill some time, there is Facebook, Twitter, Wikipedia, and Google to find something interesting to do. 237 Figure 1 – Evolution of printed newspapers versus online, digital editions Figure 2 – Evolution of TV ratings over the past 10 years A special mention in the mobile area has to be made of the e-book readers, either proprietary like the Amazon Kindle, Barnes and Noble Nook, Sony eReader, or the software versions portable to multiple platforms – such as the Amazon Kindle software which is available on Kindles, iPads, iPhones, Android Phones, BlackBerrys and PCs. The technological advances made lead to an increased popularity gained among readers of 'the new millennium'. In 2012, eBook sales have surpassed the 10% threshold (as measured against 'regular' physical format books). Education has to take all of this into consideration when addressing today's students. We are now 5 years behind the world. Most educational institutions have computer labs, Internet connections, 238 websites, Learning programs and platforms, but the content is designed for PC users at best (some still use PDFs or Word files and describe this as "eLearning"). Furthermore, most educational programs and subjects are presented in manners that make students naturally adverse to learning, seeing the curricula as out-dated, old or simply not interesting or catchy. II. INDUSTRY EDUCATION PROGRAMS Our opinion is that the bigest threat to universities' survival in their role of lead educators are the so called 'industry education programs', programs that are created and sponsored by big multinational companies, in order to familiarize future workers with the companies' products and services. These programs have big funding, big marketing resources and have the appeal of taking students very close to landing jobs in their desired industries. Examples include the Cisco Networking Academy Program, the Microsoft Academy Program, the ECDL – European Computer Driving License, Oracle Academy, VMWare Academy, Juniper Academy, Adobe Academy, etc. All these "academic" programs share the following features: • Are funded by multinational companies, market leaders in their industries; • The yearly funding of each of these programs easily matches the yearly budget of a Romanian University as a whole • Have curriculas that teach subjects which are perceived as "interesting" or "hot" among learners (which are mainly high school and university students) • Have digitally accessible content and course materials, published on the internet • Have a highly practical approach to learning, focusing on hands-on practice. • Offer diplomas that are recognized worldwide as de facto standards of proving one's abilities - a treat that most Universities cannot offer. As a result, there are ever increasing numbers of students who choose these courses and obtain internationally recognized diplomas, from entities outside the higher education system. In our view, this is a very dangerous position for universities to be in, even as they adopt these programs and offer them to their own students, because the juxtaposition and comparison with the traditional curriculas and interactions puts the universities at a disadvantage when competing for the students' interest. III. WHAT WE ARE DOING Our department – the Distance Learning Department of the University of Bucharest has been among the early adopters of all technologies and concepts presented until now. We have been a Cisco Networking Academy since 1999, we have been the first ECDL testing centre in Romania, we have started to use the "eLearning model" of the Cisco and Microsoft online courses for our own courses since 2002, offering them on an online LMS platform. Today however is the moment to take the next step. Our current research is dedicated to the following areas: • Engaging students in their preferred environment – social media – as a way to easier elicit their interest and have a steady, accessible channel of communication, which we know our learners are following avidly. • Transforming course materials in eBook reader format – namely the Amazon Kindle – so as to make content available to our students on their preferred method of reading, on practically all electronic devices, connected to the Internet or not. • Producing video tutorials as a way to capture the current wave of video : more than 50% of the total internet traffic in 2012 was video (people watching videos online). 239 3.1 Social media Almost one fifth of the time spent online is dedicated to social media (Facebook, Twitter, Google+, etc). This is a lot more time than students dedicate to 'learning' (i.e. reading course materials, doing homework, etc). This has prompted us to explore the area of social media. Our findings until now are: • We can efficiently use a Facebook page to bi-directionally communicate with our students but the concept is more useful to promote our activities • We can efficiently use a Facebook group to manage communications with a specific set of learners (students in the same year at the same specialization, etc.) – this adds the advantage of easily being able to tailor the messages sent out to be of very high interest to the audience, not "spamming" them with information dedicated to other demographics. • We can efficiently use Google Apps tools (Google drive, calendar, pages) to share materials, foster collaborative working, judge the involvement of each student in each group, and have documented evidence of students' work. All these tools function after the 'wiki' principle, always retaining a history of changes, the possibility to revert to previous versions, etc. • We can also efficiently use Google+ to communicate with students, with the "circles" concept functioning in the same way that Facebook groups function. • Most people (99%) use their real names on social media – proof that they are very open and trusting in this environment. • The biggest difficulty for teachers is to adapt fast enough to all the new technologies, keeping up with the students. • The biggest difficulty for the administrative staff is to tailor the communication specifically for each target group. In the cases where several groups are targeted, there is an overload, because the same info has to be posted in different groups (one has to duplicate, triplicate, etc. the action) • Probably the biggest advantage is that we are communicating to our students in an environment that they are already using, so we have their attention by default. • An additional advantage stems from the way we are perceived – as "cool", "forward thinking", "modern". 3.2 eBook (kindle) Migration We have started migrating our courses to the Amazon Kindle format, using a dedicated, free application for book management – Calibre. This tool allows us to start with the Word or PDF files that are our books and course materials, and easily transform them in a multitude of eBook formats, among which the Amazon Kindle and the EPUB format. These formats are the most popular formats in the digital publishing world, with the EPUB being an open standard and the Amazon Kindle being the de facto standard, given the huge spread of the Kindle reading software (available for PC, Mac, Android , iOS and BlackBerry devices). The Kindle format allows for images to be included in the document, references, table of contents, bookmarks, the synchronization of books between all registered devices – meaning that a student can read an eBook on multiple devices, and it always opens at the furthest read location on every device. Our findings are that: • This approach allows us to reduce costs to the maximum – authors need to write the book in the Microsoft Word application respecting the usual way to write a book (chapters, references, organization of learning activities, etc), and than easily publish for the Kindle format, with no additional costs. • This approach allows students to have all their study materials with them all the time on their favourite reader, allowing us in turn to engage them more, to have a chance of getting more of their attention to learning 240 • • 3.3 The biggest challenge is to ensure that the information is well structured, so as to be appropriate for short readings (5-10 minutes) This approach does not solve the entire interaction, it does not replace the eLearning platform, but allows us to deliver more information to the students. Video training Our most exciting research area is the production of video trainings. Using screen recording software such as TechSmith's Camtasia Studio, we are able to create very specific, instructor lead, hands on practical tutorials, showing users exactly what steps they need to take in order to obtain a certain result. This software produces video tutorials that have a plethora of features: • Captions, so that the student also visualizes what the teacher is communicating • The possibility to search these captions, so that the video effectively becomes searchable, overcoming the biggest disadvantage that video used to have: the fact that it is a medium without the possibility to easily jump forward or backward to exact parts of higher interest. • The possibility to have quizzes for the learner to answer – giving us a way to continuously assess the learners' attention, implication and evolution. • The possibility to highlight actions, zoom in or out to exemplify specific subjects. • The biggest disadvantage to the teacher is that the teacher needs to learn the software. It has a user-friendly interface, but still, producing a video tutorial is much more time consuming and requires more preparation and post-recording corrections than simply writing a book. • The biggest disadvantage to the Department is that hosting video requires either the use of dedicated servers with high storage and bandwidth, or accessing a video publishing service, which, in exchange for being free, ask that the content produced is public. Figure 3 – Screenshot of a video tutorial, showing searchable captions and mouse highlight 241 • • IV. We are still exploring possibilities for video hosting that would allow us to easily tailor the access to the relevant students (target audience) The biggest advantage is that we are at the forefront of the adoption curve for this new wave, have an excellent way to engage our students, and, with the advent of 4G , are able to capitalize on the telecom industry's development to easily deliver high quality, rich content (which is also bandwidth consuming ) to our learners, combining the video and the mobile trends to engage our students in an attractive manner, whenever and wherever they are connected to the internet. Conclusions We strongly feel that the Department of Distance Learning is on the right way to improve the quality of education and it's results, using the most modern and attractive technologies to engage learners. Using HMTL5, eBook formats social media and video tutorials, we believe is the chance for our institution to keep being relevant for learners in the context of the new digital millennium. References [1] [2] [3] [4] [5] [6] [7] [8] [9] http://en.wikipedia.org/wiki/File:Naa_newspaper_ad_revenue.svg http://www.businessinsider.com/brutal-50-decline-in-tv-viewership-shows-why-your-cable-bill-is-so-high2013-1 http://en.wikipedia.org/wiki/List_of_countries_by_number_of_mobile_phones_in_use http://mobithinking.com/mobile-marketing-tools/latest-mobile-stats http://www.mobilestatistics.com/mobile-statistics/ http://pinterest.com/pin/8444318023176028/ http://www.cisco.com/en/US/solutions/collateral/ns341/ns525/ns537/ns705/ns827/white_paper_c11520862.html http://mashable.com/2012/11/28/social-media-time/ http://calibre-ebook.com/ 242 The 9th International Scientific Conference eLearning and software for Education Bucharest, April 25-26, 2013 10.12753/2066-026X-13-253 DISTANCE EDUCATION AT THE BUCHAREST UNIVERSITY OF ECONOMIC STUDIES, ROMANIA Viorela-Valentina DIMA, Elena TĂLMĂCIAN The Bucharest University of Economic Studies ASE, 6 Piaţa Romană, Bucharest, Romania [email protected], [email protected] Marina Luminiţa MILITARU The Bucharest University of Economic Studies ASE, 6 Piaţa Romană, Bucharest, Romania [email protected] Abstract: The present paper provides insight into distance learning activities within the Bucharest University of Economic Studies. As a preamble, the article briefly reviews relevant theoretical considerations upon distance education. It then attempts to establish a connection between distance learning and the requirements and challenges of the labour market. Subsequently, we will focus on diverse aspects of distance learning within the Bucharest University of Economic Studies. On the one hand, we will present the study programmes available for distance learning students, as well as the way in which teaching and learning processes take place. We will describe the blended learning approach to education that the University adheres to, as self-study is accompanied by in campus activities. The same approach is adopted as concerns students evaluation, as the final mark results from a combination of assignments uploaded on the platform and in class tests. On the other hand, we will illustrate the way in which students and teachers are trained to successfully and effectively use the technology at stake. We will focus on the guidebooks designed to: harmonize course content (for teachers), simplify the use of the e-learning platform or address potential ethical issues (for both teachers and students).We will also briefly touch upon the requirements of national and international quality assurance institutions regarding distance education. Our aim is to see to what extent distance learning within the Bucharest University of Economic Studies meets these standards. Furthermore, we intend to identify the measures that should be adopted to increase the effectiveness of distance learning programmes. Keywords: distance learning, ASE Bucharest: study options and technology employed, quality assurance I. PRELIMINARY REMARKS Distance education is a modern form of education used successfully worldwide to provide training for a wide range of students, coming from a variety of fields. It offers them a new, flexible and alternative system of education that goes beyond the traditional paradigms of education regarding time and venue of the course. The aim of this paper is to describe the distance education system implemented by the Bucharest University of Economic Studies, a research intensive Romanian university. Chapter 2 briefly reviews relevant theoretical considerations upon distance education. Chapter 3 focuses on diverse aspects of distance education within ASE Bucharest, such as the way in which teaching and learning processes take place, curriculum and course design, teacher training and support, or the way in which the university deals with potential ethical issues. Chapter 3 addresses the matter of quality assurance, examining some of the national standards in the field and whether the university is successful in complying with them as regards distance education programmes. 243 II. THEORETICAL ASSUMPTIONS The aim of the current chapter is to present a series of relevant theoretical considerations upon distance education. We first define the term ‘distance education’ and clarify the meanings of other terms used interchangeably, i.e. ‘distance learning’, ‘e-learning’ or ‘online learning’. Next, we present a classification of distance education according to time synchronization and to type of technological tools used. Afterwards, we revise the most common advantages and disadvantages pointed out in the literature review. Last but not least, we briefly touch upon the issue of quality assurance in distance education. Distance education has been given several definitions, most of them focusing on the aspect of its time and place flexibility for the students, and the essential role of (modern) technology that mediates the interaction between the two types of communicators. Bates [11: 5] perceives distance education as “more of a method of education” by means of which “students can study in their own time, at the place of their choice (home, work or learning centre), and without face-to-face contact with a teacher”. The same author emphasizes the fact that “technology is a critical element of distance education” or more figuratively “technology is the infrastructure, the bones, of distance education.” [11: 3] In our opinion a comprehensive definition of distance learning is as follows “teaching and planned learning in which teaching normally occurs in a different place from learning, requiring communication through technologies as well as special institutional organization” [15: 2]. We believe the above definition has three key words: the adverb normally (emphasizing the essential role of technology ); the adjective planned (referring to learner-centered education); the noun organization (highlighting the idea that - when designing distance education programmes, a parallel study of administrative, organizational and policy issues is needed as well) [14: XV]. We feel the need to clarify the meaning of some terms which are sometimes used interchangeably: distance learning, distance education, e-learning or online learning. Thus, distance learning actually focuses on the learning process, while distance education is more comprehensive, if we think of both the learning process and teaching one [15: 2]. E-learning or online learning are often understood as referring to teaching as well as learning, but they actually stand for “education that uses the Internet” [15: 2]. Moreover, distance education differs from blended learning in that the former heavily relies on technology, whereas the latter uses technology as a tool among others [15: 2]. Terms like open education, open learning or open and distance learning are often associated with distance education especially in Europe and this association comes from the idea that “distance education can open access to learning” [15: 3]. According to its time synchronization, distance education is often divided into two types: asynchronous distance education (teacher-learner communication does not take place at the same time and its most common technologies are audiotape/ videotape materials, web-based audio and video materials, e-mailing etc.) and synchronous distance education (teacher-learner interaction takes place in real time and its most common technology is audio/video conferencing). Both types present advantages and disadvantages, but what is important is the appropriate exploitation of either of them [11: 190]. We can speak of three generations of distance education [11: 6-7]: the first generation uses a single technology and its main form is print-based correspondence education; second generation distance education is characterized by “learning materials specifically designed for study at a distance, but with communication with students mediated by a third person (a tutor)”; third generation distance education “is based on two-way communications media such as the Internet or video-conferencing that enable interaction between the teacher who originates the instruction and the remote student.” Irrespective of the type, these three distance learning generations represent a gradual “increase in learner control, opportunities for dialogue and emphasis on thinking skills” [13 apud 11: 7]. Within a context of continuous technological changes, distance learning has gained more and more ground due to its several advantages. Among them, Bates [11: 10-13] mentioned: economic competitiveness (the advantage of having educated work force over less economically advanced countries), lifelong learning (distance education is a method of continuous learning and training in a continuously changing work environment), social equity and access (distance education breaks down 244 the barriers of access to higher education for people who otherwise could not attend a university programme), better education (distance education offers the kind of knowledge necessary in a knowledge-based society), cost effectiveness (distance learning systems can provide high quality education at lower prices than conventional education systems), geography (both effective and economical learning is possible where conventional institutions cannot operate), commercialization of education (distance education has become a profitable business as the demand for such education services is continuously rising) (see also [15: 8]). And above all, distance education “illustrates the capacity to reach new target groups and to expand the range of educational provision through the use of technology” [11: 14]. Distance education also has a series of visible shortcomings. Among them we mention: students finding it hard not to have face-to-face contact with a teacher; slow or no Internet connection; poor technical skills. We believe that a realistic understanding of distant education is the one proposed by [15: 10], who perceive distance education as a complex system which implies a wide range of human resources and technical tools, therefore an appropriate approach to it is “the systems approach”. Thus, distance education cannot function properly if it is designed without taking into consideration learners’ needs or the cultural and economic characteristics of the university or even of the country where it operates. Finally, a plausible question would be what makes quality distance education? Researchers acknowledge the great importance of technology/ the Internet in distance education; however, by simply using it one cannot get good quality distance education [15: 13]. There are other key factors that can ensure a good quality distance learning programme: a good communication between teachers and students, the existence of student-to-student interaction. Moreover, “no single technology is optimal for delivery of every kind of message to all learners in all locations.” [15: 16]. To sum up, this chapter has reviewed the main theoretical issues concerning distance education, based on the works of [11, 14, 15]. In what follows, we describe the distance education programmes organized by the Bucharest University of Economic Studies, Romania. III. DISTANCE EDUCATION WITHIN ASE BUCHAREST The objective of the current chapter is to provide a detailed description of the distance education system adopted by the Bucharest University of Economic Studies. As a leading university in the Romanian economic higher education, it is very much aware of the labour market requirements it trains students for. Employers expect the latter to possess both professional training (i.e. theoretical and applied knowledge in various economic fields), and relevant work experience. Hence, increasingly more students get a job during their faculty years, irrespective of whether they are enrolled for on campus or distance learning programmes. According to [16: 107], the fact that students have a job during faculty has both positive consequences (generating income that could be invested in tuition fees, better career guidance due to direct work experience) and negative consequences (less time for attending classes or for studying on one’s own). When attending a distance learning programme, the negative consequences are overridden by the fact that the entire system is built so as to promote flexibility of the schedule and the possibility of studying from one’s own home (town). In what follows, we describe the programmes available at ASE Bucharest. 3.1 Aspects regarding the DE curricula Noticeably, the DE curricula designed by ASE Bucharest is the same as the curricula for similar on campus programmes. In other words, students enrolled in either type of programme study the same disciplines, based on the same content and the same bibliography. Differences arise with respect to the schedule and the technical tools involved. [4] Upon examining the types of distance learning activities available at ASE Bucharest, we may say that the university offers a mix between what second and third generation programmes offer [cf. 11]. More specifically, there is a combination of specially designed learning materials, the use of the internet and tutor-mediated learning. 245 In detail, there are three types of activities that students can benefit of: AT (tutorial activities), TC (evaluative assignments), AA (applied tutor-assisted activities). Tutorial Activities (TA) are scheduled according to the university-approved Schedule of Activities for Undergraduate Programs Distance Education and comprises both face to face and online meetings. The specificity of this activity is the debating of various issues and case studies contained in the curriculum, as well as examples of possible topics for the exam. Evaluative Assignments (TCs) take place entirely on the online platform. The teacher assigns to students different tasks to be solved, which they are obliged to send in a digital format. TCs involve bidirectional communication (student – teacher) throughout the semester. In contrast, AAs (applied tutor-assisted activities) occur entirely on campus, according to the aforementioned universityapproved Schedule of Activities. [4] Students are evaluated according to a methodology designed by the Romanian Agency for Quality Assurance in Higher Education (ARACIS). This methodology includes a number of continuous assessment procedures and the final evaluation. The continuous evaluation is done by the teacher through the tutorial activities (either face to face or through online interaction) and its weight in the final grade is determined by the discipline coordinator as mentioned in the syllabus. [4] 3.2 Design of DE materials According to the ARACIS standards, each study material should include the following elements: specific objectives; clear organization of the learning tasks; examples of possible applications, self-assessment tests, references and evaluative assignments. The information contained in the study material must be presented in an accessible, concise and rigorous manner, with a balanced distribution of graphics and text. Additionally, all study materials are provided in print and supplied with auxiliary materials in multimedia format whenever necessary. [7] 3.3 Strategy for training the academic staff involved in DE In order to ensure both quality management and quality standards for the DE curricula and eLearning platform, the Distance Education Division within ASE Bucharest has developed a long-term strategy called The Annual Development Plan to improve the DE technology and train all the personnel involved (academic and the auxiliary staff) in the educational process. The training is structured on several levels, depending on the tasks, competences and responsibilities assigned to each group in conducting the teaching or the administrative processes. For instance, the training designed to the discipline coordinators focuses primarily on issues related to: developing the curriculum and discipline schedule, designing and updating courses conceived in DE technology, differentiated and customized counseling for the DE students through bidirectional communication. In contrast, the training offered to the tutors concentrates on the improvement of the organization and running of tutorial activities (AT) or applied tutor-assisted activities (AA), and also on enhancing online communication with the students on the DE platform. DE secretaries, the technical staff that ensure the functionality of the online platform, and the DE vicedeans have similarly been involved in the training programs organized by ASE Bucharest in cooperation with ARACIS according to the methodology, specific standards for the use of electronic platforms and legislation governing distance education in Romania. [6] 3.4 DE Guidebooks for Teachers and Learners The Distance Education Division within ASE Bucharest has designed two Guidebooks meant to instruct and facilitate academic staff and learner’s use of the online technology implemented by the University [9, 10]. In what follows, we briefly present each of them. The DE Guidebook for Teachers is a textbook which provides an overview of the main educational activities conducted through the online technology of the Moodle platform. It offers detailed explanations for the most representative aspects through which users (i.e. teachers) can carry out university management activities, design teaching materials and conduct final assessments. A large 246 number of figures and print-screens of different working windows that give detailed instructions about how to use the platform’s complex configuration are included [10]. The DE Guidebook for Students offers a thorough explanation on how learners can use the eLearning platform efficiently, starting from creating a personal login account and ending with accessing an online course or a chat to organize online meetings with course participants found in different locations in order to discuss course related issues. Moreover, every participant (student or teacher) has the possibility to choose a topic of discussion that is visible to all participants in the forum. At the platform level, this enhances both the communication process and the efficiency of the learning process. [9] 3.5 DE and ethics To ensure the security of information and services offered on the e-learning platform, ASE Bucharest has established a set of ethical norms in accordance with the Code of Ethics of the University. The purpose of this guide is to establish the ethical principles, rules and norms under which students enrolled in the DE study programmes are entitled to use the educational resources and the Internet technology, in common spaces (educational spaces, multimedia laboratories, specialized laboratories and library rooms) observing the confidentiality, accountability, non-discrimination criteria. [5] In a nutshell, ASE Bucharest has implemented a distance education system which is characterized by a number of specific features such as: pre-established structure of the learning materials; questions assessing the acquired knowledge, evaluative assignments at the end of each study session and support of a tutor on course modules. Moreover, academic and administrative staff are continuously trained so as to ensure the smooth operation of the online platform as well as the high quality of the educational process. Last but not least, students benefit from a specially-tailored Guidebook for the use of the platform. IV. A NOTE ON QUALITY ASSURANCE As mentioned above, the distance education system implemented by ASE Bucharest greatly relies on the methodology, specific standards and legislation governing distance education in Romania. Thus, the university endeavours to meet the quality standards recommended by ARACIS, at various levels. Broadly speaking, as recommended by [18: 21], ASE Bucharest has the official mechanisms meant to approve, periodically revise and monitor the study programmmes it offers, irrespective of the form of study (on campus or distance learning programmes). The Distance Education Division is directly overseen by the Vice-rector in charge with Continuing Education and Training, who also coordinates the Quality Management Division, coordinating institutional wide programs such as: the modernization of the educational process, to comply with European and international standards; the enhancement of students’ motivation and aspirations; the increase in the efficiency of quality management at educational, research and administrative level. [3] At course design level, the university meets all the ARACIS requirements regarding quality assurance in the field of DE [18: 21], among which we mention: taking learners’ needs into account when designing materials, offering adequate educational resources, periodical revision of the curricula/ syllabi etc. To ensure the compliance with these requirements, the university periodically trains its staff by means of a 16-hour continuing education course in The Management of Distance Education. The latter contains four modules: the management of distance education activities (curriculum and syllabi etc.,), distance education course design, quality assessment, IT&C technologies. To complete the course, attending academic staff have to design a learner-centered course, based on all the information received and on all the guidelines provided [7, 10 etc.]. Upon comparing the DE system in ASE Bucharest with international requirements, we believe that the former professionally meets the latter. As mentioned in chapter 2 above [15: 13] highlight three main quality criteria: the use of appropriate technology, a good communication between teachers 247 and students, and the existence of student-to-student interaction. These criteria are met by means of the use of the Moodle platform described in chapter 3, which allows for both asynchronous and synchronous communication between the educational partners. V. CONCLUSIONS The article has offered a glimpse at the distance education system implemented at ASE Bucharest. After briefly reviewing some of the most recent literature on distance education, we extensively described aspects related to: curriculum and course design, teaching and learning activities as well as the technological tools employed, institutional strategies for training academic and administrative staff involved in distance education programmes, teacher and student support, as well as the strategy to deal with potential ethical issues. Last but not least, we have highlighted the national quality assurance standards that the Bucharest University of Economic Studies complies with as regards its distance education system. References [1] [2] [3] [4] [5] [6] [7] [8] [9] [10] [11] [12] [13] [14] [15] [16] [17] [18] http://www.aracis.ro/fileadmin/ARACIS/Legislatie_-_Proceduri/Partea_a_V-a_-_Ghid_evaluare-ID.pdf ARACIS. Propunere de politici pentru încurajarea diversităţii instituţionale în învăţământul superior, http://www.aracis.ro/fileadmin/ARACIS/Publicatii_Aracis/Publicatii_ARACIS/Romana/Policy_Paper_RO_ 1_.pdf ASE București, Conducere, Atributii pro-rectori, http://www.ase.ro/engl_site/2010M2/pdf/ Tigu.Atributii.pdf ASE București, Departamentul de Învățământ la Distanță. http://www.id.ase.ro/despre_noi.asp ASE București, Departamentul de Învățământ la Distanță, 2010. “Ghid de norme etice privind utilizarea în spațiul comun a resurselor de învățământ şi a tehnologiei Internet, de către studenții înscrişi la programele de studiu ID”, http://www.id.ase.ro/pdf/norme-etice.pdf ASE București, Departamentul de Învățământ la Distanță, (2010-2011). “Strategia de perfecţionare în tehnologia ID a personalului implicat în educaţia la distanţă”, http://www.id.ase.ro/pdf/strategiaperfectionare.pdf ASE București, Departamentul de Învățământ la Distanță, (2011). “Ghid de elaborarea materialelor de studiu în tehnologie ID”, Minodora Ursăcescu, http://www.id.ase.ro/pdf/ARACIS-ghid-suport-cursapr 2011.pdf ASE Bucureşti, Departamentul Reţele, (2012). “Procedura completă de activare a contului IDM (pagina personală) pentru studenţi”, http://www.ase.ro/ase/avizier/pdf/pag_personala_nou/Instructiuni%20_IDM_studenti.pdf ASE București, (2010). Platforma de elearning pentru învăţământ la distanţă a Academiei de Studii Economice din Bucureşti. Manualul cursantului, http://www.ase.ro/e-id/Manual_cursant-2010.pdf ASE București, 2010. Platforma de elearning pentru învăţământ la distanţă a Academiei de Studii Economice din Bucureşti. Manualul profesorului, http://www.ase.ro/e-id/Manual_profesor_2010.pdf Bates, T. (2005). Technology, e-learning and distance education, Routledge, London. Huisman, J., Meek, L. and Wood, F., 2007. “Institutional diversity in higher education: A cross-national and longitudinal analysis”, Higher Education Quarterly 61 (4), 563-577. Kaufman, D. (1989). “Third generation course design in distance education”, in R. Sweet (ed.). PostSecondary Distance education in Canada: Policies, Practices and Priorities. Athabasca: Athabasca University/Canadian Society for Studies in Education Moore, M. G. (2013). Handbook of Distance Education: Third Edition, Routledge, New York. Moore, M. G.; Kearsley, G. (2011). Distance Education: A Systems View of Online Learning, Cengage Learning. Păunescu, M., Vlăsceanu, L., A. Miroiu (coord.), 2011. Calitatea învățământului superior din România: o analiză instituțională a tendințelor actuale , Polirom, Iași Petrescu, I. (2008). Ghid pentru elaborarea resurselor de studiu în tehnologia educației la distanță, Editura METC, 2008. xxx Standards and Guidelines for Quality Assurance in the European Higher Education Area, European Association for Quality Assurance in Higher Education, 2009, Hèlsinki, Traducere efectuată de Alianța Națională a Organizațiilor Studențești din România, 2010. 248 The 9th International Scientific Conference eLearning and software for Education Bucharest, April 25-26, 2013 10.12753/2066-026X-13-254 DEVELOPING PROFESSIONAL ENGLISH VOCABULARY THROUGH COMPUTER BASED SIMULTED SITUATIONS Maria ALEXE Technical University of Civil Engineering Bucharest [email protected] Abstract: Studding foreign languages at academic level, in technical universities means not just improving your students’ vocabulary. The main target should be to develop all their language skills, but from the perspective of their future professional life. This is quite a difficult task because foreign languages, in Technical University of Civil Engineering, are part of the first two years curricula, a period when students are not familiar with their future profession and as a consequence they are not mastering professional vocabulary in their native language. . As many pedagogical approaches are underlining an adequate context through which new words are introduced is always of great help. That statement leads to the question of creating that context and here I may say virtual reality that can be imagined on the digital support is of great help The research main question refers to the advantages of using virtual reality, simulation if necessary, to improve students’ language abilities, to help them to learn faster and easier. Secondary research questions refer to the efficiency of this pedagogical approach and to the time management (can it be improved? Is it a time consuming method?). As this type of research refers to different case studies, the methodological approach, generally used for such research was implemented. This paper presents the results of suggested experiment which has been developed for two academic years (2009-2011) at the Faculty of Technological Equipment and Building Equipment (TUCE) and was extended to other foreign languages such as German and Spanish. Although they are not distance learning students, best practices of that type of learning methodology are often used. Its efficiency was measured through different types of tests. Keywords: distance learning, virtual reality, professional vocabulary I. LEAD IN Studding foreign languages at academic level, in technical universities means not just improving your students’ vocabulary and speaking and writing skills. The main target should be to develop all their language skills, but from the perspective of their future professional life, a goal which can be reached by developing the professional vocabulary and activating all their previous knowledge. From the methodological point of view this means to teach ESP, which means that foreign language teaching switched a little bit its purpose from developing language knowledge for general communication to professional communication. In other words it has to be said that students are revising, systematizing and enriching their language knowledge in a different way. It is a nice way to avoid students’ negative reactions when they have to task activities that they do not find engaging, their unfocused behaviour, that type of reaction “not that again”. At the same time a creative tutor has to be aware of the psychological profile of his/her students. Our students were described by a fellow tutor like that: “Today's students grow up with developing technology, access to internet anytime and anywhere being available. In fact, they are citizens of the 21st century who read, communicate, collaborate, socialize, work, explore, and learn with personal technologies. They are addicts of social networking sites, follow streams of information from web page to web page, and use technology in 249 almost every aspect of their lives” [1]. Therefore our approach should take into consideration their attitude and use it to reinforce their awareness and design innovative activation techniques. Simulating a real construction site can be a learning tool that makes materials and task more interactive and learn focused. The academic curricula for the Faculty of Technological Equipment scheduled foreign language seminar in the first and second year, a period when students are learning subjects of general technical interest and as a consequence their professional vocabulary in Romanian is often very poor. On the other hand it has to be underlined that the foreign language tutor, in this case the English one is not a specialist himself and has to collaborate with his colleagues from other departments. Due to those particularity aspects their interest in developing their English vocabulary has to be motivated by the tutor through innovative pedagogical approaches and by giving a helping hand in understanding the real meaning of each term. Using simulation as a learning strategy in the language classroom focuses discussion on learners’ ideas, opinion imagination and contributes to increase their involvement. II. RESEARCH QUESTIONS Simulation as a working and learning method is already largely used by different consulting companies as for example PricewaterhouseCoopers (PWC) to find the best solution for their clients and to teach their own staff. The success of methods as role play, one to which students are already familiar with may constitute an advantage. In the particular case of this analysis which constitutes the background of the present article, mainly the pedagogical aspects are considered. The research main question refers to the advantages of using virtual reality, simulation if necessary, to improve students’ language abilities, to help them to learn faster and easier, to find a new pedagogical method. If we go into details and think of secondary research questions derived from the main one, those may refer to the method itself or to different ways professional vocabulary can be developed. 1. Secondary research questions referring to the efficiency of this pedagogical approach: • Is simulation method, suitable for students in technical faculties? • Is it a time consuming method or on the contrary helps tutors to manage their time? 2. Secondary research question referring to vocabulary development: • Is possible to better raise students’ language awareness by simulating real situations in virtual environment? • Is virtual environment a substitute for the gaps in their native language? In order to give a correct and useful answer to all those question it is necessary to establish a proper theoretical frame and an adequate methodological guide. Both of them are required for the process description and for the evaluation phrase of the learning process. III. METHODOLOGICAL APPROACH The literature available on the relationship between the teaching of foreign languages and the implementation of IT means in the didactic process is mainly focused on displaying the vast possibilities which have been created lately. Thus, there are numerous sites for this purpose, as well as online journals – see, for examples those offered by the British Council sites. Unfortunately, very few actually warn the language teachers about the possible risks they might run in using such implements without deep consideration of the lesson aims focused on the learners’ needs [2] Such projects as that presented below are part of an interdisciplinary field, combining research activities from technical and scientific knowledge proper for IT and education to offer educational services [3]. Therefore a team of researchers are required. For such a project the foreign language tutor has to collaborate with his/her colleagues from other departments, person able to offer a correct material from the scientific point of 250 view. Students can be involved as well as part of the project team, especially those who have a solid IT background. In order to help my students to imagine how their future professional life will look like, how are they going to use the newly acquired professional vocabulary, virtual reality, as a non conversional pedagogical approach has been used. Imaginary economical environment is created in many multinational companies for improving their activity. This aspect gave me the idea to use simulation and imaginary enterprise to help my student to understand the real meaning of the learned vocabulary. Even if this method is used quite often in economic environment, its use is not a common methodological approach in language teaching methodology. It is useful especially for those who are dealing with individual differences among students. The research has been developed for two academic years (2009-2011) at the Faculty of Technological Equipment and Building Equipment (TUCE) and was extended to other foreign languages such as German and Spanish. Although they are not distance learning students, best practices of that type of learning methodology are often used. Its efficiency was measured through different types of tests. The whole experiment is considered to be a case study; therefore the methodological approach should deal with that generally used for case studies. A selection of different pedagogical approaches suitable for such type of classes where traditional teacher’s role is completely changes was selected. • Task based teaching The best method to achieve the goals listed above is that of task- based learners, a method considered to be very efficient by Jeremy Harmer, a well-known specialist in foreign language teaching. [4]. He considers that students are different attitudes when learning foreign languages if they are thinking about a non-linguistic problem. According to his opinion the large practice of professor Prabhu [4], Harmer quotes, students learn faster and more efficient, because they are highly motivated, when they have to solve a problem or to fill a task, then when they are simply offered a language structure. The students work independently in small groups or pairs, the teacher’s role being basically to help them understand the task. These aspects make the method suitable for distance learning and class learning as well. • Presentation Practice and Production (PPP). If this method is used : 1. Presentation made by the teacher is the first step. He may show students a picture, a short movie, text. The image or the text debated by the whole group. It is a good opportunity to 2. Practice recently acquired vocabulary, or structures the students (independently or under the teacher’s surveillance) 3. Production – stimulates students’ creativity and offers the opportunity to use the new language and to create adequate contexts. This is the point when task-based learning, PPP and simulation meet to offer students a new way of learning. Of course any combination of well know teaching methods and learning strategies can be made in order to achieve the goal of enriching students’ professional vocabulary and give them the language tool they need in the future. The way in which any tutor will combine the above listed method and the fact that he/she may add some drills specific for other method is an aspect which depends on each group profile. The feasibility of the described approach is due to the fact that students are helped to see how things, how words they have to learn functions. In a way this way of teaching has something in common with the old role play, but is more challenging and helps students to become familiar with a new working environment. It should be added that both synchronous and asynchronous communication are used, even if we are referring to regular classes, because student can work alone or in groups at their own computer and deliver the homework by email. IV. EXPERIMENT DESCRIPTION The analysed experiment took place in the academic year 2011-2012 and was developed for a group of students from the Faculty of Technological Equipment, Technical Faculty of Civil Engineering Bucharest. In order to underline the benefits of the experienced methodological approach 251 – virtual reality as a learning support for developing professional vocabulary a group of students used this methodology, when the other one learned through already traditional way as main mapping or video didactic supports. As in many similar pedagogical experiences, the experiment can be divided into three parts 1. Pre-learning stage. Brainstorming and identification of students’ previous knowledge in order to establish a background and if possible a context for the new vocabulary acquisition. 2. Active learning and language awareness. Simulating the new context for vocabulary acquisition 3. Evaluation of the acquired language skills. 4.1 Pre-learning stage This stage starts with a brainstorming activity so that the tutor becomes familiar with his/her students language level and makes them aware of how much they know about technological equipment and construction site. Some of them may have some knowledge, their family built a house or they had temporary jobs that facilitated the contact with a construction site. It is of great importance to make the difference between virtual reality and enterprise simulation and fantasy. The unknown world has been subject for fantastic reality since ancient time. In his recent book Imaginary Exploration of Space, Lucian Boia [4], explains that for medieval or ancient man everything that was unknown was strange, but at the same time had something in common with real world, like mermaids, fantastic creatures, combination of fish and woman. The images of people living in other continents then Europe were considered savages, similar to Europeans, yet different. In 1632, a political journal described them as blue men and green women. Exploring the unknown space people needed a proper way of transport, a problem which was solved by fantasy. As Lucian Boia points all the methods used to explore space, since the 19th. century, were ways to avoid the real problem not to solve it.[5] Virtual reality is not a fantasy is a way of learning fast and exploring a larger space and a multitude of subjects. For the purpose of our research students were advised to use an official platformROCT.RO called Simulated Enterprise – from theory to practice through simulated enterprise. This platform is built under the surveillance of European Community, Romanian Government, European Social Found POSDRU 2007-2013, Minister of Education, Structural Tools and addresses to companies, universities and simple users. Some of them may be already familiar with this program which has been used in Romania for technical and professional learning units. The new approach consists in focusing on the vocabulary used in such an environment. 4.2 Active learning in virtual simulated reality (simulation of language context) The platform ROCT.RO called Simulated Enterprise – from theory to practice through simulated enterprise represents an interactive way of learning. The initial purpose of the program lies in training students and teachers as well for acquiring good skills in entrepreneurial practice through a practical methodology. For the foreign language teacher is aspect is a secondary one. He uses the tools offered by this site to create a simulated building cam in order to familiarize the student with the required vocabulary for a building and mechanical engineer. Becoming familiar with the working environment and aware of the correct use of different devices and to the logical staff diagram, the student will learn the words in a proper context; therefore his vocabulary is an active one. An average group of students in Technical University of Civil Engineering Bucharest generally has 30-20 students. For the designed activity the best way of working is to split them into small groups and according to my previous experience the best number of students for each group is 34. Larger groups do not work properly and it is difficult to observe each student’s contribution. For the first stage each group has to elect a speaker, the person who present their intentions concerning the type of enterprise, tools, equipment to be used. 252 Students are already familiar with learning through images or movies. In the case o simulating enterprises they have to answer themselves to similar questions [6] • What are they seeing in the simulated image? • How is the enterprise organized? • What are the important facts in what they are seeing? Answering to those questions is the first step of the learning process, one that has to put into value each student’s opinion, because every image embodies a way of seeing. It is that stage in which the tutors introduce, organize and systematise the vocabulary necessary for such an environment. This process can become more efficient if they draw a mind map for each field of activity. In this stage the tutor role is to moderate the discussion so that the students’ knowledge is put into value and to support them if they need any help. From the methodological point of view is not a traditional tutor, but not yet a facilitator. He has to should help his students to understand that there are different types of culture and subculture. Among various definitions of this controversial concept he may use this one: Culture is a particular way of life which expresses certain meanings and values not only art and learning, but also institutions and ordinary behaviour [7]. To that academic definition that of T. S. Eliot can be added – all the characteristics activities interests of a people – Eliot 1948. Reading those definition the complexity of the concept Culture is enlightened and students become aware of the fact that learning a foreign language means that they have to cope with different types of culture. The second stage of this practice is an asynchronous activity because students go home and start working to build their enterprise, using the indicated site or other they discover themselves. After building a construction camp they have to present their enterprise to their colleagues and answer to possible questions. In this stage the teacher role is that of a facilitator, the initiative is taken by students. 4.3 Evaluation stage Any pedagogical experiment should lead to a better and more correct way to evaluate students’ knowledge and learning effort. The evaluation process of students’ presentation is a complex one as it deals with all language competences. Beside that it evaluates their creativity and capacity to analyze images by ITC methods [8] Being a complex evaluation of both written and oral communication the exercise of simulating enterprises is a challenging one that is why at the beginning students are not really enthusiastic, being afraid that they would not be capable to fulfill the task and to get a good mark. Later on they became enthusiastic when they found out how much this experiment helps them to learn, not only English but also a lot of things about their profession. V. CONCLUSIONS One of the goals that the program for Simulated Enterprises had formally express from the very beginning was that through it the students will be prepared for the competitive climate of their profession and that this simulation contributes to their initial formation. Those goals were maintained and achieved by students who took part in the research. From the language point of view as it was set in the first chapter of the present article, the main goal was help the students to have a proper understanding of each professional word. Most of the research questions received positive answers It is obvious that simulation method, by IT is a suitable method for students in technical faculties. We reached this conclusion not only because simulation was used in technical high schools but also because I consider that it helps students to become familiar with their future working environment and virtual environment can be a substitute for the gaps in their native language The way in which the experiment developed proved that it is a time consuming method, especially if tutors manage their time? 253 Finally when the results of students who took part in the experiment were compared to those who learned the professional vocabulary by traditional methods, it became obvious that their language awareness was raised and the experimental group was able to use the learned vocabulary proper and in an adequate context. References [1] Ghamrawi, Norma Ghamraw; Shal, Tarek - Let us teach them the way they learn: A vision on using social networking and mobiles in teaching and learning. [2] Catelly, Mirela Yolanda – IT in Foreign Language Teaching – Comparing Pedagogical Options, in Procedeeings for the 6th. International Scientific Conference, eLearning and Software for Education, Bucharest, April 15-16, 2010, Bucharest. [3] Roceanu, Ion; Popescu, Virgil; Jugureanu, Radu – Virtual learning environment for public education in natural disasters, in proceedings of ELSE 2008, International Scientific Conference, eLearning and Software for Education, Bucharest, April 17-18, 2008. [4] Harmer, Jeremy –the Practice of English Language Teaching, third edition, Longman, Harlow, Essex, England, 2001, p. 78. [5] Boia, Lucian – Exporarea imaginară a spațiului, editura Humanitas, București, 2012, p. 12-14. [6] Ibidem, p. 27. [7] Berger, John, Ways of Seeing in vol. Communication Studies, The Essential Resource, Routledge, London and New York, 2004, p. 67. [8] Hebdige, Dick- Definition of Culture - The Essential Resource, Routledge, London and New York, 2004, p. 177. [9] Toma, Iulian, Dalin - Educatie si comunicare vizuala, in volumul: Explorari in universul artelor vizuale – studii si articole, coordonator Ioan Turlacu, Ed. UNARTE, Bucuresti, 2007. 254 The 9th International Scientific Conference eLearning and software for Education Bucharest, April 25-26, 2013 10.12753/2066-026X-13-255 TESYS- AN e-LEARNING SYSTEM Dumitru Dan BURDESCU University of Craiova, Faculty of Automatics, Computers and Electronics, Computers and information Technology Department [email protected] Abstract: There are currently many e-Learning platforms on the market, either open source or proprietary. The paper presents some challenges regarding Software Engineering methodology Distributed Development of Software and e-Learning were faced in order to obtain a high quality eLearning system. The classical methodology of each field was enriched by innovative approaches. Tesys is an e-Learning system that offers tools for providing Web-based publication of content, off-line data management and a custom recommender system. The paper depicts about three tools. First is TesysWeb that is an e-Learning platform that has been designed and implemented to offer users a collaborative environment in which they can perform educational activities. Three types of users may use the platform: secretary, professor and student. The second is Tesys Data Manager (TDM) that is a desktop application that has implemented capabilities for managing the content of the Tesys-Web tool. The third is eLeTK that is an e-Learning Enhancer Toolkit. It is a tool that works as a service along Tesys-Web. It can analyze data provided by Tesys-Web (e.g., the database, log files, etc.) in order to provide feedback for learners. It may help learners to select educational resources (e.g., documents, test quizzes, etc.) that need more study and may estimate current accumulated knowledge. The developed eLearning system together with its users may be seen as an Educational Network. Keywords: e-Learning, knowledge management, machine learning, data mining, Web I. INTRODUCTION Distributed software development is increasingly becoming common practice in the software industry. More and more software companies and research centers use computer-supported cooperative tools to overcome the geographical distance and benefit from access to a qualified resource pool and a reduction in development costs. However, the increased globalization of software development creates software engineering challenges due to the impact of temporal and geographical differences. Global Software Development (GSD) is becoming increasingly common practice in the software industry [1]. There are many potential benefits from GSD, including reduced development costs due to the salary savings possible [2, 3]; reduced cycle time arising from `follow the sun' software development [4, 5] and time-zone effectiveness [6]; innovation and shared best practice [6]. However, GSD also introduces a number of challenges in relation to communication, coordination and control of the development process. These arise due to the distances involved in three major dimensions - geographical, temporal, and socio-cultural. As a consequence, much research and practice has focused on trying to find ways to overcome these GSD challenges. Recent standardization efforts in e-learning concentrate on the reuse of learning material and on the reuse of application functionalities. Tesys system is build having in mind that an e-learning system is a collection of activities that put learners in contact with resources (e-Learning courses, quizzes, etc.). These activities are grouped according with the role of the user: administrator, secretary, 255 professor or student. In an abstract way the activities may be seen as Web services, [7] offered by Tesys system. This paper also presents the structure and functionality of an Expertise Module (EM) that runs along the Tesys e-Learning system. The main purpose the EM is to provide the intelligent character for the educational network implemented by Tesys. The functionality of the EM module is presented in Figure 1. Figure 1. General structure of Educational Network The data traffic is saved into structured format and after that it is fed to the Expertise Module. Once the EM is initialized, it can provide data back to Tesys e-Learning platform in the form of a response to specific requests. Within EM, there are two problems that are addressed. One refers to employed business logic within the Expertise Module. This problem is considered from two points of view. One is from the point of view of the general architecture of EM and the other is from the point of view of analysis process itself. The second problem refers to the architecture of EM as a service. Once the EM has been instantiated it will work as a service for Tesys e-Learning platform. Under these circumstances the Intelligent Educational Network is represented by the combination of the Tesys platform and the Expertise module. There will be presented several setups that were successfully used. Within an e-Learning environment, learners are the main actors. They interact with the environment in various ways by performing a set of actions. This interaction is mainly performed in asynchronous mode, as Internet technology provides information to everyone, in anytime and at place they are [8]. Therefore, information technology (IT) can be associated with educational theories to provide a novel learning environment, where it is called the e-learning. Traditional learning placed the teacher as central part of the architecture. Here e-Learning presents an architectural shift. It places the learner as central part and as main beneficiary of all resources: an e-Learning environment, e-libraries, repository of learning objects and professors. As the educational environment is changed constantly, the trend in educational environment has moved from teacher centered learning to learner-centered learning [9]. The goal of e-learning is not to replace the role of teacher for guiding learning of student (learner), but to assist teacher teaching more effectively [10]. Shifting towards intelligent e-Learning environments has created other research directions like semantic knowledge representation and management [11], adaptive hypermedia [12], semantic web [13]. These research directions were integrated into various e-Learning environments. Knowledge reuse issue [14] is closely related to tracking e-Learning activities performed by learners within the environment. From this point of view there may be addressed two main directions: knowledge management and knowledge interpretation. Educational data mining is a relatively new domain where knowledge management and e-Learning meet. II. STRUCTURE AND FUNCTIONALITY OF KNOWLEDGE MANAGEMENT Here it is presented the structure and functionality of a Learner’s Model Repository (LMR) that runs along the Tesys e-Learning platform. The main purpose of the LMR is to manage a learner’s 256 model based on performed tests and other activities. The functionality of the LMR module is presented in Figure 2. Figure 2. General functionality of Knowledge Management Knowledge management is represented by Learner’ Model Repository. As presented in Figure 2 the input of LMR is represented by activities performed by students. These activities are represented by taken tests, downloads, sent messages, etc. The data are obtained by a custom implemented logging mechanism embedded within the platform’s business logic. Figure 3. Detailed functionality of Knowledge Management integrated within Tesys e-Learning platform Under these circumstances, a more detailed functionality diagram of Knowledge Management (KM) is presented in Figure 3. Clustering is one of the most useful tasks in data mining process for discovering groups and identifying interesting distributions and patterns in the underlying data. Clustering problem is about partitioning a given data set into groups (clusters) such that the data points in a cluster are more similar to each other than points in different clusters. The steps of clustering process are presented in Figure 4. The procedure follows the standard knowledge discovery but is accustomed for our specific situation [15]. In k-Means algorithm, given a database of ‘n’ objects and ‘k’, the number of clusters to form, a partitioning algorithm organizes the objects into k partitions ( k ≤ n ), where each partition represents a cluster. The clusters are formed to optimize an objective partitioning criterion, often called similarity function, such as distance, so that objects within a cluster are “similar”, whereas the objects of different clusters are “dissimilar” in terms of database attributes. So, the first step is to define a list of attributes that may be representative for modeling and characterizing student’s activity. For a student in our platform we may have a very large number of attributes. As it can be seen from the definition of the attributes each of them has a set of five nominal values from which 257 only one may be assigned. The values of the attributes are computed for each student that participates in the study and are set in the @data section of the file. Figure 4. Steps of clustering process The Knowledge Management implements the classical steps of classical modeling presented in figure 5. Defining the goal represents the first step. Our goal is to create a model of analysis for data obtained from Tesys e-Learning platform that is to be finally used for classify learners. Setting up the goals is accomplished by formally defining the criteria that is to be evaluated and optimized. Selection and preparation of data are the next steps. Figure 5. Steps for target modeling The information gain measure is used to select the test attribute at each node in the tree. We refer to such a measure an attribute selection measure or a measure of goodness of split. The algorithm computes the information gain of each attribute. The attribute with the highest information gain is chosen as the test attribute for the given set. For a learner in Tesys e-Learning platform we may have a very large number of attributes. Finally, the cross-validation evaluation technique measures the correctly and incorrectly classified instances. We consider that if there are more than 80% of instances correctly classified than we have enough good data. The obtained model is further used for analyzing learner’s goals and obtains recommendations. The aim of the KM is to “guide” the learner on the correct path in the decision tree such that he reaches the desired class. One of the key issues in making the above presented shift between professor and learner has a real success will reside in the ability to design a custom knowledge representation model. Therefore, 258 new knowledge management technologies are needed to prove the effectiveness of modern eLearning environments. III. ARCHITECTURE OF THE SYSTEM The main components that make up the system are: Central Business Logic Module – this module contains the logic for accessing the e-Learning infrastructure and for sending queries and receiving responses from the Knowledge Miner Module. It also represents the main entry point into the system. Here is gathered the general operation logic. Experience Repository Module – this module gathers in a structured format all the data regarding the actions that were performed by learners. Knowledge Model Repository – this module manages the current knowledge model representation. This model is used whenever the intelligent character of an action is needed. Knowledge Miner Module - this module gathers the business logic for querying the knowledge model repository. E-Learning Infrastructure Module – this module represents the classical view of an eLearning environment. In the figure 6 it is presented the software architecture of the platform. The functionality of the platform represents a framework in which the platform is developed. Figure 6. Software architecture of the platform In figure 7 are presented the main software components from the MVC point of view. MainServlet, Action, Manager, Bean, Helper and all Java classes represent the Controller. The Model is represented by the DBMS itself while the Web-macro templates represent the View. The model is built without any knowledge about views and controllers. Figure 7. Software architecture of the platform. A very important aspect regarding Tesys e-Learning platform is the development of eLearning content. The process implemented by Tesys has been complicated with innovative 259 approaches regarding learner interactions within the online courseware. The interactions are monitored and stored by programming in Java, JavaScript, ASP, XML, etc. Developing an e-learning course is becoming more and more like developing software. IV. Conclusions This system is currently in use for some faculties in our university. Recording student’s activity under these circumstances provides great information regarding user traffic. While there are many significant beneficial aspects of Distributed Software Development, our experience clearly shows that these benefits are not easily reachable. Blending e-Learning, software engineering and distributed development environment proved to be a good environment for having research activities. The frameworks presented provide a list of the key processes necessary for improvements in elearning. As future works, new approaches are needed in terms of understanding the broad context of learning. Pedagogical approaches are often inadequate and do not meet the needs of e-Learning as traditional concepts are adapted to e-Learning. There is also a lack of organization of flexible learning solutions [16]. Furthermore there is still much to be discovered about how people learn using different technologies, particularly in relation to interactivity, and how materials can be developed and structured to enable all learners to make effective use of them. References [1] [2] [3] [4] [5] [6] [7] [8] [9] [10] [11] [12] [13] [14] [15] [16] United Nations (2004). World Investment Report 2004 - The Shift Towards Services, New York and Geneva. p. 468. Carmel, E., Agarwal, R. (2001). Tactical approaches for alleviating distance in global software development, IEEE Software, Vol. 18, No. 2, pp. 22-29. Damian, D., Lanubile, F. and Oppenheimer, H.L. 2003. Addressing the Challenges of Software Industry Globalization: The Workshop on Global Software Development, In Proceedings 25th International Conference on Software Engineering, IEEE Computer Society, Los Alamitos, pp. 793-794. Herbsleb, J.D., Grinter, R.E., (1999). Splitting the Organization and Integrating the Code: Conway’s Law Revisited, In Proceedings of the 21st International Conference on Software Engineering (ICSE’99), ACM Press, New York, pp. 85-95. Carmel, E., (1999). Global Software Teams: Collaborating Across Borders and Time Zones, Prentice Hall, Upper Saddle River. Ebert, C., De Neve, P., (2001). Surviving Global Software Development, IEEE Software, Vol. 18, No. 2, pp. 62-69. Vossen, G., Westerkamp, P., (2003). E-learning as a Web service (extended abstract). In Proc. 7th International Conference on Database Engineering and Applications (IDEAS), Hong Kong, China, IEEE Computer Society Press, pp. 242-249; full version available as Technical Report No. 92, IS Dept., University of Muenster. Chan, T. W., Hue, C. W., Chou, C. Y., Tzeng, Ovid J. L., (2001). Four spaces of network learning models. International Journal of Computers & Education, 2001, 37(2), pp141-161. Norman, D.A., Spohrer, J.C., (1996). Learner-centered education, Communication of the ACM, 39(4), pp. 24-27. Hamid, A. A., (2002). E-Learning is it the “e” or the learning that matters?, Internet and Higher Education, 4, pp. 311-316. Delteil, A., Faron-Zucker, C., Dieng, R., (2001). Extension of RDF(S) with Contextual and Definitional Knowledge. In Proceedings of SWWS 2001, California, USA, July 2001. Bailey, C., El-Beltagy, S.R., and Hall, W., (2001). Link Augmentation: A Context-Based Approach to Support Adaptive Hypermedia. in Proceedings of Hypertext'01, Århus, Denmark, August 2001, 239-251. The Semantic Web, http://www.semanticweb.org/. Champin, P.A., (2001). A model to represent design episodes for reuse assistance with interactive casebased reasoning. In Proceedings of GWCBR 2001, Baden-Baden, Germany, March 2001, 189-197. Fayyad, M.U., Piatesky-Shapiro, G., Smuth P., Uthurusamy, R., (1996). Advances in Knowledge Discovery and Data Mining. AAAI Press. Akerkar, R., Badica, C., Burdescu, D.D. (2012). The Second International Conference on WEB Intelligence, Mining and Semantics (WIMS’12), Published by The Association for Computing Machinery. 260 The 9th International Scientific Conference eLearning and software for Education Bucharest, April 25-26, 2013 10.12753/2066-026X-13-256 HUMAN VALUES BUILDING COHESION IN VIRTUAL CLASS Beatrice ALMASAN Department of Pedagogy FPSE, Bucharest University, Romania [email protected] Abstract: In a space dominated by communication and socialising platforms working either asynchronous or synchronous, there are human interventions which can lead to a high level of cohesion in virtual classes. This paper intention is to analyse this phenomenon by describing a case study and using research tools specific for ID-IFR CREDIS Department-Bucharest University. Using as a starting point our experience extended over almost ten years of practice in the field of managing educational services for distance learning, to which I may add my personal experience as a specialised manager for the department of Educational Sciences in ID-IFR CREDIS and a specialised psychologist, where I hold the position of course tutor I initiated programmes of psycho-pedagogical assistance. This research plan was motivated both by my pedagogical experience and by the challenging activity of psych-pedagogical assistance and conciliation, activity that had to be carried out on socialising platform. Since it’s beginning (1999), inside ID-IFR CREDIS it has been a permanent concern for offering students a proper psychological and pedagogical assistance. Even if this part of the educational process is not included in the curricula, it is of a vital importance for developing the academic process as it reinforces students’ motivation and contributes to diminish their dropout. The case study describes the activities developed on GMAIL platform in order to offer a psychopedagogical support for Second year students enrolled in Primary and Preschool Education Pedagogy, during the human values that were underlined inside the Forum “About us, in a different way”, are: excellence, generosity, self-confidence, ambition, values expressing the virtual class cohesion. The study underlines the personalised approaches as well as different aspects concerning personal implication in defining the specialised assistance offered to our students. Keywords: psycho-pedagogical assistance, conciliation, platforms I. VALUES – LANDMARKS FOR HUMAN DEVELOPMENT Ina world that is constantly changing and which develops on information basis, in other words on Internet, Education is still an important issue, in which psychology as well as cultural, economical and social aspects are involved. The present article analysis the main components of Education and its implications on human development, a concept with four fundamental parts: • Declarative Knowledge (what to know) • Procedural knowledge (what to do) • Personal development (how to be) • Culture and society (how to live and develop together) Ultimate aim of education is the finding forms of freedom, equality, solidarity, dignity, prosperity in post-modern society. Values are understood as latent realities, inner individuals ones, but are socially determined and relatively stable over time, they are targeting attitudes, influencing people’s behaviours and opinions. I n such a context of human existence when meanings are twisted world by so called "team global thinkers „there is a need to define meanings and values of education in virtual space and the necessity of their existence. The fact that the practices even in traditional professions have changed a result of the emergence of information technology and intellectualization 261 professions in most of their components led us to underline that the education offered reflects primarily the operational dimension of pedagogical mastery. The educator who can be considered "an artist constructing destiny” is a statement suggesting that modern education cannot always be treated by means of science. Defining Value according the DEX (Romanian Dictionary) as importance, price, talent, designs the frame of our research. Sources of value in education are given by people who make up the system, the reference and training environment. Values have always depended on individual representations; spoke about the objects and purposes of human existence. For psychologists, values are guidance elements of individuals around the world. According to Clifford Geertz (1984) values and beliefs, are but individual perceptions, collective values and beliefs specific to each culture and internalized through socialization. “Theories of modernity bring to light three major areas of space value: traditionalism, modernity and post-modernity. There are large number specialists against Hofstede and Schwartz’s theories. Against Hofstede and Schwartz’s theories there is an important conceptual body which explains the change of values. Weber, Parsons, Inkeles, McLelland etc. had observed joint dynamics of changes in the economy, society and value orientations who are explaining that major changes has taken place in the field of important conceptual values. Modernity means not just a change of interpreting and defining values, but a deep process of change that affects the whole society, by reevaluating concepts as industrialization, urbanization, increased house comfort, diminishing the role of the extended family, fordist organization of labour. Late modernity is defined by dominance of services sector, diminishing the importance of labour budget in individual life, civic implication, versus political one, instant global communication. Those aspects lead to a development of explanatory techniques, aspect which may determine a change of values evaluation due to economical changes, (Rostow, Bell, Inglehart), o casual process from values and culture to economical aspects. (Weber, McClelland)”.(quoted http://www.iccv.ro/valori/texte/valori-cvb,%20v4.pdf 4.03.2013). Those historical experiences forced us to re-evaluate the educational space. We can state that the way in which this process was done in the Credis Department, Bucharest University, helped us to build a proper educational space, mirroring the contemporary profile of such an institution which is a landmark of new educational approaches, based on synchronous and asynchronous social networks, having a large capacity of interacting and sharing. Inglehart (1997, 2005) is the founder of a “world cultural map” indicating the position of each country according to analysed media in Worlds Values Survey. The system takes into consideration space coordinates of characteristic values – traditionalism versus century rational, in other words survival values versus self communication. In a society, like the contemporary one twisted by different crisis, mainly a long socio-economic one, with incompetent leaders, the main values are that of survival. In an elite society self-evaluation not properly understand either, due to the psychological profile of elites. If elite are based only on a society having as an engine the consumerist attitude, without history and educational background, is not a proper elitist society is just one build on a favourable economic context, looking quite artificial. Having in mind such potentially students it is important to design the future curricula and educational plans having in mind topics able to depict important values: Excellence, generosity, faith in yourself, ambition. II. ABOUT US IN A DIFFERENT WAY – SUCCESS STORIES FROM A LEARNING COMMUNITY The case study presents activities developed for students’ of the Department Pedagogy for primary and nursery education, second year. The activities for psycho-pedagogical support took place on GMAIL, platform in the academic year 2010-2011. The seriousness of information offered to our students is due to face-to face meetings, special forum sections dedicated to such type of activities on the communication platform. The paragraph title About us in a different way, represents a forum created for our students. We have noticed that our students need a constant support, from specialists (tutors, councillors) and from their colleagues as well. Facing this need the Credis Department members had the idea to develop communities of practical learning, a place where each student can 262 share his/her successes as practical one. This was the starting point, sooner other forums appeared, forums dedicated to practice activities organised by the faculty, sharing interesting and useful materials, shering all kind of experiences, forums which” moved” on different socialising networks. On Print screen one can see the number of managed groups and tutors responsibilities. Fig 1 – Place in Study Groups The Learning Process – is an individual one, therefore it has certain special characteristics. The learners goes through the familiar learning materials very quickly, spends a longer time for the difficult and completely unknown ones, for him in particular, sets his/her own learning rhythm and the place in which the learning process takes place, so it is a comfortable and quit one. The common user of the distance learning system is an adult having a job. He has the following profile: • Rich life experience, even if not relevant for the course, sets filters for the learning process • Clear aims and objectives, generally a strong motivation • Critical versus the learning content and assistance offered by the provider, as they invest money and time. • Redundant in establishing new relation, even with their peers; • Concerned of the practical use of the learning material. From the learning perspective it has to be underlined that the efficiency of the process depends on each learner personal profile: • Educational background; • Learning abilities, a personal learning style, the capacity of acting as an autonomous learner • Previous learning experience (positive/negative) especially during the regular learning period. • Strictly individual aspects determined by personality, gender issues, health, socio-economic status, religion. 263 Even if this profile shows a lot of personal characteristics the institution responsibility (in this case Credis) has to be set in correct way, as it is important and complex. It is designed by curricula quality, the learning materials accuracy, the level of psycho-pedagogical assistance, last but not least the challenge of the labour market. Each student’s particularities determine us to consider that he is unique and to tailor our attitude to help him. The virtual environment offers this opportunity to personalize assistance, but it has to be completed by face to face communication. Both ways of communication has to lead to develop group coherence team work attitude as well as individual recognition. The tutor’s experience is essential in developing a proper communication, supposed to lead to interaction and debate of key concepts. III. CONCLUSIONS University is the place where the debate about future, vision and perspective view takes place, involving psycho-pedagogical approaches and a information float. It was underlined along the paper that a proper and secure frame has to be built if we want to maintain a proper affective climate, that type that lead to a harmonious development of our students’ personality. That is the frame which builds up skills and abilities and a solid background for social integration and personal development The analysis is focused on distance learning so that our intention was figure how this type of learning is going to function for a long term and how it helps students’ to get long life learning skills. Social culture represents itself a background for building the profile of a personality able to cope with future developed society and technology, capable to express various attitudes and mentalities. It is that type of culture which promotes trust, respect for our peers, justice and truth, tolerance and cooperative climate. At the same time it has to express exigency, respect and commitment for your profession, academic attitude, an open critical attitude, in other words creativity, understanding and open kindness. All the above qualities and skill are for the staff of I.D/IFR – CREDIS of Bucharest University, not slogans but believes. It is due to such an attitude that our students always find support and understanding, get support in facing the specific problems of distance learning system. References [1] [2] [3] [4] [5] [6] [7] [8] [9] Alexe, Maria; Almășan, Beatrice. (2012). Flexibility and Creativity in Desining Course Notes through Virtual Campus in ”eLearning and Software for Education”, Bucharest, April 26-27, 2012, Universitatea de apărare Carol I, editura Universitară, ISSN 2006-026X, p. 20. Almăşan, Beatrice. 2004 e-Tutorii, Conferinţa Naţională de e-Learning “Educaţie şi Internet”, decembrie Bucuresti, Geertz, Clifford. (1984). Distinguished Lecture: Anti Anti-Relativism, American Anthropologist, New Series, Vol. 86, No. 2. (Jun., 1984), pp. 263-278. Logofătu, Michaela. (2005). Educaţie permanentă prin învăţământ virtual la Universitatea din Bucureşti, în „Provocări la adresa securităţii şi strategiei la începutul secolului XXI”, Bucureşti, Editura Universităţii Naţionale de Apărare. Mihăilescu, Ioan, (2003). Universităţile în schimbare, Editura Ars Docendi, Bucureşti. Sava, Simona. (2003). Teorie şi practică în educaţia la distanţă, Editura Didactică şi Pedagogică, Bucureşti, Sandu, Dumitru. (1996). Sociologia tranziþiei. Valori ºi tipuri sociale în România, Bucureşti: Editura Staff. Tomşa, Gheorghe. (2005). Consilierea şi orientarea în şcoală, Universitatea din Bucureşti, Editura CREDIS, Vlãsceanu, Lazãr. (2007). Sociologie şi modernitate. Tranziþii spre modernitatea reflexivã, Iaşi: Polirom. Web http://www.iccv.ro/romana/teme/EVS/evs.htm 264 The 9th International Scientific Conference eLearning and software for Education Bucharest, April 25-26, 2013 10.12753/2066-026X-13-257 PORTFOLIO ASSESSMENT AND INTERCULTURAL COMPETENCE Paul CATTEEUW Karel de Grote-Hogeschool, Commercial Sciences and Business Administration, Nationalestraat 5, 2000 Antwerpen, Belgium [email protected] Abstract: Nowadays it is beyond doubt that there is a high need of professionals with intercultural competence. As the world is rapidly growing towards a globalized, yet glocalized market, there is no doubt that society, and the business world as such, will gradually, but steadily and rapidly need more people with intercultural competences. Though intercultural competence is often referred to as a soft skill, in many respects however it is a critical factor of success, and will become more and more decisive as the cultural background of people, working force, companies, institutions, ... will become more diverse and multicultural. The need to interact will always be there, the gap that is created by the lack of tuition needs therefore to be filled. Teaching intercultural communication immediately raises the question of assessment. If you don't want to assess a student on his/her theoretical knowledge of his intercultural competence, you will have to organize a continuous professional development (CPD) scheme. One of the methods can be a framework that is being used as a starting point in acquiring competence. To measure levels of proficiency the learner can make use of a portfolio in which there is place for self-evaluation and leading to personal action and development plans for students. All these elements are included in a portfolio, which is the starting point for lifelong learning. For the students this means a self-evident step towards autonomous learning via shared guided learning to autonomous learning. The educational process is a clear example of blended learning in which elearning plays a great role. Assessment portfolios are a clear example of a methodology that is based in social constructivism. As communication is a keyword within the framework the role of language knowledge is very important. Multilingualism is an enormous asset, it does not only open doors, but it keeps them wide ajar for further communication and cooperation. In this talk we will also reflect on the different sorts of on-line possibilities to assess oneself in the field of intercultural competence and at the same time training foreign languages. E-methods like ICOPROMO, LOLIPOP, The autobiography of the CoE, INCA, CEFcult and IEREST will be introduced and discussed. Keywords: Intercultural competence, portfolio, framework, communication, activating learning methods I. INTRODUCTION Nowadays it is beyond doubt that there is a high need of professionals with intercultural competence. Mastering one foreign tongue is not enough1, the European Commission advises two in addition to one’s mother tongue. Though multilingualism is an enormous asset, it is by and large not enough. As the world is rapidly growing towards a globalized, yet glocalized market, there is no doubt that society, and the business world as such, will gradually, but steadily and rapidly need more people with intercultural competences on top of language skills. Though intercultural competence is often referred to as a soft skill, in many respects however it is a critical factor of success, and will become more and more decisive as the cultural background of people, working force, companies, institutions, 1 At http://ec.europa.eu/archives/publications/booklets/move/45/en.pdf (visited: 26 March 2013) 265 will become more diverse and multicultural. The need to interact will always be there, the gap that is created by the lack of tuition needs therefore to be filled. Teaching intercultural communication immediately raises the question of assessment. If you don't want to assess a student on his theoretical knowledge of his intercultural competence, you will have to organize a continuous professional development (CPD) scheme. One of the methods can be a framework that is being used as a starting point in acquiring competence. To measure levels of proficiency the learner can make use of a portfolio2 in which there is place for self-evaluation and leading to personal action and development plans for students. All these elements are included in a portfolio, which is the starting point for lifelong learning. For the students this means a self-evident step towards autonomous learning via shared guided learning to autonomous learning. The educational process is a clear example of blended learning in which e-learning plays an important role. Assessment portfolios are a clear example of a methodology that is based in social constructivism. As communication is a keyword within the framework the role of language knowledge is very important. Speaking more than one language does not only open doors, but it keeps them wide ajar for further communication and cooperation. II. PORTFOLIO ASSESSMENT One of the big challenges when introducing the subject intercultural communication in combination with language teaching is the choice of methodology. Somehow it is obvious that you cannot choose for a traditional method of ex cathedra tuition, but that you have to steer a new course. This change of direction can be accounted for in the Bologna process3, the Flemish educational decrees4, the inspection of the Accreditation Organisation of the Netherlands and Flanders (NVAO) 5 and the changes within society. Sercu, Vyncke and Peters express this clearly: ‘Our society has changed during the last few years. … Previously as an individual it was sufficient to know a lot about a certain domain, our present society however demands that we can master problem solving, communicative and social skills on top of our knowledge. Knowing a lot about one specific theme is largely insufficient, you have to be able to find the information, analyze it and communicate about it. And you must be able to reflect about your own actions and furthermore to adapt continually to this new situation and knowledge in our information society’.6 2 Paul Catteeuw, A Framework of Refrence for Intercultural Competence. A 21st century Flemish Experiment Capacity Building in Formal Education, Brussel (FARO. Flemish interface centre for cultural heritage, 2012, 36 p.; Paul Catteeuw and Marleen Coutuer, ’Hogescholen werken aan interculturele communicatie. Portfolio Interculturele Communicatie in professionele bachelor’ (University Colleges and Intercultural Communication. Portfolio for Intercultural Communication in the Curriculum Professional Bachelor), Delta. Tijdschrift voor Hoger Onderwijs, Brussels 8 (2005), 38-45; Paul Catteeuw and Marleen Coutuer, ‘Een portfolio voor interculturele competenties. Zoektocht naar een referentiekader interculturele communicatie’ (A Portfolio for Intercultural Competences. In Search for a Framework of Reference for Intercultural Communication), Mores. Tijdschrift voor volkscultuur in Vlaanderen, 6-3 (2005), 15-20; Paul Catteeuw and Marleen Coutuer, ‘Working with portfolios in a professional bachelor’, The proceedings of the eEuroInclusion International Conference “Equal Chances for Any European Language”, Iasi (Romania), 30.09-02.10.2005, 2005, 44-52; Paul Catteeuw and Marleen Coutuer, ‘Higher education and intercultural communication: Intercultural Communication Portfolio at the Professional Bachelor Level’, in: Nancy Aalto en Ewald Reuter (eds.), Aspects of Intercultural Dialogue. Theory - Research – Applications (Köln: SAXA, 2006), 237-251; Paul Catteeuw and Marleen Coutuer, ‘Portfolio interculturele competentie’ and ‘Portofolio Kompetensi Interkultural’ (Portfolio Intercultural Competence), in: Eliza Gustinelly, Mursidah, Yati R. Suhardi & Kees Groeneboer (eds.), Tiga Puluh Lima Tahun Studi Belanda di Indonesia. Vijfendertig Jaar Studie Nederlands in Indonesië (Thirty-five years of Dutch Study in Indonesia) (Depok: Kampus Universitas Indonesia, 2006), 450-462 and 462-474; Paul Catteeuw and Marleen Coutuer, ‘Higher education and intercultural communication: Intercultural Communication Portfolio at the Professional Bachelor Level’, in: G.S. Ioannidis, S.G. Antonopoulos, D.M. Garyfallidou, A.C. Tsiokanos (eds.), eStream Conference on Streaming Technology in Education in Europe, 14-16 June, Patras/Greece (Patras: Patras University Press), 177-184. 3 At http://ec.europa.eu/education/policies/educ/bologna/bologna_en.html (visited: 26 March 2013). 4 At http://www.ond.vlaanderen.be/decretenbundel/2012.htm (visited: 26 March 2013). 5 The NVAO (http://nvao.com, visited: 26 March 2013) visited Office Management of the department Commercial Sciences and Business Administration at Karel de Grote-Hogeschool on 20-22 March 2006. 6 Lies Sercu, Christine Vyncke en Elke Peters, ‘Testen en evalueren in het vreemdetalenonderwijs’ (Testing and Assessing in Foreign Language Acquisition), Cahiers voor Didactiek 15 (2003). Own translation. 266 From these factors we can conclude that within modern Flemish education the emphasis should shift from pure knowledge to competence. It is our hope that this shift will be irreversible, however implying that knowledge will remain an inherent and indispensable part of our educational system. The aim of higher education is to train and produce students for the labour market, who have the necessary competences required for the persistent changes in contemporary jobs. This renewed frame of mind leads to a conversion from subject to competence oriented curricula. This, however, can only take place if students and lecturers are ready for a change of mentality. This change is taking shape at an increasing pace. Although all education in Flanders includes competence-oriented subjects nowadays, it will be hard to find an overall competence-oriented curriculum, which includes more than only one’s own subject. This form of integration has yet to be reached, but should remain the ultimate goal. In the Netherlands this ongoing process seems to have reached a further stage. They seem to be a step ahead of Flanders, but even in Flanders we have no other choice but to keep on walking that way, if education wants to answer the demands and expectations of the business world and other institutions needing skilled people (the social service sector7, the cultural sector, …), but in the mean time upholding the same standards of quality. Within the context of the subject Intercultural Communication you can completely reverse the policy. Contact hours should no longer be at the centre of the system, but the student’s independent work is. Which is expressed in credits.8 And how can you this put into practice? The use of a portfolio9 is a thread throughout the entire subject. Marleen Coutuer has worked out the concept of our portfolio.10 A graduate needs to be immediately available and employable on the shop floor. Therefore, in most departments profiles have been framed to make the curricula fit the competences needed by the specific branches of business. In an ideal situation a portfolio covering the whole degree programme could contain all competences of the students involved. This, however, is still a dream and we’re still using separate portfolios linked to the different subjects. In the view of Jan van Tartwijk11 [the portfolio in higher education] refers to instruments that have in common that they make transparent the unique development of a student or the result of that development [at a certain moment]. This enhances the quality of the work. Simultaneously the portfolio enables the lecturer to support and tutor the development of the student’s competences (development portfolio) and makes the process of development transparent. Portfolios offer the lecturer an advantage in both tutoring (tutoring portfolio) and assessment (assessment portfolio). The traditional teacher becomes a facilitator-coach, which is an enormous shift. The lecturer is no longer at the centre of the action, he moves to the edges of the teaching process, in becoming a supplier of information, a supervisor and coach and - certainly not least of all - a critic of the student’s process. As such the student does not only gather knowledge, but he learns how to integrate knowledge with skills and attitudes to eventually be able to function competently, thus here interculturally. At the end of the path he can convert his portfolio into an application or presentation portfolio providing future Jonathan Newton, Eric Yates, Sandra Shearn & Werner Nowitzki, Intercultural Communicative Language Teaching: Implications for Effective Teaching and Learning, School of Linguistics and Applied Language Studies and the Jessie Hetherington Centre for Educational Research, Victorya University of Wellington, 2009. 7 Galina Koptelzewa, Interkulturelle Kompetenz in der Beratung. Strukturelle Voraussetzungen und Strategien der Sozialarbeit mit Migranten (Intercultural Competence in Counselling. Structural Assumptions and Strategies of Social Work with Migrants), Münster-New York –München-Berlin: Waxmann, 2004, series Münchener Beiträge zur Interkulturellen Kommunikation 18. 8 Professional bachelors have to earn 180 credits within a three-year cycle, which is more or less 60 credits per academic year. Each credit represents an average of 25 till 30 hours of workload for the student. This workload does not only consist of contact hours, but also in writing papers, studying, taking exams or making tasks, …. 9 Literature about portfolio: Will Meeus en Linda Van Looy, Portfolio zonder blozen. Het instrument doorgelicht vanuit het perspectief van de lerarenopleiding (Portfolio without Blushing. Screening the Portfolio Method, from the Point of View of Teacher Training), Garant (Antwerpen-Apeldoorn), 2005 and Jan van Tartwijk, Erik Driessen, Babet Hoeberigs, Jacqueline Kösters, Magda Ritzen, Karel Stokking en Cees van der Vleuten, Werken met een elektronische portfolio Using an Electronic Portfolio), Wolters-Noordhoff Groningen/Houten, 2003. 10 Until 2008 Marleen Coutuer was head of the Language Centre at the department Commercial Sciences and Business Administration at KdG and did scientific research in the field of portfolio methodology. She has also specialised in Dutch as a second language. She’s now coordinator of the Office Management Department at the university college Arteveldehogeschool Gent. 11 Jan van Tartwijk et alii, o.c., 10-11. Own translation. 267 employers insight into his acquired competences. And thus this portfolio becomes the starting point for lifelong learning. For the user this means a self-evident step towards supported autonomous learning via shared guided learning to autonomous learning. This way of learning is very appropriate for the acquisition of intercultural competence: it is an intelligent way of introducing this new subject according to current insights and it is adjusted to the needs and the situation of our times. The central idea in this course is the basic competence, worked out in a framework of reference. The coach will train the students in acquiring this competence and assess the process afterwards. The student can follow his own learning process and – if necessary – remedy this process. Therefore the portfolio seems to be the most suitable instrument. That’s why a framework of reference for intercultural competence has been included in the portfolio, as the learning process is transparent and allows the learner to reflect on his progress. He will follow the process of acquiring intercultural competence throughout the different levels, expressed in the descriptors. The portfolio in question offers three components: a passport, a section of reflection and a dossier. The passport section offers a presentation of the student. Previously acquired competences (formal and informal) and qualifications (diplomas, certificates) can be shared here. Self-evaluation12 is the central part of the reflection part that leads to a personal development plan and a personal activity plan, leading to a continuous professional development (CPD). The lecturer can include logs and templates for the reflection on tasks and activities. This part offers also the possibility of interim self- and peer-evaluation and feedback discussions with the lecturer. The dossier should make the student’s progress transparent through documents and provide proof of the level to which he can perform certain tasks. The educational process is a very clear example of blended learning, in addition to which different approaches (face to face, online, streaming, …) are being used: partly in groups with peers and the lecturer, partly only with reference materials and tasks on the intranet or online on the internet and partly in a virtual group via discussion forums. We therefore do not only use the classical auditorium, but also – and to a greater extent – the electronic learning platform Blackboard.13 Electronic platforms provide the possibility for discussion rooms, information on subjects, learning materials, forms, documents and links, glossaries and a grade book. All non-class communication can take place through this platform. Each unit briefly introduces the student to one of the intercultural partial competences. This brief theoretical introduction is linked to a task the students have to assimilate individually. Students then have to write down their personal ideas in a blank task template. After completed personal reflection the students will meet in a fixed reflection group, in which they can test their personal understanding with the reflection of the other participants. At the same moment a discussion forum on the electronic platform is running to put the different reflection groups into contact with one another. The final report shows the personal understanding of the aforementioned activities and thus makes this whole evolution transparent. During this process the students get extensive feedback. The personal final report is then put into the dossier of the portfolio. Structure, contents and selection of the competences control the instrument. The contents are to a greater extent determined by the students who decide which documents, self-evaluation reports, reports of reflection and representative outputs of assignments they introduce in their portfolio. The students decide which attitudes, which aspects of knowledge and skills they will work on. Because of this the standardized portfolio can be turned into an individualized instrument, which is very motivating for the student. During this learning process a whole range of activating learning methods14 is being introduced. We will recap them briefly and comment on their workability. 12 Sealll. Self Evaluation in Adult Life Long Learning, Alden Biesen, s.d. Can be downloaded from http://www.sealll.eu/ (visited: 26 March 2013). 13 The course can be found at http://bb.kdg.be. This platform is for internal use only (username and password are compulsory). 14 In this respect we refer to Hilde De Backer, Onderwijzen met souplesse: interactieve werkvormen. Flexibiliseren in onze hogeschool (Flexible Teaching at Our University College: Interactive Methods), (Antwerpen: Karel de Grote-Hogeschool, 2005). Brochure as a result of the university college congress on 17 March 2005. 268 Introductory questions, buzz sessions (in which students get the chance to think and talk about a question with his neighbour during the contact hours) and discussions are all forms of education which will activate the students’ mental process and commitment and which will stimulate class attendance. On the negative side, there’s the investment of time (pre- and post-lesson), the noise and attention during the buzz sessions and the difficulty of structuring the possible answers. Development of problem-solving and lateral thinking is a great means of self-activation and a possibility to think out of the box, but control on the individual result is hard. But the reward is great. The use of topical subjects is another good opportunity to connect students with the reality of every day. Current events will give a lecturer a mass of opportunities and stay updated with the present-day reality and its presumed relevance. It offers the advantage of introducing discussion forums and enhances the involvement of the student because of the recognition. Preparatory and assimilation assignments have the advantage of cognitive assimilation of the given contents without losing too much tuition time, but it is - depending on the number of students sometimes hard to control the tasks. Streaming videos and films (youtube, vimeo, own material, …) is a contemporary way of introducing or interpreting subjects. As the millennium student is very much acquainted with visual culture, his visual and auditory memory will be roused. At the same time it offers some relaxation in the on-going tension curve of a lecture, which will be a benefit for the general attention of a group. When using this activating form reliance on the technical equipment is of the utmost importance. The most innovative part of an assessment portfolio is the mix of different forms of evaluation. As assessing intercultural competence remains a difficult topic - if you don’t want to assess students on theoretical items - this mix can help the lecturer to gain a better insight into the student’s development. To reach this insight you need good evaluation criteria. Evaluation criteria15 should be • valid: you have to know what you’re measuring; • reliable: you cannot afford errors in measurement; • efficient: you have to keep a balance between the pros and cons (e.g. time investment); • transparency: the student should be able to recognize the results. Self-assessment offers the student the opportunity to check his own development in acquiring competence. It is transparent, trains one’s self-knowledge and makes the student responsible for his own actions. On the negative side, a lecturer will find that students are not always familiar with this way of assessment and often over- or underestimate themselves. Peer assessment helps the students to develop their own social skills. It is furthermore an exercise in reflection and it makes the student responsible in thinking objectively about his peers. But students lack experience and sometimes dread to criticize their peers, but feel at the same time tempted to reprimand their fellow students on a personal basis, rather than on objective criteria. It is necessary to monitor this assessment closely. Co-assessment, which is rather a summative form of evaluation, is a good way of involving the student in the process of evaluation. The lecturer shares the responsibility with the student, which makes the student reflect on his performance. The student is partly answerable for his grade and may feel more comfortable as he had to reflect on his own evolution. This learning by assessing is a good preparation for his future professional life, in which performance and evaluation interviews will be a yearly test on the professionalism of the young professional. Initially students tend to over- or underestimate themselves. Most students experience these new forms of evaluation, the personal understanding of the group reflection and the self-evaluation the most innovative aspects of the course. This open and transparent way of assessing is very much appreciated by the students. These alternative forms of evaluation devote a lot of attention to reflection on their own competence and their own learning process. If you reflect, you will learn your strengths and weaknesses. And if you recognize your weaknesses, you can work on them. 15 Peter Burssens and Caroline Van Loon, Een simulatiespel als werk- en evaluatievorm (A simulation game as work and assessment form), Workshop ECHO, Antwerp, February 2007. 269 In addition to this way of presenting and assessing intercultural communication many forms of self-assessment have been put on-line. We will suffice here in giving a few methods that have been tested and are running: • ICOPROMO16: a programme that is based on the Common European Framework of Reference for Languages. It’s an ambitious programme, as the objectives are the development of intercultural communication and interaction competences, but also the integration of language and knowledge of culture and the critical awareness and intercultural competences. • LOLIPOP17: an acronym for Language On Line Port- folio Project. It’s an on-line interactive version of the European Language Portfolio18 with an enhanced intercultural dimension. Through self-assessment grids students can find out their level of competence of their linguistic and intercultural skills. They can report on their level and plan their future actions to improve their competence. This link between language and intercultural competence is a promising advantage and the first time that a European Language Portfolio has included intercultural competence in this way. • CEFcult19 is an open source tool for assessment of oral intercultural competence of the University of Leuven. They have sought to integrate the assessment of language proficiency and intercultural competence. For the latter, they have made use of the INCA scales. The scaling of intercultural competence is being done by means of self, peer and expert assessment using social media. Several presentations and papers have discussed the challenges that they have encountered and how they have tried to make things work. The principal outcome of the project will be an online environment for the assessment of speaking skills and intercultural competence in professional communication. CEFcult is committed to developing a tool that will proof valuable for end-users in companies, job counseling services, employment agencies, chambers of commerce. • The Autobiography of the CoE20: their aim is to make people aware of and learn from the intercultural encounters during their life. It’s in the form of document in which formal and nonformal items can be included. Encounters cover all sorts of meetings between people, and in so doing it promotes respect for diversity. It is hoped that the users will develop understanding and intercultural competences by reflecting critically. The autobiography can be used in an educational context or as a self-evaluation and development tool. • INCA21 is a tool that was primarily developed for engineers, but can be used in other fields as well. • IEREST22 is new in this field and aims at developing an intercultural path (a set of teaching modules) to be provided to Erasmus students before, during, and after their experience abroad. The programme wants to encourage learning mobility and support students in benefiting as much as possible from their international experiences in terms of personal growth and intercultural awareness. This list is by no means exhaustive, but it gives a range of different possibilities on the Internet to use in education. The enumeration is merely and purely descriptive; it does not include a personal appreciation. III. Conclusions This paper shows clearly how the tuition of intercultural communication can advance the assessment of intercultural competence. Because assessing this competence is very difficult in a school environment a development portfolio might be a useful help in trying to master this problem, as it helps to do away with the “laboratory circumstances” of a classroom. With the help of a framework 16 At http://www.ecml.at/mtp2/ICOPROMO/html/ICOPROMO_E_pdesc.htm (visited: 26 March 2013). At http://lolipop-portfolio.eu (visited: 26 March 2013). 18 At http://www.coe.int/t/dg4/education/elp/ (visited: 26 March 2013). 19 Lut Baten, Jan Van Maele & Lutgarde Dusar, CEFcult: an innovative web environment for online oral assessment of intercultural professional contexts. Presentation at Online Educa Berlin, 16th International Conference on Technology Supported Learning & Training, December 1-3, 2010, in Book of abstracts, Berlin: ICWE, 2010, 74-77. At http://www.cefcult.eu (visited: 26 March 2013). 20 At http://www.coe.int/t/DG4/AUTOBIOGRAPHY/ (visited: 26 March 2013). French, Italian, Russian and English versions are available and downloadable. 21 At http://www.incaproject.org (visited: 26 March 2013). 22 At http://ierest-project.eu (visited: 26 March 2013) 17 270 for intercultural competence a student can be trained to be an intercultural competent person in this multicultural and diverse world, in which he has to live and work. Appendix 271 The 9th International Scientific Conference eLearning and software for Education Bucharest, April 25-26, 2013 10.12753/2066-026X-13-258 TEACHING MANAGEMENT AND E-LEARNING TOOLS FOR COLLABORATIVE WORKING IN INCLUSIVE EDUCATION Anca COLIBABA, Ghergut ALOIS Grigore T Popa University of Medicine and Pharmacy Iasi, Executive President Fundatia EuroEd, Iasi, Romania Assoc Prof PhD, “Alexandru Ioan Cuza” University, Iasi, Romania [email protected], [email protected] Oana MIHOCI European Projects Departament, Fundatia EuroEd, Iasi, Romania [email protected] Abstract: Collaborative working fosters interaction, improves the process of becoming familiar with pupils and has a strong socializing impact, especially in inclusive education. It appeals to tolerance towards different ways of thinking and feeling and it emphasizes the pupil’s needs in a friendly and supporting environment. Significant policy developments have taken place on an international basis to harness and adopt inclusive education however reforms in many areas are needed and this remains very challenging for many EU member states. The experience of latest years and the new concepts and policies related to integration, inclusion and diversity underpin the new equity-based approach to the educational system. The adoption of this new approach has, in most cases, become a new challenge for professionals in education. FIESTA project provides professionals in education with e-learning tools, training materials and resources in order to offer equal opportunities and respect fundamental rights to education for all children. This project supports educational stakeholders giving them the opportunity to collaborate and thus meet the individual needs of pupils. FIESTA recognizes the current difficulties & gaps facing EU countries in relation to inclusion, transition & collaborative working. Using an interactive approach, professionals will have the opportunity to learn through professional development resources. The project merges action research originating in teacher training colleges together with a methodology that facilitates teachers, therapists, learning support specialists and disabled students at key transition points in their school careers. This connected research and action perspective is an innovative application of integrated thinking and policy in transforming traditional schooling structures and systems to promote more advanced methods of integration and mutually beneficial learning Keywords: collaborative working, e-learning, inclusive, education, equal opportunities, training INFORMATION TECHNOLOGIES AND INCLUSION – THEORETICAL PERSPECTIVES I. Because of the recent introduction of information technologies in almost every area of today’s society, the amount of information has increased considerably while its prevalence has increased exponentially. A larger quantity of information does not necessarily mean better structured information; this is why the main role of ICT in the classroom is not only to facilitate youngsters’– with or without disabilities – access to knowledge and new information acquisition, but also to ensure new learning tools development, new culture assimilation which could make permanent knowledge reorganisation much easier. Nowadays, more than in the past, those who cannot use their hands to write, cannot see or hear and do not have intellectual abilities needed to understand the reality around them, that is, people with disabilities, can be marginalized, even excluded from the life of the 272 community they belong to (Ainscow, 1994). On the contrary, if they benefit from appropriate information tools, these people can be involved in socially beneficial activities supported by information technologies which can allow them to adjust to and integrate in modern forms of social cohabitation. Due to the technological development and requirements of the ICT society, the range of the different categories of users who might face accessibility problems extends beyond the people with disabilities and elderly people. This context has brought about the development of the concept of einclusion. As the last initiatives of international bodies show, the concept comprises all the actions which have to be taken in order to create an inclusive ICT society, that is, an ICT society for everybody. The aim is to allow each person to participate in the ICT society, even when they may be a disadvantaged person or someone facing a socially challenged condition. The new direction towards einclusion is necessary for the following reasons (Ghergut, 2011): • social equity within a knowledge-based society; • economic reasons, in order to take advantage of the full potential provided by the ICT society for the purpose of increasing productivity and reducing the costs of social and economic exclusion; • market opportunities in the ICT field. The new directions in psycho-pedagogy recommend the use of tools derived from computerapplied professional software in the classroom. They also recommend writing and editing modern tools which bring together text comprehension and spelling and which offer, for certain jobs, a powerful environment for socialising through collaborative work. The introduction of the information media in the learning process can be also supported by the following statements provided in various theories of learning: – learning is a process which has the answers related to different categories of inputs, within which the knowledge communicated by the teacher is accepted and assimilated (more or less actively) by the student; – learning is student-centred, teachers resort to students’ possibilities of analysis and their creativity in the creation of new knowledge. 1.1 Perspectives on the use of technology At international level we can distinguish a series of trends in the development of information applications intended for school adaptation and inclusion (Hawkridge and Vincent, 1992). The tutoring trend considers the computer and related software as “tutors” or educators. The computer has the role of maintaining and boosting students’ motivation and of adjusting the learning process to the students’ needs and level. Generally, the tutoring trend, also known as computerassisted learning, or self-directed learning with ICT, is based on sets of programmes/software (systematic exercises, dialogues, assessment programmes etc.). In fact, they can be of real help to the students with disabilities who can read, write and calculate. Using open software should allow, if not solve, or at least reduce some learning difficulties of children with different disabilities. The prosthetic trend is the trend according to which the computer and its output/input interfaces become tools which can supply directly or indirectly a deficient function for the children with disabilities. Used as a sort of “prosthesis”, the computer ensures transcoding a deficient sensorial or movement channel into a well-controlled one. This type of applications is useful whenever working with youngsters with different types of deficiencies. Having been barred from accessing written information for a long time, blind youngsters, for instance, might find in ICT a useful tool for taking notes, controlling their work in Braille or, by using speech synthesizers, they can write their texts in Braille even more easily (recent studies allow optical text writing, the texts being stored, analysed, translated and turned into Braille). As far as children with neuro-motor disabilities such as speech and language impairments are concerned, a series of studies reveal convincing findings: assisted by computers and specialized software and particular output/input devices, some of these children are able to write, do mathematical operations, manipulate objects, communicate with people around them, follow an educational and practical programme under conditions close to normal. Thus, the computer enables them to represent images, letters and groups of words, associate them in a comprehensible 273 message and print or listen by using a voice synthesizer. Some tools, such as KINDA, a multimedia activities generator, allow the extraction of urgent messages with coded sentences during a class activity. Generally, these ICT tools are designed especially for communication, they are autonomous, battery-powered, and most of them also have artificial voice. The re-education trend resorts to the computer, its software and its specialized interfaces as real media of re-education. The re-educational process is based on either using the new and highly specialized tools or using the common ICT tools. The utilitarian trend uses the computer, text editing and calculation tools as valuable auxiliary elements during the school period. These instruments are not only for children with severe deficiencies, as was the case with the last two trends. They can make children’s work much easier within the process of school adaptation and inclusion. For instance, the consequences the movement disorders at the level of the superior limbs (which limit the writing and graphical representation possibilities) can have on child’s school path are known or can be anticipated. The computer and software can make computer use easier by: – pressing the keys which makes writing easier; moreover, in certain situations, it is possible to limit keystrokes repeatedly and press them simultaneously; – the sensitivity of the computer keys facilitates writing even in the case of important loss of muscular strength with youngsters suffering from myopathy. The instrumental trend sustains that the computer and its programmes generate reasoning and creativity. It does not aim necessarily at acquiring new knowledge but it proposes to structure thinking, develop strategies and the pleasure to invent (learning to learn and learning to create). The child is offered a universe in which she/he can operate by manipulating objects and following a number of rules. A written, spoken or graphical answer of the computer accompanies the child’s performance and allows him/her to constantly and progressively enrich his/her personal environment. Obviously, the ICT specialized applications can help the disabled child to make important progress. The community of therapists and teachers understands and supports the educational importance of this new tool. However, in order to sustain the teaching effort and deliver a real impact, substantial financial resources are needed in order to equip with ICT materials not only the special schools and the inclusive schools but also other specialized institutions. Moreover, important measures have to be taken in order to support the development of the specialized software and externals for the initial and continuous training of the community of educators specialized in special education: teachers and therapists (Barton and Oliver, 1992). By analysing the European Commission’s policy on people with special needs, within the framework programme 5, its main objective is to improve the ICT-based system of application by providing people with special needs with new posibilities for full inclusion in society including job opportunities. For these purposes new technological facilities need to be developed. To reach such a goal computers and communication technologies should be accessed everywhere; through an userfriendly interface, they could provide anytime a framework for adjusting the information and services to the user’s requirements. Based on the European Commission’s policy regarding people with special needs, more programmes which focus on making the new information technologies more accessible have been initiated according to the particularities of different categories of users with disabilities. Thus, WAI (Web Accesibility Initiative) approached the following areas: a) education – in order to increase the efficiency of technologies, tools and instructions, and enable users to use them regularly and accurately; b) data bases, accessibility labelling systems (online active participation of the community of people with special needs) and certification tools for the assessment of the websites’ degree of accessibility; c) coordination of the users’ forum; d) publishing a guide to user interfaces styles for web browsing tools. 274 II. USING TECHNOLOGY TO ENABLE LEARNING Within the educational process of children with special needs, the computer plays a twofold role: supporting both communication and learning. Its use facilitates learning by improving learners’ ability to focus their attention, boosting use of language and developing social skills. With the computer’s help, these children can become less dependent and more capable from all the points of view (Best, 1992). In the case of children with physical and sensorial disabilities, the computerassisted learning increases students’ independence within the learning process; especially the children with severe learning difficulties can benefit from computer use in small groups (often assisted by an adult) so as to develop/enhance their social and communication skills. For children with profound and multiple learning difficulties, computer use can improve the attainment of curriculum goals. Moreover, computer use in learning has brought about the following effects (in a betterstructured way) (Stainback, Forest 1998): – it develops severely disabled students’ capacity to work with signs and symbols; – it engages – trains – develops the visual and auditory perception; – it motivates students so that they cannot continue the learning process unless they use the computer; – it develops students’ creativity and their problem-solving skills. Choosing an educational soft/efficient programme requires the teacher’s ability to find answers to the following questions (Hawkridge and Vincent, 1992): • Does the application develop a skill for the user? Does it help the user to achieve his/her objectives, which are impossible to carry out by any other means? • Does the application meet the objectives of the individualized educational programme? Can it offer access to the curriculum goals? • Does the application offer clues and appropriate reinforcement? The applications which simply suggest that students try again or do not give any feedback when the students give the wrong answer are not efficient. Children with SEN need customized feedback in order to reach the expected objectives. • Is the application flexible enough? If the programme can be easily adjusted to students’ needs, they can use it for solving their problems and the teachers can use it with different students. In general, these programmes should allow children with disabilities to use the socket/switch and play games at a slower pace than usual. The visually impaired students can use a voice synthesizer. • Is the text of the programme, available on the screen or in print, large and clear enough? As a rule, teachers who work with SEN complain about applications which use small signs; black, large and distinctive signs and shapes available on screen are essential for the success of learning for children with disabilities. • Is the application user-friendly? Are there many commands to be installed/stored for its use? If the users need to read a manual beforehand, people with learning difficulties cannot take full advantage of it in order to improve their skills. Nevertheless, experience has proven that even when the appropriate application is available this does not guarantee that the computer’s technical performance can help all the students. This is why specialists also recommend using one of the following strategies: multi-sense approach, frequent repetitions, scaffolding the expected behaviour, short daily revisions, visualising, control lists, presenting useful information. 2.1 Case study- FIESTA Project The FIESTA project recognizes the importance of pedagogy and training and the identification of needs in addition to ICT resources. The FIESTA project acknowledges that transition for pupils with special needs is a difficult process. In addition to the usual changes, the process concerns a whole new range of provision and 275 related educational, health & social services. Recent studies (Conkey, 2009) have found that effective transition programmes, in particular for children with special needs, involve a range of stakeholders. This project aims to address the lack of cohesion between education, health & social services during periods of transition. FIESTA key findings to date: • More research needed on inclusion and EU standards • Need for programmes/training/methods that enhance options for the child with special needs in the total environment of learning, family and leisure • Need for programmes that increase pupil self-esteem and also parents’ role in successful transition to school and work • Need for tailor-made programmes for teachers, professionals and parents to improve inclusion in education • Need for comparative international information exchange on best practices in transition in school and work • Challenges for effective and efficient way of cooperation in environment of crisis and public sector cutbacks. The project has examined the original findings from the initial FIESTA research programme to see how the project and its network could support best practice in promoting inclusion for students with specific learning needs at key periods of transition in their lives. It also aimed to promote awareness of the needs of parents, families, teachers and schools in supporting rights-based inclusion in learning strategies. The main steps in achieving this goal are the instruments and an approach that gains strength due to its multilingual and intercultural dimension: • Facilitating Learning/Knowledge Exchange – Develop three core training modules that examine disability awareness and inclusion, collaborative working concepts, structures and relationships (including stakeholder involvement, assessment, strength-based approaches and social justice), mentoring staff on transition, inclusion and collaborative working environments for professionals in education, health & social services to facilitate the additional learning & support requirements of children with disabilities during periods of transition. • Creating Online Learning Environments - Develop a centre for education professionals (principals, teachers, specialist teachers, special needs assistants, counsellors), allied health professionals (psychologists, occupational therapists, physiotherapists, speech & language therapists, clinicians), social services (social workers, family support workers, educational welfare officers) to learn, exchange knowledge & skills online in order to facilitate collaborative working that provides holistic approaches which enable inclusive education. • Facilitating Resource Centre - Provide tools & resources from all stakeholders, including pupils, to facilitate successful transition and inclusive education, e.g. transition resource pack, transition starter kit, online story telling. • Providing Self-Assessment instruments - Create a self-assessment tool to assist schools and learning stakeholders involved in providing additional supports, to measure current approaches being used during periods of transition & identify areas for improvement. Transferable tools such as the self-assessment tool, transition starter kit, three training modules and video learning to name a few, are to be used not just for pupils with special needs but also for other pupils who may be particularly vulnerable during periods of transition, e.g. pupils from low socio-economic backgrounds, continue to be tested and validated in a big number of EU countries through on-going communication between experts with a varied professional and cultural background. III. Conclusions In conclusion, technology can help people with disabilities to overcome their inferiority complex, become less dependent and develop their skills and abilities. However, experience has 276 shown that these positive effects have not been possible in all cases. Thus, we should mention the problem of agreement between the beneficiaries’ needs and technology requirements, an agreement which was omitted when governmental or charity organizations thought of offering computers to the education institutions which integrate children with special needs. The donors’ opinion is that they offered a valuable solution. Still, they had not taken into account the fact that technology does not always meets personal needs. In this case, it becomes less efficient. Finding an appropriate computer is difficult but we cannot disregard that, with a specialized effort, this is truly worthwhile (Gherguț, 2011). Hawkridge and Vincent (1992) recognize the limits of technological use without creating an appropriate environment which enables effective use of technologies to support inclusive practices. In the concluding section of their book these authors look towards the future hoping that "the users of the technology, their teachers and the support required make effective use" (Hawkridge and Vincent 1992, p.220). References [1] [2] [3] [4] [5] [6] [7] [8] [9] John, I.; Henry, A. (2009). Paper elearning. In ELEARNING 2009, 6st International Conference on Elearning. MITUS Press. p. 23. Ainscow, M. (1994), Special Needs in the Classroom. A Teacher Education guide, J. Kingsley, Publishers, UNESCO. Barton, L.; Oliver, M. (1992). Special Needs: Personal Trouble or Public Issue in Vircing Concerns: Sociological Peespectives on Contemporary Education Reforms, Triangle Books Ltd, London. Best, B.A. (1992). Teaching Children with Visual Impairments, Open University Press, Buckingham. Burkhart, L.Z. (1993), Total Augmentative Communication in the Early Childhood Classroom, Eldersburg, MD. Gherguţ, A.; Neamţu, C. (2000). Psihopedagogie specială. Ghid practic pentru învăţământul deschis la distanţă, Editura Polirom, Iaşi. Gherguţ, A. (2011). Evaluare şi intervenţie psihoducaţională. Terapii educaţionale, recuperatorii şi compensatorii, Editura Polirom, Iaşi. Hawkridge, D.; Vincent, T. (1992). Learning Difficulties and Computers. Access to the Curriculum, Jessica Kingsley Publishers, London. Stainback, S.; Stainback, W.; Forest M. (1998). Educating All Students in Mainstream of Education, Paul H. Books Publishing Co. B.L.T.S.. 277 The 9th International Scientific Conference eLearning and software for Education Bucharest, April 25-26, 2013 10.12753/2066-026X-13-259 HOW TO PROMOTE HIGH QUALITY MULTILINGUALISM IN AN ENGLISHDOMINATED RESEARCH WORLD? CHALLENGES AND OPPORTUNITIES Laura-Mihaela MURESAN Department of Modern Languages and Business Communication, The Bucharest University of Economic Studies, Bd. Dacia nr. 41, Bucuresti, Romania [email protected] Abstract: There is a clear dominance of English as lingua franca in the most cited research journals, as well as in various international communication contexts in academia. This does not mean, however, that high quality university education does not continue to exist and flourish in other languages, including German, French or Spanish as lingua franca. The academic context selected for analysis in this paper is an internationally accredited German MBA programme in Romania, where the dominant medium of tuition is German, with only a few courses taught in English. Academic writing is, thus, mainly in German, and the Master dissertations have to be written in German. The main aims of this small scale study are to explore the features of this multilingual environment, in terms of both challenges and opportunities involved, considering that most of the MBA-students enrolled in the programme have neither English nor German as their mother tongue. Text-based research will be complemented by the outcomes of focus group discussions with students and semi-structured interviews with teachers. The findings are meant to inform future curriculum developments, the 'research writing' module, and interdisciplinary cooperation with and among subject teachers, with a focus on enhancing the quality of student dissertation writing and their academic competences, in general. Keywords: Multilingualism, academic research writing, German vs English as lingua franca I. SETTING THE SCENE There is a clear dominance of English in the most cited research journals, as well as in various international communication contexts in academia, using English as lingua franca. This does not mean, however, that high quality university education does not continue to exist and flourish in other languages, including German, French or Spanish, not only as L1, but also as 2nd or 3rd foreign languages for students from all over the world. The current study is set against the backdrop of at least two lingua francas - German and English - in a Romanian Higher Education environment. 1.1 Lingua franca: one term - different concepts and approaches There are interesting differences both in terms of how the concept 'lingua franca' is perceived and in terms of research carried out to investigate this phenomenon and its implications. 'English as lingua franca' (ELF) is a well-established concept in international contexts, and associated mainly with neutral or positive connotations in the academic environment. In her latest book, Exploring ELF. Academic English shaped by non-native speakers, Ana Mauranen explores 'the linguistic complexity in ELF communities and groupings', highlighting the importance of non-native speakers in shaping 'academic ELF', considered as a contemporary 'social phenomenon', characterised by internationalisation, multilingualism, mobility of students and academics. (Mauranen, 2012) 278 Research of ELF in academia is based on detailed investigation of corpora, e.g. the ELFA corpus at the University of Helsinki, comparing results with those in the MICASE corpus (Michigan Corpus of Academic Spoken English) and MICUSP (Michigan Corpus of Upper-level Student Papers). There are high-profile academic conferences and publications dedicated to ELF, EAP (English for Academic Purposes) and ERPP (English for Research Publication Purposes), reflecting considerable research preoccupations for ELF/EAP/ERP-use by academics with a different L1 (e.g. Perez-Llantada, 2012; Mauranen, 2012; Dressen-Hammouda, 2008; Pierce McMahon & Duran Escribano, 2012). In German linguistics, however, lingua franca is less used to refer to current realities of student and academics' mobility and communication in German as a common (foreign) language. When using the term, German linguists tend to refer to its historical roots, highlighting its negative connotations (Weinreich, 2001) and drawing attention to the danger that preference for a lingua franca (nowadays English as lingua franca) can pose to multilingualism. Knapp & Meierkord (eds., 2002) and Krumm (2010) would be rather the exception. Worthwhile mentioning in this context are two research-based publications: one focusing on a comparative corpus-based investigation of English and German as languages of science (Thielmann, 2009), and the other taking a combined applied research perspective on German for specialised purposes, German and Italian for academic/scientific purposes (Ehlich & Heller, eds., 2006). Overall, however, German for Scientific/Academic Purposes (Deutsch als Wissenschaftssprache) has been less under scrutiny from an applied linguistics perspective, with a view to inform targeted language teaching of German for specialised academic purposes (Voss, 2012), as compared to the amount of research interest for German as a Foreign Language (DaF) and German for Specific Purposes (Deutsch als Fachsprache). This small-scale study is, thus, an attempt at exploring some still under-researched aspects related to a complex academic reality: on the one hand, interaction of two academic lingua francas, in a third country, where the academic community has its own L1, and on the other, the interaction of three academic cultures, each with its traditions and specific requirements. 1.2 Main aims and setting of the current study The academic context selected for analysis in this paper is an internationally accredited GermanRomanian MBA programme in Romania, considered an integral part of the university's internationalisation policy (Agoston & Lasch, forthcoming). The dominant medium of tuition is German, with only a few courses taught in English. Academic writing is, thus, mainly in German, and the MBA-dissertations have to be written in German. The main aims of this study are to explore the features of this multilingual environment, in terms of both challenges and opportunities involved. We will look at the benefits of encouraging an internationalised quality agenda, which promotes the observance of academic requirements characteristic of Anglophone and German Higher Education. Where do they meet? Are they always in harmony? What are the challenges for students (whose mother tongue is neither English nor German) when reading most of their research literature in English and writing their master dissertation in German? To answer these questions, a combination of methodological approaches will be used: a survey among MBA-students, complemented by text-based and corpus driven research of student papers, triangulated with semi-structured interviews and personal discussions with very experienced German academics. All this within the framework of an 'academic research and writing' module introduced five years ago, in support of the students' improving specific research competences and advanced academic communication skills. The findings are meant to inform future curriculum developments, the syllabus of the 'research writing' module, as well as interdisciplinary cooperation with and among subject teachers, with a focus on enhancing the quality of student dissertation writing and their academic competences, in general. 279 II. MULTILINGUALISM - OPPORTUNITY OR SOURCE OF ADDITIONAL DIFFICULTIES IN AN ACADEMIC ENVIRONMENT? In the comtemporary academic and business world, plurilingualism is more and more encouraged. An example of multiculturalism and plurilingualism in action is the German strand of academic programmes at the Bucharest University of Economic Studies. Both the professors and the students (undergraduates and postgraduates alike) enrolled in the German-medium programmes have at least three languages: their L1 (usually Romanian), German (learned either as second language and mastered at near-native proficiency level or as foreign language) and English (usually above B2 according to the CEFR Common Scale of Reference Levels). Most of them would also have French and/or Spanish or Italian as additional foreign languages. In what follows, the focus will be on what students think about the oportunities and challenges associated with their academic activity within the MBA-programme. 2.1 Challenges as perceived by MBA-Students A survey among three cohorts of participants in the German-Romanian MBA-programme mentioned above (carried out in three stages, between February 2011 and January 2013, with 15 students per year) offer some insights into their perceptions of anticipated challenges in relation to work on their master's dissertation. The majority of the areas of difficulty or sources of apprehensiveness mentioned are related one way or another to finding and selecting relevant materials. The list below is an attempt at synthesising the students' answers, while grouping them into categories, even if - as expected - there are no clear-cut boundaries between them: a) literature/materials related: • scarcity of relevant secondary literature for certain areas of interest for an MBA dissertation (considering that most dissertation topics are practice-oriented); • questionable quality of a lot of the open access sources available on the internet, resulting in selection difficulties; • scarcity of research articles relevant to a certain research focus or sub-domain; • access-restrictions to company internal documentation; • data quality and scarcity for certain periods of time and/or certain geographic spaces or countries; b) research methodology related: • how to decide which is the most appropriate methodological approach for a certain type of study? • how to ensure correct application of the research methods and correct use of the research instruments? c) domain/topic specific: • in the case of a thematic field characterised by a higher degree of novelty, greater difficulty in finding fundamental literature and reliable sources of information; • in the case of a higher degree of specialisation, need for subject/'technical' knowledge, to ensure correct understanding and interpretation of data; d) language related: • availability of relevant, topic or company specific information in only one language (e.g. Romanian or English); • scarcity of research articles in German; • difficulties related to conceptual and terminological clarifications, when translating or transferring information from one linguistic and cultural context to another. e) any combination of the above, plus related aspects. 280 Even a brief analysis of the responses received reveals that the students' main concern is not necessarily language-specific and could be associated with other master programmes as well, including those in Romanian. Only few of the respondents referred to language aspects, such as restricted availability of relevant materials in German (in the Romanian academic environment). Some of them, however, indicated that most of the materials accessible for consultation would belong to genres not entirely relevant for their dissertation writing in terms of stylistic features and academic rigour. Among the needs and wishes expressed was that of having access to academic genre exemplars that would facilitate their writing task. For complementarity purposes, the next section includes outcomes of text-based, corpusdriven analysis of student papers, followed by experts' views on areas for improvement, as well as some reflections on requirements regarding post-graduate writing in the German academic system. 2.2 Languages in contact: English - German - Romanian Within the framework of the module on "Introduction to academic research writing", over the last five years, a corpus of student papers was created (75 at the moment), with a view to analysing student academic writing in German. The analysis serves multiple purposes: identifying student needs in relation to the standard requirements of academic writing, giving MBA-students personalised feedback in view of their dissertation writing, as well as refining the syllabus of this module on an ongoing basis, so as to address the specific needs of Romanian MBA-students. For the purpose of this small-scale study, the papers were analysed in terms of linguistic features, as well as in terms of content structuring and approach taken to research writing, exploring also possible effects of the contact between German and English and/or Romanian. A first aspect noticed - as was to be expected - was that the students' complexity and accuracy of expression depended on their level of German language proficiency, in close correlation with their previous study of and in German, as well as on their using German as a medium of communication (e.g. at work) on a regular basis. The analysis confirmed the usual areas for improvement in grammatical accuracy, e.g. the use of articles, adjective endings in relation to grammatical gender, prepositions, reflexive pronouns, plural endings, word order. All these are fairly common with Romanians who have learned German as a foreign language, while they are almost absent from the writing of those who have learned German as a 2nd language and have near-native proficiency. The linguistic features noticed are, therefore, not related or restricted to academic settings, and it would be beyond the scope of this article to go into too many details. Further aspects observed, irrespective of the level of proficiency, were at the level of vocabulary, more precisely the effects of interaction between German and English at terminological level, e.g. awareness, brand awareness, neuer Look, timeline, tool, sources, etc. Other English influences included: plural endings (e.g. 's' instead of the German plural ending, Data instead of Daten). At the level of spelling, interesting combinations -e.g. Ungarn (DE) and Hungary (EN)resulted in 'merger's such as Hungarn. The level of content structuring and approach to research writing, however, reveal a different picture. Especially the papers written prior to or at the beginning of the module on "Introduction to academic research writing" are comparable in terms of structuring (or rather lack of a clear structure) to papers produced in Romanian or English in the Romanian academic environment (Muresan, 2010). Several of them reflect insufficient awareness of by now internationally accepted requirements of academic writing. In terms of approach, they are predominantly descriptive, sometimes lacking a well thought through theoretical underpinning of their practice-oriented work, thus reflecting the need for more exposure to and familiarity with relevant research genres, such as research articles in the students' field of interest and well-written Master dissertations. Objective challenges in this sense are that fewer and fewer research articles are published in German. Even well-established German data bases of research journals are in English. A further difficulty resides in the fact that unlike Master dissertations written in the UK or US, available for consultation in university libraries, German legislation does not allow universities or supervisors to give access to dissertations to third parties (in this case master students) without the authors' formal approval. To fill this gap, the solution found for the German MBA-programme was that of identifying and downloading model dissertations and style guides uploaded on the websites of some of the 281 German universities. The drawback is, of course, that most of them are in other domains and are, therefore, less relevant for illustrating possible applications of research methods characteristic of MBA-related topics and sub-fields. What was particularly rewarding was the progress noticed when comparing the end-of-module papers with those written in the beginning. The main areas of improvement included: organisation of ideas, the structuring of the dissertation plan, the introduction with all its component parts, following John Swales' CARS model (Swales, 1990), the formulation of possible research questions. Still needing improvement: the still predominant descriptive approach when referring to the intended research project. III. WHAT IS OUT THERE BEYOND THE ROMANIAN ACADEMIC CONTEXT USING GERMAN AS LINGUA FRANCA? To see to what extent requirements in the German academic system are comparable to those in the Anglophone context, I have compared some well-known handbooks for dissertation writing recommended by UK and US universities (e.g. Levin, 2005; Swales & Feak, 2005; Paltridge et al., 2009) with the best known German handbooks. This comparative analysis has shown that while the most quoted German handbook (Theisen, 2008) focuses a lot on formal aspects, on page margins and chapter numbering, more recent style guides are in line with UK/US guides, in terms of both approach and style (e.g. Stickel-Wolf & Wolf, 2009). To gather more insights into academic requirements and expectations in the German academic environment in Germany, I also carried out semi-structured interviews, supplemented with personal conversations, with experienced professors, academic supervisors at German universities. They confirmed the need for a consistent theoretical grounding even of practice oriented MBA dissertations, so that students can demonstrate that they can correlate practice with theory and that they can carry out independent academic work. These interviews and personal discussions have revealed that in terms of citation and referencing practices in German academia, these are in transition at the moment. Although all universities have their style guides and recommended house styles, professors often still stick to their preferred referencing style. Most forward looking academics and universities, however, encourage students and professors alike to adopt the Harvard style, since it is considered the international standard. This is considered particularly relevant for MBA-programmes, since they follow the UK/US standard and are intended to be in compliance with international criteria from the very beginning. IV. BY WAY OF CONCLUSIONS After a brief introduction to lingua franca, the article sets out to explore to what extent international academic standards are implemented in a German MBA context in Romania, where part of the professors and most of the students use German as lingua franca. Considering that a common reality in a Romanian-German MBA programme would be that students participating in it master at least two foreign languages and that a lot of the literature accessed for documentation purposes would be in English and Romanian, a further aim has, therefore, been that of comparing interferences between German and English, and/or Romanian and German, while also exploring advantages and challenges of multilingualism in an academic environment. To find answers to these questions, a survey among MBA-students was supplemented with text-based analysis of student writing and triangulated with semi-structured interviews with experienced academics A first conclusion would be that with the move towards globalisation, esp. in the business related academic world, the trends are towards internationalisation of standards, and therefore, the best approach for professors and students in the Romanian academic context using English and German as lingua francas would be that of capitalising on the benefits of multilingualism and consolidating what 282 is considered good practice in well-established academic environments, for higher academic performance. Even if small-scale, this study has confirmed that the module on "Introduction to academic research writing" has made positive contributions to students' awareness raising to international requirements of academic research and writing, resulting in improved structuring and argumentation of their research writing. The next step could now be a larger scale analysis of MBA dissertations produced in recent years, as compared to those written 4 - 5 years ago, and possibly extending the research so as to include also the German-medium MA programme. In addition, more targeted work and interdisciplinary networking is needed, especially with academics / subject supervisors, for familiarising them with international standards of research writing, so as to intensify the cascading process, similarly to the one achieved through the Research and Teacher Education Master programme EDU-RES (www.edures.ase.ro) (Muresan, 2009). At the same time, a more substantial support would be needed from the university, in order to ensure access to the latest developments in research, in the languages of tuition at BA and MA level (at least in English, German, French), as this would be an important prerequisite for enhancing competiveness on the international scene. References [1] [2] [3] [4] [5] [6] [7] [8] [9] [10] [11] [12] [13] [14] [15] [16] [17] [18] [19] Agoston, S. & Lasch, K. (2013). Multiculturalism and Internationalization of Romanian Universities. In Vasilache, S. (ed.) Crosscultural Training and Teamwork in Healthcare. IGI Global (in print). Dressen-Hammouda, D., (2008). Aligning EAP Writing Pedagogies across European Universities: A case study from France. In Fortanet-Gomez, I. & Räisänen, C.A., ESP in European Higher Education, John Benjamins Publishing Company. Amsterdam/Philadelphia. pp. 75-96. Ehlich, K. & Heller, D. (eds.), (2006). Die Wissenschaft und ihre Sprachen, Peter Lang. Bern, Berlin, Bruxelles, Frankfurt am Main, New Zork, Oxford, Wien. Knapp, K. & Meierkord, C. (eds.), (2002). Lingua Franca Communication, Peter Lang. Frankfurt. Krumm, H.-J., (2010). Lingua Franca, die. In Barkowski, H. & Krumm, H.-J. (eds.) Fachlexikon Deutsch als Fremd- und Fachsprache, A. Francke Verlag. Tübingen und Basel. p. 200. Levin, P. (2005). Excellent Dissertations, Open University Press. Maidenhead. Mauranen, A. (2012). Exploring ELF. Academic English shaped by non-native speakers, Cambridge University Press. Cambridge. Muresan, L.-M. (2009). Dimensions of Teacher Development in a Romanian Higher Education Context. In Cambridge ESOL Research Notes, issue 38/2009. pp. 18-23. http://www.cambridgeesol.org/rs_notes/rs_nts38.pdf Muresan, L.-M. (2010). A Genre-based Approach to Research Writing in Economics. The Case of Romanian Economists Using English as Lingua Franca. In Files of the 9th International Conference of AELFE: Linguistic and Didactic Aspects of Language in Business Communication, 19-22 September 2010, University of Hamburg. Attikon. Tostedt. Paltridge, B. et al., (2009). Teaching Academic Writing, The University of Michigan Press. Ann Arbor. Perez-Llantada, C. (2012). Scientific Discourse and the Rhetoric of Globalisation, Continuum. London. New York. Pierce, McMahon & Escribano, Duran (2012). Analysing Written Production Competence Descriptors for Academic and Research Purposes and their Calibration to the CEFR. In Iberica, No. 23 / Spring 2012. pp. 109-130. Stickel-Wolf, C.; Wolf, J. (2009). Wissenschaftliches Arbeiten und Lerntechniken, Gabler. Wiesbaden, 5th edition. Swales, J.M. (1990). Genre Analysis. English in Academic and Research Settings. Cambridge University Press. Cambridge. Swales, J.M. & Feak, C.B. (2009). Academic Writing for Graduate Students, The University of Michigan Press. Ann Arbor. Theisen, M.R. (2008). Wissenschaftliches Arbeiten, Vahlen. München, 14th edition. Thielmann, (2009). Deutsche und englische Wissenschaftssprache im Vergleich: Hinführen - Verknüpfen Benennen, Synchron Publishers. Heidelberg. Voss, B. (2012). 20 Years of AELFE: LSP, and Language Learning and Teaching in Higher Education Some personal reflections from Germany. In Iberica No. 24 / Fall 2012. Weinreich, H. (2001). Deutsch in Linguafrancaland. In Akademie-Journal 2/2001. pp. 6-9. 283 The 9th International Scientific Conference eLearning and software for Education Bucharest, April 25-26, 2013 10.12753/2066-026X-13-260 DEVELOPING VIRTUAL AND COLLABORATIVE LEARNING SKILLS FOR TACKLING EARLY SCHOOL LEAVING Stefan COLIBABA, Andreea CLEMINTE “Al. I .Cuza” University of Iasi, Fundatia EuroEd Iasi [email protected], [email protected] Irina GHEORGHIU Albert Ludwigs Freiburg University of Germanyy [email protected] Abstract: Today's reality testifies to the fact that teachers are still lacking appropriate skills and competences, and consequently motivation, to understand and deal effectively with students at risk of early school leaving. Often, teachers are not able to identify well in advance manifestations of the risk factors leading to dropping out, not to mention the shortage of initiatives for effective intervention. The focus of the paper is on how the Stay@School (Multilateral Transfer of Innovation) project tries to provide a working solution to the needs of the teachers outlined above by setting up a VLE in order to provide them with skills for identifying students at risk of early school leaving and preventing and combating the problem. The project’s training program focuses first on how to identify students at risk, and then on the strategies used to address the problem: communication techniques - offering practical ideas on how to prepare and carry out an effective conversation with young people and their parents as well as on the action to be taken; teaching methodologies – based on effective teaching strategies that foster the active involvement of all students in productive educational pathways. The strategies proposed include active teaching and learning, collaborative learning, peer education and the effective application of creativity to education; evaluation of educational processes - teachers need to be acquainted with the modern meaning of evaluation, evaluation types and forms, evaluation models, techniques and tools in order to become able to use them effectively in their school classes to achieve, among other educational objectives, better prevention of early school leaving; and finally, external resources and support for teachers and students - introduction to authentic scenarios for reflection, an exploration of a variety of teacher responses to students in danger of leaving school early, an exploration of the level of risk of particular students, a description of the range of support available to help with the problem and the examination of different types of support. Keywords: school dropout, virtual learning, collaborative learning, teaching methodologies, communication techniques, education I. IMPACT OF SCHOOL DROPOUT The strategic objective set up by the member states of the European Council at Lisbon (2000) stipulates that education and training are decisive in order to make the European Union the most competitive and dynamic society, with an economy based on knowledge, research and innovation. One of the most important indicators of an educational system’s efficiency is the school dropout rate. This reveals the capacity of the school system to integrate and keep the students within, to ensure access and support in order for them to finalize at least the compulsory school level. School dropout consists in ceasing to attend school, the abandonment of the education system, regardless of the level that has been reached, before obtaining a qualification or full professional 284 training or before completing an education level. The causes of school dropout can be economic, socio-cultural and religious, psychological or pedagogic. The objective of the European Union on the issue of school dropout is clear and firm: a dropout rate of less than 10% in EU by 2020. The statistics show that every year 6 million young people drop school (which means about 14% of total students). For them, the future is bleak: unemployment, poverty and marginalization. Young people who quit school are considered to be those who, ranging in age between 18 and 24, have completed more than secondary school by the time they drop school. School dropout is an important indicator which evaluates the performance of the educational system by level of education, but it also highlights aspects of social and economic life that can influence people's access to education. In recent years, the dropout rate in school education has increased by a third, from 1.8% in the 2000-2001 school year to 2.4% in 2008-2009, according to data from the National Statistics Institute. At the end of the 2008-2009 school year, the number of students who finished primary and secondary study was 1.707.200, of which just under 29.100 students left school early. The dropout rate was 1.7% (1.4% to 1.9% for primary and secondary). It is worth noting that there are large differences in dropout rates by gender (males 1.8%, females 1.5%). Residential areas also need to be taken into account, lower values of the drop-out rate showing in urban areas both in primary education (1.3% in urban areas compared to 1.5% in rural areas) and in secondary education (1.6% in urban and 2.2% in rural areas). In the 2008-2009 school year at high school level, 19.100 students dropped out, the dropout rate staying on a downward trend, with minor fluctuations for this level of education (from 3.5% in 2000-2001 to 2.4% in 2008-2009). To achieve a rate below 10%, Member States are urged to develop policies that cover the entire educational cycle, eliminating factors that determine school dropout while solving the problems that arise and offering a second chance to young people who have second thoughts concerning the decisions they made at a certain moment. 1.1 What can be done to prevent early school leaving There are three basic strands: Prevention - improving equal access to high quality education at an early age. Measures should be introduced to ensure the full participation of all children in class (language support for immigrant children, for example). - Intervention - advice and tutoring for students, strengthening ties with parents when symptoms such as unexcused absences and very poor performance emerge. - Compensation - students who drop out of school should be given the chance to acquire at least some of those qualifications they could not achieve originally. "Second chance" schools should provide courses for small groups of students and use more personalized and more flexible teaching methods than regular schools. It has been found that teachers suffer from a lack of appropriate skills and competences, and consequently of motivation, in understanding and dealing with students at risk of abandoning school. Teachers are often not able to correctly identify the manifestation of risk factors leading to drop out or take appropriate steps to provide workable answers. The Stay@School project (Leonardo Da Vinci Subprogramme – Multilateral Project Transfer of Innovation, Project Number: 2011-1-IT1-LEO0501961; CUP: G32F11000680006) tries to respond to this challenge by providing an effective answer to the needs of the teachers outlined above. The project aims to transfer the successful experience of the School Inclusion project, positively evaluated both by the European Commission and the external evaluator: "the main contents of the teachers’ training programme provides the necessary skills and tools to fight students’ drop out and prevent early school leaving". - II. ABOUT STAY@SCHOOL PROJECT The project has taken a few steps to transfer the main products of the School Inclusion project: - The online training course aimed at preparing teachers to identify students at risk of early dropout and provide them with relevant skills to prevent the problem. 285 - The database of 240 reviews of the most important European publications on the topic of school drop out. - The collection of 25 case studies of students who have dropped out of school and direct experiences of 52 teachers who have been successful in preventing the problem of dropping out of school. For the following subjects: - 80 new teachers in higher education, technical institutes and Italian vocational institutes in three different regions: Tuscany (with schools not previously involved in the School Inclusion Project), Veneto and Lazio. - 60 new teachers in high schools, technical institutes and vocational institutes from three different European countries: Romania, Spain, and Belgium. Through the following activities: - Translation of the training course in three new languages: Romanian, French, and Spanish. - Institutional use of a course in “Blended Learning” format supported by running virtual conferences where teachers can share their experiences and opinions. - The integration of the publication database with new reviews. - The integration of the collection of experiences of teachers with new contributions both to describe new cases and to discuss the existing ones (cooperative learning). - The creation of a collection of 35 reviews of training events for teachers on the issue of dropping out of school. Each event will be described in its main functions in order to highlight the strengths and the elements for a potential transfer. - The involvement of teachers in the production of educational and information materials targeting teachers and students on the theme of prevention and fighting against school dropout, as a practical application of the “learning by doing” promoted during the course. III. ONLINE COURSE ON PREVENTION OF SCHOOL EARLY LEAVING The idea of the training package for secondary school teachers is to help them identify students at risk of early school leaving and provide them with useful skills to help prevent or reduce the problem. The Training Package consists of: Five on-line course modules focusing firstly on how to identify students at risk and then on strategies which can be used to address the problem: communication techniques, teaching methodologies promoting active participation, evaluation of educational processes and finally external resources and support for teachers and students. - Teachers Forum to comment and receive further information on each of the modules. Teachers are invited to use the Forum to interact with each other and contact the authors of the course. On the Forum the authors of each of the course modules answer questions and provide clarification or further information about the contents of the module they have developed. The first module Identification of students at risk aims to help teachers and other education professionals to identify young people at risk of dropping out of education. The module is based on a small number of case study interviews with young people, parents, teachers, head teachers, Public Officers, and has been produced after extensive research undertaken in the production of the National Report in the project partners’ countries. For the purpose of this module, the identification factors to look for which can lead to school ‘drop outs’ or early course leavers have been divided into four chapters: educational, personal, family and community. Testimonials: “Things are changing at all levels very fast nowadays: families are under pressure, family quality time is affected, mobility has become part of our normal and common environment, 286 learning/teaching methods are changing, etc. These changes deeply affect our lives. It is no wonder that teenagers are confused. We, teachers, are overwhelmed by countless problems which belong to our teaching load and, as such, we are expected to solve. That’s why we have appreciated the materials: they brush up our memory, raise our awareness about issues we have neglected or forgotten or introduce new ideas. Everything has a solid scientific basis.” “The identification of the students at risk is a major task of all the teachers in a school and it is closely connected to school achievement and academic motivation. Often a younger teacher learns by personal experience the cost of not being careful with the attendance of his students and the dramatic effect bad attendance has on school results, on intrinsic motivation and on class behaviour.” “I agree that the student’s family is a useful resource in order to carry out an effective intervention. The families of the students at risk have to be periodically contacted by school teachers, whether for positive or negative communications. This may help the school not only to monitor the student situation but also to weigh up the didactic strategies, adapting them to suit the student’s needs. Nobody can help teachers to deal with the problem of school dropout better than the families.” The second module, Communication, provides practical proposals on how to facilitate communication with difficult students. This module identifies the best ways to prevent communication difficulties which may lead to students dropping out of school. The module also offers suggestions on how to deal with students who are at risk of dropping out, and suggestions on how to react to the first signs of absenteeism. Finally, the module offers practical ideas on how to prepare and carry out an effective conversation with young people and their parents, as well as the steps to take further to the conversation. Testimonials: “Each pupil/ student is an “I” that can easily be transformed into “nobody” and with great difficulty into “somebody”. Experience showed me that by using communication one can solve many difficult situations. Communication can be initiated by yourself or you can become a link in the chain. The communication between teachers – students – parents is important but not sufficient in education. We should also try to motivate them and the others to communicate among them.” “Communication between teachers, students and parents is very important. This means families who are active and engaged in their children’s present and future. Nowadays, families spend less and less time together; most of the parents do not have enough time to speak with their children. Some of them do not know their children, others are not near their children in an effort to make money for their family. It is difficult to achieve real communication. Sometimes we, teachers, need to activate parents and make them react to our calls or questions. The materials we found in this module can help us.” “Both the teachers and the parents should learn how to communicate and collaborate and the students should learn that they can speak any time about their problems and that the teachers are there for them, not to judge them but to support and help.” The third module, Teaching Methods, focuses on effective teaching strategies that foster the active involvement of all students in productive educational pathways. The strategies proposed include active teaching and learning, cooperative learning, peer education and the effective application of creativity to education. Testimonials: “Learning is very personal, which means that teachers should be very knowledgeable about teaching methods and techniques in order to make the teaching content interesting, accessible and clear for each student. That is why we have found the content of Chapter 3 so useful: it provides us with a wide variety of teaching techniques that can be used in the classroom. There is no such thing as a perfect technique, we have to make use of a variety of techniques so that we get to each student’s style of learning; sometimes, even the constant use of a very good strategy leads to boredom. That is why we, teachers, should be very active and on the lookout for new methods.” “Teachers need an effective method to motivate students to learn. From my point of view the most effective teaching method is the one which encourages active learning. Students do not feel comfortable if teachers adopt a unique teaching method. This is exactly what “Active learning” tries to avoid. It combines different learning styles and teaching models. Knowing what students’ cognitive 287 styles are helps teachers choose the most adequate techniques and it also teaches students how to learn. “Active learning” makes learning more accessible and personal. Active Learning promotes motivation and inclusion.” “The most effective teaching method is the one which encourages active learning because it takes into consideration all students’ learning styles, it is based on learning by doing, it involves acquiring knowledge through experience and reflection, and it focuses on skills rather that theory.” The fourth module, Educational Evaluation, focuses on evaluation, which is a dynamic feature of any educational process. In the case of early school leaving prevention, evaluation is strongly related to the students’ needs assessment before their involvement in a learning activity in order to identify their learning difficulties in real time. Teachers need to be acquainted with the modern meaning of evaluation, evaluation types and forms, evaluation models, techniques and tools in order to be able to use them effectively in class and achieve, among other educational objectives, effective prevention of early school leaving. Testimonials: “Students are usually evaluated together with their fellows. Our evaluation targets all students, highlighting their progress and difficulties. In my opinion, the satisfaction you get from your work and the recognition/appreciation of your work and progress is an excellent incentive to go on learning and therefore staying at work/school. What I mean is that if we know the difficulties encountered by our students at risk, we can work on their learning so that they can also make progress and thus gain some satisfaction from their work.” “We have found the Scale for the assessment of students’ social skills very interesting. It is true that students’ communication skills, team work and cooperation skills, disagreement skills and acceptance of changes skills speak volumes about their self-esteem, adaptability and even school success. They can be indicators of students’ school performance. However, we had not been so fully aware of the link between these skills and dropping out. Useful! Thank you very much.” “I fully agree with the opinion that evaluation is a core stage in the process of learning and teaching/consolidating knowledge, skills and competences. To have this idea at the heart of the evaluation process is an educational technique that yields rewarding results. To stimulate such an approach, it would be a good idea to increase the number of people invited to have a say about evaluation.” The fifth module, External support and cooperation, examines external resources and support for teachers and students to help them in the prevention of early school leaving. The module includes an introduction to authentic scenarios for reflection, an exploration of a variety of teacher responses to students in danger of leaving school early, an exploration of the level of risk of particular students, a description of the range of support available to help with the problem, and an examination of the different types of support available to students with varying needs. Testimonials: “There should be a real communication within the school-parents-community partnership, solid country or regional programs put forth for implementation, we (teachers, parents, and community) should do something with a clear focus to prevent ESL” “From case to case, I try to involve different persons (teachers, friends, colleagues) or institutions. In my experience, I noticed that the sooner I find out about these situations, the easier and faster we can solve them and that the form teacher has a major responsibility in creating relationships within the group by organizing common activities in and out of school, especially in the first years.” “School plays an important role in preventing early school leaving and also in implementing reintegration programs for students who have already dropped out of school. The necessary condition is to set up a monitoring system to prevent the crisis and to identify periodic changes in the factors of school abandonment.” 288 IV. Conclusions The participants in the Stay@school project have unreservedly appreciated the project’s content (i.e., the clearly structured online course) and the opportunity given on the project forum to express opinions on the online materials as well as share ideas, experiences and thoughts on the topic with a view to learning and applying the best ways of managing dropout and related issues. As far as content of the online course is concerned, the teachers agreed that the materials have a solid scientific basis and provide comprehensive information and hands-on practice on the topic. The course fills a gap and meets an existing need: considering the size of the phenomenon, it is necessary for teachers to have access to a wide range of materials and to cooperate in order to find solutions. Therefore, in a world where change has become a regular feature, the implementation of platforms which offer easily accessible specialized information and hands-on solutions is beneficial. The existence of such reliable materials is useful for those interested to refresh their memory, raise awareness about issues, introduce new ideas or suggest solutions by coming up with practical examples. The teachers surveyed maintained that the materials are also generous in providing opportunities for reflection. All the existing materials are organized with one idea in mind: the phenomenon of school early leaving is complex and requires a thorough analysis and cooperation among all factors involved in its prevention. The project forum has developed in time from an opportunity to comment on the course content, clarify points or exchange ideas and experiences to a reliable way of enriching the already existing materials. The participants have found the forum really interactive in that it permanently encourages dialogue and cooperation. There are also cases when participants have shared their own worries and problems related to the topic. They said that what the forum does is extremely useful. It brings together teachers from different European countries in a new community whose main interest is to find solutions to a common problem. Any issue raised in the forum is analyzed from different angles and perspectives and filtered through different teaching experiences and education systems. The online materials have often been the basis for the teachers’ suggestions. The role of the platform as a tool to consolidate good and positive attitudes, celebrate success and effort, and encourage cooperation and communication has also been highlighted by the participants. References [1] Gavrilă, C.; Tabără, A.; Coca, M.; Buzescu, M.; Colibaba, A. (2008). Learning Support Strategy, Ministry of Education and Research, Iași County School Inspectorate. [2] Romanian teachers, Forum http://forum.pixel-online.org/stayatschool/forums/forum/stayschool/ [3] Project portal http://schoolinclusion.pixel-online.org/index.php 289 The 9th International Scientific Conference eLearning and software for Education Bucharest, April 25-26, 2013 10.12753/2066-026X-13-261 A CURENT PARADIGM: EUROPEAN COMUNICATIONSTRATEGIES OF COMMUNICATION: CONTROL AND MANIPULATION IN POLITICAL DISCOURSE Rodica BALU “Babes-Bolyai“ University, Cluj-Napoca, Kogalniceanu Street no.1, 400084, Romania [email protected] Abstract: Taking into consideration the role that power plays within the context of social life, it becomes obvious that without this attribute called “power” there could be no ordinate human activity (Bordeiu, 2006). Seen as a political phenomenon, power seems to be the most important component of political institutions. In this regard, it is being used for keeping and consolidating a certain social order, for ensuring the functionality of all social institutions, for keeping the social cohesion in a society, for controlling the citizens’ behavior, as well as for unwanted behavior prevention (Mihailescu, 2000). Keywords: Political discourse, critical discourse analysis, manipulation, political discourse categories, techniques of manipulation, Swot analysis. The most general and well-known form of power is social power and the literature of the field (Downing, 1998; Hastings, 2000; Balandier, 1998; Valsan, 1997) describes it as the means through which society adjusts itself and self-regulates its mechanism with the purpose of ensuring and sustaining its optimum functionality. Bordeiu (2006) sees it as the element that sets in motion all the social gearing towards historical progress, the propelling force which accomplishes social and sustainable development, the binding concept among all the social structures and phenomena, which it definitely organizes (forming its hierarchical systems), coordinates and orchestrates according to the target agenda. Like any other social phenomena, the social power phenomenon distinguishes itself through a series of specific traits and the question is whether these traits that personalize social power do need the use of language or not, and if they do, at what level? In what follows, I will briefly summarize the traits of social power as proposed by Bordeiu (2006) and the diverse manifestations of power forms in society, trying to determine (via logical assumptions) the relevance of language for each category: • Display as social relation – social power relies invariably on the existence of specific social relation (subordination: leader to obedient, also co-operation for achieving conjoint goals) between people or groups of people, typical of any community, no matter its size (family, tribe, nation). Among the members of any groups appear different relations based on interests (power, solidarity, collaboration, conflict, etc), relations that come into being according to a specific context and are submitted to the filter of language. • Display as organization and management of social life – power constitutes the most important element in organizing, ruling and adjustment setting of social life. It imposes the goals of human activity, the necessary means and strategies for achieving them and in this way power becomes the vital component that establishes and applies social order on the social level, an order that in its turn generates the phenomenon of power. So, 290 social order depends on organization in order to validate power and vice versa, but neither of them can materialize themselves without the support of language. • Essentiality and Permanence - power is an essential and a permanent element for social relations and therefore ensures the normal functioning of society. But the normal functioning of a society could never be achieved without the patterns of communication and verbal interaction. Language itself becomes this way essential and permanent to society. • Global Display – power has, among other things, the quality of a global factor and becomes an integrator that orchestrates and incorporates all the other forms of ruling and organization of social activities. During the integration process, language plays a decisive role, as it ensures the uniformity of the system (language performing values). • Social Values Synthesis Display – The values promoted by power represent synthesis of the other values manifested on the social level, which reflect the interests of the social majority, taking into consideration those related to the historical, moral or cultural tradition. In this case, language has the capacity to store these values, ensures fluency in passing on specific values and provides the opportunity to form a majority which will share the same ideological language. • Roles Asymmetry within Power Relationships – The need for organizing and ruling different forms of activity (within complex human groups) determines social divisions, respectively asymmetries in the roles assumed by different categories of individuals (leaders and obeyers). The roles asymmetry provokes a relationship asymmetry which is established between leaders and obeyers (domination and subordination). These relationships go through a constant fluctuating process and are subject to spectacular changes, most of them using language as a vehicle to establish the new asymmetries created and to maintain the new operational roles. • The Use of Coercion Display – Once the asymmetry has been established (leaders/ obeyers), power may use coercion (constraint) to ensure the correct enforcement of organizational rules and the right fulfillment of attributions. All democracies resort to physical coercion instruments (police, army, and constabulary) in order to maintain public order, citizens’ safety, political stability and so on. But even coercion has to rely on language, first because the rules have to be written in order to be followed (official language), then warnings are being issued in specific formulae (which only language can shape). Language also plays a decisive role in shaping the forms of power manifestations. The field of Political Sciences considers that there are as many forms of power manifestations as the stable social groups that exist in the world and, following this criterion (Nazare, 2002), they may be divided into: a) Related to the domain of human activity: • political power – manifested between the members of society during the process of social organization and political leadership (uses the specialized political language which offers patterns that enable the appliance of rules, decisions, discussions, and so on); • legislative power – produces or cancels laws built for society, which establish the behavioral norms (uses the legislative language, a specialized law language which allows the character of the law to be preserved within language); • executive power – applies the laws and maintains order within the system (uses specialized type of language which ensures the continuity of action); • judiciary power – imposes authority and deals with any kind of contentions that might appear due to the misunderstanding of the laws (uses a specialized law language that operates in courts); • budgetary power – elaborates the political decisions regarding the income and the expenditures within the public monetary system (uses a specialized financial language which allows the setting of new profitable financial strategies); 291 economic power – determined by the possibilities of action of a certain person, group or organization, in promoting their very own interests (uses a specialized type of language that incorporates structures from all the above-mentioned specialized languages); • military power, civil power, cultural power, religious power, technical power and so on (they all use specialized types of language in order to incorporate their own ideologies and to offer social support). b) Related to the specific of the human community: • family power – institutionalized within the family, it covers the relationships between parents and children (informal language); • societal power – covers the relationships created between the leaders and obedients (formal language); • internal power and international power – decides what role the states play on the international stage according to the role that each state plays within its own borders (uses specialized international political language). c) Related to means and targets: • democratic power – an outcome of citizens’ consulting and consent (uses the democratic political language, prone to debate, public speeches, political confrontations and so on); • dictatorial power – does not take into consideration the public opinion and sets itself as an autocratic force (wooden language). The present study sets out to be a statistic, corpus-based, at times descriptive and mainly randomized approach to political language, sustained by occasional interpretative case studies, and content analysis. Its main task is to describe and identify the functioning of political language as a specialized type of language and to detect the strategies of communication employed by the very specificity of this kind of discourse. A comprehensive study of political discourse in general is hard to deliver especially due to the difficulties in delineating the borders of the disciplines involved, such as linguistics, political science, political sociology or sociolinguistics, and then such a study would definitely require more than the limits imposed by a single work. As a specific register, political language has managed to develop and apply its very own set of linguistic features; adapting language is such a way that eventually would serve its interests completely, most of the time leaving no observable traces that might make us consider “it’s all about manipulation”. At the same time, it’s the only type of specialized language that borrows structures from all the other registers (e.g. the language that represents political power may use structures from all the other languages that represent legislative power, economic power, judiciary and so on) and that makes it quite distinct and tricky. On the other hand, since society needs it for a good organization and without the use of language our sustainable development as civilized Homo sapiens would reach no progress, one may pose the question: Where is the line between well intentioned political language and the devious one? Of course, answering such a question is probably almost impossible, since history itself demonstrates that good intentions and bad intentions cannot be traced in their early stages and only the outcome of an action may stand as a point of reference for the good impact or the bad impact of that action on society. Following this experiential pattern, political language becomes just a tool: handed with good or sometimes bad intentions. Besides the specific structures and strategies that show up in political discourse, my intent is to correlate them in such a way as to generate a model of analysis that will cover as many elements as possible and to establish a correlation pattern. The route that I have followed has led me to an integrated interdisciplinary approach and has offered interesting possible combinations of elements and theories from fields such as: rhetoric, linguistics, political sciences, sociology. The most interesting outcome has been to observe that the universal binding of so many elements from so many different fields proves to be the language and the power of the word. Furthermore, it is almost impossible to create categories of “good political language” or “bad political language” (to create divisions of this kind, which is possible at a linguistic level but, generally applied, would compromise the relevance of possible combinations), since language seems to offer only the specialized political structures applied in such a type of discourse and could not cover the instances, contexts or the intentions of the sender (although there are instances when political language encodes the abovementioned elements, the frequency of such instances could not reach such a high degree of • 292 generalization as to be set as a proven rule). In this regard, my scope is not to draw the line between “the well intentioned political language and the devious one”, but rather to work on a review of all the possible elements that could at some point be used in manipulative and persuasive ways, pointing out the possibility of shifting according to intention and context. DATA →the corpus selected for examination comes from different sources (governmental sites, newspaper entries, political publications) →it is authentic political discourse (both English and Romanian, for contrastive values) →the translations of the Romanian speeches are posted in the Annexes →the corpus is built up from different types of political texts (to demonstrate the theoretical background principles and to serve as evidence for the research) INTRODUCTION to the concept of social power phenomena, the “core concept” from which the entire present study emerged. It tries to offer a perspective on how language can be linked to the political concepts that underpin our societal system and in what ways language has been shaped for serving specific purposes simultaneously with the act of gaining its own well determined status among society’s socio-political patterns of organization. It also delivers a synoptic view of the thesis, its practical intentions, research variables and proposed orientation. Political power appears due to a process of social innovation and is legitimated through one of acknowledgement, this way the innovation answers to the political ``need of being``, while the acknowledgement expresses ``the right of being`` of a legitimate political power (Bordeiu, 2006) In this respect, innovation and acknowledgement become two complementary processes that undoubtedly configure political power and implicitly the efficiency of a political system through language. As a specific register, political language has managed to develop and apply its very own set of linguistic features; adapting language is such a way that eventually would serve its interests completely, most of the time leaving no observable traces that might make us consider ‘’it`s all about manipulation’’. In the same time, it`s the only type of specialized language that borrows structures from all the other registers (e.g. the language that represents political power may use structures from all the other languages that represent legislative power, economical power, judiciary and so on) and that makes it quite distinct and tricky. There are no categories of ‘’good political language’’ or ‘’bad political language’’, since language seemed to offer only the specialized political structures applied in such a type of discourse and could not cover the instances, contexts or the intentions of the sender. Political discourse offers a panoramic view upon the notion of “political discourse”, delineating the concepts of “discourse” and “political discourse” (as used in the current work), offering a theoretical background to linguistic and philosophical approaches to political discourse analysis, an essential overview of Romanian political discourse and a description of how critical discourse analysis tackles political discourse analysis. It also tries to make a distinction between communication and manipulation patterns from the perspective of the Theory of the Communication Processes and finally deals with transformation and representation in political discourse. It has been stated that the study of political discourse has been around for as long as politics itself. From Cicero (1971) to Aristotle (1991) it seemed that the major concern was mostly about how different methods of social and political competence managed to achieve specific objectives (Wilson: 2001). In general lines, this approach is still continued today. From the perspective of the position of the analyst (Marga: 2004), on the other hand, the approaches tackled the following angles: A) The role that language plays in politics; B) The relation between language and ideology; C) The relation between language and power; As regards a possible categorization of political text as a distinct type of text, Coseriu (1996) underlines that the collocation “political language” may have at least three different understandings: A) Political lexicon: terminology referring to the designation of political notions and institutions (particular to each and every country); 293 B) Appliance method: the linguistic use determined by the political ideologies and attitudes; covering all the ways in which language is used, subjective ways orientated towards extra linguistic facts, ways determined by the adopted attitudes of the speakers, through the use of words towards the designated objects; C) The use of language in political “discursive chunks”/ “texts”, observing the specific linguistic traits of such a type of text. The last category proposed by Coseriu in his article, implies the study of political texts from three different perspectives: C1) as any type of texts, within the philological area, texts being regarded as documents in this case; C2) as typical examples of “efficient” discourses, orientated towards “the practical values of efficiency”; in this context, a political text is determined through its own finality and the functions corresponding to this finality (the final finality of such a text is its practical efficiency and the function that corresponds to such a type of finality is that of “appealing”, orientated towards the listener (receiver), whom it has to determine to act or to adopt a specific attitude; C3) individually, within the area of speech stylistics and text linguistics as the hermeneutics of meaning. OF POLITICAL DISCOURSE sets out to be an agenda of the types of political discourse, in the sense that it structures these types of discourse according to their linguistic functions and specialized political traits. The categories proposed are mainly defined from the linguistic point of view, but also take into consideration the principles postulated in the field of political sciences. In order to establish (or at least to try to) a typology of political discourse, some of the following characteristics have to be taken into consideration: • Political discourse makes use of a complex ideological assembly of representations. • Political discourse subscribes to an intentionality process which has as the main vector the principle of Credibility and not that of the Truth. • Political discourse always delivers itself in a logico-syntactical surrounding (scene). • The discursive masks make up a strategic program (a plan where the multiple linguistic combinations have to provoke effects according to the current political stake and the characteristics of the audience. • Political discourse rallies itself to history, context and questionability (to a common shared reality identifiable through the interlocutors’ body. TECHNIQUES OF MANIPULATION IN POLITICAL DISCOURSE Squares up to the issues of “manipulation” in political discourse and goes beyond the general interpretation of cases of manipulation in political discourse, linking the role of the “word” to that of the concept of “manipulation” and analyzes the four famous categories of manipulation in political discourse: publicity, propaganda, disinformation and the pep talk. The final part of the chapter deals with the logical and rhetorical elements of discourse in political language, offering a case analysis to back up the theoretical hypotheses. Manipulation will not be viewed and discussed as a phenomenon that may occur in discourse (any type of discourse), but as an important procedure widely used nowadays in political discourse, as well as an important tool for gaining control and power within the political arena. The concept of manipulation will be seen as “making people behave in certain way without their knowing why, and perhaps even against their best interests and wishes” (J. Mey: 1993) , furthermore, how this linguistic power triggers certain effects in the minds of the audience based on different political ideologies. For the content of this paper I have chosen not to deal with manipulation on different levels (grammatical, morphological or syntactical), as this needs much more attention than I could provide within the limits of this paper, but to deal with manipulation on a larger scale (as a general concept) and its applicability to the political discourse. The issues will be treated from the linguistic point of view, given the fact that language plays a decisive role in the process of manipulation and that “words” become more than just an abstract representation of the facts. 294 According to this, The Role of the “Word” tries to place “the word” into a context related to the topic discussed throughout the paper; The Concept of Manipulation focuses upon the specific elements that constitute the mechanism of manipulation and draws distinction between the concept of manipulation and that of persuasion; Techniques of Manipulation discusses the typology of the manipulation acts as proposed by Philippe Breton and analyzes phenomena as political publicity, political propaganda and the art of “disinformation”; Elements of Discourse in Political Language underlines the logical and the rhetorical elements that appear in any type of discourse with relevance to the political discourse and uses the Semiotic Model of Discourse Analysis (Constantin Sălăvăstru: 1996) to throw light upon the specific logical and rhetorical elements in political discourse; Practical Analysis proposes a personal analysis of an extract from a political text, using all the elements underlined in the previous subchapters. Finally, the chapter intends to draw attention to the fact that the concept of manipulation exists and it is widely used (though hidden or covered by modern techniques of persuasion) and that maybe the audience is not always aware of the fact that it becomes, somehow, the target of such manipulative attempts, even if we live in democratic societies and we use the media means to share the democratic values which are at the basis of our “freedom”. THE ROLE OF SEMANTICS AND PRAGMATICS IN POLITICAL DISCOURSE Acknowledges the importance of semantics and pragmatics in political discourse analysis (stating the main pragmatical features that have to be taken into consideration whenever dealing with political discourse as text or talk) and is orientated towards the role of stylistic features in political discourse, presenting the paradigm of conceptual metaphors as postulated in Cognitive Linguistics. It also describes the mechanisms of metaphor, metonymy and analogy as they are used in political discourse and proposes practical analysis to demonstrate the integration of such categories of stylistic features into that of “building up an embellished political speech”. The “concept definition” assumed in the present chapter will be that of “language in action”. More exactly, the communicative motivations for the selection of linguistic forms, as “language is inseparable from other aspects of our life and the selection of linguistic form should be explained in terms of authentic human communicative needs (i.e. social, interactional, cognitive, affective needs). This position is compatible with and inspired by insights from a number of different sources, including anthropology, cognitive science, functional linguistics, psycholinguistics, philology and, sociology” (Weiyun He: 2003). Among the most important semantical structures in the production of political meanings, there are the mechanisms of stylistic features, especially that of metaphor. Stylistic features play an important role in any type of discourse (except scientific discourse). Ancient Rhetoric considered that “adorning” discourse meant guaranteeing the success of the speaker. Nevertheless, in order to determine the public to adhere to a certain idea, it takes more than just a simple, “barren” discourse, especially in political discourse, where being successful in action means being successful in discourse. It is a well known fact that style defines each type of discourse and that discourse itself functions as a whole in order to reach its goal, so one of the stages that make up this whole is that of searching the means to embellish discourse. One of the recent concepts of great relevance to political discourse is that of the conceptual metaphor proposed by George Lakoff in his book Moral Politics (2002). It mainly deals with conceptual systems, what our unconscious systems of concepts are and how we think and talk using that system of concepts. Another concept that seems to be of relevance to political discourse is that of Radial Categories. Lakoff defines them in terms of the most common of human conceptual categories, being characterized by variation on a central model. The Conceptual Integration or Conceptual Blending Theory, nowadays called Blending Theory in Cognitive Linguistics, derives from two well known approaches within cognitive semantics, that of Conceptual Metaphor Theory and Mental Spaces Theory. It has been stated by some cognitive semanticists that Blending Theory is somehow closely related to the Mental Spaces Theory, maybe even an extension of the latter, due to the fact that they both share the same dependence upon mental spaces and mental spaces construction as part of their processes. However, “the crucial insight of Blending Theory is that meaning construction typically involves integration of structure that gives rise to more than sum of its parts. Blending theorists argue that this process of conceptual integration or blending is general and basic cognitive operation which is central to the way we think” (Vyvyan Evans, 2006). 295 METHODS OF ANALYSIS IN POLITICAL DISCOURSE explores two of the most important linguistic methods of analysis: qualitative and quantitative analysis, and proposes an integrated method of analysis: swot analysis. The quantitative research is contrasted with qualitative research which is the examination, analysis and interpretation of observations for the purpose of discovering underlying meanings and patterns of relationships, including classifications of types of phenomena and entities (linguistic entries). Swot analysis is a modern tool in monitoring the overall strategic position of political group and its environment and it it offers a panoramic perspective upon all the elements involved, for example the position of the party, its members, types of discourses delivered and the final impact upon the environment (political group and public, as well). GENERAL CONCLUSION The current paper demonstrates that political discourse is a distinctive type of discourse, in the sense that it complies with linguistic rules and political rules in the same time, and serves the phenomena of social power, which is the propelling force of society. The applied intergrated, interdisciplinary model of linguistics, political sciencies, sociolinguistics, rhetoric and occasionally journalistic perspectives, conducts to a more complex insight into the organization of political discourse types and strategies. For derivation of this political discourse models, the research methods addressed were corpus based, essentially randomized and basically contrastive and statistical. Insights from informal political case studies and content analyses completed the approach. For the methods of analysis proposed to be relevant and applicable to other similar texts, the corpora of political text were significant and broad enough, ranging from the Romanian examples of speeches to the English ones. The political discourse variables considered (synchronic: media, product, target audience, types of political discourse, linguistic elements, and diachronic, as well as their combination) were researched within a relevant diversity of theoretical perspectives including political sciences theories, linguistical theories, journalistic theories, communication theories and sociolinguistic theories. References [1] [2] [3] [4] [5] [6] [7] [8] [9] [10] [11] [12] [13] [14] [15] [16] [17] Adam, J.-M., Bonhomme, M., (2005). Argumentarea publicitară, Iasi: Institutul European. Abric, Jean- Claude., (2002). Psihologia comunicării. Teorii şi metode. Iaşi: Polirom. Agar, M., 1994. Language Shock: Understanding the Culture of Conversation, New York: William Marrow. Bauman, Richard, (1974). Explorations in the Ethnography of Speaking. Cambridge: University Press. George, Alexander, (1979). Case Studies and Theory Development: The method of Structured, Focused Comparison. In Diplomacy: New Approaches in History, Theory, and Policy, New York. George, A. M., Pratt C.B., (2012). Comunication- International Perspectives on Hits and Misses, Routledge. Habermas J., (2010). Why Europe needs a constitution, Eikon, Cluj-Napoca. Collectif, (2006). L’Arme de la culture, Paris, L’Harmattan. I.F.A, (2007). Culture Progress, Culture Report 2007. Ecotec, (2009). Final Report of the Evaluation of the European Year of Intercultural Dialogue 2008, august, 2009. Mirlesse A., (2009). Waiting for Europe, Paris, La Contreallée. Puscas, Vasile, (2010). Managing global interdependencies, Eikon, Cluj-Napoca. Schaake, M., (2010). Cultural diplomacy: To sell European culture and values globally, European Parliament, 29th November 2010. Schaake, M., (2011). Cultural diplomacy: To sell European culture and values globally, European Parliament, 29th November 2010 and May 2011. Stie, A.-E., (2012). Democratic Decision-making in the EU Technocracy in Disguise?”, Routledge. 296 Articles and online sources (last accesing : 10th february 2013): [1] [2] [3] [4] [5] [6] [7] [8] Bacqué Raphaelle, „Un président doit-il être cultivé?” în Le Monde, 25.03.2012 http://www.lemonde.fr/election-presidentielle-2012/article/2012/03/25/un-president-doit-il-etrecultive_1674340_1471069.html EUROSTAT, Statistici Culturale, 2012, http://epp.eurostat.ec.europa.eu/portal/page/portal/product_details/publication?p_product_code=KS-32-10374 Freedom House Media Ranking, http://www.freedomhouse.org/template.cfm?page=560&year=2010 European Union: http://europa.eu/documentation/index_fr.htm European Court of Human Rights: http://www.echr.coe.int/echr/en/header/the+court/the+court/judges+of+the+court/ 297 The 9th International Scientific Conference eLearning and software for Education Bucharest, April 25-26, 2013 10.12753/2066-026X-13-262 E-LEARNING IN FOREIGN LANGUAGE TEACHING: WHAT IS GAINED AND WHAT IS LOST Lucia-Mihaela GROSU, Irina DAVID The Bucharest University of Economic Studies, 6 Romana Square, Bucharest [email protected], [email protected] Abstract: This article will try to clarify two interesting dilemmas related to the up-to-date topic of elearning: Are traditional methods of teaching in danger of becoming old-fashioned? And are students’ needs better served by using Information and Communications Technology (ICT) tools? We will answer these questions, as we discuss the case of foreign language and business communication teaching at the Bucharest University of Economic Studies. Our research is based on a critical analysis of a twofold survey conducted both among undergraduate students and among foreign language teachers from this institution. We will bring into prominence the advantages and disadvantages of e-learning from both students’ and trainers’ perspectives, thus trying to offer a complex approach to e-learning in this specific field. Our initial assumption was that learners’ and trainers’ attitudes towards e-learning differ significantly. We expected that the first tend to emphasize the innovative character of e-learning, while the latter are more aware of its pitfalls compared to traditional teaching methods. However, our research findings have proved that these differences are not as many as expected. This study will show that in the field of foreign language and business communication teaching, the role of a blended approach (mixing traditional and innovative teaching methods) becomes a prerequisite for the education of the future. . Keywords: higher education, LSP, blended teaching I. INTRODUCTION In recent years, “e-learning” has become a buzz word appealing to diverse communities including the academia. As an instrument used in higher education, it evolved from an optional, relatively new approach, to an indispensable tool. In order to ensure a superior teaching process, nowadays trainers are focusing on finding new and exciting technological resources in order to attract their students. But does this mean that traditional teaching methods become obsolete? Are students’ learning needs better satisfied by using Information and Communications Technology (ICT) tools? This article aims at discussing the issue of e-learning, as perceived by students and foreign language trainers at the Bucharest University of Economic Studies (BUES). Although the main field of interest for students enrolled at the BUES is related to economics, foreign languages play a significant part in their academic and professional development. All eleven faculties of the university require their full-time undergraduate students to study at least one year of business communication in English, French or German. There are several faculties – International Business and Economics, Business Administration in Foreign Languages, Marketing, Commerce – whose curricula include foreign language classes in all the three years of the undergraduate cycle. In addition, all BUES students can also choose from a large variety of optional courses in other languages, such as Spanish, Italian, Russian, Turkish, and Japanese. Regarding the mandatory classes of business communication in a foreign language, unfortunately their number is limited to only one class a week. Relying only on these face-to-face meetings is often not enough for providing students with the tools they need to improve their 298 knowledge and communication skills. Therefore, in many cases it is necessary for students to look for supplementary sources of information, in libraries or by accessing online practice materials. While the latter method is undoubtedly beneficial, the large amount of information randomly posted on the World Wide Web – which most students tend to turn to – can prove confusing. Accessing specialized e-learning platforms, as we will further show, is seldom part of the BUES students’ strategy for foreign language study. This article will provide a fresh insight concerning the perception of e-learning by both foreign language trainers and full-time undergraduate students from the Bucharest University of Economic Studies. Our observations are based on the qualitative and quantitative analysis of questionnaires completed by our colleagues in the Department of Modern Languages and Business Communication and students from the following faculties: Accounting and Management Information Systems, Commerce and Management. II. THEORETICAL BACKGROUND Ever since its beginnings in the 1990s, the World Wide Web has been closely linked to the idea of sharing experience. At that time, Frank Graf, in his article on security requirements of Internetbased learning, went even further and said that “the WWW has […] become the de facto standard platform for eLearning” [1], with the WWW standing for a new and improved style of both imparting knowledge and gathering information. Nowadays, such concepts as communication, professional development or learning are all viewed through the lens of online connectivity. Our article is dedicated to this particular idea, in an attempt to offer insight into how connectivity has had an impact on both learning and teaching habits at the Bucharest University of Economic Studies. The availability of a large amount of information on the Internet has greatly influenced people’s perception of research and learning. Trading the hours in libraries for the comfort of one’s home in front of the personal computer has forced trainers and practitioners across the globe to “be able to source and share materials, adapt and contextualize them to suit individual needs, and use them across a variety of educational models” [2]. In his very recent study on e-learning teaching quality, H. B. Hussein connects the practice of e-learning to students’ process of knowledge assimilation and considers online teaching methods as a useful approach to be added to traditional in-classroom approaches: “Using educational technology became a core and critical issue in education. In line with the fast advance in technology, the use of technological resources in education has come to play an important role in terms of drawing students’ attention to the subjects studied in the classroom so that success increases and knowledge is better internalized” [3]. Hussein brings forth an interesting aspect which we believe can be traced in the case of Romanian education as well: the use of ICT-based media, through its appeal to the younger generations, can become a tactical move for trainers. Teaching methods have had to adapt to the tendency of digitalizing learning resources. In Romania this process is still young and therefore both educators and students are going through a transitional period. In 2008, the situation of e-learning in the UK was described under the aegis of the teachers’ necessity to adopt “the position of learners as they explore effective ways of using” [4] electronic resources and communication. As we will demonstrate in the analytical part of the present article, we believe that the Romanian educational environment has not yet fully embraced everything e-learning has to offer. Nevertheless, it will be shown that both students and foreign language teachers agree that their learning/teaching styles have greatly been influenced by the continuous movement towards digitalization. According to Thompson and MacDonald, “learning is enhanced when there is a commitment to the collective good and people engage in learning through and with others” [5], therefore one important aspect of quality e-learning would be the founding of online learning communities. But are students and teachers eager to change their learning/ teaching habits in order to accommodate this new and exciting educational trend? Our study offers a glimpse into how foreign language trainers and students at the Bucharest University of Economic Studies understand the use of e-learning. We show how this educational trend 299 is described with both advantages and disadvantages and in the final part we conclude on what is gained and what is lost through e-learning (in the field of foreign language teaching/learning). III. DATA ANALYSIS As announced in the Introduction, the analytical part of this article consists of a quantitative and qualitative assessment of questionnaires distributed to two target groups, namely undergraduate students and foreign language trainers from the Bucharest University of Economic Studies. We have focused our attention on their attitudes regarding the advantages and disadvantages of e-learning in an attempt to establish if their perspectives support our initial assumption that teachers are more aware of e-learning’s drawbacks than students. Our respondents’ answers are itemized in the two tables below. STUDENTS’ PERSPECTIVE ON E-LEARNING Advantages Disadvantages • easy to use/access • misunderstandings can appear-nobody to correct and explain mistakes immediately • flexibility of time/space • communicate with teacher who can give • in the absence of an Internet connection it is a useless method assignments • you may feel isolated from classmates and • no waking up early to go to classes trainer • finding information easy and fast • lack of motivation (no teacher to make them • cheaper do the exercise) • more free time (no time spent in traffic jams • staying in front of a computer can hurt your to go to school) eyes • more fascinating and interesting • you need an electronic device • practical (send your homework quickly) • economy of materials (no need to buy books) • information isn’t always right • no face-to-face interaction (you can’t see • up-to-date and fashionable people’s reactions) • a good means of communication • no competition with other colleagues (‘it’s • having all the courses in one place hard to learn alone’) • online forums help meet new people and • no teacher control specialists worldwide • no socialising (it can damage your social life) • maintaining your own rhythm of study • not everybody knows how to use it • interactive • teachers will lose their jobs • unconventional • images, videos and pictures help us • teachers can explain grammar exceptions (not always found online) memorize • good pronunciation is more difficult to • access to online support achieve • no pressure from teacher and classmates (have • you can’t have a conversation more time to think, not feeling embarrassed if • it’s hard to assess yourself objectively you make mistakes) • teachers would judge only students’ minds not • you may access the wrong information • you can get distracted by other online their looks activities (such as chatting) • you can procrastinate • not available for everybody(people in the countryside, people with low income) • learners with bad study habits and low motivation may fall behind • impersonal – no bond between teacher and student 300 FOREIGN LANGUAGE TRAINERS’ PERSPECTIVE ON E-LEARNING Advantages Disadvantages • Learning autonomy of students • Speaking skills difficult to acquire and assess • Successful learning depends on students’ motivation • Time-saving and perseverance • Innovative and up-to-date which gets • Difficult to follow students’ learning process students motivated to be involved • Flexible (time and place) • Adapting teaching methods to students’ profiles is nearly impossible • Students’ computer skills are improve • Students are more independent and • Too many e-learning platforms to choose from responsible which helps them further • No teacher guidance on in their lives. • Direct communication is somehow blocked • Reduced costs (no tuition fee) (communication on the Internet is still imperfect because of misunderstandings) • fast means to put learning materials at • Lack of face-to-face communication is hard on the student’s disposal students • makes use of the learners’ previous skills (most learners use the internet • Some students live in areas with slow or no internet connection anyway and learn informally) • it is interactive • Students cannot compare themselves to other colleagues and self-assess their progress • allows students to learn at their own • The knowledge and experience of a teacher cannot be pace replaced by online courses. • Affecting the social relationship the education is based on (Education is fundamentally based on a direct, human relationship) • the learners need to have a certain discipline to be able to use these tools As illustrated in the above tables, the advantages of e-learning identified both by students and teachers are those regarding the following aspects: 1. Learning Autonomy and Time management (mentioned by 98% of students vs. 88% of teachers); 2. Flexibility of Interaction (25% vs. 20%); 3. Innovation (79% vs. 76%); 4. Reduced costs (50% vs. 65%); 5. Fast access (69% vs. 77%) These data are presented graphically in Figure 1. Figure 1. Graphical representation of students’ and teachers’ common answers on e-learning advantages 301 Among the advantages of e-learning mentioned only by students the most significant ones are: objective assessment, lack of peer and teacher pressure and access to more than one specialist in the respective field, as well as to people from more than one cultural/national background. Regarding the list of e-learning benefits provided only by teachers, these concern mainly the enhancement of other skills than the linguistic ones. Thus, improved computer literacy and the development of students’ sense of responsibility are highlighted. Our analysis has also highlighted the main disadvantages identified by both groups of respondents (graphically represented in Figure 2), namely: 1. Large (and confusing) variety of e-learning platforms (mentioned by 65% of students vs. 80% of teachers); 2. No face-to-face contact (80% vs. 95%); 3. Challenging to keep a steady learning schedule (65% vs. 45%); 4. Speaking skills difficult to improve (88% vs. 63%); 5. Lack of immediate teacher feedback (98% vs. 56%); 6. Internet access difficulties (30% vs. 24%). Figure 2. Graphical representation of students’ and teachers’ common answers on e-learning disadvantages In addition, students have also pointed out further challenges of e-learning. Firstly, they refer to health issues resulting from spending too much time in front of a computer. Secondly, they mention the fact that due to the lack of teacher supervision it is very easy for them to get distracted by other online activities, such as chatting, gaming or e-mail checking. Additionally, students feel that in the absence of face-to-face trainer guidance they have difficulties in developing learning strategies and study habits that would maximize their foreign language acquisition. One of the important challenges emphasized by teachers is that, when studying online, students are deprived of the possibility to assess themselves by comparing their progress to their peers’. At the same time, it is also difficult for teachers to evaluate students’ work in terms of their ongoing improvement. A very important argument concerns the issue of adapting online teaching materials to meet the needs of heterogeneous learners. Traditionally, through in-classroom interaction, foreign language trainers get immediate feedback on the effectiveness of their teaching materials and they can make instant adjustments to suit students’ language proficiency and study habits. Interestingly enough, the teachers’ responses show that as far as the advantages are concerned, they have described them from the students’ perspective not their own. They regard e-learning as beneficial for students, but make no comments to point out how this approach could add value to their teaching experience. On the other hand, concerning the negative aspects of e-learning, trainers also focused on its impact on their own professional activity. In fact, developing electronic teaching materials is regarded as a difficult and time-consuming task especially by trainers who are not familiar with ICT methods and production tools. 302 IV. Conclusions Our study has started from the premise that learners’ and foreign language trainers’ attitudes towards e-learning differ significantly. We have gathered data through a twofold survey targeted at both groups and we have expected students’ opinions to favour the innovative nature of e-learning as opposed to teachers’ more conservative stance. As our data analysis has shown, our initial assumption was contradicted by our respondents’ viewpoints. We have seen that the two groups share an important number of views on the advantages of e-learning in foreign language education. These range from accessibility and time-management to the issue of reduced costs for training and the appealing character of innovative means of communication. Regarding the drawbacks of this method, both students and teachers have voiced their concerns about the challenge of improving students’ speaking skills in the absence of immediate teacher-feedback, about possible technical difficulties and the large number of e-learning platforms which can confuse students in their choice. Our main conclusion is that in order to maximize the learning process of a foreign language a blended teaching approach would be beneficial. Both students and teachers would gain from mixing online interaction and support with face-to-face feedback and communication. Since efforts are constantly made to establish a bridge between traditional teaching methods and the movement towards digitalization, we believe that our study offers support for ensuing e-learning projects at the Bucharest University of Economic Studies and other higher education centres in Romania. References [1] [2] [3] [4] [5] Graf, F. (2002). “Providing Security for eLearning” In Computer & Graphics 26. Pag 355. Littlejohn, A., Falconer, I., Mcgill, L. 2008. “Characterising Effective eLearning Resources” In Computers & Education 50. p. 757. Hussein, H. B. (2012). “Assessing Elearning Teaching Quality of Faculty Members in Teachers’ College at King Saud University: Students’ Perspective” In Procedia-Social and Behavioural Sciences 55. p. 946. Littlejohn, A., Falconer, I., Mcgill, L. (2008). “Characterising Effective eLearning Resources” In Computers & Education 50. p. 758. Thompson, T. L., MacDonald, C. J. (2005). “Community Building, Emergent Design and Expecting the Unexpected: Creating a Quality eLearning Experience” In Internet and Higher Education 8. p. 235. 303 The 9th International Scientific Conference eLearning and software for Education Bucharest, April 25-26, 2013 10.12753/2066-026X-13-263 STRATEGIES FOR PROMOTING QUALITY IN RESEARCH AND INNOVATION IN LANGUAGE AND E-LEARNING EDUCATION: USING THE EUROPEAN LANGUAGE LABEL MODEL Stefan COLIBABA, Monica VLAD “Al. I .Cuza” University, Iasi, Fundatia EuroEd Iasi [email protected], [email protected] Claudia Elena DINU “Gr.T.Popa” University of Medicine and Pharmacy, Iasi [email protected] Abstract: The focus of this paper is to put forth a model for developing strategies for improving quality in language learning research, innovation and policies in education. Between 2012 and 2014, the European Union, under the Lifelong Learning Programme, is funding the network NELLIP (Network of European Language Labelled Initiatives - Lifelong Learning Programme, Key Activity 2). The main aim of the network is to mainstream the initiatives considered of high quality in the European member states. The European Language Label is granted yearly to several projects as an acknowledgement of their contribution to the promotion of language learning, virtual learning environments, awareness raising towards multilingualism and improving quality in language teaching. From the hundreds of initiatives awarded the European Language Label during the last ten years approximately, the NELLIP project will select a couple of hundred (with examples from each educational sector). These initiatives are to be explored with a view to identifying examples of best practice in all areas that characterize quality in learning: quality of the materials and methodologies developed, dissemination and sustainability strategies, the potential for transferring and replicating results. This article presents the methodology developed by NELLIP to identify and encourage the transfer of quality language projects and offers guidelines on how to plan, implement, manage, exploit and create networks of language learning quality initiatives based on maximizing best practice developed within the framework of European language labeled projects and initiatives. Also, NELLIP focuses on the strategies for the exploitation and networking of language learning initiatives that have received the European Language Label and on the analysis of the benefits and impact of the European Language Label for language learning providers. Keywords: language, research, innovation, policies, education, VLE I. OBJECTIVES The main objective of the research carried out in the NELLIP project and presented in this article is to identify quality criteria whose acknowledgement and implementation would improve the efficiency, transferability and value of language learning projects in all educational sectors, including higher education. In this article we present the mechanisms and instruments developed in the NELLIP project for selecting quality language learning initiatives coming from the European Union. Moreover, while collecting examples of good practice throughout Europe, the NELLIP project partners have identified educational sectors where the award of the European Language Label is rare. The sector the least represented in the number of awards received is the higher education sector. The EuroEd Foundation, the Romanian partner in the NELLIP network, has identified a series of reasons 304 that contribute to the modest representation of this educational sector among the awarded quality initiatives. Consequently, another objective of this research is to improve the participation of language learning initiatives coming from the higher education sector in the European Language Label award process. The increase in participation would ensure a greater visibility of language projects originating in the higher education sector. II. STATE OF THE ART IN AWARDING THE EUROPEAN LANGUAGE LABEL TO LANGUAGE PROJECTS THROUGHOUT EUROPE The European Language Label is an award introduced by the European Commission throughout the European Union member states. The main goals of this award are: to encourage project coordinators to develop high-quality projects and materials, to increase the visibility of the initiatives that proved to have a positive impact, to raise the standards of language teaching across Europe and to make possible the transferability of the project processes and results to other educational contexts. The European Language Label is granted in each European Union member state by a national body appointed by the European Commission. Every year specific priorities are defined for awarding the distinction, priorities in line with the current policies and agenda of the European Commission. The priorities and award criteria are published and calls for projects are opened in every country although the mechanisms as well as the award criteria differ from one state to another. There is a set of general criteria agreed at European level but, as mentioned above, individual countries can also choose their own criteria. The European criteria are the following: initiatives should be comprehensive, meaning that the project components – from students to teachers, methods to materials – should ensure that the needs of the students are identified and met; the project should bring added value in their national context, which means that it ensures a concrete improvement in the teaching or learning of languages either in terms of quantity or quality. In this context "quantity" might refer to the “project stimulating the learning of several languages, particularly those that are less widely used, whereas "quality" might refer to the introduction of an improved methodology” (as per the European Commission Language Label website). The projects awarded the European Language Label should also be motivating for all the stakeholders to improve their language skills, their cultural awareness or their openness towards multilingualism. The projects should also be original and creative either in the approach used or the products developed. The European dimension of the awarded initiatives is also important and considered an award criterion, projects having to consider Europe's linguistic diversity and make use of this advantage - for example, by liaising with contacts across national borders. The initiatives should also actively “improve understanding between cultures by promoting language skills” (as per the European Commission Language Label website). A priority widely identified as central – both at European and national level – is the transferable character of the projects as they should well be a source of inspiration for other language initiatives in different countries or educational contexts. III. RESEARCH METHODOLOGY In operating the selection of high-quality initiatives throughout Europe, the NELLIP project has developed a selection process, chronologically relying on the implementation of several instruments in every country, in accordance with the project objectives. The main objectives of the NELLIP project are: to promote the networking and creation of synergies among language learning initiatives having received the European Language Label with the aim of enhancing their impact, transferability potential and sustainability, to promote the adoption of a joint methodology that will allow the effective planning and implementation of high quality language learning initiatives according to the quality criteria used for the assessment of initiatives that apply to be awarded the European Language Label, and to promote the information about the European Language Label initiative among language learning providers. 305 To accomplish these objectives, the NELLIP partnership started from collecting a series of 50 projects that were awarded the European Language Label in each of the following countries: Austria, Belgium, Bulgaria, Cyprus, Denmark, Estonia, Finland, France, Germany, Greece, Iceland, Ireland, Italy, Latvia, Lithuania, Norway, Portugal, Romania, Spain, Sweden, The Czech Republic and The United Kingdom. Every project partner was responsible for collecting data on 50 projects from their own country and 50 projects from another (neighbouring) country. In this context, the EuroEd Foundation was responsible for collecting data on projects from Romania and Belgium. This initial database is made of projects chosen for their consistency with the current European political priorities in the field of language learning. The selection was carried out in close cooperation with the National Agencies in charge of the European Language Label in the respective countries. The project team aimed at collecting the same number of projects from each of the four main educational sectors: school, vocational education and training, adult education and higher education. Once the database was completed, from the 50 projects identified in every country, 12 case studies needed to be compiled with the help of each project coordinator (best in the form of an interview). The main objective of the case study compilation is to create a basis for disseminating best practice examples and for identifying the factors that make a language learning project successful in terms of quality, impact and innovation. The case study collects project data such as: background of the project, approach, objectives, results, reasons for the award of the European Language Label, activities following the award of the European Language Label, assessment of the impact of the award, recommendations for potential future applicants and consistency with the European priorities in the field of language learning. At this stage too, the EuroEd Foundation project team has noticed that it is very difficult to pinpoint projects from the higher education sector. Based on the database and the collected case studies, national reports on the history and developments of the European Language Label initiative in the countries represented in the partnership are to be produced in every country enrolled in the project. The national reports are to describe the best practices developed by the promoters of initiatives, projects/products that were awarded the European Language Label. At the partnership level, a transnational report is to be drafted. This report is to analyze the information presented in the national reports according to a transnational comparative approach that highlights points in common and main differences among the European Language Labeled projects/products created and assessed in Europe. 3.1 Research results The research carried out within the NELLIP project is in development. What has been done so far is the collection of the projects to be included in the database, the case studies and the best practice examples. The national reports and the transnational report for capturing the state-of-the-art in the European member states are still to be written. The first results that we have access to are those obtained by the Romanian partner, the EuroEd Foundation for the projects studied in Romania and Belgium. The preliminary results mainly show an overwhelming representation of initiatives from the school educational sector, about 80% of the awarded initiatives coming from this area in Romania and 70% in Belgium. At the level of the entire partnership, from the 456 projects collected for the database, 83 are from the higher educational sector (18%) and 254 from the school education sector (55%). 3.2 Guidelines developed from research results After collecting and processing the results of the research, the NELLIP partnership is set to develop a series of guidelines whose main goal is to show “how to plan, implement, manage, exploit and network quality initiatives for language learning based on the capitalization of the best practices developed in the framework of European language labeled projects and initiatives” (the NELLIP project website). 306 Once the guidelines have been developed, workshops are scheduled in every participating country in order to test the materials produced and share information about the most effective language learning initiatives having received the European Language Label in Europe. IV. CONCLUSIONS AND ADDED VALUE The preliminary research results show that European Language Label winners tend to come from the school sector. The feedback received from project coordinators in this educational area indicates that there are two main reasons for this disproportionate result in Romania. The first is a successful promotion strategy for disseminating the existence of this award in the school sector. Several mechanisms have been identified that lead to a successful participation rate. Firstly, the teachers and school directors are encouraged to apply by the county boards of education from each region of the country. The county board of education sends several announcements to schools urging them to disseminate the yearly call for projects to be awarded the European Language Label. The second reason is the great number of European projects developed in the school sector under the Lifelong Learning Programme. Given the specificity of the Lifelong Learning Programme, most projects that are awarded funding for implementation already demonstrate compliance with the European-level criteria for receiving the European Language Label (see the second section of this article). In Belgium, some of the project coordinators interviewed stated that they decided to apply for the European Language Label because for the area in which their projects are developed there are very few distinctions that acknowledge the quality and value of their initiatives and they were aware that the quality of their projects would benefit other stakeholders as well. In this way, they hoped to make the results of their projects known to as wide an audience as possible. In this context, the relevant results for the higher education sector are the need of a more efficient dissemination strategy in the universities towards making the European Language Label known and towards motivating project coordinators and decision makers to apply for the European Language Label in order to disseminate the results of their work. References [1] [2] The European Commission Language Label website: http://ec.europa.eu/languages/european-languagelabel/index_en.htm The NELLIP project website http://nellip.pixel-online.org/info/project.php 307 The 9th International Scientific Conference eLearning and software for Education Bucharest, April 25-26, 2013 10.12753/2066-026X-13-264 MYSTORY – SPEAK THEIR LANGUAGE Anca Cristina COLIBABA, Lucia PETRESCU Gr. T. Popa University of Medicine and Pharmacy, Iasi, Romania, Fundatia EuroEd, Florilor 1C, Iasi, Romania, [email protected] , [email protected] Cintia Lucia COLIBABA Ion Ionescu de la Brad University of Agricultural Sciences and Veterinary Medicine, Iasi, Romania [email protected] Abstract: There has been a tremendous emphasis placed on the difference between teaching and learning foreign languages. Many of us teachers have been made aware of this. Some have even managed to take it in and make it work. But does it all come to a happy ending if we simply focus on learning as opposed to teaching? Are our students better at using foreign languages if we do this? Or is there something more that actually triggers successful foreign language learning and prior contextualized usage. Integrated in our daily life, language has become a much more complex tool than the one being studied in the classroom. There are a number of other aspects and dimensions it connects to in order to become functional. Just like going to the mall is not about visiting the building itself but about buying, socializing, sharing and getting informed, the same dynamics act in the case of foreign languages. Grammar, vocabulary and pronunciation are but the mere structure which provides us with the “can” component. Even though this is a must have it is nonetheless meaningless without the “what” part. “What can I do with that foreign language now that I can use it?” The MyStory project is the WHAT to foreign languages and more. It shows that teaching and learning can be equally important and efficient as long as students have the WHAT in view. MyStory enriches learning not by contextualizing it but by turning life experience into a self-discovery journey. MyStory is about people and the language of their life, the one language we should all look more into to be able to put our foreign language knowledge to good use. Keywords: intergenerational education, life experience, IT training, sustainable sharing The My Story project records interesting stories from older people’s lives, be they official figures of common people who have lived through different historical periods. Thus the project collects and publishes episodes of personal history, fragments which would be lost if not recorded in some way. The young generation is the best “partner” in collecting and recording these stories. Young people are eager to learn and can be motivated to engage in a hands-on experience of discovering their own social history. The stories are being collected in five European countries (all project countries) each of them representing their own unique social and historical development. My Story underlines the fact that our past is larger than can be contained by the factual information presented in history books. History should mean life in its complexity: people, actions, 308 feelings, experience, dreams, opinions and interpretations - all of which engage the receiver (be it reader or listener) in a dynamic relation with a past that can only be accessed through the stories of those who have lived it. Its purpose is to transport in time to render meaning and understanding for the present times. A relevant, meaningful and satisfying future requires looking back for the roots, for the initial source of the present society within which we activate. Learning more and looking more into the past is essential and more significant than any historical data, facts and figures which record information but which very often fail to engage, to motivate and to cause positive change. Listening to their stories, looking into their life experience offers a new perspective upon our own lives and can therefore open new opportunities for all those involved. History is larger than history books and it can no longer be reduced to them. The complexity of life - people, actions, feelings, dreams, opinions and interpretations, experience transformed into life-stories engages the receivers, stirs their curiosity and thus continuously keeps them on a self discovery journey. This is how MyStory team looks at history – a continuous, active relation between past, what once happened, and present – the young generation in search of an identity of their own. Unless you know your roots there is little hope that you can build yourself a relevant future. Discover the past of the people around you and learn more than just historical events. Listen to their stories, look into their life experience and your own life might all of a sudden take another turn, get a completely new meaning. Life stories are an invaluable resource for formal and informal learning. MyStory team are collecting data for a database of life stories from people in Finland, Lithuania, Romania, Slovenia and UK and they also engage young people in volunteering to collect these life-stories. The team is open to collaborators from other countries who can enrich our database with stories from their countries. The data base will be freely accessible at the end of the project and we do encourage beneficiaries from different domains to contribute to it and to use the materials it contains. MyStory processes The stories collected within the project are processed into 10-15 minute films presenting stories on various themes. These are freely accessible on the project website, in the gallery of stories at http://www.mystories.eu/stories/ The full-length interviews collected in the project are archived in the database offered to those interested in developing these materials in other directions. The project also includes free training to volunteer story collectors and IT mentors. These programmes address young people offering international collaboration opportunities to learn about intergenerational socialization and support for the elderly people. Seniors who volunteer to share their stories are initiated in the basic use of computers and internet. They can then access the project story database and/or communicate online with other story tellers from a different country. MyStory engages people in both the collection and valorization of life stories in face-to-face and online activities. Older people benefit from meeting Young People, from discussing and telling their stories, from learning basic computer skills from the Young People. 309 Young people engaging with older people they may not have met previously, and learn on a direct, personal account or perspective from an older person. This enlarges their understanding with new information on the past and supports older people in their development of new ICT competences. Other groups and individuals are also viewed by the MyStory team as potential beneficiaries of the project and this may include organisations like Schools, Universities, Colleges, Libraries, Museums or Archives. It could also include societies or clubs for example those focused on older people, History, or Film making. It could also include individuals. They can use the stories and accompanying resources, for learning activities, research or as a motivator to share their own stories. MyStory perspectives: First of all, MyStory story tellers are people interested in sharing their stories with the world in order to illustrate historical events or personal perspectives with their own life experience. Such people may feel marginalized and their life no longer counts or is relevant to younger generations. It is within their stories that we can all find more learning and answers than in any book. Direct and personal experience, memories and feelings turn their stories into valuable resources we can use not only for our formal study of history but also for our own personal development. 1. Story tellers are invited to share their stories first to the story collectors and with their help and the internet facilities, to the entire world. In this sense story tellers who agree to collaborate sign a collaboration agreement and a declaration which empowers story collectors to store their stories and then project representatives to disseminate it in for the use of project activities. 2. Story tellers can choose from different ways and means of sharing their stories: they can be filmed, recorded, the story collector can rewrite their story based on the recordings, they can have pictures taken, they can have their story accompanied by their names or share it anonymously. Stories are collected in the manner the story teller prefers. 3. Story tellers are invited to participate in basic IT sessions “My First Internet experience” during which they are initiated in using computers and internet to access MyStory website and data base of stories but not only. 4. They can collaborate with story tellers from other countries who share their contact data on the MyStory website and they can watch and listen to stories of other story tellers. Secondly, MyStory story collectors are young people, well skilled in using computers and the Internet. These days Young People use IT in their daily lives to such an extent, that not only is it second nature, but on occasion it allows them to create a false ‘bubble’ within which they live, with the negative consequences of disconnection from social life and therefore an inability to develop essential communicative skills and social relations, especially with generations other than their own. In their case relating to stories from the past and meeting people who are willing to share their stories can help bridge the generational divide, and more than that – it gives the young generation the opportunity of putting their IT skills and knowledge to good practice, training the representatives of the older generation in basic computer skills and Internet use. 1. Story collectors are invited to collaborate with the project team in the four rounds of story collecting which lasts until the end of 2013. Those interested in becoming part of our team of volunteers sign volunteer agreements with the national project partner. 2. Story collectors are trained and initiated into the methodology of collecting life stories with the help of online and face-to-face activities. Story collectors use the project website and platform 310 to access online materials, keep a personal blog about their project experience and communicate with story collectors in other countries. 3. Story collectors are accompanied by representatives of the national project team to take interviews and they also receive guidance in processing collected materials, be they audio or video files. 4. Story collectors are in constant communication with the representative of the national project team and update him/herself to the new project developments. Young generation MyStory Elderly people Community The MyStory (Project no. 511641-LLP-1-2010-1-RO-KA3-KA3MP) is a EU funded project, carried out in a way that facilitates the connection between the two in order to maximize the potential benefits of each group; life stories from the storytellers and IT knowledge from the story collectors. Reference [1] www.mystories.eu 311 The 9th International Scientific Conference eLearning and software for Education Bucharest, April 25-26, 2013 10.12753/2066-026X-13-265 WIKI TOOLS IN TEACHING ENGLISH FOR ACADEMIC PURPOSES - IT AND LANGUAGE PROFICIENCY AS PREDICTORS OF ONLINE PARTICIPATION Cristina FELEA Faculty of Letters, Babeş– Bolyai University Str.Horea, 400591,Cluj–Napoca,Romania Teodor Mihali street, 58-60, Cluj-Napoca,Romania [email protected], Liana STANCA Business Information Systems Department, Babes-Bolyai University Teodor Mihali street, 58-60, Cluj-Napoca,Romania [email protected] Abstract: The major societal changes brought about by the Internet, particularly in the past decade, have played an important role in the rethinking of the teaching/learning process and of students' and teachers' roles in higher education. The authors have been studying various aspects of a blended learning programme for studying English for Academic Purposes they have implemented at BabesBolyai University, the Faculty of Sociology and Social Work (2009-present). As a result of technology advance in all areas of life and its increasing presence in teenagers' life (by means of formal and informal education),we can assume that undergraduate freshmen's IT skills levels will allow them to adopt easily the online component. Similarly, we can assume students are also fairly proficient in a foreign language, in our case English, due to the generous provisions of foreign language study offered by Romanian primary and secondary education. One of the authors' pilot studies showed that there is a relatively strong correlation between students' profile - (self-reported) higher level of English, previous experience in use of Web 2.0, willingness to work collaboratively - and an increased degree of participation in online activities. The present study aims to verify this correlation across three academic years by means of a questionnaire-based statistical analysis and corroborate the results with the presumed higher levels of IT and foreign language skills of current student cohorts. The authors conclude that IT and language proficiency are good predictors and, in order to implement successfully the online component, further training and support for IT use for learning and language development are needed. Keywords: Web 2.0, English for Academic Purposes, IT proficiency, Language proficiency, Statistical analysis I. INTRODUCTION: NEW TRENDS IN HIGHER EDUCATION AND 21ST CENTURY COMPETENCIES AND SKILLS The Internet has brought about major changes in society that are reflected in the re-thinking of the role of education in general and higher education in particular. Extended research on the trends affecting tertiary education and academic research have emphasised the role of ICTs at macro-level in issues such as relations with the labour market and the private sector and at micro-level in issues pertaining to the teaching/learning process. Initiatives such as the EU framework New Skills for New Jobs [1] and the US Partnership for 21st century skills [2] have brought to attention the fact that key competences (related to globalisation 312 and job requirements) should be accompanied by the development of the 21st century skills. The latter have been defined and categorised in various ways. All in all, the basic categories cover ways of thinking, (creativity and innovation, critical thinking, problem solving, decision making, learning to learn, meta-cognition), ways of working (communication, collaboration (teamwork); tools for working (information literacy, ICT literacy), living in the world, citizenship – local and global, life and career, personal & social responsibility – including cultural awareness and competence. In its turn, the European Digital agenda emphasises the role of understanding and using Web 2.0 tools as crucial in the process of participating in society and the labour market. Key advantages include flexibility, accessibility, improved learning opportunities and a learning environment that empowers learners to take a better control of their learning and organizations to “integrate learning in the work processes.” [3]. In their comprehensive review of recent literature on the impact of Web 2.0 in higher education, Conole and Alevizou argue that “Web 2.0 could enable universities to “reinvent” themselves through more collaborative approaches to learning, innovations in teaching practices, and improved quality of student learning [4].” However, they also notice that higher education still shows reluctance in adopting Web 2.0 tools at a wider scale. As far as Romania is concerned, the government explicitly supports a more efficient integration of the ICTs such as social media, open resources and digital content at all educational levels [5]. In terms of competencies/skills, starting with the academic year 2012-2013, educational programmes and syllabi in Romanian higher education were redesigned to meet the international standards and to increase the compatibility of study programs with the labour market and the changes brought about by the evolutions in the knowledge society. Thus, the new framework for the curricular products emphasises factors such as context, general (cross-curricular) and discipline-specific competencies, flexible and personalised learning paths, (including carefully devised needs analysis and learning objectives/outcomes as well as students’ feedback); adoption of updated teaching/learning strategies as well as building adequate teaching materials and auxiliaries. It is our belief that both measures will play a critical role in the long-awaited change in Romanian higher education. II. THE BLENDED LEARNING PROGRAMME FOR TEACHING ENGLISH FOR ACADEMIC PURPOSES 2.1 Local context and rationale In order to present our study, we shall mention briefly the local context that, in 2009, determined the authors to implement a blended learning approach in teaching English for Academic Purposes (EAP) and the reasons for choosing a typical Web 2.0 platform, namely a wiki. To start with, the major reason for adopting the blended environment was the reduction of the in-class teaching/learning time accompanying the curricular changes pursuant to the implementation of the Bologna process. Evolutions pertaining to academic internationalisation and job market changes together with an increasing corpus of studies on the new competencies and skills needed by the new generations also created a constant pressure to reconsider the educational offer in order to increase the learning opportunities and integrate language learning with the new 21st century skills. Next, the choice of a wiki platform for course management and collaborative/individual work was prompted by its ease of use and accessibility, students’ increasing use of social media on the one hand and, on the other, by the lack of functional institutional e-learning platforms. At the same time, there was a growing body of research on the benefits of Web 2.0 tools especially in the area of student experience (such as personalisation and control, peer support, team building and community skills, development of literacy skills) [6] but also as locus for pedagogical innovation and paradigm shift, with increased student engagement, motivation and participation [7]. At the same time, downfalls and problematic 313 issues were signalled especially in the area of university “culture” and its “unwillingness to stray” from the beaten paths [8]. As early adopters of web 2.0 tools for teaching/learning purposes in Romanian tertiary education, we considered ourselves “warned” on major issues pertaining to elements of web-based learning. Consequently, to maintain a certain degree of control on the design and quality assurance as well as to adapt gradually the tools to our students’ needs, we deemed necessary that, besides wikiusage statistics, basic data should be collected each year in relation to students’ previous experience in using web 2.0, their language skills and their readiness to adopt a new medium for learning. 2.2 Objectives One of the authors' pilot studies [9] showed that there is a relatively strong correlation between students' profile - (self-reported) higher level of English, previous experience in use of Web 2.0, willingness to work collaboratively - and an increased degree of participation in online activities. The present study aims to verify this correlation across three academic years by means of a questionnaire-based statistical analysis and corroborate the results with the presumed higher levels of IT and foreign language skills of current student cohorts. The questions covered issues such as (1) students’ interest in English, (2) their previous experience in using an e-learning platform, (3) their opinions on using the Internet for language learning and (4) preferred learning style (in terms of independent and collaborative work). The major objective of the study was to determine if there are significant differences across the three years in terms of learning style and experience in using ICT tools and their relation with language learning. These data were analysed for various correlations among themselves to which the age, university admission year (student cohort) and self-perceived language proficiency level were added. The authors consider that learning activities in a blended environment represent a great opportunity for students to perform the transition from the traditional class vs. home task individual work pattern to more independent work performed on the wiki platform which, in its turn, may act as a preparatory stage for collaborative activities typical for wiki ethos. 2.3 Study participants The participants in this study were first year undergraduate students enrolled in the compulsory course of English for Academic Purposes (EAP) delivered at the Faculty of Sociology and Social Work (Babes-Bolyai University), as registered on the wiki platform and having allocated wiki pages in the academic years 2010-2011, 2011-2012 and 2012-2013. Further data were collected by means of surveys conducted in the first semester of the three years. Overall, most respondents were female and belonged to the 18-21 age group, followed by 2225. This is the expected distribution because in Romania most students start tertiary education immediately after graduating high-school. The students belonging to the other age groups are generally enrolled for a second study programme, may have interrupted their studies for various reasons or spent some time in a job to save money for their studies. The response rate to the online survey was similar in the three years, with respondents accounting for around one third of the total number of participants, which corresponds to average response rates recorded by specialist literature. As to the self-reported global level of (CEFR level) English, there appears to be a difference between the first investigated year (with 87% of students reporting B1 through C2) and the last two (with an increasing number of students reporting elementary levels – around one third, and two thirds reporting B1-C2 levels). 314 2.4 Data Collection and Methodology Data were collected by means of questionnaires administered online during the first semester of the three academic years (October 2010-January 2011, October 2011-January 2012, October 2012January 2013). Wiki usage statistics regarding edits were used to corroborate these findings with students’ online participation. In order to test the hypotheses, we used SPSS 13.0, the nonparametric tests Kruskal-Wallis, the Anova test, the Pearson Chi-Square, and multiple regression. The decision to apply them was based on the results of the Kolmogorov-Smirnov test. The hypotheses are presented below. Firstly, data were analysed to check if there is a correlation between students’ interest in learning English and length of study (their experience in language learning in formal education) and student cohort (their university admission year).[13] Secondly, we set out to find out whether experience in using e-learning platforms is different across the three academic years and is correlated with age and student cohort on the one hand and interest in the study of English on the other. Thirdly, we analysed students’ opinions on using web-based resources for learning a language to check for correlations with age, certain preferred independent/collaborative learning styles and previous experience in using an e-learning platform. Finally, we analysed data on online participation to find out if there are correlations with students’ prior experience in using an online learning platform and their language proficiency III. Statistical Analysis 3.1 Interest in the study of English in tertiary education Interest and motivation are key factors in the learning process. Extended research has been dedicated to various aspects pertaining to their role in learning a foreign language, with various models being issued, such as the social- educational (Gardner, Robert C.), extrinsic vs intrinsic and class-based (Crookes and Schmidt (1991, 1994), Dörnyei (1994, 2006, 2008, 2009)).[10] The analysis of these complex aspects is beyond the scope of our study; however, recent research on Romanian student population has shown increasing awareness especially in relation to the instrumental role of foreign languages, namely that being more educated is an important success factor in work and studies.[11] Even though not with very high values [median range 3.8-4 out of 5], the 2010 Romanian Higher Education Quality Barometer indicates that knowledge of a foreign language is generally acknowledged as a desired skill both by students and by potential employers. [12] On the other hand, pre-tertiary education offers generous language learning provisions, with an average 8 years of study for first foreign language and 6 for the second, which would allow for an expected relatively high interest for language study. 3.1.1 Correlations between interest in language study and length of study Data on length of study covered stretches distributed as follows: 1-4 years, 5-8 years, 9-10 years and 11+ years. Overall, the findings show constant values for the first and third year, with about one third of students distributed across the first three stretches, thus with a majority of students having studied over 8 years. The situation is a bit different in the second year, with almost half of the respondents having studied between 5 and 8 years and almost half more than 8 years. Interest in the study of the English language across the three academic years was measured with a 5-point Likert scale. Results show a similar level of interest across the three years, with around 70% of students being very interested and interested. 315 To test whether there is a significant correlation between the length of study and the interest in the study of English, we have applied the Pearson Chi-Square test for the three consecutive years (2012-2013 yielded (χ2 =23.404,p=0.024), 2011-2012 yielded (χ2 =24.404,p=0.036) and 2010-2011 yielded (χ2 =23.504,p=0.04)), so there is a correlation between length of study and the interest for language study. Kendall’s tau-b values (2012-2013 - tau-b=-2.532,p=0.011; 2011-2012 - tau-b=2.652,p=0.02; 2010-2011 - tau-b=-2.163,p=0.03) showed in each case an indirect linear correlation, namely that a shorter length of study is correlated to persons who have a higher interest in studying English. The value of the median is 2 and the module, namely the most frequent value for the answers regarding interest for the language, is 1. 3.1.2 Correlation between interest in language study and university admission year (student cohort) To find out if interest for the study of English changes by student cohort, we applied the Kruskal-Wallis Test (Chi-Square=0.725,p=0.696), so the null hypothesis (interest changes by student cohort) was rejected. In all answers, the values are 1, 2, 3, 4, which is a confirmation of students’ interest. The findings may be attributed to their being aware of present-day requirements for linguistic (and IT) competences for study and work. They also match findings of a comprehensive study about Babes-Bolyai language policy, namely that most undergraduates show interest in studying at least one foreign language and have a language certificate [14]. All in all, these results are important for the current study but further research aimed to build a more complex language learning motivational profile is needed in order to be able to devise methods to trigger relevant changes in student behaviour. 3.2. Students’ prior experience in using ICTs for learning Unlike linguistic skills, for which no explicit national policy has been developed, computer literacy and the improvement of ICT skills have been the object of national policy for more than a decade. Curricular provisions for lower and higher secondary education include basic and advanced Microsoft Office applications, databases, Internet navigation as well as the use of digital content and Internet-based resources [15], [16]. The use of social media (chat, mail, social networks) has been reported in studies on undergraduate freshmen’s IT skills surveys in relation to information, communication and entertainment purposes. For example, a small scale study conducted by Intel in 2009 confirmed that present day students aged between 18-25 start using the computers before 14 years old and the trend points to a decrease of this age [17]. A fairly high level of Web 2.0 tools acceptability for learning was noticed by Popescu but students’ technical background seemed to be a reason for this [18]. However, as a result of technology advance in all areas of life and its increasing presence in teenagers’ formal and informal education, we can assume that undergraduate freshmen's IT skills levels will allow them to adopt easily the online component in terms of learning style. We analysed several correlations in relation to using ICTs (e-learning platform such as Moodle, Intranet, wiki) for learning a new discipline. In order to study this, the authors set to find out if (1) there are any changes in time in relation to students’ experience with an e-learning platform or another form of online learning, (2) if there is a significant correlation between their prior experience and interest in English and (3) if there is a correlation between prior experience with online learning and students’ age. 316 3.2.1 Correlation between experience in using an e-learning platform and university admission year (student cohorts) After applying the Kruskal-Wallis Test (Chi-Square=0.585,p=0.061), the null hypothesis was rejected, so there is no difference among student cohorts in the use of an e-learning platform or online component for learning a new discipline. Next, the median test was applied, according to which there are differences (Chi-Square=0.392,p=0.041) among the median values recorded for the three years for those who report no use of e-learning platforms. 2010 and 2013 are different from 2011, namely the percentage of those who have no experience is lower; finally, the percentage of those with low and high experience is higher in 2010 and 2013 than in 2011. 3.2.2 Correlation between experience in using an e-learning platform and age We applied the Pearson Chi-Square test where we obtained the following Chi-Square values: 2010-2011 – Chi-Square(χ2 =4.829.,p=0.305), 2011-2012 - (χ2 =6.112,p=0.191) and 2012-2013 - χ2 =4.829,p=0.305) so there is no correlation between age and experience in using an e-learning platform for learning a new subject. 3.2.3 Correlation between experience in using an e-learning platform and interest in the study of English We applied the Pearson Chi-Square test where the values were: (χ2 =11.242.,p=0.188) in 2010-2011 and (χ2 =7.953,p=0.438) in 2012-2013, so there is no correlation between previous experience of an e-learning platform and the interest in the study of English. On the other hand, in 2011-2012, the Chi-Square test values were (χ2 =31.901,p=0.000), so there is a significant correlation. Kendall’s tau-b=4.513,p=0.043 shows there is an indirect linear correlation, namely that persons with more (self-reported) experience in using an e-learning platform show a higher interest for the study of English. The results obtained so far confirm the fact that the presence of technology early in young people’s lives [19] in formal and informal contexts does not necessarily bring about a higher level of skills, as pointed out in numerous surveys [20]. To become skilled users, pupils and students should get proper training adequate to their age and field of study. Knowledge of basic computer skills does not necessarily entail knowledge of the ways they can be used, particularly in an educational environment [21]. Consequently, explanations and instructions as to the rationale and effective use of technology need to be built in the teaching process. The significant correlation between a higher interest in the study of English and more experience in e-learning recorded in 2011-2012 needs further research to find out if it is a real trend or is just an exception created by some particular traits of the surveyed group. 3.3 Opinions on using computers and the Internet for (language) learning and their impact on developing independent/ collaborative work skills Students’ perception on the impact of technology on their education and its contribution to the development of various general and specific skills has been documented in extensive research, as it has been mentioned before. A selection of questions related to students’ opinion on the correlation of Internet-based language learning activities and the development of independent/ collaborative work skills were grouped into the following categories: independent learner’s skills (1. I can choose 317 educational materials matching my level of knowledge and interests; 2. I can learn anywhere I have a computer and Internet access, spend time learning according to my needs and in my own pace; 3. I need to decide if Internet resources are useful for me); general computer skills (4. Computer and Internet skills help me in other activity areas as well); collaborative work skills (5. Computer and Internet skills help me collaborate better with my peers); reserves towards using technology in learning a new discipline (6. What are the reserves (if any) you have related to using computer/ technology/ the Internet for learning?) The statistical analysis continued with testing the hypothesis: the answers recorded in the third year (2012-2013) are significantly different from the answers recorded in the previous two. This hypothesis was based on the fact that the questionnaire was administered in the first two years at the end of the first semester whereas in 2012-2013, it was administered at the beginning of the course of study (October 2012). The results of applying the Kruskal-Wallis Test are presented below. Questions Chi-Square p-value 1 2.883 0.237 2 3.959 0.138 3 2.169 0.338 4 0.447 0.8 5 0.355 0.838 6 0.065 0.968 The results show there are no significant differences among the answers. Consequently, the moment the questionnaire was administered - before the course, in the case of the first two years or after the course in the case of the third year - had no influence on the participants’ answers. Next, we applied the Pearson Chi-Square test to determine if the cluster of features pertaining to the learning style in the third year is associated with the previous two years. Questions Chi-Square p-value 1 21.931 0.001 2 24.199 0.000 3 14.230 0.027 4 4.958 0.549 5 5.886 0.208 6 36.607 0.128 The results show that respondents consider technology useful in the learning process (of a language) and their participation in the course had no bearing on their answers. Values show differences in attitude in answers to the questions related to collaboration with peers, reserves towards using technology for learning and the use of computer/ Internet skills for other areas of activity than education, revealing a positive attitude towards collaboration and the use of Web 2.0 tools for collaborative purposes. In this context, we set out to determine if there are significant differences in attitude towards using computer/Internet skills in learning a language, respectively a correlation between preferences for independent/ collaborative work and age. Questions Chi-Square p-value 1 3.816 0.148 2 2.107 0.349 3 0.406 0.816 4 10.651 0.005 5 1.411 0.494 6 5.318 0.070 The results of the Kruskal Wallis test show that age influenced the answer to the question Computer and Internet skills help me in other activity areas as well, namely that the age group 18-21 is associated with Totally agree (Chi-Square=21.544,p=0.001). This confirms the fact that students aged 18-21 are more familiar with technology and to its potential uses in various fields and for various purposes to a larger extent than the previous generations. Next, we set out to determine if this attitude is also correlated with the previous experience in using an e-learning (Moodle, intranet, etc) platform or online environment for learning a new discipline. 318 Questions Chi-Square p-value 1 1.666 0.435 2 2.336 0.311 3 0.449 0.799 4 8.407 0.015 5 7.979 0.019 6 7.120 0.047 Results of the Kruskal Wallis Test show that experience entails a better knowledge of facilities offered by an e-learning platform, so there are differences between those that used an e-learning platform before and after the study. The most experienced are aware that an online environment is helpful in collaborating with peers, do not have reserves in using technology and in relation with preferred learning style, the majority answered that they learn better by discussing with others. 3.4 Correlation with online activity As mentioned before, previous authors’ research [22] showed that there is a relatively strong correlation between students' profile - (self-reported) higher level of English, previous experience in use of Web 2.0, willingness to work collaboratively - and an increased degree of participation in online activities. Online participation across the three years was measured by using the Anova test to determine if there are significant differences in the edits means. We considered the page edits as a reliable parameter due to the results of statistical analysis based on them in previous studies [23]. The results of the Anova test (F=5.45,p=0.004) point out significant differences between the means obtained in the three years. The analysis continued with the application of the posthoc Bonferroni test to determine where the differences are localised. In 2010-2011 participation was highest in November, followed by December, January, October and February. In 2011-2012 (when in-class meetings were moved from class settings in the computer lab) participation was highest in November, followed by February, January, December and October. In 2012-2013, students’ participation in October and February was more intense than in the previous two years. Participation in November, December and January was relatively constant. All in all, the third year shows a more constant involvement in course activities. However, this is due not so much to an increase in independent work but rather to the fact that regular hands-on editing was performed in class under teacher’s guidance (edit dates overlap with face-to-face meetings in most cases). Note should also be made that late January is an interval for the session of exams (pages are locked for evaluation), while edits in February are due to re-sit preparation (pages were unlocked for editing in early February). In the case of multiple regression analysis, we introduced firstly the variable of students’ prior experience in using an online platform, which accounted for 43% of the online participation variation (F=9.503,p=0.002). Next, the level of language proficiency was introduced, which accounts for 10% (F=5.85,p=0.018). As noticed in our previous study, online participation is accompanied by a higher level of language and computer skills. IV. Conclusions Even if limited by the methodology applied insofar as, besides wiki usage statistics, most data were collected with the help of questionnaires, the study offers valuable insight into various aspects related to the impact of integrating an online platform for teaching and learning a language at tertiary level. The data gathered for three consecutive academic years highlight several elements related to students’ experience in using e-learning and their opinions on learning a language in a blended 319 learning environment. The moment when they answered the questionnaire had no influence on their answers and the general opinion is that computers are beneficial in learning a language. The results confirmed our initial hypothesis, namely that higher level of computer skills and of language proficiency are good predictors of online participation; yet, they also pointed out that usage of social software tools for learning is a skill that needs to be developed in a more systematic manner by careful balancing of instructional design elements. The authors also consider that this approach would yield better results if extended to the learning of other disciplines. The general opinion expressed regarding the relation between computer skills and learning styles differ according to computer and language proficiency, so the regression model justifies the answers regarding the attitude toward technology. Online participation varied across the three years. In the third year, participation was more evenly distributed throughout the semester, which is closer to what good practice recommends for a successful integration of technology by means of a blended learning environment. However, due to the fact that most of the edit dates coincided with face-to-face meetings, the results cannot be interpreted in the sense that students were more prone to independent work, which confirms once again the findings of studies on online behaviour patterns. The analysis of this three-year learning cycle will continue with a study of students’ behaviour patterns in relation to coursework, again with emphasis on the benefits and challenges that blended learning, in particular the online component, has for the development of independent and collaborative study skills. References [1] European Commission, 2010. New Skills for New Jobs. Policy Initiatives in the Field of Education, Short Overview of the Current Situation in Europe. EACEA. [2] Trilling, Bernie; Fadel, Charles (2009). Learning for life in our times. San Francisco, CA. Jossey-Bass. [3] Kroes, Nelly. (2011). Transforming learning through technologies – new tools for teachers, new opportunities for students. Speech presented at the 17th International Conference on Technology Supported Learning and Training, Berlin, 1 December, 2011. Retrieved from http://europa.eu/rapid/press-release_SPEECH-11836_en.htm?locale=en [4] Conole, Grainne; Alevizou, Panagiota. (2010). A literature review of the use of Web 2.0 tools in Higher Education. The Open University. [5] Government Programme for 2013-2016, adopted in December 2012. Retrieved from http://www.gov.ro/upload/articles/118981/program-de-guvernare-2013-2016.pdf (pp. 22-25) [6] Grodecka, K.; Wild, F. and Kieslinger, B.(2009). "How to use social software in higher education", iCamp handbook, 2009, available at: http://www.icamp.eu/wp-content/uploads/2009/01/icamp-handbook- web.pdf [7] Alexander, B. (2006). Web 2.0: A new wave of innovation for teaching and learning? EDUCAUSE, March/April. pp. 33-44. [8] Rodriguez, J. (2011). Social Media Use in Higher Educations: Key Areas to Consider for Educators. MERLOT Journal of Online Learning and Teaching. 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Retrieved from http://www.unibz.it/en/public/universitypress/publications/all/Documents/9788860460240.pdf [12] The Romanian Agency for Quality Assurance in Higher Education. Quality Barometer 2010. The State of Quality in Romanian Higher Education. Retrieved from http://www.aracis.ro/fileadmin/ARACIS/Publicatii_Aracis/Publicatii_ARACIS/Engleza/sinteza-barometruen.pdf 320 [13] University of Manchester. Student cohort definition and calculation [web page]. Retrieved from http://www.tlso.manchester.ac.uk/map/studentsupportdevelopment/learningandprogression/definitionofastude ntcohort/ [14] Oltean, Stefan. (2007). Options for a Foreign Language Policiy, in Bi- and Multilingual Universities: Perspectives and Beyond. Proceedings of the Bolzano Conference 2007, pp. 89-103. Retrieved from http://www.unibz.it/en/public/universitypress/publications/all/Documents/9788860460240.pdf [15] Centrul National de Evaluare si Examinare, 2011. Ghid metodologic de implementare a TIC in curriculumul national. Bucuresti, POSDRU/1/1.1/S/5. Retrieved from http://tic.ncit.pub.ro/ http://tic.ncit.pub.ro/Ghid%20general%20TIC_.pdf - v de la pagina 69 pt metodologie; [16] Programe scolare TIC [ICT national curricula]. Available on the site of Ministry of Education. Retrieved from http://administraresite.edu.ro/index.php/articles/curriculum/c556/?startnum=41 [17] Intel, 2009. Raport de evaluare a studeiului national Tendinte in utilizarea ICT de catre studentii romani. Retrieved from http://www.elearning.ro/resurse/Intel_2009_studiu_studenti_Hermes.pdf [18] Popescu, Elvira. (2010). Students' Acceptance of Web 2.0 Technologies in Higher Education: Findings from a Survey in a Romanian University, Proceedings DEXA 2010 Workshops, pp. 92-96, IEEE Computer Society Press, preprint retrieved from http://software.ucv.ro/~epopescu/papers/preprint_SPeL2010.pdf [19] Intel, 2009. Raport de evaluare a studeiului national Tendinte in utilizarea ICT de catre studentii romani. Retrieved from http://www.elearning.ro/resurse/Intel_2009_studiu_studenti_Hermes.pdf [20] Chan, A.; McLoughlin, C. (2008). Where are we up to? A survey of Web 2.0 uptake in a regional highschool. Proceedings ascilite 2008, Melbourne. Retrieved from http://www.ascilite.org.au/conferences/melbourne08/procs/chan.pdf [21] Mac Keogh, Kay. (2003). Students’ perceptions of the use of ICTs in European education. A Report of a survey. Dublin: National Distance Education Centre. Retrieved from http://doras.dcu.ie/569/1/mackeogh_icts_european_education.pdf [22] Felea, C.; Stanca L. (2011). Wikis in Teaching English for Academic Purposes. Engaging Romanian Students in a 21st Century Learning Environment. The 7th International Scientific Conference, eLSE, elearning and Software for Education, April 28-29, Bucharest. Retrieved from http://adlunap.ro/eLSE_publications/journal2011.html [23] Felea, Cristina; Stanca, Liana (2010). Wiki Tools and English for Academic Purposes – Fostering Collaborative and Autonomous Learning in Higher Education, Journal of Social Informatics, VII, no.14, pp. 55-65. 321 The 9th International Scientific Conference eLearning and software for Education Bucharest, April 25-26, 2013 10.12753/2066-026X-13-266 IDIOMS AND COMPUTER CORPORA Veronica PĂSTAE “Carol I” National Defense University [email protected] Abstract: Software and computer based learning have become all-pervasive realities nowadays. In the present paper we shall investigate the advantages and drawbacks of computer use in linguistics, when processing very large databases. Our main focus will be on idiom computer corpora. Thus we shall begin by analyzing the idiosyncratic nature of idioms and expand on their main features. Then we shall prove that the often surprising character of idiomatic phrases can be thoroughly explored only through examining sizeable corpus data. Although dictionaries are essentially databases, many of them lack the grammatical and contextual information that a researcher would benefit from. Therefore we shall go into detail about the advantages of quantitative corpus linguistics, which is approximately exhaustive with respect to a certain phenomenon in question. Computers are the best tools available for such an undertaking since, in this manner, authentic language data can be stored, interpreted and evaluated through complex software. To better explore the behavioural patterns of an idiom, a researcher needs to observe as many instantiations as possible of a particular word or string. Computer databases can offer millions of samples of naturally-occurring language, furnishing the researcher with a huge amount of information. But of course, this entire process is not trouble-free. The availability of such resources and the technical skills required to manage computer corpora pose serious problems which must dealt with in the future. However, it is beyond any doubt that in terms of both quantity and quality the future of research will necessarily depend on computer assistance. Keywords: idioms, software, computer corpora, database I. INTRODUCTION Computer usage nowadays has pervaded all domains of human activity entailing both benefits and drawbacks. However, advantages outnumber disadvantages by far, therefore both researchers and laypeople avail themselves of this device during working or leisure time. Some disciplines (i.e. the fields of science) swiftly and effortlessly embraced the latest technological developments in comparison with others (i.e. thehumanities). But the high-performance functions and applications available on computers proved to be of service to any scholar, including those investigating the irregular domain of linguistics. In what follows we shall approach the domain of (quantitative) corpus linguistics and expand on the issue of computer corpora with particular reference to the category of idioms. To begin with, we shall define idioms and outline their various and intricate characteristics. Then we shall compare and contrast dictionaries as types of corpora with computer databases. Finally we shall reveal both the advantages and disadvantages of machine-driven studies. II. ON IDIOMS AND IDIOMATICITY From the very beginning it must be stated that the term idiom poses many problems when trying to define it, as it can refer to numerous aspects and characteristics. Various researchers offered 322 heterogeneous interpretations of the term, placing in this category as little as a single morpheme and as a much as a whole sub-set of a language, if not the whole language itself. As plainly put across by most linguists, “terminology in this field has always been problematic (…).There is no generally agreed common vocabulary”. (Moon 1998:2) This lack of a generally agreed upon terminology has led to the emergence of conflicting and often contradictory theories on what an idiom stands for or what determines a string to be considered an idiom. The polysemantic nature of the word itself has made linguists come up with many theories in order to explain its nature and functions. At first glance, idioms appear to blur the lines between different linguistic categories, to be at a crossroads between one type of fixed expressions (i.e. collocations) and another (i.e. proverbs), to exhibit features pertaining to more than one kind of construction. As stated by André Yvon Schenk idioms are quite interesting from the point of view of theoretical linguistics, since they are both exceptional and regular. “At first sight, idioms appear to be irregular expressions, for which the syntactic behaviour and the form have to be stipulated. When looking at these expressions in more detail, however, it becomes apparent that, given the appropriate assumptions, they can be systematically dealt with in a grammar”. (Schenk 1994:1) They seem to often elude grammar and rules, but when looked at closely, there are features which hold them together as a category in itself. As a general rule, idiom definitions by linguists working within various traditions, reflect that part of the standard dictionary definition of the term which is centred upon the impossibility of interpreting the whole in terms of the known meanings of the parts. idiom (…) 1.an expression whose meaning is different from the meaning of the individual words…(Macmillan English Dictionary for Advanced Learners 2002) idiom (...) 1. a group of words that has a special meaning that is different from the ordinary meaning of each separate word…( Longman Dictionary of Contemporary English-New Edition for Advanced Learners 2009) ….any group of words whose meaning cannot be deduced from the meaning of the individual words (Healey 1968:71) ….series of constituents for which the semantic interpretation is not a compositional function of the formatives of which it is composed (Fraser 1970:22) (apud Cowie, 1981:229) As Moon (1998: 8) further notices, the term idiom can be restricted to a “particular kind of unit: one that is fixed and semantically opaque or metaphorical, or, traditionally, 'not the sum of its parts', for example, kick the bucket or spill the beans. Such units are sometimes called pure idioms (…) In broader uses, idiom is a general term for many kinds of multiword items, whether semantically opaque or not. Dictionaries in the Anglo-American tradition often call FEIs 'idioms', making no further typological classification.”(Moon 1998:8) Moon’s statement proves how difficult it is, first of all, to narrow down the referent of the term idiom, and, secondly, to identify its individual features. FEI(s)- stands for fixed expression(s), a convenient term used by Rosamund Moon to cover several kinds of phraseological units or multi-word lexical items ; the author retains it for simplicity’s sake. Logan Pearsall Smith (1925) considers idiomatic expressions from an empirical point of view – he asserts that they emerge from a natural tendency of the human mind to violate rational rules for the sake of entertainment. Smith argues that the cases in which the meaning of a phrase is different from the meaning of the individual words are examples of “logical anomalies”. (Smith 1925: 185) He goes on to state that these anomalies are also reflected in the impossibility of literally translating such phrases from one language to another as would either have different significations or no meaning at all in the target language. Smith also speaks of the “expressiveness of the irrelevant phrases” and he considers this to be an indication of the curiousity, illogicality and absurdity of the human mind ‘which breaks loose now and then, and finds expression for itself in idiomatic speech”. (Smith 1925: 187) He believes that idioms are flights of the human imagination which has no regard for irrelevance and appropriateness, but which focuses on charm and authenticity. Despite the controversies surrounding the nature and composition of an idiom, three principal features have become prominent, forming the criteria by which the holism of a string could be 323 assessed. In the following lines, we shall present and discuss them in turn: institutionalization, lexicogrammatical fixedness and non-compositionality. a) Institutionalization According to Bauer (1983:48), institutionalization is the process by which a string or formulation becomes recognized and accepted as a lexical item of the language. This is a necessary, but not sufficient condition. Interestingly, Moon (1998:48) points out that diachrony should also be considered in a thorough investigation of idioms. Some strings used to be institutionalized in former times, but presently they are no longer part of the lexicon. The conclusion to be drawn is that idioms constitute dynamic expressions which, just as language itself, are governed by variability and evolution. b) Lexicogrammatical Fixedness This featurerefers to formal rigidity and according to Moon (1998:10)it implies some degree of lexicogrammatical defectiveness in units, with preferred lexical realizations and often restrictions on aspect, mood, or voice. However, the linguist signals the fact that fixedness is complex. She remarks that by no means are all fixed expressions fully frozen strings. Therefore, institutionalization and fixedness prove to be insufficient criteria by themselves; as a consequence, researchers have taken another feature into consideration. b) Non-compositionality This semantic characteristic of idioms is highly important, as all attempts of definitions revolve around it. It basically refers to the fact that the meaning of a group of words (namely, an idiom) cannot be predicted from the meanings of the constituent words. Moon (1998:11) asserts that the non-compositionalityof a string must be considered when assessing its holism. The meaning arising from word-by-word interpretation of the string does not yield the institutionalized, accepted, unitary meaning of the string: typical cases are metaphorical FEIs. Institutionalized strings which are grammatically ill-formed or which contain lexis unique to the combination may also be considered non-compositional. Other cases involve what may be termed pragmatic non-compositionality. The string is decodable compositionally, but the unit has a special discoursal function. Such examples could be proverbs, similes, and sayings. Even though the concept of non-compositionality serves a clear purpose and addresses a dire need in defining and identifying idioms, it is not trouble-free or without pitfalls. To Moon (1998:11) it is essentially idiolectal and synchronic. She claims that apparently holistic FEIs such as spill the beans and rock the boat are partly compositional in relation to both syntactic structure and metaphoricality, hence strong arguments in the literature have arisen against the analysis of idioms and other FEIs as monolithic non-compositional gestalts. Moon herself retains non-compositionalityas a basic criterion for identifying idioms, but she emphasizes that it should be interpreted as indicating that the component lexical items may have special meanings within the context of the fixed expressions: not that the meanings can never be rationalized and analogized, nor that they are never found in other collocations. A similar viewpoint on idioms and idiomaticity is supported by Chitra Fernando (1996:3), who lists the same major characteristics of idioms, though she labels them slightly differently, as follows: 1. Compositeness: idioms are commonly accepted as a type of multiword expression (red herring, make up, smell a rat, the coast is clear, etc.) though a few scholars (Hockett 1958; Katz and Postal 1963) accept even single words as idioms 2. Institutionalization: idioms are conventionalized expressions, conventionalization being the end result of initially ad hoc, and, in this sense, novel expressions. 3. Semantic opacity: the meaning of an idiom is not the sum of its constituents. In other words, an idiom is often non-literal. As shown above, researchers have encountered countless difficulties in the field of idiomatic language when trying to sort out categories or make clear-cut distinctions. However, they could not help noticing that there are differences in expressions, and, consequently, attempted to capture and systemize them. 324 One conspicuous issue was the fact that some idiomatic phrases were more easily understandable than others or more readily available to speakers. This aspect led to considerations on what became known as degrees of idiomaticity/ transparency or opaqueness of phrases. Chitra Fernando (1996:30-31) points out that idioms and idiomaticity, while closely related, are not identical. The basis of both is the habitual and, therefore, predictable co-occurrence of specific words, but with idioms signifying a narrower range of word combinations than idiomaticity. Idioms are indivisible units whose components cannot be varied or varied only within definable limits. In the case ofsmell a rat or seize/grasp the nettle, no other words can be substituted for the verbs: thus grab is unacceptable. Nor are the words of an idiom usually recombinable. But,of course,all idioms, show idiomaticity. On the other hand, not all words combinations showing idiomaticity, are idioms. Fernando (1996) gives as examples common occurrences like rosy cheeks, sallow complexion, black coffee, or catch a bus, which she calls habitual collocations and not idioms, for they are relatively unrestricted in their adjectival and nominal variants: rosy/plump cheeks, rosy dawn, and a sallow skin are all possible. Similarly, we shall come across strong coffee and catch a tram. We are in agreement with Fernando’s (1996) standpoint, namely that these cooccurrences do show idiomaticity and they are collocations. They are not opaque, they combine with other terms, and they can have equivalent translations. Moreover, they are compositional and this is a sign of collocations or metaphors, not idioms. She concludes that all these variations yield idiomatic expressions exemplifying idiomaticity, but they are not idioms. And while habitual co-occurrence produces idiomatic expressions, both canonical and non-canonical, only those expressions which become conventionally fixed in a specific order and lexical form, or have only a restricted set of variants, acquire the status of idioms and are recorded in idiom dictionaries as bread and butter and footloose and fancy free. Since the existence of conventionalized multiword expressions, or idioms, showing invariance or only restricted variation is indisputable, several scholars have all used scales of idiomaticity “to demonstrate the shading off of sub-classes of idioms into one another as well as the overlap between idioms and their lexical kin, collocations”. (Fernando 1996:31) But a detailed analysis as regards degrees of idiomaticity is beyond the scope of the present study. We deem the broad perspective offered above a pertinent prelude to the issue of idiomaticity, so that we could further examine the difficulties researchers encounter when trying to classify this linguistic domain. Below we shall analyse the aspects of idiom inventories and how computer usage can contribute to the process. III. COMPUTATIONAL LINGUISTICS: TRADITION vs. THE CURRENT STATE OF AFFAIRS Traditional dictionaries are basically databases and fall into numerous categories quantitatively and qualitatively speaking. Some of them are very rigorously designed while others lack essential linguistic information (as the grammatical class words belong to, the register or collocational restrictions which should be observed etc.) Lexicographers have always faced the dilemma whether a word should or should not be registered in a certain type of dictionary or whether it should or should not receive a separate entry. Therefore, this daunting task will constantly require decisions on behalf of researchers and will always remain open-ended. Lately, technological developments have come to academics’ aid and computer based statistics have fast emerged. Many linguistic studies of naturally-occurring language were based on manually identified corpora, necessitating long time and strenuous work to be completed. Intuition is still a very important tool in the domain of linguistics, but nowadays computers offer considerable evidence for researchers to draw conclusions based on facts, not on feelings. The strongest point of machine-driven statistics is obviously quantity: a huge amount of information can be retrieved and sorted out. In comparison with dictionaries, which can at best comprise hundreds of thousands of words, computer-held corpora can include hundreds of millions. Rosamund Moon, who in the 1990s was one of the lexicographers 325 involved in the database compilation for the Oxford Hector Pilot Corpus (OHPC) provides information on this kind of scientific venture. She reports that OHPC is a corpus assembled by Oxford University Press and Digital Equipment Corporation’s Systems Research Center in Palo Alto, California. This was the project for a research collaboration and OHPC was a subset of the Oxford Pilot Corpus , itself assembled by Oxford University Press as part of the British National Corpus initiative (Moon 1998:48). At that time the corpus consisted of about 18 million words (British English mainly) drawn from newspapers, 2 novels, a biography and 2 works of non-fiction. Since then the size of computer corpora has tremendously increased. Decades ago Leech (1991) remarked that we could already speak about several generations of corpora, each more extensive that the former: the ‘first-generation’ corpora consisted of up to 1 million words, the ‘second-generation’ corpora consisted of 20 million and the ‘third-generation’ corpora comprised hundreds of millions of words. Thus it becomes self-evident that computer usage greatly contributes to the depth of linguistic analyses. In the particular case of idioms, which are a highly difficult area to master, large corpora offer plenty of valuable information. According to Moon(1998:47) the linguistic phenomena attested in large databases can be used both to test existing abstract models and hypotheses concerning language, and to establish empirically new models and hypotheses through description. Because many times there is tension or conflict between introspection-derived beliefs about language and observed behaviour in corpora. In order to establish an exhaustive behavioral profile of an idiomatic phrase, for example, a researcher needs to investigate a considerable amount of occurrences pointing in one direction or another. Many idiomatic clusters are heterogeneous, consequently the accuracy of observations will definitely be improved by analyzing as many instantiations as possible. Through complex software, computers can correlate various factors and detect a multitude of possible combinations allowing the linguist to have a multifactorial approach to a particular issue. However, this endeavour is not devoid of risks or uncertainty. As a consequence, further down we shall expand on both advantages and disadvantages of machine-driven studies with regard to the linguistic domain. IV. ADVANTAGES AND DISADVANTAGES OF COMPUTER-BASED CORPORA The advantages of computer usage in the analysis of corpora are numerous and indisputable. The greatest benefit is the large quantity of information to be processed. In comparison with classic dictionaries, for instance, computer data banks can store incomparably more details and facts. Based on such premises the investigations conducted by scholars can only lead to more reliable deductions and conclusive results. Another advantage is the fact that computer corpora can compile data from a large variety of sources: fictional, non-fictional, academic, non-academic, written or spoken language, formal or informal register. The possibilities are virtually inexhaustible. An additional major advantage is the fact that computers have complex software, functions, applications etc. through which various features of a linguistic phenomenon can be simultaneously or comparatively analysed. The more the occurrences of an idiom, for example, the more elaborated a behavioral profile will be obtained. Nonetheless, despite these benefits, there are multiple drawbacks, too. The most serious disadvantage is the availability of such corpora. Not only that there are few corpora assembled for a small number of languages, but even these are not easily accessible to scholars. If scholars do not participate in ample research projects or do not attend prestigious research centres, they will not be able to take advantage of the opportunities offered by computer databases. Numerous valuable contributions to the field of linguistic research are still based on manually compiled data. Another major disadvantage is the expertise needed in order to successfully manage such sizeable data banks. Advanced computer skills are vital or else, the researcher should seek professional 326 assistance. Moon (1998: 48-49) claims that large corpora are problematic and it is very important to underline that “the success of corpus investigations is entirely bound up with the effectiveness of the corpus tools. Unless these are flexible and powerful enough, searches will fail and results be distorted. Moreover, however much corpora provide data and strong evidence which can prove or disprove intuition, intuition is also necessary or variations will not all be found. Searches are deterministic, and only report what has been sought, not what should or could have been looked for.” (Moon 1998:49) In the case of idiomatic clusters things become even more complicated since unusual exploitations or variations are difficult to spot and attaining such a goal may finally be “a matter of serendipity”, as Moon (1998:51) argues. Another fact researchers complain about when dealing with large computer corpora is the unbalanced or biased character of the data. Ideally, corpora should include many types of texts, but quite often emphasis is laid on journalistic sources. Conclusion Idioms are a problematic area of language with fuzzy boundaries and unpredictable behaviour. Therefore, a thorough study of idiomatic strings should rely more on robust evidence and less on intuition. The best manner to investigate unusual exploitations, variation, double meanings etc. of idioms is through observing them in as many contexts as possible. This leads researchers to assembling corpora which comprise the instantiations they have managed to spot. As previously mentioned, occurrences of a certain linguistic item can be traced manually or automatically (i.e. computer –assisted). There are advantages and disadvantages with regard to both methods; the most important ones were addressed in the section above. However, we believe that research can greatly benefit from machine-driven studies as the quantity of information to be processed is vast and varied. Unquestionably, the access to these resources will significantly increase in the future and more efficient software will be developed. As a consequence, many of the current disadvantages of computer use will be eliminated, which will render the research findings more factual and error-free. References [1] [2] [3] [4] [5] [6] [7] [8] [9] [10] [11] [12] [13] [14] Bauer, L. (1983). English Word-formation, Cambridge: Cambridge University Press. Cowie, A. P. (1981). The Treatment of Collocations and Idioms in Learners’ Dictionaries, in Applied Linguistics, Vol. II, No.3, pp. 223-235. Fernando, C. (1996). Idioms and Idiomaticity, Oxford: Oxford University Press. Fraser, B. (1970). Idioms within a transformational grammar, Foundations of Language 6, pp. 22-42. Healey, A. (1968). English idioms, Kivung (Journal of the Linguistic Society of Papua New Guinea) 1.2, pp. 71-108. Hockett, C. F. (1958). A Course in Modern Linguistics, New York: Macmillan. Katz, J. J. & Postal, P. M. (1963). Semantic interpretation of idioms and sentences containing them, MIT Research Laboratory of Electronics, Quarterly Progress Report 70, pp. 275-282. Leech, G. N. (1991). The State of the Art in Corpus Linguistics, in K. Aijmer and B. Altenberg (eds.), English Corpus Linguistics, London: Longman, pp. 8-29. Moon, R. (1998). Fixed Expressions and Idioms in English (A Corpus-based Approach), Oxford: Clarendon Press. Schenk, André Yvon. (1994). Idioms and Collocations in Compositional Grammars, Ultrecht Universiteit Schenk, A. (1995). The Syntactic Behaviour of Idioms, in M. Everaert, E.-J. van der Linden, A. Schenk, and R. Schreuder (eds.), Idioms: Structural and Psychological Perspectives, Hillsdale, NJ: Lawrence Erlbaum Associates, pp. 253-271. Smith, Logan Pearsal (1925). Words and Idioms, London: Constable & CompanyLtd. ***Longman Dictionary of Contemporary English(New Edition for Advanced Learners), 2009, Pearson Education Ltd. ***Macmillan English Dictionary for Advanced Learners, 2002, Macmillan Publishers Limited. 327 The 9th International Scientific Conference eLearning and software for Education Bucharest, April 25-26, 2013 10.12753/2066-026X-13-267 USING NEW MEDIA AND TECHNOLOGIES IN FOREIGN LANGUAGE EDUCATION FOR PLURILINGUAL COMMUNICATION AND DEMOCRATIC CITIZENSHIP Roxana MARINESCU The Bucharest University of Economic Studies,6 Piata Romana, Bucharest, Romania [email protected] Abstract: This paper focuses on outlining some effects that the use of new media and technologies in foreign language education has on both plurilingual communication and on democratic citizenship. At the moment in the European Union there are 27 member states and 23 officially acknowledged languages. With increasingly mobile European citizens and a growing number of immigrants from nonEuropean countries, Europe faces the challenge of providing equal opportunities to all citizens and, at the same time, ensuring that their linguistic and cultural heritage will be preserved. This paper starts from the necessity stated in some European documents that the European citizen should learn at least two foreign languages, English being in practice one of those, for better or worse. Also foreign language education is viewed in connection with citizenship rights and intercultural communication, for a European citizen fully equipped for flexible work contexts in a time of increased mobility. With ‘language rights’ viewed as part of ‘human rights’ and with Europe a multilingual area, the plurilingual European citizens should be able to make effective use of all their educational strategies in order to enhance their chances in social and economic life. European educational policies should thus take into consideration the inclusion of new media and technologies in formal education, as well as the impact they have on the informal education of European citizens, and should evaluate the extent to which the use of these e-tools affects language learning in the context of multilingualism. This paper also briefly presents an overview of the results of a small scale survey conducted within the Bucharest University of Economic Studies among first-year students by means of a questionnaire and informal discussions. The survey focuses on how they use the new media in formal and informal language learning, especially English language learning. Keywords: plurilingual communication, democratic citizenship, new media and technologies I. MULTILINGUAL EUROPE, PLURILINGUAL CITIZENS Europe is nowadays more than ever before an open space in various respects: telecommunications and media channels have bridged geographical and cultural distances; education takes place in a context of increased competition and global opportunities; the labour market is open (or at least more open) than ever before. At the same time, it is a multilingual continent, with 23 officially acknowledged languages in the European Union, its political and economic organism. As it is a space in which individuals travel with increased mobility, Europe has been facing a growing number of immigrants of non-European countries and of diverse cultural backgrounds. It is therefore a challenge to ensure that all the European citizens’ linguistic rights are preserved and that equal opportunities and equity policies are being observed closely, while at the same time preserving unaltered their linguistic and cultural heritage. 328 Plurilingual citizens have in this multilingual space more opportunities for education or employment, but also more responsibilites towards the languages they have aquired in different learning contexts (I make the distinction between “multilingualism” as “the presence in a geographical area, large or small, of more than one 'variety of language' i.e. the mode of speaking of a social group whether it is formally recognised as a language or not” and “plurilingualism” as “the repertoire of varieties of language which many individuals use, and is therefore the opposite of monolingualism; it includes the language variety referred to as 'mother tongue' or 'first language' and any number of other languages or varieties” [4]. In fact, the link between linguistic rights and human rights is very clear, stated as such in European documents, of which I will mention only a few. 1.1 From “community language” to “intercultural education” for “plurilingual communication” Both at the level of the European Union and of the Council of Europe, there has been constant preoccupation with promoting multilingualism on the continent, while also claiming an enhanced status for language learning through connecting it with both education for democratic citizenship and new technologies. As early as 1995 ‘The White Paper on Teaching and Learning’ states the EU linguistic policy that each citizen should learn three “community languages”, one mother tongue and other two foreign. While in support of geographical mobility, which “broadens the individual’s horizon, stimulates intellectual agility and raises the general level of learning” [9, p. 34] it claimed that all EU citizens must show “proficiency in three community languages”, backed up by the ability to adapt to working and living environments characterised by other cultures. Proficiency in languages “helps to build up the feeling of being European with all its cultural wealth and diversity and of understanding between the citizens of Europe” [9, p. 47]. Therefore the two foreign languages learned by EU citizens had to be European ones, and the process of learning them was focused on correct usage of the language more than on communicative skills. At the same time, the social dimension of this process is underlined, by stating the role of mutual understanding and valoristion for others’ culture shared by European citizens and stemming from language learning. Moreover, the document stated that the EU must “draw on the new communication technologies and harness their full potential. In the long run every class should have the necessary equipment allowing young people access to the world of computers” [9, p. 34], which represents a first mention of what in the meantime has become what we generically call e-tools, media and technologies. ‘The Declaration of the European Council Presidency’ from Barcelona, 2002, took over the idea of teaching at least two foreign languages, it included the time factor: from a very early age, and it linked it to the new technologies used on a larger scale throughout the continent: the learning of the two foreign languages had to go hand in hand with the generalisation of an internet and computer user’s certificate for secondary school pupils [10, p. 19]. Also, the declaration included the necessity of creating a new common strategy for multilingualism by 2005. The declaration also insisted on the European Union’s “unity in diversity” [10, p. 2], with languages viewed as “the most direct expression of culture” and a marker of identity. Plurilingual education has an extremely important layer: intercultural competence. By learning a language people also have a better understanding and experience of other people’s culture; it is expected that in this way they will be more aware of and sensitive to aspects of culture that although seem to separate, in fact unite people. Intercultural mediation is the next possible step; it is seen in activities done by teachers, guides, diplomats, and it enables people to get closer to the objectives of democratic citizenship. In this way living in a multicultural environment, which is contemporary Europe, is a learned competence. Democratic citizenship is in fact given a full chapter in a document from 2007 of the Language Division of the Council of Europe: ‘From Linguistic Diversity to Plurilingual Education: Guide for the Development of Language Education Policies in Europe’.The chapter is entitled ‘Plurilingualism and democratic citizenship’ and it explores the role of languages in exercising democratic citizenship in Europe: “the need, in a democracy, for citizens to participate actively in political decision-making and the life of society presupposes that this should not be made impossible by lack of appropriate language skills. The possibility of taking part in the political and 329 public life of Europe, and not only that of one’s own country, involves plurilingual skills, in other words, the ability to interact effectively and appropriately with other European citizens” [1, p. 37]. Moreover, according to the same document, plurilingualism is also “an essential component of democratic behaviour” as it leads to “respect for the linguistic rights of individuals and groups in their relations with the state and linguistic majorities, respect for freedom of expression, respect for linguistic minorities, respect for the least commonly spoken and taught national languages, respect for language diversity in inter-regional and international communication. Language education policies are intimately connected with education in the values of democratic citizenship because their purposes are complementary: language teaching, the ideal locus for intercultural contact, is a sector in which education for democratic life in its intercultural dimensions can be included in education systems” [1, p. 37]. A step forward is made in the description of what languages are in the repertoire of the European plurilinguist, it is a repertoire not limited to the European ones. In this way the distinction between national languages of Europe and foreign languages is blurred, and the migrants’ languages are given recognition and validity for learning. In ‘Guide for the development and implementation of curricula for plurilingual and intercultural education’ written in 2010 by a group of authors with the Language Division of the Council of Europe plurilingual competence is shown to include more than speaking several foreign languages besides one’s mother tongue, it is understood to include classical languages, regional or minority languages and migration languages, whereas intercultural competence brings along the idea of understanding “otherness” and of mediation between different members of cultural groups, without taking one’s individual culture for granted: “Plurilingual competence refers to the repertoire of resources which individual learners acquire in all the languages they know or have learned, and which also relate to the cultures associated with those languages (languages of schooling, regional/minority and migration languages, modern foreign or classical languages). Intercultural competence, for its part, makes it easier to understand otherness, to make cognitive and affective connections between past and new experiences of otherness, mediate between members of two (or more) social groups and their cultures, and question the assumptions of one’s own cultural group and environment” [2, p. 8]. Thus language education should aim to do more than just to assist learners in getting knowledge of other languages (plurilingualism), but to support them in a self-reflexive exercise regarding their own individual and group cultural experiences and the relationships with other cultural individuals and groups. Awareness of difference, of otherness facilitate self-awareness, thus intercultural competence can be an instrument of personal development [2, p. 18]. The general aims of plurilingual and intercultural education, as seen by the Council of Europe in the above mentioned document, and which it recommends to member states, are “in relation to the right of every individual to high-quality education, whose main features include the acquisition of competences, knowledge, dispositions and attitudes based on a range of different learning experiences, and on construction of individual and collective cultural identities. These various elements contribute to pupil success at school and make for equal opportunity. They foster inclusion and social cohesion, pave the way for democratic citizenship and help to promote a knowledge-based society” [2, p. 19]. Language rights refer to giving equal opportunities to speakers of all languages, including minority and migrant ones, to helping the individuals develop themselves personally and within a community, to develop their learners’ autonomy and to appreciate the variety of the world languages. 1.2 Languages for democratic citizenship Indeed one of the main aims of education is creating autonomous and introspective citizens who are aware of their own status and value in their own community and in the world at large. As the European Union was created, it became more and more apparent that on the one hand a common denominator had to be found in relationship to its learned languages, but also that the preservation of the richness and diversity of its languages had to be ensured. Stephan Breidbach claims that “European communicative integration is (...) a key concept within the context of European integration and the development of a civil society in Europe” [3, p. 7]. Thus people need to create a “common cummunicative sphere” in order to have the “opportunity and the ability” to hold a discourse in the public sphere on the questions of a future Europe [3, p. 7]. Within this “common communicative sphere”, Breidbach argues, we should fight against language “seclusionism” and also against the monopoly of English - for if we allow the market to decide, most clearly English would be the only 330 language taught/learnt. The three step argumentation makes a lot of sense: language rights are part of human rights, therefore all linguistic varieties throughout Europe should be equally appreciated; democracy and social inclusion depend on education policies and the plurilingualism of European individuals contibutes to identity creation and gives them a sense of belonging to a common unit [3, p. 8]. As Europe seems to be heading towards a post-national state-less body, human rights and democratic citizenship are the overarching concept legitimating the European so-called “non-citizens”. In this context we could argue that plurilingualism is extremely relevant; on the one hand for its “cultural rights” (whereby it gives access to cultures, not only to languages), but also as it enables political participation. “Plurilingualism refers to a capacity to participate (as a citizen) in politically relevant communication in multilingual environments, such as present-day Europe” [3, p. 11]. Global issues, such as environmental ones, are good examples of the necessity to create this common ground for understanding – linguistically and from the point of view of democratic citizenship. One way of dealing with these issues is through the medium of English as lingua franca. However, Breidbach claims, we cannot reach democratic citizenship if English is imposed on European citizens. On the contrary, language variety and liberty of choice, as well as using one’s own language in all sorts of supra-national contexts is an instance of democracy in action [3, p. 21]. Knowledge and usage of English are, therefore, both democratic, as they enable European citizens to take part in public debates through a common medium, and anti-democratic, as they are an imposition and exclude other linguistic varieties and choices. In conclusion, to use Breidbach’s words “sustainable cultural and political inclusion, which can lead to opportunities and participation in multilingual Europe, requires a holistic language education policy inclusive of English and linguistic diversity” [3, p. 22]. But language learning is not only done in a formal environment, and plurilingual and intercultural competences are not aquired only in schools. In the document entitled ‘From Linguistic Diversity to Plurilingual Education: Guide for the Development of Language Education Policies in Europe’ (2007), language proficiency as a goal to be attained by European citizens is replaced by the idea of communication in a foreign language. Moreover, school is no longer seen as the only source of education, informal and non-formal types of education are taken into account, and the lifelong learning concept is underlined, as speaking languages is an ability acquired “in early years of schooling and throughout life” [1, p. 10]. This is linked with European democratic citizenship: “Policies which are not limited to managing language diversity but which adopt plurilingualism as a goal may also provide a more concrete basis for democratic citizenship in Europe: it is not so much mastery of a particular language or languages which characterises European citizens (and the citizens of many other political and cultural entities) as a plurilingual, pluricultural competence which ensures communication, and above all, results in respect for each language” [1, p. 10]. The 2010 ‘Guide for the development and implementation of curricula for plurilingual and intercultural education’ aknowledges once again the role that informal and non-formal education play in language learning, by stating that “the school (“educational”) curriculum, which organises learning, is itself part of an “experiential” and “existential” curriculum which extends beyond the school” [2, p. 7]. This is extremely useful when discussing the situation of minority or migrant learners, who actually aquire the school language or the state language through a variety of media and in diverse environments. We are of course tackling the issue from the point of view of equal opportunities to education, and need to recognise the efforts made by these learners in aquiring languages. Recommendation 1740 (2006) of the Parliamentary Assembly opens with the following statement: “In the Parliamentary Assembly’s view, considerations of various kinds influence the place of the mother tongue in schools. There is the question of rights, both the right to education and the right to a cultural identity; there is the preservation of linguistic heritage, at both European and world levels; there is the promotion of dialogue and exchange through linguistic diversity; and there are pedagogical factors, to say nothing of the political use which is often made of the issue"[2, p. 15]. As the end of the migration process throughout Europe does not seem to be close (on the contrary, as Ingrid Gogolin shows in her study [6, p. 11-13] it will develop even further, which is normal for open trans-national societies), it is important to set up educational policies and linguistic strategies ensuring respect of their full citizenship rights. 331 II. NEW MEDIA AND NEW LANGUAGE LEARNERS New media and technologies have an important role in language learning as learners in contemporary Europe have growing access to them and are increasingly more willing to use them in every aspect of their personal and professional life. In fact, as they use new media (including social media) and technologies informally, to relax, to play games, to find out political, economic, social, cultural news, to chat with friends or make new friends, and thus learn languages conscientiously or not, these new language learners seem to be ready to use them in a formal educational context, too. 2.1 New media and technologies usage in Romania In Romania, it is difficult to ascertain to what extent new media and technologies are used in formal language education. At the same time, it is clear that the younger generation are constantly and to a great extent using the new media for personal purposes. In 2001 the Romanian Governement adopted a strategy to introduce and develop IT and ICT in schools throughout the country (SEI – Sistem Educational Informatizat) in line with the idea of the knowledge society promoted at European level. When the programme started in Romania there were on average three computers for one hundred students in lower secondary schools and five in upper secondary schools, and 90% of teachers did not know how to use the computer. The main objectives of the programme were linked to democratic citizenship and IT; it sought to ensure equal access to all its beneficiaries to a quality education system by introducing IT modern and standardised instruments. To verify the impact of this national programme a study was conducted by the University of Bucharest, The Institute for the Science of Education, The Centre for Development and Innovation in Education (TEHNE) and the Association for the Sciences of Education (ASTED) with the following results: 95% of the students say they would like to use the computer and the internet more for learning in various school subjects; 70,2% of the teachers noticed the positive impact of ICT on the students’ performace in the subject they teach; 90% of the students think that the ones with no computer access will be at a disadvantage later; 83% of the teachers who followed a training course in IT consider that it had a positive impact of computer usage for students [8]. 2.2 Survey on internet and new media usage by Romanian students So to what extent do young people/students use new media and technologies in their spare time, learning informally (and sometimes without being aware of that)? Are they also willing to extend these new tools and technologies usage to formal contexts, i.e. to the school learning enviornment? My belief is that they are both prepared and willing to do so. To verify this hypothesis, in February 2013 I conducted a small-scale survey with first-year students of The Bucharest University of Economic Studies (approximately 60 responses, as some respondents did not wish to answer all questions). Also, some informal discussions were conducted on the same topic with the same groups of students.The informal discussions showed that all the people interviewed are confident in using new media and technologies for language learning. When asked to give details on how this can be done, they mentioned watching films, news programmes, checking internet sites on different issues. In the responses to questionnaire most people (15) referred to generically surfing the internet, as it is mostly in English. Eight students mentioned watching films with subtitles, six chatting on social media (including facebook or skype). Five students mentioned accessing online platforms for language courses, three on line dictionaries. On line multiplayer gaming is mentioned by four people, as well as written media sites. Other responses included watching language lessons or anything in English on youtube (two), information posted by other people (one), watching the news on line (one). What we can notice is the inclusion first and foremost of types of internet sites and social media that would induce the idea of informal education. However, they can also be used in formal education, as shown for example in Ed Dixon’s article, which applies them to German language teaching at university level: using facebook, skype and blogs, as well as multimedia tools [5]. Although, first-year students say that most of the time they spend on the internet is for personal needs (a little under 25% spend between 5-8 hours and just under 20% spend 2-5 hours daily) 332 and on social networks, such as facebook, twitter (approximately 26% spend up to 2 hours daily on social media and approximately 17% spend between 2 and 5 hours), not the same can be said when it comes to using the internet or social media for school. In fact social media refers exclusively to closed groups on facebook where they find out about school issues from colleagues: the majority of the students interviewed say they spend on average 0 to 2 hours daily on social media for school purposes, and the majority of them (over 35% spend 0 to 2 hours on the internet for school daily, which includes reading courses and case studies on line, with around 10% of them spending 2 to 5 hours in each situation. Moreover more than 45% spend between 0 and 5 hours a day playing games or chatting. It is clear that all these instances could and should be used to the benefit of the language learners; quite a big number of students claim they spend a lot of time in front of the computer daily, and this is time that could be used wisely for formal learning as well. The students themselves believe they are not using the internet and new technologies to their full potential: while a little under 40% believe the internet helps them improve their language skills “a lot” and “very much”, most of them think new technologies are used in teaching at school “rarely” (around 13%), “often”(21%), or “a lot” (10%); however, when questioned what this means, in what way new technologies are used, they mention power point presentations or short videos presented in class in support of presented case studies. More interestingly, also around 40% think the internet and new technologies have potential in helping them learn foreign languages: “quite a lot” (just under 20%), “a lot” and “very much”, both of them above 10 %. III. Conclusions In conclusion, in this paper I have explored ways in which language learning and plurilingual communication are interconnected with education for democratic citizenship and interculturality, as shown by the European documents analysed and by educational practices discussed. Moreover, this paper emphasised the great role that new media and technologies could and should play in order to develop clear and common for all educational strategies throughout Europe, that should ensure equal opportunities to all its citizens. The survey presented, although limited in time and scope and taking into consideration a small number of respondents is, however, symptomatic for our university system, as it shows its challenges in the area of using new technologies and the internet for language learning. It is in our power to turn these challenges into advantages. Reference Text and Citations [1] Beacco, J.-C., (2007). From Linguistic Diversity to Plurilingual Education: Guide for the Development of Language Education Policies in Europe, The Language Policy Division of the Council of Europe. Strasburg, www.coe.int/lang, accessed on 3 March 2013 [2] Beacco, J.-C., Byram, M., Cavalli, M., Coste, D., Cuenat, M.E., Goullier, F. and Panthier, J., (2010). Guide for the development and implementation of curricula for plurilingual and intercultural education,The Language Policy Division of the Council of Europe. Geneva, Switzerland , www.coe.int/lang, accessed on 3 March 2013 [3] Breidback, S., (2003). Plurilingualism, Democratic Citizenship in Europe and the Role of English, The Language Policy Division of the Council of Europe. Strasburg, www.coe.int/lang, accessed on 4 March 2013 [4] Council of Europe Language Education Policy, http://www.coe.int/t/dg4/linguistic/Division_en.asp, accessed on 28 February 2013 [5] Dixon, E., (2012). Building a Model for Online Distance Courses through Social Media and Networks. In International Journal for Virtual and Personal Learning Environments. 3(3), July-September, pp. 81-94. [6] Gogolin, I., (2002). Linguistic Diversity and New Minorities in Europe. Guide for the Development of Language Education Policies in Europe: From Linguistic Diversity to Plurilingual Education. Reference Study, The Language Policy Division of the Council of Europe. Strasburg, www.coe.int/lang, accessed on 25 February 2013 [7] Little, D., (2010). The linguistic and educational integration of children and adolescents from migrant backgrounds, The Language Policy Division of the Council of Europe. Strasburg, www.coe.int/lang, accessed on 6 March 2013 [8] Sistem educational informatizat home page: http://portal.edu.ro/index.php, accessed on 6 March 2013 [9] The White Paper on Teaching and Learning, 1995, http://ec.europa.eu/languages/documents/doc409_en.pdf, accessed on 3 March 2013 [10] The Declaration of the European Council Presidency from Barcelona, 2002. http://ec.europa.eu/languages/documents/doc4794_en.pdf, accessed on 3 March 2013 333 The 9th International Scientific Conference eLearning and software for Education Bucharest, April 25-26, 2013 10.12753/2066-026X-13-268 AN E-LEARNING COURSE ON SMART TEXTILES ENABLED BY TRITEX Carla HERTLEER, Johanna LOUWAGIE Dept. of Textiles, Ghent University, Technologiepark 907, 9052 Zwijnaarde, Belgium [email protected], [email protected] Cédric COCHRANE, Marilyne ROCHERY Université Lille Nord de France, F-59000 Lille, France ENSAIT, GEMTEX, F-59100 Roubaix, [email protected] Abstract: In the framework of an interregional project TRITexbetween Flanders, Belgium and the North of France, an e-learning course on Smart Textiles was developed. The course comprises two modules: Functional and Smart Textile materials and Smart Textile Systems. Because of the cross-border cooperation it is available in two languages: English and French. The course gives the trainee a profound insight in the materials and working principle used to develop smart textiles. It is available 24/7 on the UGent Zephyr platform. Keywords: e-learning, functional textile materials, smart textile materials, smart textile systems I. INTRODUCTION The TRITex project (Transfer of Research and Innovations in Textiles) [1] frames in the Interreg IV programme which stimulates cross-regional cooperation between France, the Walloon provinces and Flanders. The TRITex partners are GEMTEX laboratory of ENSAIT, France and the Department of Textiles of Ghent University in Flanders, Belgium. The two entities collaborate to promote the use of communication and information technologies for teaching, in order to diffuse knowledge in the field of smart textiles. The main goal of the TRITex project is to develop an e-learning course which is remotely available. The course consists of two modules, the first one on Functional and Smart Textile Materials, and the second one, building on the knowledge acquired in the first module, on Smart Textile Systems. The entire course gives the trainee a profound insight in the working principals of smart textiles and is completed with examples of prototypes and commercially available products. Throughout the course, online interaction with the teachers of the course is possible. At the end of each module, the acquired information is tested through an extensive assessment with multiple choice answers. To our knowledge, there is no equivalent resource available on the net in this research area, while there is a need to it because of the continuous emergence of smart textiles. The target group for this e-learning course is people working in the textile industry wanting to sharpen their knowledge on new and advanced technologies. The first module has been officially launched in December 2012, while the second module is to be launched in spring 2013. 334 II. 2.1 METHODOLOGY Access to the e-learning course The aim of this e-learningcourse is to give a permanent access to multi-media numerical resources in the field of the smart textiles for an industrial public or students, as soon as they have an internet connection. These resources are hosted on a digital platform ZEPHYR from UGent [2], on which they are able to login with a password from everywhere on a 24 hour/7 days basis. The topic of smart textiles in which ENSAIT via its research laboratory GEnie des MatériauxTEXtiles (GEMTEX) [3] and the Department of Textiles of UGent [4] are strongly implied with international recognition, calls in fact upon multi-field concepts combiningknowledge from chemistry, physicochemistry of polymers, physics and mechanics to understand the concerned phenomena. 2.2 Presentation support of the e-learning course Questions were being raised about the form in which the content of this remote training could be presented opposing quality to cost. The “Podcast” solution was considered to be too complicated and not really interactive. The “Powerpoint” presentation,even when improved by including audio/video animation and comments, was abandoned because it required an additional investment of the authors. The solution of mediatisation by private companies appeared to be too expensive and was quickly eliminated. Therefore, SEMM (Service Teaching and Multi-Media) of the University Lille1 was approached [5]. This group is specialized in multi-media teaching engineering and brings together all project-related expertise: web development, computer graphics, web integration, video creation with teaching goal. Furthermore, SEMM hasmore than 10 years of experience in the mediatisation of scientific contents. In addition, SEMM has invested for more than five years in the advanced use of the open source application “Scenari” with the academic models (Quadra and thereafter OpaleSup) and in creating its own models. III. 3.1 CONTENT Structure of the e-learning course The course is conceived of two modules, the first one being a pre-requisite to approach the second one. Module 2 is an advanced module including the process from design to the final use of smart textiles. CONTENT OF THE MODULES Module 1-Chapter 1 Functional textile materials 1.1. Electroconductive materials 1.2. Optical Fibres 1.3. Microencapsulation 1.4. Photoluminescence 1.5. Biomimetic textiles Self-assessment Module 1-Chapter 2 Smart textile materials 2.1. Chromic materials 2.2. Phase change materials 2.3. Shape memory materials 2.4. Hydrogels and superabsorbents 2.5. Auxetic materials 2.6. Shock absorbing materials 2.7. Piezoelectric materials Self-assessment Module 2 Smart textile systems 1. Definitions 2. Electrodes and sensors 3. Actuators 4. Data processing 5. Energy supply 6. Interconnections 7. Data communication system Self-assessment Table 1 gives the content of the modules, which is based on the classification proposed in the Technical Report written by the CEN Technical Committee 248 Working Group 31 that is dealing 335 with the standardization of smart textiles [6]. Module 1 is composed of two independent chapters (Functional textile materials and Smart textile materials). It refers to fundamental physics and chemistry concepts with an intermediate level of knowledge. The subdivision of the two chapters was done to give independent sequences which can be covered in any order.This enables the students to complement their knowledge with a variable degree of complexity according to their pre-requisites and their needs. Module 2 deals with the textile sensors and actuators, data processing, communicating textiles and textiles for the production and storage of energy. Interactive animated sequences are available for better understanding the mechanisms and for overcoming the teacher's absence. For example, Figure 1 gives to the student the opportunity to move the cursor and to see how a strain sensor works. That implies a larger participation of the student with thus a better integration of this concept. Figure 1. Interactive animated sequence of the e-learning course 3.2 Monitoring the students At the beginning of each learning session an instructor (expert teacher) is designated for the student. The digital platform where the e-learning module is hosted gives the opportunity to exchange information with other students via the forum of discussion also with the other learners. The instructor is also able to follow the pedagogical progress through a learning pathway. At the end of each chapter, students can assess themselves with a 20 question test in the form of multiple choiceanswers. They can determine their progress according to the obtained score. The number of tests is limited. The history of the scores will be consulted by the instructor. In case of failure after three tests, the instructor will contact the student in order to understand with him the reasons of his difficulties to answer correctly. He will guide him in his learning before opening the test again. We consider a different way of monitoring for theacademic students and for the industrial students. For the academic students learning sessions will be programmed in their timetable in the place of the usual lectures in classroom, even if they can adapt their working slots at times different from those indicated. Sessions of practical exercises will be inserted between each self-learning session and allow a direct exchange with the expert and the whole students in order to answer the 336 points which need clarification or require further information. Meetings of practical work in classroom on concrete examples of intelligent textile solutions will also be organized to supplement this formation. The validation of the module will be conditional on the success rate of the usual examinations. In the case of industrial public, the device will offer a personalized assistance to the students. This one will be ensured by the expert with a mainly asynchronous tutorial, i.e. with exchanges by email and/or discussion forums via the digital platform hosting the module. Considering the lack of flexibility to bring industrialists together, due to their geographical spread and professional constraints, the sessions of synchronous contact will be limited. However, to encourage face-to-face contact, workshop will be organized to handle prototypes. The presence of experts at these meetings enables the exchange of information in relation to precise innovation needs in their company. Furthermore, each module we will offer the industrial student the possibility to participate to a seminar in the field of innovative textiles. After successful completion of the test and participation in the workshop, a certificate can be obtained. IV. CONCLUSIONS This trans-border project TRITex between ENSAIT and the Department of Textiles of Ghent University allowed implementing a first e-learning module on functional and smart textile materials and systems. An e-learning course enables the students to deal as effectively as possible with studying the content, since they can work independently once connected to the internet. The access is protected but the course is accessible 24/7. The teaching methods which were established are different according to the public concerned (academic students or industrialists). The pedagogical support had to be adapted compared to the courses taught in a traditional way. This e-learning module has been tested on a small number of students and has provided a feedback about the benefits of this new teaching approach. Acknowledgements The authors would like to thank ERDF (European Regional Development Fund) and more especially the Flanders (B) and Nord - Pas de Calais (F) Regions for their financial and technical support in the implementation of the Interreg IV-TRITex programme. They are also grateful to UNIT (UniversitéNumériqueIngénierieetTechnologique) [7] for its financial contribution in scenarisation and mediatisation of the course units. Finally, they would like to express their sincere gratitude to SEMM of Lille 1 who deals with all the mediatisation part. References [1] [2] [3] [4] [5] [6] [7] www.e-tritex.eu zephyr.ugent.be/secure/index.php?language=english www.ensait.fr/Espace-neutre/Recherche/Le-GEMTEX www.ugent.be/ea/textiles/en/research/research-themes/smart-textiles/smart-textiles.htm semm.univ-lille1.fr/ European Committee for Standardization, work group dedicated to Smart Textiles (CEN-TC 248-WG 31), 2011. www.unit.eu/fr 337 The 9th International Scientific Conference eLearning and software for Education Bucharest, April 25-26, 2013 10.12753/2066-026X-13-269 SOFTWARE APPLICATION FOR THE DEVELOPMENT OF QUALITY CULTURE IN HIGHER EDUCATION Neculai Eugen SEGHEDIN, Dragoş CHITARIU Technical University “Gheorghe Asachi” of Iaşi, Street Prof. Dr. Doc. D. Mangeron nr. 67, Iaşi, Romania, 700050 nseghed2003@yahoo, [email protected] Abstract: Quality culture is a part of organizational culture and it represents one of the biggest challenges of contemporary academic world. The paper presents the basic elements of quality culture in the universities: human resources, regulatory framework and organizational structure. For example, the normative framework includes the national and European legislation, the Standard Operating Procedures Manual and methodologies, working instructions, procedures and guidelines. It is shown the main indicators for quality assessing of all entities from the university structure. The proposed software application could be used for learning the main terms, principles, standards and methodologies used in quality assurance processes in higher education. Also, the system could be used for the elaboration of the self-evaluation files for the assessment of study programs. The users can access, for each quality assurance standard and requirement, some supplementary explanations and examples. The software application presented in the paper offers databases with information necessary for the elaboration of the self-evaluation files (lists with equipments, papers, books, human resources, facilities etc.). It is necessary that this soft application has to be permanently completed with information in accordance with the evolution of the university and departments. Keywords: quality culture, quality assurance, authorisation, accreditation I. INTRODUCTION The process of provisional authorization/accreditation/periodical accreditation of study programmes is conditioned by the development of self-evaluation files, done by the institution which is being evaluated. These files are developed depending on the requirements of the authority that carries out the evaluation. Currently, in Romania, the institution which has that authority, and is approved at European level to carry out these evaluations, is ARACIS. The self-evaluation documents filed at ARACIS need to show the way in which a series of normative requirements and quality standards are met with regards to Institutional Capacity, Educational Efficiency, and Quality Management. All these requirements need to be proven with supporting documents, which are usually presented in the appendices. The process of gathering the necessary information for the categorization of self-evaluation files is difficult due to the multitude and diversity of data which have to be collected. Thus, a series of data is collected from the university’s central bodies, other data come from each faculty or department, and, finally, some data is taken directly from their owner. This last pathway is sometimes the hardest way to collect data due, in general, to professors’ different speed of response. In this paper we propose an automatic way in which to collect data at university and faculty level. In fact, this is based on accessing databases that will allow completing the self-evaluation files and the appendices that go with them on time. Applying this method is conditioned by the necessity of permanently updating the databases by the faculty members, so that the self evaluation documentation can be developed promptly for further provisional authorization/accreditation/periodic 338 accreditation of the programmes of study. In other words, there needs to be a series of procedures/ methodologies for continuous database update at faculty/ department level. II. THE STRUCTURE OF THE PROPOSED DATABASES The software application presented in this paper is dedicated to improve the knowledge of students and professors in the quality culture domain. Quality Culture involves a set of attitude reflexes at individual and organizational level, within a framework imposed by written norms and good practices which lead to quality standards in all university structures [5], [6], [7], [8], [10]. The information in the databases is about legal framework, human resources, infrastructure, scientific research etc. (fig. 1). Figure 1. The general structure of the databases (legal framework, human resources, infrastructure, scientific research) The information can be accessed directly or indirectly depending on the structure of the databases and depending on the nature of the self-evaluation reports which have to be released. For example, when the study programmes are up for accreditation or periodic accreditation, the lists with 339 the didactic staff, the documents listing the rooms, auditoriums, the timetable, research reports etc. are already available [11], [12], [1], [2], [3], [4] (fig. 2). If a new study programme is proposed, then the team creating the self-evaluation files needs to access the lists, the databases and the primary information available at faculty/ department level in a direct way. Figure 2. Databases with auditoriums, the timetable etc. During the process of information gathering for releasing the self-evaluation reports it is very important that an interconnection is made between the laboratories, curricula, the various disciplines, tenured positions, CVs, published papers etc. (fig. 3, fig. 4, fig. 5, fig. 6). 340 Figure 3. Databases with didactic laboratories Figure 4. Databasis with scientific laboratories 341 Figure 5. Databases with human resources designated for a certain study program Also, it is important for the presented data to have a structure which is close to the one required by the self-evaluation reports. For example, when data related to the teaching and learning spaces is accessed, information about the number of students learning within the respective spaces also needs to be shown as well as the ratio between the number of students and the space provided, which is a normative and compulsory requirement of this aspect. Figure 6. Databases with human resources of the entire faculty/ department III. Conclusions Automatic gathering of the necessary information for the development of self-evaluation reports saves time and reduces the effort made by the quality assurance teams. Also, the existence of such databases, continuously updated, would be a great aid for writing the various types of reports, 342 necessary for different evaluation, accreditation or certification procedures at institutional level. These databases are all the more necessary when the evaluations in higher education are done by different bodies and each body requests that the data be reported in a specific way. Considering all this, it is very useful to start developing the various self-evaluation reports starting from the raw information recorded in the databases. The advantages of this software system consist in the possibility of increased performance of the people involved in the quality assurance process in universities. References [1] [2] Gherghel N., (2006). Ingineria calităţii. Aplicaţii de sinteză şi teste. Ed. CERMI, Iaşi. Popescu S., Brătianu C. (ed.), Ghidul calităţii în învăţământul superior. Editura Universităţii din Bucureşti, 2004. [3] Rusu C., Huțu C. A., Avasilcăi S., Rusu B., Bulacovschi I., (2000). Proceduri de asigurare a calităţii în învăţământul superior din România. Vol. I., Ed. Economică, Bucureşti. [4] Rusu C., Gafiţanu M., (2000). Proceduri de asigurare a calităţii în învăţământul superior din România. Vol II., Ed. Economică, Bucureşti. [5] Seghedin N., (2009). Quality culture at the Technical University "Gheorghe Asachi" of Iaşi. The 1st Joint Romanian-Turkish Workshop on Quality Management in Higher Education. “Ovidius” University Constanţa, 23-25 March, Romania. [6] Seghedin N., Toderean D., Marian S., (2009). Internal Quality Asessment For Bachelor’s And Master’s Degree Programs In Technical Higher Education. MTC 2009, The 6th International Conference on Management of Technological Changes, ISBN 978-960-89832-8-1, September 3rd – 5th, 2009, Alexandroupolis, Greece, vol.2, pp. 355. [7] Seghedin N., Voicu M., Toderean D, Marian S., (2009). Quality Culture Development in Higher Education – A Systemic Approach. International Conference Institutional Strategic Quality Management: From Minimum Requirements to Overall Quality Improvement, 14-17 october. [8] Seghedin N., Voicu M., Toderean D., Marian S., (2010). Using The Weighted Cause-Effect Diagram In The Process Of Quality Assurance In Higher Education. Quality Management in Higher Education. Proceedings of the 6th International Seminar on the Quality Management in Higher Education. Book II, Ed. Costache Rusu, 8-9 July 2010, Tulcea, Romania, pp. 251-254. [9] Seghedin N., Voicu M., Toderean D., Marian S., (2010). Ways To Development Of The Quality Culture In Universities. Quality Management in Higher Education. Proceedings of the 6th International Seminar on the Quality Management in Higher Education. Book II, Ed. Costache Rusu, 8-9 July 2010, Tulcea, Romania, pp. 255-258. [10] Seghedin N., (2012). A Systemic Approach to the Framing Process Concerning the Procedures Used in Teaching at Higher Education Level. “E” Era & Higher Education, Proccedings of the 7th International Conference Quality Management in Higher Education, Iaşi, 16th-17th november, 2012, pp. 153-160, Österreichische Computer Gesellschaft Komitee für Öffentlichkeitsarbeit. [11] Voicu M. (ed.) (2008). Manualul procedurilor. Ed. Politehnium, Iaşi. [12] Voicu M., Seghedin N. (ed.), (2011). Manualul procedurilor. Ed. Politehnium, Iaşi. 343 The 9th International Scientific Conference eLearning and software for Education Bucharest, April 25-26, 2013 10.12753/2066-026X-13-270 TEACHING CAD APPLICATIONS WITH SIMULATED INTERACTIVE LESSON Mirela BLAGA, Ana Ramona CIOBANU “Gheorghe Asachi” Technical University, Faculty of Textiles, Leather and Industrial Management, 53 D. Mangeron Street, Iasi, Romania [email protected], [email protected] Abstract: Simulation plays an important role in developing e-learning tools for teaching technical contents. Nowadays, the advanced textile technologies are based on Computer Aided Design (CAD) activity performed with specialised software, where programming skills are achieved by a sustained training. Working time in the knitting laboratory is sometimes constrained by either student schedule or PC availability. More, the high investment in such software limits its acquisition at personal level. Therefore, creating alternatives for self training and assessment increases the quality of the education in a specialised field and gives independence to the learner. “Storyline” software from Articulate offers an IT solution for building interactive simulations of the lessons, accessible on the student environment. What makes the difference between similar solutions is the existing active buttons, exclusively for the presented lesson, as part of the recorded computer screen activity. In this context, the paper focuses on the teaching CAD applications, regarding the design of spacer knitted fabrics, made on M1 plus pattern station, from Stoll GmbH, Germany. Technical data, such as: machine class and type, fabric structures, panel dimensions, stitch densities, yarn careers, machine setup are explained, following the main steps of programming. This class of fabrics can be produced on electronic flat knitting machines, under advantageous economic conditions, by exploiting the simplified manufacturing process, the high quality of the product and lower costs with the machinery. Due to the advantage of the modern technology, the properties of the spacer fabrics can be engineered, by using different types of structures, raw materials, and finishing processes. Keywords: Computer Aided Design, Spacer knitted fabrics, Simulated interactive lesson I. INTRODUCTION Functional knitted fabrics are since some years, a core subject in the area of textile applications, due to their specific properties, functions and added value, designed for the increasing of life and work quality. Faculty of Textiles, Leather and Industrial Management from Iasi, Romania, as the main education and training institute in the field, has updated its curricula with a package of courses, dealing with the design and technologies for functional textiles, deliverable at Bachelor and Master Degrees. Knitting Technologies for Functional Fabrics course is addressed to the students from Knitting and Ready-made Clothing Department, as an optional course for knitting specialisation route. Its main objective is to provide knowledge about the technical fields of the knitted fabrics and the available technologies, raw materials, functions and properties of the final products. Within this branch, spacer fabrics are three dimensional knitted fabrics, consisting of two fabric layers connected together with a spacer yarn or with another fabric. Due to their specific structure, they become an attractive concept for textile researchers because of the wide usage in various areas [1]. This class of fabrics can be produced on electronic flat knitting machines, under advantageous economic conditions, by exploiting the simplified manufacturing process, the high quality of the product and lower costs with the machinery [2]. Considering the advantages of the modern technology, the properties of the spacer fabrics can be engineered, by using different types of structures, raw materials, and finishing 344 processes, which makes them applicable to various domains, such as: medicine, automotive, sports, buildings (Figure 1). Figure 1. Products made of sandwich fabrics Nowadays, the advanced knitting technologies are based on Computer Aided Design (CAD) activity performed with specialised software, where programming skills are achieved by a sustained training. Working time in the knitting laboratory is sometimes constrained by either student schedule or PC availability. More, the high investment in such software limits its acquisition at personal level. Therefore, besides the face-to-face teaching, creating alternatives for self training and assessment increases the quality of the education in a specialised field and gives independence to the learner. II. INTERACTIVE LESSON FOR TEACHING THE CAD FOR SANDWICH FABRICS There is no doubt that e-learning methods are applicable in any field of education, considering the main two advantages, of the unlimited utilization time and the interactivity with the learner. The trainers from this field at various levels have implemented the positive characteristics and effects of e-learning, into applications used for textile studies, to increase the effectiveness of the educational and technical component. This paper is presenting an interactive lesson, designed for CAD applications, for producing sandwich knitted fabrics on electronic machines. The programs are developed on M1 plus pattern station and the fabrics are manufactured on CMS 530 E6.2 and CMS 502HP electronic flat machines, technology provided by Stoll Company, Germany. The lesson is intended to strengthen the knowledge acquired after the tutor explanations, by using it independently, free accessible at: www.tricoteex.com, a website which contains technical lecturers for knitting CAD/CAM courses and applications. II.1. Method used “Storyline” software from Articulate offers an IT solution for building interactive simulations of the lessons, accessible on the student environment. This software has been unanimous accepted by the e-learning trainers and developers from various domains as being flexible in interactivity, assessment, screen recording, publishing and extensibility. What makes the difference between similar solutions is the existing active buttons, exclusively for the presented lesson, as part of the recorded computer screen activity [3]. Passing the Knitting Technologies for Functional Fabrics lectures and practical work, the students should achieve some skills and abilities, on the: − Creating knitted fabrics structures with specific techniques, to design surfaces effects for technical applications; − Designing the knitting programs on CAD software; − Setting up the knitting parameters before production on the machine; − Programming the machine and knitting the fabric sample. In this context, the paper focuses on the teaching CAD applications, regarding the design of spacer knitted fabrics, made on M1 plus pattern station, from Stoll GmbH, Germany. The content is organised in a sequential and logical order, containing the main steps to be followed, in order to solve the work objectives (Figure 2), such as: the theme (1), objectives of the application (2), theoretical information (3) and an attached simulated lesson (4), available in html format. 345 Figure 2. Overview of the content As shown in Figure 3, all the information regarding the course content is displayed in a facile interface arrangement: 1-the name of the application, 2-the list of the content items and 6- the content. Because of the software possibilities, different images and movies were possible to be inserted in order to have a detailed and exemplified content. Besides this, tools like adjusting brightness, contrast and colour tint make the content to be more stimulating. Figure 3. Interface arrangement The interactive content it is facile to be navigated by using the accessible tab arrangement menu (2). With a simple mouse click, this buttons reveals different layer with its specific tab information. The learner progress and movement within the lesson content is constantly assessed. The buttons change its color one by one, depending on the status in which the user is. The items which were already studied are green (3), the item in study purple (4) as shown in figure 4 and the next button to be accessed or never been accessed in blue (5), figure 3, 4. The movement between the items is always available/ accessible. Figure 4. The actual item to be studied 346 Storyline has a special feature, of recording the screen and automatically segments the activity into multiple step-by-step tutorials. The learners watch how to do a task in view mode [3]. Particularly, for this lesson, the students get the possibility to watch the CAD lesson and its steps for designing and programming the sandwich knitted fabrics, and by pressing the button “Lectie simulata” the html format of the interactive lesson become active (Figure 5). Figure 5. Simulated lesson The M1 plus both monitors activity has been recorded and the main stages of the CAD lesson are included into a list, located on the left side of the screen, where the learner get gradually the complete guidance from the file opening to the end of the program (Figure 6). Figure 6. Main menu of the simulated lesson The particular steps of the programming are in detail explained and they refer to the: initial program data establishment (machine type and gauge, panel shape, dimension and structure), structure drawing, technical settings, yarn carriers, program editing and checking (Figure 7). 347 Figure 7. Knitting machine selection Figure 8. Second stage of the programming Each step can be easily accessed, and in case of error from the programming point of view, like: wrong drawing, a technical mistake, the reader is notified with an error message and indication for another trial (Figure 9). Figure 9. Error detection in programming activity 348 II.2. Results and discussions This type of teaching methods, besides the face-to-face tutoring, increases the education quality, by tailoring the learning style for each student, with the computer simulations, which has the major advantage of eliminating the frustration of the personal time and rhythm of study. A good educational product is based not only on the content information but also on their interactivity with the learning process [5]. The positive response and attitude of the textile towards such a supplementary method is encouraging for further developments. III. CONCLUSIONS There is no doubt that e-learning methods are applicable in any field of education, considering the main two advantages, of the unlimited utilization time and the interactivity with the learner. In case of textile field, its dynamic in technical developments had an impact changes in didactics and teaching methodology, as the classical methods of presenting the subjects cannot meet the actual requirements of the high technology based content. More, the huge investment in the textile machinery can limit considerably the access to the technology in real time, so virtual methods and technologies will supplement the actual absence of the equipments. Blended learning, as a combination of face-to-face and online tuition might be an effective solution for teaching in a high specialised field, in this case, the programming for advanced knitting technologies. It relies on the proper teachers’ communication skills and the user friendly IT technology. The paper refers to a simulated interactive CAD lesson, developed for a specific textile technology, namely knitting technology, with a wide potential for various applications, from wear to technical uses. The main goal of the e-learning tool is to provide a high quality education for the students from textile field, mostly by stimulating the individual study, task which if fully reached with the presented application. References [1] [2] [3] [4] [5] Ertekin, G.; Marmarali, A., (2011). Heat, air and water vapor transfer properties of circular knitted spacer fabrics, In Tekstil&Konfeksiyon, Volume: 21 Issue: 4. Ciobanu, A.R.; Blaga, M. (2012). Double-layer knitted fabrics for arms protection, In Smartex Research Journal, Vol. 1, No1, March 2012, pp. 111-116, ISSN 2090-634X (http://www.kfs.edu.eg/srj) http://www.articulate.com/products/storyline-top-features.php Blaga, M., (2012).Tehnologii neconvenţionale de tricotare- Suport lucrari de laborator. Calopareanu, G., “E-learning and Immersive Learning in Military Education”, In The 8th International Scientific Conference eLearning and Software for Education, Bucharest, April 26-27, 2012. 349 The 9th International Scientific Conference eLearning and software for Education Bucharest, April 25-26, 2013 10.12753/2066-026X-13-271 BLENDED LEARNING TEXTILE CHEMISTRY USING MOODLE VIRTUAL LEARNING ENVIRONMENT Paula DUGHILA Şcoala Gimnazială Nr. 12 Botoşani– P.J. [email protected] Adrian ADASCALITEI, Aurelia GRIGORIU “Gh. Asachi” Technical University, 67 D. Mangeron Blvd., Iaşi, România [email protected], [email protected] Abstract: Blended Learning courses combine face-to-face (traditional) and online learning. This method of learning is for students who do not want to miss out on the traditional classroom experience, but want the flexibility essential with online learning. All blended courses will meet the first day of class and at least three other face-to-face meetings. Textile chemistry can generally be divided into three major areas: dyeing and finishing chemistry, fiber and polymer chemistry, and a newer area that intersects with materials science and involves the blending of textile materials. Online e-learning has also undergone a revolution wherein virtually all universities have provided courses that can be taken asynchronously, anywhere and at anytime. Tools and technologies have rapidly evolved to transform the conventional sequential unidirectional methods into collaborative omni directional learning environments. Piaget’s theory of cognitive development stated that “the learner must be active; he is not a vessel to be filled with facts. Learning involves the participation of the learner”. eBooks and new collaborative learning software allows us to create materials and an environment that allow students to explore and independently navigate tendrils of interconnecting concepts that will empower and enhance their construction of a more cohesive understanding of interconnected facets of a discipline. Students are rarely prompted to construct explanations of scientific phenomena for themselves. In many undergraduate courses, students spend a great deal of time either passively listening to lecturers’ explanations or reading explanations from textbooks. Moreover, textbook explanations are often presented succinctly and in rapid succession, as if the material is straightforward and requires nothing more than memorization. Classroom activities that facilitate students generating their own explanations (i.e., developing and deploying explanatory knowledge) can therefore be powerful conceptual teaching and learning tools. Active learning strategies such as cooperative learning groups, guided inquiry, and peer-led team learning demonstrate progress toward student production of explanations in the undergraduate chemistry classroom. This paper presents the design principles and implementation of interactive training modules from chemical textile engineering curricula performed on ” http://www.moodle.tex.tuiasi.ro/” elearning platform. Modules can be used also in traditional didactic activity: course lectures, laboratory, seminar and / or design classes. Interactive simulations allow learning of: knowledge, skills and abilities, necessary to engineering students in their future professional activity. Elearning modules aimed mainly effective interaction between student and content. Interactive graphical interface helps the student to understand quickly and accurately the issues of the course content and enables simulation of real industrial processes. Keywords: elearning interactive training modules, chemical textile engineering curricula, doctoral research, moodle I. INTRODUCTION The usage of Learning Management Systems (LMSs) such as Moodle has been widely integrated in the higher education process. It is normally utilized as a supplemental learning platform to traditional learning education, which is known as blended learning environment or hybrid learning environment. Many universities have practiced and have been committed to blended learning 350 approaches. The transition to a mixed mode learning environment at higher institution is related to four imperative reasons namely the rise of lecturer-student ratio due to the growth of students enrolment and low staff resources; course modularization that increases the pressure to share materials; information technology that satisfies user expectation and consumer expectation on educational technology in higher education institution. Learning chemistry is challenging to students in that they require thinking and visualizing chemical structures and reactions at several levels. Due to the abstract concepts involve in chemistry, many students fail to visualize and translate the interplay between the chemical concepts at several levels. Visualization of chemical structures, processes and reaction mechanisms on molecular level is needed and can be a daunting experience for the students. To overcome this, support of educational technology has been developed and found to be very useful for teaching chemistry to large groups of students. In this context is necessary introduction of a Moodle learning on a first year textile chemistry programme in order to motivate and improve students’ learning through virtual learning approaches. Students’ feedback revealed the appreciation on the flexibility of the system where they showed confidence in learning chemistry and less anxiety about the exams. Many research papers examined the interaction of first year undergraduates with Moodle system and it was found that students who were stimulated to use the online resources did better in their examination than those who were not. In general, the use of e-learning especially in higher chemistry education provides flexible learning environment that helps students to learn and improve their performance in chemistry especially in the freshman year. II. COURSE CONTENT Course content is aligned with curriculum standards, objectives, assignments, assessments. • Course Syllabus. The course contains a syllabus and supporting documents. The course includes items such as: course title; correct course semester; course description; course contact and credit hours; course prerequisites; course objectives; course assignment; course test schedule; required course materials; grading criteria; testing information; library resources; any on-campus requirements; work ethics information. • Staff Information. The course contains staff information: instructor name; appropriate picture (optional); e-mail address; telephone and fax numbers; office hours • Student Information. The course contains a student orientation and explains: how to get started; technical equipment requirements; technology competency requirements; browser recommendations; drop deadlines; format for assignments; requirements for chat room and/or e-mail; instructor response time; troubleshooting advice. 2.1 Learning system structure and website organization A modular and hierarchical structure was incorporated in designing the organization of the learning system. Five levels were maintained to hierarchically structure contents. The learning material was classified into modules at each level to ease the content and course management by providing flexibility for reuse. The structure was designed in close relationship to that of an academic curriculum. Each level can be compared relatively to a traditional education system. The top level in the system structure was broadly divided into categories called “modules”; This stage is similar to the different streams and majors in the academic curriculum that a student can take. As there may be different courses available in each stream that make them unique, the modules consists of individual “lessons” that supplement information on related topics. The lessons were further divided into “objectives” to provide a fundamental learning experience for the students with explicit material focusing on specific topics. These objectives, which are the building blocks for the entire learning system, and are comparable to the different chapters in a textbook followed for a course. The last level in the learning system was the content organization and presentation in each objective. The contents in the objective were displayed by segregating into frames. This level in the system is similar to the pages of each chapter in the textbook. As each chapter may vary in the number of pages, the objectives were also designed to vary from 1–20 frames depending on the volume of 351 content. Though each frame displayed specific content, they were made self-contained in a single environment for an objective. This was done to maintain continuity in learning and minimize waiting time to load each frame. This frame-based structure was designed to display small chunks of material and help the user to grasp concepts gradually before proceeding to the next one. 2.2 Textile chemistry course This course is the introductory part of Textile Chemistry. In this first course a large part of the program is carried out in the classroom, without the help of the laboratory, although it would be desirable to resort to laboratory exercises where you should make use of optical microscopes and scanning electron microscope. For years to come there are guided in the company of some industrial processes covered in class. In the textile business, chemists work in R&D, process development, process modification, technical services, environmental testing, and dyeing and finishing operations. The ability to access information has gone through a dramatic revolution in the past few decades. Educational objectives: This course aims to convey fundamental knowledge of textile chemistry, so that we can learn the skills necessary for the conduct of industrial processes in the field of dyeing and finishing of textile materials. Textile chemistry is primarily an applied form of chemistry. It is a highly specialized field that applies the principles of the basic fields of chemistry to the understanding of textile materials and to their functional and esthetic modification into useful and desirable items. Textile materials are used in clothing, carpet, tire yarn, sewing thread, upholstery, and air bags, to name a few examples. Some textile chemists are less oriented toward manufacturing processes and more focused toward fiber technologies. The study of textile chemistry begins with the knowledge of fibers themselves-both natural and synthetic. Because synthetic fibers are such an important part of today's textile business, the field includes many who are trained as polymer chemists. The interaction between textile chemistry and materials science is also increasing. Textile chemistry includes the application of the principles of surface chemistry to cleaning processes and modifications such as dyeing and finishing. It encompasses organic chemistry in the synthesis and formulation of the products used in these processes. Textile chemistry can generally be divided into three major areas: dyeing and finishing chemistry, fiber and polymer chemistry, and a newer area that intersects with materials science and involves the blending of textile materials. In the textile business, chemists work in R&D, process development, process modification, technical services, environmental testing, and dyeing and finishing operations. 2.3 Textile chemistry courseware structure TEXTILE CHEMISTRY (Technical University “Gh. Asachi” Iaşi, România) Name of the case: Textile Chemistry University, department & Country: Technical University “Gh. Asachi” Iaşi, Faculty of Textile and Leather Engineering, România Study context (level of studies, topic): Bachelor-level introductory course in textile chemistry Target group: Second-year students specializing in textile engineering and having chemistry as minor specialization subject Description: The aim of this course is to introduce the basic principles of textile chemistry and give an overview of the most important organic compounds. The practical section introduces the principle techniques used in analysis, purification and synthesis of organic compounds. The knowledge of textile chemistry is required for studies of Chemistry and Technology of Intermediated and Dyes, organic chemistry and Preparation of Textile for Coloration. Objectives of the course: This course briefly revises the basic of organic chemistry (structures, properties and reactivity of organic molecules of interest to textile materials). Then it provides an introduction to spectroscopy, including colorimetry: the basic of color theory is discussed. Further topics are surfactants and dyes. The course includes a description of the chemical literature. Syllabus: Organic compounds classification and main rules for name assignement. Molecular Structure, Acidity and Basicity. Stereochemistry. Examples of reactions relevant to textile processes. 352 Absorption and reflectance spectroscopies. UV-visible spectroscopy, IR spectroscopy, fluorescence spectroscopy. Spectroscopic quantitative analysis by calibration curve method and standard addition method. Color theory and colorimetry. Dyes structures, classification according the Colour Index (C.I.), applications Surfactants, surface tension and wettability. The scientific literature: primary and secondary sources, patents. Bibliographic search. Laboratories and/or exercises: Two lab experiments: Quantitative determination of a dye by UV-visible spectroscopy. Surface tension determination Pedagogical approach: Because of the high level of abstraction of the subject matter it is difficult to implement active learning methods (like discussions, role plays and online collaboration) in this course. This is why the course is mainly based on individual assignments. As an E-learning environment, the Moodle VLE forum is used for discussions about the practicum experiments. The students have an opportunity to compare their results and discuss why some experiments were successful and others were not. The students must write a written term paper that will be peer-reviewed by the fellow students. Every review must have a different approach. Use of technology: Most of the functionalities of Moodle VLE LMS are used in the course: blog, discussion forum, individual and group portfolios, quizzes, wikis. Computers were also necessary for presentations and getting literature. In order to pass the course successfully, the students had to use the free molecular modelling software, which was possible to download from e-learning environment Moodle VLE. Text-, video- and software installation files are provided on CD-Rom for each student who does not have fast access to the Internet. The students had a possibility to ask the instructor for technical help, the Moodle VLE user manual was also helpful. Blending method: The textile chemistry course is partly Web-based, a significant amount of learning activities takes place in Moodle VLE Learning Management System. It is suitable for the students who study at university, but also for people whose work is connected with this subject and they need some extra knowledge. Participation in the course requires knowing a lot of facts and it is also important to have abstract thinking and a good memory. The course is a combined course, there are one and a half hour lectures (introductory, materials were in learning management environment Moodle VLE), three hour seminars (presentations and other students’ reviewing) and practicums (in chemistry it is not possible to do chemistry practicums in a Web-based format). The learning resources are mainly in .pdf format or presentations. A lot of colourful illustrations, schemes, diagrams were used – it makes printing difficult for students. Students can receive a CD-Rom with video materials. Outcomes and evaluation results: In order to get marks, the students must take two short Web-based tests (10%), one short term paper (10%), and they must prepare a presentation (10%). In addition students must defend their laboratory protocols (15%) and to do a written test about the laboratory protocols (15%) and finally must do a school-based written test (40%). Active learning in the Moodle VLE environment might have a good influence on the students’ grades. Links to additional information and references: http://www.moodle.tex.tuiasi.ro/ III. DESIGNING BLENDED LEARNING COURSES In order to design a Blended Learning courses, a teacher have: to analyze the structure of an e-Learning course based on structuring and sequencing technique; as well as, to analyze examples of learner control in e-Learning in consideration of its advantages and disadvantages. Designing e-Learning courses is work that ranges from analysis to curriculum design, and its output is a map indicating multiple blocks existing as the smallest units of instruction and interrelationships among them. Structuring technique is to graphically show the relationships between the identified items to teach. Gagné proposes structuring techniques depending on the nature of the learning tasks. Instructional Curriculum Map (ICM) is proposed as a framework to integrate them and has been widely adopted. Sequencing technique is to indicate the order of learning. The order of learning related units is sometimes clear, and sometimes not clear, depending on the nature of the learning task. The degree of the necessity of sequencing is different depending on the methods of learning, such as between classroom instructions led by a teacher, and individual learning using materials with hyperlink structures (see Table 1.). 353 Issues of learner control are to determine to what degree does the material control the learning process (i.e., system control) and from where to leave it to the learners (i.e., learner control). Appropriate learner control depends on the previous characteristics of learners, the degree of importance of the content, and whether or not advice is added. There is a negative view toward “bottom-up sequence” in material development projects based on Constructivism. Sub-skills are claimed to have their meanings only by putting them within the contexts, which can not be possible with the bottom-up sequence. Design principals of e-Learning courses would differ depending on the point of view toward the value of failure experience and the roles of teachers. Teacher have to Formulate Significant Learning Goals involving development of learning material: Foundational Knowledge: key information (e.g., facts, terms, formulae, concepts, principles, relationships, etc.) is/are important for students to understand and remember in the future; key ideas (or perspectives) are important for students to understand in this course; Application Goals What kinds of thinking are important for students to learn: Critical thinking, in which students analyze and evaluate Creative thinking, in which students imagine and create Practical thinking, in which students solve problems and make decisions What important skills do students need to gain? Do students need to learn how to manage complex projects? Integration Goals What connections (similarities and interactions) should students recognize and make…: Among ideas within this course? Among the information, ideas, and perspectives in this course and those in other courses or areas? Among material in this course and the students' own personal, social, and/or work life? "Learning-How-to-Learn" Goals. What would you like for students to learn about: how to be good students in a course like this; how to learn about this particular subject; how to become a self-directed learner of this subject, i.e., having a learning agenda of what they need/want to learn, and a plan for learning it. Course Structure Creating a course structure simply means dividing the semester into 4 to 7 segments that focus on the key concepts, issues, or topics that constitute the major foci of the course. Then you arrange these concepts or topics into a logical sequence and decide how many weeks or class sessions to allocate to each one. One major value of doing this is seeing more readily how to create questions or assignments for students that gradually become more complex and more challenging. 3.1 Using ICT in Chemistry There are some recommendations to teachers who are using ICT in Chemistry blended learning: 1. analizing virtual labs and simulations (e.g.Virtual Chemistry Experiments http://www.chm.davidson.edu/vce/index.html, http://www.chm.davidson.edu/vce/faq.html#Local) 2. see how are organized on line chemistry courses (e.g. http://askthenerd.com/chemistryonline/index.html; http://www.ocwsearch.com/) 3. learn the mechanism of chemistry modelling software (e.g. http://www.yenka.com/technology/) 4. recommend to students e-portfolio : Also called a digital portfolio, this tool is unique in that it can manage about a dozen file types (text, images, audio, video, presentations, hyperlinks). This new technology allows learners to subscribe to a portfolio, to organise their work, to be advised of updates, and to take tests and quizzes, in real-time. It is possible to communicate with the owner of a portfolio on edu-portfolio.org, either by email, or via the “comments” function. Overall this tool is flexible, simple and easy to use, allowing information and evaluations to be organised and exchanged. Its potential applications offer very attractive prospects to E-learning programs. http://eduportfolio.org/ 5. make use of Datalogging: This is simply the collection and storage of information. In chemistry, just as in other science subjects a main feature of practical activity has always been observation and measurement. The results obtained are then processed manually as data, and presented in graphs or tables. But modern technology is now able to perform this task. With the appropriate software, modern computer-assisted datalogging is able to capture and instantly graph the data. This allows the students to focus on skills of data observation and manipulation that develop and enhance scientific thinking, 354 creativity and problem solving ability. From a teaching perspective, the use of computer-assisted datalogging in chemistry involves a shift of emphasis from routine gathering of data to more interpretative student activity. (De Levie, Robert. How to Use Excel® in Analytical Chemistry: And in General Scientific Data Analysis. Cambridge University Press, 2001. http://ebooks.cambridge.org/ebook.jsf?bid=CBO9780511808265 ). IV. CONCLUSIONS TextileChemOnline is a blended course, in which students work 80% of the time in the virtual classroom and with their tutors. The students work on weekly online activities in online teams. The laboratories are face-to-face and students have the option to also attend a weekly inperson tutorial. Lab debriefings, test prep, and an International student debate activity use a web videoconference system just introduced at the university. Each of these activities is intended to actively engage students in their learning and to give students at a distance equal access to all course resources. Other online components include weekly discussion questions, simulations, video clips, Tweets, and wikis. All teams work together in blogs. The instructional design encourages student interaction and analysis. The student centered approach helps students develop socializing, presentation, and analytical skills. Chemistry was specifically chosen to demonstrate the applicability of online teaching for the hard sciences and for first-year students with limited computer and Internet skills. A common complaint from science faculty is, “Online may work for social sciences, but it does not work for the hard sciences.” This course is designed to dispel this myth. TextileChemOnline is the model for the university. To assist faculty to grasp the educational approach and how to use the educational technology and the Net as a learning tools, the project has created a video Teacher Handbook, This video documents all course components, as well as research results and student comments. References [1] [2] [3] [4] [5] [6] [7] [8] P. Wankat and F.S. Oreovicz, (1993). Teaching Engineering, McGraw-Hill, New York, Available online at http://www.asee.org/pubs/teaching.htm https://engineering.purdue.edu/ChE/AboutUs/Publications/TeachingEng/index.html. Lovatt, J., Finlayson, O. E., & James, P. (2007). Evaluation of student engagement with two learning supports in the teaching of 1st year undergraduate chemistry. Chemistry Education Research and Practice, 8, 390-402. Brouwer, N. & McDonnell, C. (2009). Online Support and Online Assessment for Teaching and Learning Chemistry. In Eilks, I. & Byers, B. (Eds.), Innovative Methods of Teaching and Learning Chemistry in Higher Education (pp. 123-152) Cambridge UK: RSC Publishing. Charlesworth, P., & Vician, C. (2003). Leveraging technology for chemical sciences education: an early assessment of WebCT usage in first-year chemistry courses. Journal of Chemical Education, 80, 1333-7. McDonnell, Claire, and Natasa Brouwer. (2009)."Online Support and Online Assessment for Teaching and Learning Chemistry." Kasturi Muthoosamy, Guat Poh Betsy Lee, Choon Lai Chiang, Enhancing Chemistry Learning with Moodle Application among Foundation, Engineering Students - A Survey on Students' Perception, The Asian Conference on Education 2012, Conference Proceedings 2012, http://iafor.org/ace2012_offprints/ACE2012_offprint_0193.pdf . Kamalika Banerjee, S. O. S. "Utilising the Virtual Laboratory Resources for incorporating ICT in the Chemistry Teacher Education.", http://wikieducator.org/images/9/9e/Kamalika_Banerjee.pdf Riganelli, A., Gervasi, O., Lagana, A., Frohlich, J. (2005). ‘Virtual chemical laboratories and their management on the web’, Lecture notes in Computer Science, vol. 3480, pp. 905-912. 355 The 9th International Scientific Conference eLearning and software for Education Bucharest, April 25-26, 2013 10.12753/2066-026X-13-272 THE 3D INTERACTIVE VIRTUAL ENVIRONMENT IMPLEMENTATION FOR GARMENT PRODUCTS PROMOTION Raluca Maria AILENI National Research & Development Institute for Textiles and Leather, Lucretiu Patrascanu Street, Bucharest, Romania [email protected] Adrian SALISTEAN National Research & Development Institute for Textiles and Leather, Lucretiu Patrascanu Street, Bucharest, Romania [email protected] Abstract: This paper propose a new modeling concept in garment product promotion. The design concept suppose to make a copy of a real shop in the virtual environment and to enable users to visit this store rooms and interact (translation, rotation and individual body simulation) with objectsgarment product products. The virtual reality is often used to describe a wide variety of applications commonly associated with advanced image quality, 3D environments. The 3D Virtual environment is a term that applies to computer-simulated environments that can simulate physical human body presence in places in the real world. The primary virtual reality environments are visual experiences, displayed either on a computer, but some simulations include additional sensory information, such as haptic devices. The virtual environment for garment product simulation covers remote communication environments which provide virtual presence of users with the concepts of telepresence and telexistence or a virtual artifact either through the use of standard input devices such as a keyboard and mouse. The simulation of the environment - assuming that we refer to the e-shop area, can be similar to the real store. This virtual environment involves gaining access and rapid communication between various modules that provide 3D scanned objects and clothing products, 3D simulation CAD; patterns obtained on virtual models. The software development for virtual world involves graphics hardware acceleration and sometimes supposes that the user have headed mounted displays and database gloves. The positive aspect of implementation of the 3d clothing stores is that it can reduce the waste of time allocated for showcase products and user trying garment on body - the body obtained by scanning 3D virtual. Keywords: virtual, design, concept, garment, interactive, store, body, CAD, pattern, scan I. VIRTUAL ROOM – 3D ENVIRONMENT Because virtual environment used for create the 3D trying room is an approximation of real room it is necessary to have all dates about pattern, model type, body size dimensions and measures size used for different product. For 3D simulation of a garment product it must to import the virtual body – bodies’ database, to generate the body approximation size for simulation, according to the textile surface properties [1, 2], to position and assemble 2D pattern over the mannequin and to execute the simulation. Clothing products virtual simulation comes from the need to simplify the process of design and manufacturing. Simulation is necessary to visualize the shape and garment behavior on the body. By using the design of the 3D garments around the virtual body it can create the clothing design concept. For physical model and numerical solution [3] to compute realistic animations of clothes it necessary to develop a model based on finite elements for viscoelastic [4], flexible textile surface [2]. 356 The virtual dressing room is creating like a place where the customer can try a model by adjusting the virtual body with his dimension (fig. 1). In this way the people can choose the model, the size and can simulate the product on 3D body. This simulation and body type chosen are approximation for real body size, cloth aspects when is wearing on the body. The view can be on 2D or in 3D environment. On 3D the user can interact by rotating or translating the product on virtual body. The simulate button is enable on 3D view mode. Also the haptic for haptic device is enable in 3D view way. The pattern, model, size and body can be used on 2D view mode. For size the program has defined a list of numerical size or the customer can fill the text box bust, waist, hips with his dimension for chosen model and the body is resized automatically on chosen size. The possibly to upload his body scan file and create in real time the model simulation on the body is uncertain because The body often coming from the scanner presents holes or overlapping points and is not optimized for simulating clothing products. Figure. 1 Virtual room 357 Figure 2 Product simulation; pattern visualization The interaction menu group – rotate or translate is useful in 3D view because it’s appear the need to see the product from front, back, right and left side. The body can also be rotating from 3D view mode in interaction – rotate. The user it can’t execute the rotate and translate interaction on the pattern area because the patterns are set to be displayed on 2D view. The pattern visualization is enabling in both ways 3D view and 2D view (figure 2). For each model the program the pattern established. If the user fill the field bust, waist, hips with the value, the program algorithm it is creating an approximation of the size measure and choose the appropriate size body type (figure 3). The algorithm classification for body is based on the human body segmentation that is a horizontal cut with a corresponding areas chest, waist and hip [5, 6]. Figure 3 Body type approximation chosen 358 II. Conclusions For e-shop, is important to have the classification of human bodies in order to choose quickly the body type whose corresponds to a customer size. By having the established body type database it can quickly choose the match body size and the garment product size. This garment simulation offers rapid information about correspondence between body and garment product. The garment product promotion have a great advantage because the customer can see the match between garment and body, he can rotate the product and can see the product in 3D perspective. References [1] [2] [3] [4] [5] [6] Volino, P., M. C., Thalman, M. N., (1995). Versatile and efficient techniques for simulating cloth and other deformable objects, International Conference on Computer Graphics and Interactive Techniques, ACM SIGGRAPH, pp.137 – 144. Aileni, R. M., Farima, D., Ciocoiu, M., (2009). Theoretical elements of 3D textile surface Representation, Proceedings ″The Technical Textile – Present and Future″ Symposium, Iasi, Romania. Tan, S. T., Wong, T. N., Zhao, Y. F., Chen, W. J., (1999). A constrained finite element method for modeling cloth deformation, Visual Computer, Springer Berlin/Heidelberg. Breen, D. E., House, D., Wozny, M. J., (1994). A Particle-Based Model for Simulating the Draping Behavior of Woven Cloth, Textile Research Journal. Thomassey, S., Bruniaux, P., (2009). Identification of typical morphotypes in a sample of population, Proceedings of International Conference ITMC. Aileni, R. M., Ciocoiu, M., (2010). 3D shape recognition software used for classification of the human bodies, Proceedings of ICVL, Romania. 359 The 9th International Scientific Conference eLearning and software for Education Bucharest, April 25-26, 2013 10.12753/2066-026X-13-273 METHOD AND COMPUTER-ASSISTED PROGRAM FOR FORECASTING WORKABILITY YARNS IN THE WEAVING Ioan CIOARĂ, Lucica CIOARĂ “Gheorghe Asachi” Technical University, Iassy , Romania [email protected], [email protected] Abstract: Weaving process efficiency is influenced by several factors including a significant proportion have characteristics of processed yarns. This paper presents a method of forecasting foundation and processing of warp and weft yarns on unconventional projectile weaving machines. Workability is appreciated on physical and mechanical properties of the yarns purchased. It aims at estimating the number of breaks of warp yarns and the number of weft yarn breaks in the weaving of a meter of woven fabric. The number of breaks is significantly influenced by deficiencies of quality yarns, the yarns tension system on the weaving machine and the variation of tensile strength / tensile yarns (coefficient of variation). Method exposed in the paper is focused on mathematical modeling of specific phenomena and the weaving process using a suitable computer program, computer-based simulation that allows multiple threads specified characteristics and provides scientifically elements weaving technology forecasting their workability. Elements provided by computer-aided design software allows analysis, interpretation and proper adoption of the optimal solution for a given situation so that decision rejecting inappropriate lots of yarns to be done before placing on technological flow. Keywords: weaving, projectile, forecasting, breaks, yarns, workability I. INTRODUCTION The process of manufacturing the woven fabrics involves merging two systems of yarns in a right angles: the warp threads arranged parallel to the edges of the woven fabric and the weft yarns perpendicular to the edges of the woven fabric.The efficiency of the weaving industrial process is conditioned by a number of factors among which are mentioned: the quality of the procured yarns, the method of preparing the yarns for weaving, the technical level and the technical state of the weaving machines, the values of technical parameter adopted in weaving, the degree of qualifications of the service (staff) personnel and the microclimate parameters of the production department [1, 2]. The significant amounts of money that should be allocated to purchase the electronic weaving machines leads to a series of legitimate questions about their operating conditions in order to ensure the return on investment in a short time and the resources to continue the activity. For data processing conditions (existing machines, properly adjust technological and micro-climate parameters, existing service personnel) rhythmic achievement of the commands as required by the beneficiaries implies the continuous change of the lots of yarns that are is processed. Therefore it is considered that the efficiency of the weaving process is significantly influenced by the quality and the physical and mechanical properties of the purchased yarns. The methodology used to predict the workability of weaving process requires knowledge of the main characteristics of yarns and to estimate their level of tension during processing. The level of tension is determined by the adopted technological parameters. The methodology is based on mathematical modeling of specific phenomena of weaving [2, 3, 4] and on the use of computer- 360 assisted calculation program. Using the program can perform multiple simulations in order to provide the items necessary to ground the workability of the warp and weft yarns in imposed conditions. In this way it is possible to take relevant decisions regarding of acceptance or rejection of batches of yarns, purchased prior to their introduction into the production flow. Also, for the accepted lots of yarns, are created the premises for workability forecasting and realistic programming of the (time) duration of execution of orders. The paper presents the foundation and forecasting methodology of the workability of warp and weft yarns on unconventional projectile weaving machines. The workability is appreciated based on physical and mechanical properties of the purchased yarns, properties that are included in quality bulletins or in standards and norms. The intensive exploitation indices of weaving machine are significantly influenced by the number of the breaks of warp and weft yarns in the process of weaving a meter of fabric. On the other hand the number of breaks is influenced by the quality deficiencies of the yarns (thinning, thickenings, mill nodes), by the yarns tension system on the weaving machine, by the average value of the tensile strength of yarns and by the coefficient of variation of the tensile strength. The elements provided by the computer-assisted calculation program allows analysis, interpretation and the correct selection of the optimal solution for a given situation. II. ALGORITHM TO ESTIMATE THE WEAVING WORKABILITY OF YARNS To elaborate the algorithm for assessing the workability of warp and weft yarns in the weaving process are taken into consideration the input data and computing successive sequences which provide the output data necessary to estimate the workability. The block diagram of the method of workability estimation of yarns in the weaving process is shown in Figure 1. The input data, respectively the initial data, are considered: technical characteristics of the weaving machines, the characteristics of the purchased yarns and the characteristics of the woven fabrics that will be manufactured. Technical characteristics of weaving machines, taken from the technical manual are constituted in a database that allows the selection of the type or types of machines that aims to simulate the workability. Input - yarns - woven fabrics - machines Formats dimensioning Calculations of warp yarns Calculations of weft yarn Outdate - efficiency -production - service area Figure 1. Block diagram of the method The characteristics of yarns and woven fabrics to that will be processed are taken from the quality bulletin, from norms/standards. These characteristics are referring to: type of raw material, length density of the warp yarns and weft yarns, the values of tensile breaking strength for the warp and weft yarns, the coefficient of variation of tensile strength, densities of warp and weft yarns in the woven fabric, woven fabric weave. Also, for each type of yarn are specified the number of rare defects as thinning, thickening and mill nodes, on the length of 100,000 m. The number of yarns defects are taken from USTER tests bulletins or with variation intervals from USTER statistics for a worldwide level of 25% or 50%. Using the input data are developed successive sequences that simulates the actions applied on warp and weft yarns, in the process of turning them into woven fabric. These sequences are: technical calculations of woven fabric, dimensioning of formats with warp and weft yarns, calculation of technological parameters of processing and estimation of the stress on warp yarns in the weaving process, calculation of technological parameters of processing and estimation of the stress on weft yarns in the weaving process. In the first sequence, based on initial data regarding yarns and woven fabric, are set all the necessary elements for mounting the warp yarns on the weaving machines, namely: the number of 361 warp yarns, the warp width in the reed, the reed number, number healds on the threads, densities healds on the threads, the number of control blades and the blade densities on the bars. In the same time are determined the raw woven fabric characteristics: the contractions of threads in the woven fabric (warp, weft), the raw fabric width, the mass of warp yarns necessary to obtain a meter of woven fabric, the weft yarn mass necessary to obtain a meter of woven fabric, the mass of woven fabric in g / m and in g / qm. In the second sequence are determined the dimensions of formats with warp and weft yarns necessary for feeding the weaving machine. For this purpose are used the initial technical data of the weaving machines, the primary characteristics of yarns and the characteristics calculated for woven fabrics. In all cases, is opting for maximum utilization of storage capacity of the formats of weaving machine. In this way, the technological wastage and the waiting times during the change of empty formats with the full formats are minimum. In the third sequence is estimated the stress on warp yarns during the weaving processing in conjunction with the technological parameters adopted (the tension of warp yarns and geometry of the shed). The capacity of taking over the traction forces by the warp threads is different, depending on their condition. The tensile strengths are different on normal areas comparing to areas with quality deficiencies as thinning, thickenings or mill nodes (knots). The probability of breaks appearance in areas with defects is higher than in areas considered normal. The yarns breakage can be attributed to both tension and elongation. Therefore, possible breaks are estimated with a probabilistic method that takes into account the probability of placing one or more defects in the warp area requested. In the fourth sequence of the algorithm are estimated the demands of the weft yarn depending on the technological parameters necessary during the weaving processing, such as: the machine speed, the angle of the machine cycle diagram allocated to the insertion of the weft yarn, the weft yarn tension in different insertion phases (acceleration, braking). Also at the weft yarn are taken into consideration the quality deficiency such as thinning, thickening and knots and differences in tensile strength of the yarn parts with such deficiencies. Using a probabilistic methods are determined the probable location of one or more defects (thinning, thickenings, nodes) in the area subject to stress during insertion. After completion of the four sequences a number of elements are provided as output data that allow the estimation of workability of warp and weft yarns to in the weaving process. In this sense are mentioned as output data: estimated values of breaks number of weft and warp yarns per meter of woven fabric, efficiency and productivity. The total number of possible breaks of warp threads in the weaving process of a meter of fabric is obtained as the product of the probability of a warp thread breaking and the number of warp yarns processed simultaneously on the weaving machine. The total number of possible breaks in weaving a meter of fabric is obtained as the product of the probability of breaking a weft and the number of weft threads within a meter of fabric. III. PROGRAM TO ESTIMATE THE WEAVING WORKABILITY OF YARNS The sheer volume of calculations necessary for rolling the sequences of the algorithm, imposed the design and the implementation of a computer-assisted calculation program. The calculations are submitted based on the input data and then run sequence with sequence interactively, allowing to input the values from keyboard or taking them from the database. The program offers multiple ways to perform calculations in order to highlight the influences of different input data and of the technological parameters adopted/calculate on the weaving yarns workability. In this respect are mentioned the following approach possibilities: comparing the workability of the same yarns on weaving machines of different widths, comparing the workability of yarns of the same type, but with different qualities, in a single width weaving machines, comparing the same type of workability of yarns with different technological parameters. The results offered by this program allow pertinent decisions on workability of yarns in the weaving process. Based on this it is possible to predict the performance of the weaving machine (index-intensive) and the duration to achieve a predetermined lengths of woven fabric (the time required for the fulfillment of the order from the beneficiary). 362 The application is developed on projectile weaving machines, such as P7200, with nominal widths of 190, 220, 280, 330, 360, 430, 460 and 540 cm. Technical characteristics of the weaving machines are constituted into a database or can be introduced directly from the keyboard. Depending on the application requirements are extracted from the database the technical characteristics of one or more weaving machines, for which we want to estimate the yarns workability. It is exemplified how to use the computer calculation program to compare the workability of the same type yarns of on different widths weaving machines. It is estimated compared workability of cotton yarns on weaving machines P7200 with nominal widths of 190 and 220 cm. Initial properties of the yarns for which is estimated the workability is shown in Table 1. Table 1. The characteristics of yarns Type of Characteristics yarns Finesse Tensile CV the Elongation Thinning (g/m) strength tensile at at (cN) strength break 100000 (%) (%) m warp 50 230 13 4 114 weft 50 230 13 4 135 Thickenings at 100000 m 200 230 Nodes at 100000 m 45 61 Below are presented the images with the sequences of working developed by the computer calculation program. Figure 2 presents the sequence that allows the original input. The data regarding weaving machines are selected from a list and the data regarding yarns and woven fabric are introduced from the keyboard. Figure 2. The introduction of the input data Figure 3 presents the sequence for dimensioning the formats with warp and weft yarns. Through specific calculations are determined the lengths of warp yarns on the warp roll and the weft yarn on the bobbin. In Figure 4 it is shown the sequence of working for the warp yarns. The program provides the level tension of the warp yarns on the weaving machines. Also it is evidenced the estimated value of the number of breaks of warp threads per meter of woven fabric. In Figure 5 it is shown the sequence of working for the weft yarn. The program provides the level tension of the weft yarn on weaving machine and the estimated number of breaks per meter of woven fabric made. 363 Figure 3. Formats with yarns dimensioning Figure 4. Calculations for the warp yarns Figure 5. Calculations for the weft yarn 364 In Figure 6 are presented the elements that allow the appreciation of yarns workability on the two types of machines. These elements are: Hla service area, efficiency expressed by the coefficient CUM, production in m / h, production in qm / h. Figure 6. Calculation of output elements Final data analysis highlights the differentiated values of the parameters specified for the two types of weaving machines. Due to the situation described can be considered that weaving on the weaving machine with 190 cm nominal width is more advantageous. This appreciation is based on efficiency higher values (0.849 > 0.829) and labor productivity per weaver (28 x 15.37 = 430.36 qm / h on the weaving machine with nominal width of 190 cm, compared to 16 x 16.85 = 269.6 qm/h on the weaving machine with nominal width 220 cm). IV. Conclusions 1. The working method presented in this paper allows comparative assessment of workability warp yarns and weft yarns in weaving machines of different widths. 2. The calculation program presented in this paper is an instrument which allows operative estimating of the workability of yarns in the weaving process. The final data supplied by the computer-assisted calculation software, allow the foundation of the decisions regarding acceptance or rejection of the lots of threads before their introduction in production. 3. The program represents a innovative contribution to the development of methodology for teaching and learning the specific techniques of weaving. Acknowledgements The computer program was elaborated within the grant nr.486/2004, financed by CNCSIS. References [1] [2] [3] [4] Cioara, I., (2011). Tehnologii de tesere, vol,2, Editura Performantica, Iasi, pp. 293-310. Stefanescu, I., Marchis, A., Marchis, O., Liute, D., (1969). Proiectarea tesatoriilor, Editura Tehnica, Bucuresti. Cioara, I., Cioara, L., Ciubotaru, G., (2005). The prognosis of the weaving performances, Industria Textila, nr.3, pp. 157-165. Cioara, I., Cioara, L., Onofrei, E., (2004). Forecast of Yarn Breakages during the Weaving process, In Research Journal of Textile and Apparel, Hong Kong, nr.1, pp. 38-42. 365 The 9th International Scientific Conference eLearning and software for Education Bucharest, April 25-26, 2013 10.12753/2066-026X-13-274 E-LEARNING SOLUTIONS FOR REVITALIZING TRADITIONAL TEXTILE TECHNOLOGIES. THE MAPS OF TIME PROJECT Alexandra-Andreea RUSU National University of Arts Bucharest [email protected] Abstract: Traditional textile technologies are part of cyber-culture in all its complexity but the solutions only record the technological past and do not influence the personal development of underprivileged groups. The digital information development should mark changes not only in communication but also in education and human communities’ dynamic. E-learning programs in cyber-space are undoubtedly agents of cultural change but they should be created for an immediate impact on communities and for stressing issues like alternatives for unemployed people and lifelong learning for a greater mobility. “The Maps of Time” is a project developed by a team of artists and researchers from the National University of Art, Bucharest. We are building a structure for the immersive experimentation of traditional technologies in the virtual world with the purpose of preserving and revitalizing ancient traditional technologies, to bring them into contemporary context and present them as viable and tested solutions in lifelong education. The e-learning aspect of the project focuses on local community empowerment using visual support, expert online lessons and advice for learning traditional technologies. Interactive media will be used to grow awareness on sustainable traditional technologies. Digitalizing ancient technologies operational phases not only helps children discover talents but could also offer alternatives for unemployed people and could be a method of active recreation. Learning technologies and interacting with other people develops a virtual community in which everyone can learn skills via information-knowledge gaining, specialist training, artist and designer support. Keywords: traditional technologies, textiles, lifelong education, e-learning I. THE CONTEXT PRESERVATION OF TECHNOLOGY IN CONTEMPORARY Hipermodernity [1] defines a world of change, a sought change, with more or less liability. As anthropologists have interpreted [2] the current cultural environment doesn’t generate tradition but instead glorifies the socking, the instant. Traditional technologies have been marginalized since the advent of the modern age, when art turned to new media and materials to advance its message. The mark of a community, the product of traditional arts does not fit the modern obsession for artistic individuality [3] nor does tradition adapt to the ever growing rhythm of change. Only the individual, through the mediation of memory can maintain the equilibrium of the cultural space. The technological heritage is similar to memory because it links the past with the present and makes us part of a coherent context. We need spaces and actions that connect us with the past from where we could bring forward solutions for the preservation of learning and knowledge systems. Globalization and the advent of the new technological age triggered the revitalization of local cultures and traditions. Through the process of identity-seeking, generated as a reaction to the MacDonaldization of education [4] and culture and facilitated by new social media, the preservation of traditional technologies can be stimulated. This new paradigm calls for an educational system that does not only enrich people's perspectives, but also the perspective of society as a whole. In whatever 366 form is delivered, as recurrent education [5], permanent education or lifelong education, the educational model of the new century reaches to the great majority of population, the only condition being the propensity for learning. As an answer to the demand for the acquisition of new skills amongst the workforce we witness a democratization process of the educational system. 1.1 Textile technologies in education My research as a fiber artist and PhD student is centered on revitalizing traditional textile technologies and presenting them as viable solutions for a sustainable textile design in textile arttextile design education. By reinventing tradition artists can produce change in a world in which every human activity has an impact on environment. Of an utmost importance is the preservation of green technologies and solutions that have been tested in centuries of practice. Artists involved in the educational system should stimulate the creativity of students or pupils to develop strategies for a sustainable future. The curricular framework needs to respond to a pedagogical system of experience and ecology. Through my research I aim to develop a framework for vocational education that is connected to social issues. During the workshop I will present the e-learning strategy of "The Maps of Time” project1 , strategy that I have helped build. In the past year the project team has created a structure of experimenting with traditional technologies in the virtual world and has developed and implemented methods of revitalizing the technological heritage in new strategies of online education. The transmission of technological knowledge mediated by online e-learning platforms can be used to stimulate economical growth of local communities. My contribution in the project varies from documenting traditional textile technologies, reconstructing and experimenting with these technologies in workshops, teaching face-to face and online lessons (a blended approach more suitable for vocational learning) and researching e-learning methods that can be used for skill and knowledge gaining. II. E-LEARNING IN VOCATIONAL LEARNING The e-learning curricular umbrella has grown in the past decade and it is now aiming for vocational studies as well. The technological development enhanced the way we distribute information, to whom and at what moment of their life. E-learning strategies were created in response to pressing social issues, such as the need to update the workforce. Computer-mediated platforms have become the best solutions for the delivery of information to large groups of people. Universities now offer free online classes as a way of advertising the quality of the educational content (see Coursera platform). Vocational studies are no longer the mark of classical "in studio" education. The emphasis on conceptualizing works of art has built the premises for the transfer of vocational learning to the online space. The high degree of interactivity of various applications successfully mediates artistic learning. The e-learning system is part of a distributed learning method that has been often criticized for not complying with the current practices in teaching methodology: collaboration, mentoring or peer-to peer learning [6] but every day the online environments offer us new solutions. E-learning models of knowledge distribution found resistance amongst many educators. Presuming that technological literacy is not a problem anymore the main debate subjects relate to the interactivity and collaboration content of traditional model of education. This stasis is only part of the assimilation process of new mind shifting paradigms. E-learning techniques need time for adapting learning resources to new requirements. The new learning framework impacts human resources, transforming teachers into advisers and coordinators that stimulate students to find information and engage in different learning environments. 1 The Maps of Time. Real Communities-Virtual Worlds- Experimented Pasts- the project is funded by the Romanian National Authority for Scientific Research, CNCS-UEFISCDI, Project Registration Code: PN-II-ID-PCE-2011-3-0245. Project manager: Prof. Dragos Gheorghiu. 367 This strategy, together with the blended approach of learning-by-doing (in online and face-to face lessons) defines the educational framework of The Maps of Time project. The learning-by-doing and the experimentation of online content shapes learning patterns in which the “learner questions and begins to transform the context or community of practice in which the learning takes place”. [7] 2.1 The Maps of Time Project “The Maps of Time” is a complex artistic-educational project that aims to preserve and revitalize traditional technologies in local communities by using latest Virtual Reality and Augmented Reality technologies as well as an elaborate strategy of e-learning. Our educational strategy focuses on delivering information about traditional technologies to a group of schoolchildren (from Vadastra School, Jud. Olt) group that has shown a vivid interest in such technologies, during various workshops the project team has been conducting at the Research Center, in Vadastra village. The main activities deployed in the Vadastra experiments campaigns have emphasized the knowledge and knowhow acquiring methods. To deliver the required information the team built a structure of both traditional face-to-face and online education. The e-learning module comprises a website, expert advice via Skype mediated lessons and other social media integration. During the workshops schoolchildren received information about traditional technologies within the perimeter of the Vadastra Research Center (historic context, technological stages, the raw materials, final art objects or fiber artworks) and experimented with specific traditional textile technologies of weaving (high-warp loom and low-warp loom weaving processes). Information was also delivered in the online space. As support for the online classes we developed, on the project’s website, a virtual museum of artifacts, a technological gestures archive and pages with text-lessons. As a complementary didactical approach the schoolchildren accessed the Virtual Reality application found on the project website. The main purpose of the virtual reality application was to integrate content like the technological gestures video. YouTube and Facebook postings completed the training. Our aim was to find a balance between the amount of information given via our Skype conference system, in online lessons and the training required to actually master a technique. The online lessons delivered by teachers of the National University of Arts have not only impacted a handful of schoolchildren from Vadastra community. It has also changed the standard mindset about what education should be about of all the people involved. From the NUA's IT staff, challenged in maintaining an operational network to teachers involved in the online lessons. As coordinator of the textile lessons I have constantly collaborated with other department teachers to find the best solutions for presenting visuals, samples and even artworks. Double checking information with far more experienced technicians and engineers was another useful step. Students that were asked to be a part of online classes (mediated by Skype conferencing system) showed interest in answering all the questions schoolchildren had about different techniques, in the process reviewing their own knowledge about the subject. The e-learning experiments developed in this project have integrated for the first time both the National University of Arts and Vadastra School in a network of institutions that worldwide adhere to these learning solutions. Prior to our efforts, NUA has only been partner in e-learning networks created by other universities from Romania. The Maps of Time project has created the premises for the institution to manage its own online classes. The project’s educational infrastructure will be used for collaborations between universities and for reaching to other communities. Although not the only vocational e-learning system out there, what distinguishes our endeavors from other similar project is the social aspect. We seek to revitalize traditional sustainable technologies, such as weaving technologies, in a community that has almost lost all recollection of this cultural manifestation. By sharing their experiences with family and relatives, children are renewing the collective memory. From a social point of view the area discussed, in the south of Oltenia, is particularly underdeveloped and the perspectives for long term employment are rather scarce. Revitalizing traditional technologies is one of the options for a sustainable development. 368 III. Conclusions “ The Maps of Time” project team elaborated an e-learning module that proved to be suitable for vocational learning framework and further experiments will try to establish an educational system to be implemented by all vocational universities, colleges and high-schools that want to be more socially involved. Revitalizing traditional technologies in small communities (like weaving technologies) helps develop the local economy and also contributes to the skill level of the population. Income building for small communities sustains and develops economy at a higher level. If it doesn’t affect the quality of the products, cultural goods commerce contributes to the overall standard of life. The e-learning framework has given today’s student a significant degree of control over the learning process. New technologies shape this opportunity by immersing people in more life-like activities. From “consumer” of cultural information individuals turn into active participants and creative users. “The Maps of Time” e-learning module combines different technologies to deliver information in a more complex and interactive manner. The new technological context determines an accelerated process of change within social systems. If a cultural manifestation is still alive it’s due to its constant reinvention and its understanding of the new economic, social and technological challenges. “The Maps of Time” project addresses these issues by creating an e-learning system that revitalizes traditional, sustainable technologies and contributes to promoting local economies. Acknowledgements I would like to thank Professor Dragos Gheorghiu, the project manager of "The Maps of Time. Real Communities-Virtual Worlds-Experimented Pasts" for his support and the coordination of this paper. The project is funded by the Romanian National Authority for Scientific Research, CNCS UEFISCDI, Project Registration Code: PN-II-ID-PCE-2011-3-0245 References Lipovetsky, G., & Serroy, J. (2008). Ecranul Global, Polirom, Bucuresti. Giddens, A. (2000). Runaway World- How Globalization is Reshaping Our Lives, Routledge, New York. Gablik, S. (2008). A esuat modernismul?, Curtea Veche, Bucuresti. Hyland, T. (1999). Vocational Studies, Lifelong Learning and Social Values, Ashgate, London. Houghton, V. P. & Richardson, K. (1974). Recurrent Education, Ward Lock Educational [for] the Association for Recurrent Education, London. [6] Chaloupka, M. & Koppi, T. (1998). A vignette model for distributed teaching and learning, In Association for Learning Technology Journal, Vol. 6:1, p. 47. [7] Hyland, T., 1999. Vocational Studies, Lifelong Learning and Social Values, Ashgate, London, p. 8. [1] [2] [3] [4] [5] 369 The 9th International Scientific Conference eLearning and software for Education Bucharest, April 25-26, 2013 10.12753/2066-026X-13-275 BRANCH-RELATED TERMS FOR TEXTILE PROFESSIONALS IN BUSINESS AND TRADE Ion Razvan RADULESCU, Carmen GHITULEASA, Emilia VISILEANU, Radu POPESCU, Marius IORDANESCU The National R&D Institute for Textiles and Leather, 16, L. Patrascanu St., Bucharest, Romania [email protected]; [email protected] Ladislava Zaklova Textile Testing Institute (TZU), Brno-střed-Staré Brno, Václavská 6, 65841 Brno, Czech Republic [email protected] Abstract: Proper adaptation to industry trends represents nowadays one of the key success factors. The textile industry is one of the most dynamic industries, with strong market requirements. Due to the fierce international competition a shift in the textile industry in Europe has been made, from clothingapparel sector to technical textiles sector. The technical textiles are meant for various applications (i.e. agriculture, personal protection, medicine, environment etc.) and involve a high level of knowledge in textile machinery and high added value for the finished products. One of the main issues stated in the Strategic Research Agenda of the European Technology Platform for Textiles and Clothing is the transfer from commodities to specialty products with flexible high-tech processes, which is a development direction for the future of the European textile industry. For a good e-learning explanation of textile terms, we have identified the following e-learning instruments: the HTML Hyperlink, Graphical Animations, FLASH interactive e-learning tutorials, Audio / Video-clips, MOODLE e-learning platform (Glossary of terms), WIKIPEDIA engine. Within the Fashion School projects I and II an on-line explanatory dictionary in 16 European language versions was accomplished (www.texsite.info). This dictionary includes 2000 branch expressions with definitions in the textile-clothing field. A brief summary of the projects results show that three years after project completion, the monthly average portal’s visit is 49.109. Keywords: textile terms, e-learning instruments, business professionals, international trade I. INTRODUCTION The vocabulary of the textile field has continuously evolved as the technology has developed. Words as warp and weft, spinning wheel or loom are as old as human history. The evolution of textile machinery in the 19th and 20th century has brought new textile terms and nowadays we are facing modern terms, such as PPE, Kevlar or nonwoven agro-textiles. These terms arose from the basic necessities of textile processes. A dedicated approach consists in the adaptation and unifying of the textile terms and definitions in different languages, from different geographical areas and traditions. This approach has a permanent character, and a more intense activity is foreseen as the rhythm of innovations in the technical textile field is accelerating. The approach contributes to an adequate communication within the international business and trade, by establishing a common set of terms and definitions in various languages. 370 II. JUSTIFICATION The strong developments of textile international business brings new demands, such as having a multilingual flexible tool for branch-related terms. Businessman are often good in trade, but without proper technical language. They have to describe technical aspects, but do not know the proper expression. In order to help them, several e-learning instruments were analysed. Engineers and technicians from the textile industry do need a good understanding of new concepts related to textile technology processes, which is given by a precise and clear definition. Specialists from international textile trade often do need a good translation of a textile term, in order to be able to accomplish international contracts and specifications. Students from the textile educational system and from connected fields could study terms definitions and find correlations and explanations in the scientific vocabulary of other languages. For researches – the meaning of a textile term may serve as starting point for the elaboration of new terms for innovative concepts acknowledged during their research work. Professors from the educational system have available a reference document for studying and teaching. Hence, we realize how is useful such an approach. In terms of the rapid evolution of research and innovation in the textile field we may assert that the adaptation and the unification of textile terms to various languages is an ongoing process and has good perspectives for the future. Substantial progress has been reached in achieving performing materials based on textile fiber processing, from very different raw materials and with various destinations. Some examples: - Nonwovens for the protection of crops performed from hemp fibers; - Bullet-proof protection equipment from Kevlar fibers; - Anti-static protection equipment for electricians from carbon fibers; - Flexible solar cells form carbon fibers (Fluorene C13H10); The development direction towards technical textiles is based on the European strategy in textiles and clothing, promoted by EURATEX. The European Apparel and Textile Confederation (EURATEX) has initiated in the last ten years numerous actions for promoting the European textile industry within the global market, by elaborating strategic documents. We highlight the following two documents: - The Strategic Research Agenda of the Technology Platform for the Future of Textiles and Clothing / June 2006 - Towards a Strategic Roadmap for Research and Innovation in the European design-based Consumer Goods Sectors / February 2010 These documents present the opportunity of applications of textile materials in connected industrial fields and the importance of performing multi-functional textile products with great addedvalue for a good competitiveness on the global market. The developments in the field of technical textiles imply the commercialization of new performance products with modern technical specifications. For capitalizing these new products in commercial relationships, it is necessary that the new concepts be properly understood and translated. For the correct translation of the new European regulations in the technical field, proper terminology knowledge in the European languages is needed. We would like to present some of the e-learning instruments, which may efficiently contribute to a better explanation of the terms from the textile field. 371 III. E-LEARNING INSTRUMENTS We have identified several instruments of the information and communication technology and of informatics – web technology with an adequate support to textile terms explanation: A. HTML Hyperlink to a Web Page B. Graphical animations C. FLASH interactive e-learning tutorials D. Audio / Video-clips E. MOODLE e-learning platform F. WIKIPEDIA engine A. This HTML resource represents an efficient mode to perform a link from a textile term to its definition. The URL address of the webpage containing the terms definition is introduced in the HTML command and by left mouse-click the connection to the webpage is established. This feature is especially useful if a definition of a term contains several other technical terms, which have their own explanations. B. Graphical Animations They represent sequences of graphical pictures with the purpose of illustrating a technology process, otherwise difficult to understand. A good example is the operation of a weft knitting machine, in the process of forming the loops. Such animations motivate the learning process. C. FLASH interactive e-learning tutorials The FLASH technology allows interactivity with the user. The applications may vary from tutorials for a better understanding of the textile concepts to games and dedicated programs for elearning. The programming language is Object Oriented and has a specific graphical interface. This software is web compatible. D. AUDIO / VIDEO Clips Audio clips may suggest the correct pronunciation of a textile terms in a foreign language. Video clips nevertheless, can show a whole textile production process, like warping, sizing etc. The trainees may acknowledge plant textile machinery in real dimensions, working in real conditions. This is very useful, because the trainee can get the touch of reality and can apply acquired knowledge within theoretical courses. This multimedia content can be easily attached to e-learning software. Video clips formats as *.avi or audio files like *.wav can be incorporated into HTML files, building a basis for e-learning platforms. E. MOODLE e-learning Platform This type of e-learning platform has proved itself as one of the most popular and most efficient software. It is licensed on the GNU General Public License and it may be freely used for educational non-profit purposes [3]. The software has been an initiative of Mr. Martin Dougiamas from Australia and has at this moment world-wide recognition and application. The software is programmed in PHP and MySQL, which is the free software development source from the PHP Group [4]. The Moodle e-learning platform contains an Activity named Glossary of Terms, which can be configured in order to obtain terms and definitions for a specific domain. This activity helps in elaborating a Glossary with textile terms. F . Wikipedia Engine The Wikipedia Engine is managed by the Wikimedia community and its founder Jimmy Wales [5]. The Wikipedia Engine is programmed in PHP / MySQL. This web-based encyclopedia is hosted by numerous servers around the world (Amsterdam, Tampa, San Francisco) and the content can be added freely by users. The community has established internal rules regarding the conceiving of encyclopedia articles. Wikipedia hosts over 4 million articles in English language, over 1.5 million articles in German language (second place) and about 224.000 articles in Romanian language. Wikipedia is a complex web phenomenon with contributing articles in 285 world languages (August 2012). The Wikipedia engine is very suitable for the approach of textile terms and definitions in various languages. We would like to further present a web project, programmed on the basis of the Wikipedia Engine, called TEXSITE (www.texsite.info). 372 IV. TEXSITE This project [1], coordinated by ATOK-Association from Czech Republic with the involvement of several partners from Europe, aimed at achieving an online textile dictionary with definitions in 16 European languages. The main partners in the project have been relevant Universities and Research Institutes in European textile research. The project portal includes two educational elements – the explanatory dictionary and the e-learning modules and may be accessed freely on the Internet (www.texsite.info). The terms and definitions cover basically terms for clothing technology and they are destined to aid the specialists in international textile field. The approximately 2.000 terms and definitions in the 16 European languages were created using an WIKIPEDIA Engine. The search of a term is performed very quickly, based on the alphabetically classification and on a dedicated Search engine. By click of a language tab, the term and definition is presented in the corresponding language. The translation and adaptation of the definitions into Romanian has been performed by several textile specialists during the project’ unfolding and has been performed with great consideration to the actual meaning of the concepts. This work was verified by certified technical translators. We especially would like to thank the dedicated work of academician prof. eng. Aristide Dodu, who’s activity has strongly motivated our team [2]. The 5 e-learning modules describe in an easy and intuitive way the technical concepts of the on-line dictionary. They were programmed in FLASH technology (point C.). The portal access has been monitored since October 2009 and it was never lower than 47.000 visits per month. Average monthly visitation of the portal is 49.109. The elaboration of this project called Fashion School II – “Multimedia and Internet Guide for International Textile Trade” aimed at fostering European partnerships in trade, education and research. We are continuing our efforts in unifying terms and definitions, especially in the emerging field of technical textiles. The work for association of e-learning instruments and technical vocabulary, both in a rapid and continuous development, is going to support many textile specialists with benefits for business, trade and education. Reference [1] [2] [3] [4] [5] [6] [7] [8] [9] Leonardo da Vinci, (2009). Transfer of Innovation - Fashion School II project (www.texsite.info) Dictionary for Engineering Sciences –Textiles, Aristide DODU, AGIR Publishing House (2007) Moodle E-learning Platform – www.moodle.ro; www.moodle.org; PHP Group - http://en.wikipedia.org/wiki/PHP; http://php.net/copyright.php Wikipedia Engine – www.wikimedia.org; www.wikipedia.org http://en.wikipedia.org/wiki/Wikipedia:About Macromedia FLASH – Cosmin Vârlan, Polirom 2004. PHP, MySQL si Apache, Julie C. Meloni, Corint, 2005. Intelligent Textiles and Clothing, Edited by H. R. Mattila, Woodhead Publishing Limited, Cambridge, England – 2006. Aristide DODU, (2005). Manualul Inginerului Textilist, AGIR Publishing House. 373 The 9th International Scientific Conference eLearning and software for Education Bucharest, April 25-26, 2013 10.12753/2066-026X-13-276 CLOUD DATABASE FOR SETTING THE MORPHOLOGICAL TYPOLOGIES FOR HUMAN BODIES Raluca Maria AILENI, Adrian SALISTEAN, Claudia NICULESCU National Research & Development Institute for Textiles and Leather, Lucretiu Patrascanu Street, Bucharest, Romania [email protected], [email protected], [email protected] Abstract: This paper presents some aspects regarding the usage of the cloud computing platform in the anthropometric study area. The cloud database has the advantage of ensuring high performance with minimal risk of data corruption. The users, different research centers, can run databases by using a virtual machine image. The database used on the cloud will be sql based (mysql database). The positive aspect of using cloud computing is the convert access database in a simple way and enables the access to a variety of mobile devices. Cloud computing is the use of computing resources (hardware and software) that are delivered as a service over a network. If it is assumed that there are a variety of scanned human bodies inserted into existing databases on different computers anywhere in the world, then these data can be the subject of classification or can be accessed and used quickly and efficiently to achieve optimization of bodies to be used in simulations subsequent. The fact consists in obtain and manage databases that containing data on antropomorphological populations from different countries. The objectives are to establish the body morfotype classification for different population and ages. These databases will contain information centralized and taken by each country's population by using the 3d scanner. The goals of this motion will be to obtain fast an comparisons between different types of human bodies used in the investigation necessary to establish the appropriate body size that can be used in the structural design of clothing pattern design. This approach is useful both universities with specific profile design patterns for clothing but also for clothing manufacturers. Keywords: cloud, database, body, scanner, morphtype, pattern, design I. VIRTUAL HUMANS RESULTS FROM SCANNER For simulation is used finite element analysis (FEM). Finite element analysis involves a meshing [1] on body cloud area in triangular surface meshes and a determining loading conditions. By using virtual body result from scanner it can known the body lenghts, circumferences, diameters. All these dimensions can be used in mathematical modeling of the morphotype characteristics. Simulation in virtual environment involves the knowledge of internal and external forces [2] that act on the textile material and analyze the tensions and strains that may occur in collision with a rigid body. The body neregularities like holes must be reapired because the optimal surface is continuous [1]. Virtual bodies (figure 1) helps to the analyze many human body dimesions necesary for garment pattern design. The advantage of human body scan in virtual environment is offering new alternatives in product design – customization products. The human body scan is the first step for creating the adaptative mannequins that can be used for size measures from small to large area. The identification of the good bodies for next step is a challange because the body presents some particularities. Because of this aspects it is used to look for important body dimensions like hip, waist and breast. Before the processes of an adaptive mannequin making, the final shapes of parametric body must be clearly determined and all 374 related data correctly structured [3]. All the parameters influencing the future shape have been identified and validated during the construction of the model. Those parameters are: - primary parameters [3] that allow easy and interactive changes and secondary parameters [3] that must be adapted and completely associated to the anthropometrical parameters. Fig. 1 Virtual human result from scanner 1.1 Morphtype setting database For morphotype database it is necessary to set the tables specifically to each country [4]. In this way it’s important to have tables with information about all type off body from all country and to establish the common point and creating a valid global morfotypes (fig. 2). Fig. 2 Common morphotype 375 1.2 Pattern design for customization production The project starts with the observation and study of the basic body form of a human being and the basic parameters among them which guides the production of the garment patterns. The garment patterns simulation made in Lectra 3D Fit is obtained as a result of linked of the human virtual body scans and pattern design in Modaris Lectra. The garment pattern obtained it is adjusting itself automatically, when the parameters are defined from the body measures of the human body (fig 3). These parametric measures can either be from the size chart, which are obtained from the excessive study of the anthropometric data of the human body, or can be from the body measure of any individual. The challenge is to create adaptative pattern because a large number of companies follow the rule of maintaining different sized patterns graded up and down from the same basic pattern. The concept of mass customization has appeared in the past when the garment companies are aiming to customize a particular product for demand of the individual customer, which could be either size, or design element or anything. The previous methods of garment making could never have done this customization that too in such huge scale primarily because they had to confront the cost of pattern making for each garment, which after the production would have become useless. However, with the advent of computers and new software in garment industry, this has now been made possible. Now, each garment pattern can be obtained, customized in its own way can be obtained from the basic pattern in no time, without any extra time spent for the process of grading the size or alteration for the design element. This has been made possible, because it is using only few parameters which guide the pattern of any garment. These measurements or parameters are in relation to each other because the start point for secondary parameters are regression equations obtained by mathematical modeling of the knowing dimensions. It is just the ratio among these parameters that changes from a body to another human body, which if defined properly could make a perfect garment pattern which will perfectly on the body whose measurements have been taken. The conventional method of pattern making takes these measurements of the human body and then the garment pattern is conceived. Fig. 3 Pattern design concept II. Cloud database Cloud databases (fig.4) have the advantages because are including increased accessibility, automatic failover and fast automated recovery from failures, automated on-the-go scaling [5], minimal investment and maintenance of in-house hardware, and higher performance. In this way it can be used an adaptative pattern garments set that must be the common point for the computer that contains all each database with morphotype from each country. The cloud computer databases acts in the virtualization area. The one computer contains the set of adaptative garment pattern design and the rest ask for a job – to try the fitting of the adaptative garment on the one of the bodies that are contained in databases. This system offer the possibility to search and find the global morphotype or the similarities for morphotypes from different countries databases. 376 Fig. 4 Virtualisation concept – cloud computer databases III. Conclusions The advantages of using in this domain of the virtualization concept for trying the adaptative pattern by using different bodies morphotype that are present in different computer, is that is saving the time and creating the optimization. The adaptative pattern is present only in one of the computer and is sharing for being used by others. In this way it is dividing the simulation process because not all country are creating the adaptative pattern design but they can come with morfotypes particularities that is specific for each country human population. References [1] [2] [3] [4] [5] Bar – Yehuda, R.; Gotsman, C. (1996). Time/space tradeoffs for polygon mesh rendering”, ACM Transactions and Graphics 1996. Chow, M. (1997). Optimized geometry compression for real-time rendering, Visualisation ’97 Proceedings. Thomassey, S.; Bruniaux, P. (2009). “Identification of typical morphotypes in a sample of population”, Proceedings of International Conference ITMC, 2009. Aileni R.; Ciocoiu M. (2010). 3D shape recognition software used for classification of the human bodies, ICVL Proceedings, Romania, 2010. Hogan, M., (2008). Cloud Computing & Databases – How databases can meet the demands of cloud computing, ScaleDB Inc, 2008. 377 The 9th International Scientific Conference eLearning and software for Education Bucharest, April 25-26, 2013 10.12753/2066-026X-13-277 USING INTERACTIVE MOVIES TO LEARN THE REPRESENTATION METHODS OF KNITTED STRUCTURES Crina BUHAI, Crina TIRON, Dorin DAN, Costea BUDULAN Faculty of Textiles, Leather and Industrial Management, Technical University “Gheorghe Asachi” of Iasi, Blvd. Dimitrie Mangeron 29, Iasi, Romania [email protected], [email protected], [email protected], [email protected] Abstract: Today, the vast majority of schools at all levels have computer labs and Internet access. The evolution of information technology in hardware and software create new opportunities for improving teaching and learning activities. This paper focuses on the effectiveness of the teaching and learning process, using new methods such as modern resources of information. In the teaching process, the interactive movies have a double role, they substitute the classic didactic materials, making the lessons more attractive and each student can understand and learn in his own rhythm. This educational method has a flexible character. The teacher, in accordance with the operational objectives of the lesson, chooses the content and structure of lessons, and then designs their own interactive movie. To systematize and consolidate the knowledge about a topic, students can access these types of interactive lessons in school and at home. By this method, the teacher can provide the desired volume of information in a relatively short period of time. In the remaining time, students are invited to ask questions, they can discuss the matter, they are asked to perform a series of tasks or to solve some exercises. For this purpose, the authors have designed several interactive films. Each film plays and describes three methods of representation of the weft knitted structures. The films have been carried out using Corel RAVE application. These interactive movies were combined into an HTML file using ModulEst application. The result obtained is a lesson in HTML format that can be posted on the internet. Graphic representations of knitted structures were made using the company's M1 Stoll Workstations and drawing program Corel Draw. The interactive lesson will be used by students from vocational schools and universities. Keywords: interactive, movie, structure, lesson, information I. INTRODUCTION Currently society is facing an accelerated evolution of technology in all areas of industry. This development implies the need to hold large amounts of knowledge, making the teachers’ task quite difficult. This led to the development of new educational areas and therefore new methods of teaching and learning. This new educational area does not find themselves only in the higher education institutes, but also in high school and they have an intra and Tran disciplinary character. The interdisciplinary character concerns that it can be establish connections between different disciplines and help students to form an overview of the studied subject [2]. Trans disciplinarily refers to problems that go beyond the area of study of a single discipline, complements disciplinary approaches and it creates bridges between various disciplines offering a new vision on the discussed problem. The introduction of computers in education provides students and teachers with so many benefits. The researches have shown that students are more interested in education through mass media such as television or the Internet. Because these methods used individually do not provide a consistent education, can intervene the teacher, to direct the learning, through appropriate means so 378 that they will be as efficient. Also it is not recommended teaching using only educational software, for maximum efficiency teacher must combine their use with the traditional methods of teaching. The Romanian state tried to help students by setting up Euro 200 program that give to the pupils without the possibility, the material support for purchasing a computer. The teaching and learning methods through the Internet presents a number of advantages such as: - introduce new methods of presentation of knowledge, more attractive; - encourage students to find themselves specific information; - the teacher can provide the desired volume of information in a relatively short period of time; - the teacher can present movies with simulations of different processes or experiments that can not be done in school laboratories or their implementation takes a long time; - students develop their own thinking and understanding skills of the actual subject; - to help students to systematize and consolidate their knowledge. It can be said that these teaching methods make the transition from theory to practice. These methods of teaching and learning through interactive movies can be used in various disciplines, each teacher can make their own interactive movie for the lesson he wants and depending on its objectives. Also for this method to be effective in the making of the interactive movie, the teacher must take into consideration the training level of class and know how students learn. This paper presents a new way of training students of both high school and higher educational institutions in any field, by creating interactive movies. Through these interactive movies in class the teacher can work more efficiently. This paper focuses on the effectiveness of the teaching and learning process, using new methods such as modern resources of information. In the teaching process, the interactive movies have a double role, they substitute the classic didactic materials, making the lessons more attractive and each student can understand and learn in his own rhythm. This educational method has a flexible character. The teacher, in accordance with the operational objectives of the lesson, chooses the content and structure of lessons, and then designs their own interactive movie. For these applications to not overburden the student, must be made as simple as possible, to have displayed instructions to help the students to use the application. II. METHODS The method approached by the authors in this paper is intended to achieve a lesson with practical and applicative character, in which students recapitulate the chapter "Design of weft knitted fabric with basic and derivative links". Before the lesson, the teacher is preparing the teaching material and establishes the lesson objectives: - classification of weft knits; - identification and characterization of weft knitted fabrics with basic and derivative links; - identify the methods of representation of knitted fabrics: structural, in the section of loop course and with conventional signs; - definition of the elements necessary to the reproduction of knits; - identify the types of stitches; - establish the structure parameters of the knits. The lesson purpose is the acquisition of cognitive and technical competences regarding the structure and design of weft knitted fabrics and the teaching strategies used are: exposure, explanation, conversation, learning through cooperation. So student has freedom in organizing learning and the teacher is responsible to provide access to resources and to evaluate him. Normally the film contains items from 1 to x, but in an interactive movie, watching is triggered by clicking on a button that has attached the object that will be displayed. To direct viewing will be used commands that determine a certain way of behavior of the film and to see more clearly the working environment in "COREL RAVE" is necessary to develop plans 379 that will contain various items in an orderly manner attached to the film. In order to create an online application to help students from textile high schools to learn how to represent weft knitted fabrics, the authors have designed several interactive films. Each film plays and describes three methods of representation of the weft knitted structures (Figure 1). The films have been carried out using Corel RAVE application. a) conventional representation c) structural representation c) representation in section Figure 1. The three methods of representation of weft knitted fabrics The graphic of the conventional signs representation was obtained using Corel Draw program and structural and section representations were done using company's M1 Stoll Workstations. For each type of structure will be made images with the 3 types of representations. that using the Corel Rave application will be placed in work plan. Also, for each structure will be made a 380 separate work plan. In each plan will be made four interactive buttons, and the key moments of the film would be given a label. Next to each button it will be assigned a behavior, so that by selecting a particular button will be shown the desired image. III. RESULTS The interactive movie realized contains 4 images, and to trigger the images is required to use the interactive buttons. In the example made the buttons are used from "button 1" to "button 4". Figure 2. The aspect of an interactive movie In the figure 2 is shown the aspect of interactive movie, in the top of the window is an indication bar for users, under this bar is the smaller window that contains the movie that is triggered by pressing buttons and the bottom of the window are four interactive buttons. By selecting the first button, on the screen will be displayed the name of the structure that will be represented further, button number two corresponds to the representation by conventional signs, button three corresponds to the representation in section and by selecting button four will be displayed the structural representation of the selected structure. These interactive movies can be exported in flash or HTML format; in this case the movie was combined into an HTML file using ModulEst application. The result obtained is a lesson in HTML format that can be posted on the internet. The interactive lesson will be used by students from vocational schools and universities. The design of the HTML page is shown in figure 3. On the left side of the window is a menu where all structures are displayed from this menu can be accessed the interactive films corresponding to the selected structure. At the top of the window are some buttons that allow passing in order from one structure to another, the "Home" button which brings us to the main page and the "Index" button that shows a list of all the structures that are discussed in this lesson. 381 Figure 3. The design of the HTML page IV. Conclusions The technology evolution requires that the education too have to adapt to these changes and teachers have to work towards to adapt the teaching way to the new requirements. Interactive teaching methods, using movies or simulations are ways of providing student-centered learning. Using these methods makes the transition from teacher- centered learning to student-centered learning. These methods of teaching learning through interactive movies replace traditional materials and are an active method, this method has been used taking into account that students are different, and each has their own rhythm of learning. Students learn by themselves, the teacher role is as coordinator or supervisor, and to strengthen the knowledge students can access these films via the internet at home. By this method, the teacher can provide the desired volume of information in a relatively short period of time to a large number of students. In the remaining time, students are invited to ask questions, they can discuss the matter, they are asked to perform a series of tasks or to solve some exercises. At the end of the lesson is recommended that students to receive an individual worksheet, or a task group working to develop the ability to rely on themselves to develop interpersonal relationships. 382 Acknowledgment This paper was realized with the support of POSDRU CUANTUMDOC “DOCTORAL STUDIES FOR EUROPEAN PERFORMANCES IN RESEARCH AND INNOVATION” ID79407 project funded by the European Social Fund and Romanian Government. References [1]. Carol, Boston. (2002). The concept of formative assessment. Practical Assessment, Research & Evaluation, ERIC Clearinghouse on Assessment and Evaluation College Park MD. [2]. Jones, Casey. (2010). Interdisciplinary Approach - Advantages, Disadvantages, and the Future Benefits of Interdisciplinary Studies, ESSAI. [3]. Douglas, L. Holton. (2010). How people learn with computer simulations. Handbook of Research on Human Performance and Instructional Technology. [4]. Anderson, T. (2008). The theory and practice of online learning, Second edition. 383 The 9th International Scientific Conference eLearning and software for Education Bucharest, April 25-26, 2013 10.12753/2066-026X-13-278 THE RESOURCES AND THE EFFICIENT USE OF THE CAD-CAM SOFTWARE IN THE TRAINING OF STUDENTS Lucica CIOARĂ “Gheorghe Asachi” Technical University, Iaşi, România [email protected] Abstract: The CAD / CAM systems for weaving are professional software for design of woven fabrics and for manufacturing technology. These systems are successfully used in the process of training the students, at all levels of study, on topics regarding structure and design of woven fabrics. At each level of training can be used effectively, certain sequences and functions of the software. The directions for use of the software ArahWeave for studying the woven fabrics structure, are presented in the syllabus of course „The structure of woven fabrics”. The topics that can be studied, using these programs, are: structural characteristics of the woven fabrics, correlation between the structural characteristics of the fabric, the weaving plan, use of databases. Keywords: Woven, weave, design, warp, weft, density I. INTRODUCTION The CAD/CAM systems for weaving are professional software for design of woven fabrics and for manufacturing technology. These systems are in continuous development, being adapted to the progress of weaving technology. The CAD/CAM systems are used successfully in industrial activities, for designing and redesigning of fabrics. The CAD/CAM systems are indispensable for manufacturing on the weaving machines, that have electronic monitoring of the technological parameters. To use these programs requires solid knowledge of the structure and design of woven fabrics and weaving technology. These systems are successfully used in the process of training the students, at all levels of study, on topics regarding structure and design of woven fabrics. At each level of training can be used effectively, certain sequences and functions of the software. The paper presents the resources and the efficient use of the professional software, ArahWeave, for training beginner students. We will refer only to the ArahWeave module, used for fabrics design, and only to the ArahWeave for dobby weaving. The directions for use of the software ArahWeave for studying the woven fabrics structure, are presented in the syllabus, respectively: - Studying the structural characteristics and their influence on the woven fabrics structure and the woven fabric properties; - Studying the correlation between the structural characteristics of the fabrics; - Studying the weaving plan and relations between Weave, Drafting and Dobby Card; - Simulation of fabrics in order to estimate the aesthetic characteristics of the fabric; - Using the own database program, as a basis for studying and also for inspiration. 384 II. STRUCTURAL CHARACTERISTICS OF THE WOVEN FABRICS Basic structural characteristics of the woven fabrics are: characteristics of the yarns (yarn fineness, diameter, structure), density of the threads, and weave. Any combination of threads, with their own structural characteristics, combined with a specific weave, result in a woven fabric with a particular structure and properties. A change in one of the structural characteristics, determine changes in the entire fabric. The correct dimensioning of these features, leads to obtaining the functional and aesthetics properties of the woven fabrics. The optimization of the aesthetic and functional properties can not be made if we do not know the interaction between structural characteristics of the fabrics. Using a professional software allows to analyses and estimate the effects of a modification of the structural characteristics. 2.1 Structural characteristics of the yarns The yarns are basic structural components of the woven fabrics. All structural characteristics of the yarns are reflected in the structure and properties of the woven fabrics. To edit the structural characteristics of the yarns in ArahWeave choose fabric>yarns.In the professional software ArahWeave, all structural characteristics of threads can be set: yarn count, yarn diameter, structure, twisting, hair length, color, luminosity [1,5]. These notions can be used by the students, because the subjects were studied in the previous curriculum. For example: The formulas for diameter calculation is: d= C Nm = A Ttex (1) In the formula no. 1:- d represent diameter of the yarns measured in millimeters; - C or A is the dimension factor for diameter calculation; - Nm , Ttex is the count of yarns. In the formula for calculating the diameter of the yarns (1) it is needed a constant from the literature. The constant depends on the fiber composition and structure of the yarns. Figure 1 shows a window with structural characteristics of the yarns. Figure 1. Characteristics of the yarn (Yarn editor) 385 The most important property of yarns is the count and the diameter. The diameter of the yarns is used in fabric simulation. In the figure 1 is presented the structural characteristics of the warp yarns (cod name L). The warp and weft colors can be set using the option Fabric>Thread pattern (Figure 2). Threads pattern can be expressed in number of yarns in successive stripes, or size in mm on these stripes. For the fabric simulate in the figure 2, the warp pattern is „4A,4B” and weft pattern is „4a,4b”. Figure 2. Editing the warp and weft pattern 2.2 Threads density The density of threads is a basic characteristics of the woven fabrics. The density is expressed as: technological density or geometrical density [3, 4]. The technological density represents the number of threads per centimeter. Geometrical density represents the distance in mm between the centers of two consecutive threads. The relation between the two densities is: l= 10 P (2) In the equation (2), P is the technological density measured in threads per cm and l is the geometrical density in mm. Using geometrical density (l) and weave repeat in number of threads (R), we will calculate the size in mm of the weave report LR (3). LR = R ⋅ l (3) In this way the weave repeat has a geometrical size, that can be measured in the surface characteristics of the fabric. The density variation will cause changes in the size of repeat. 386 b. a. Figure 3. The threads density and size repeat Figure.3a represents a balanced fabric in terms of density (Pu = Pb =25 threads/cm, Ru = Rb=0,32 cm). Figure 3b represent a unbalanced fabric in terms of density Pu=30 threads/cm, Pb =15 threads/cm, Ru =0,27cm Rb =0,53cm. In the window Density and control, density changes can be made, only if the button Density from technical data is disabled [1]. This button makes the connection between the technological parameters for weaving, such as: reed number and denting 2.3 Weave and weaving plan The weave is a basic characteristic of woven fabric construction which controls the way in which the warp and weft are interlaced. In principle, a weave is completely defined if it is known: size repeat and yarns evolution [2,6]. To design a new weave, select option Weave> Edit. In the editor for weave, to represent a new weave is required the following minimal information: number of threads in repeat and number of shafts. Weave is edited, point by point. For a imposed theme these characteristics of the weave must be known. Also, the rule for point distribution must be known. The necessary conditions of forming a fabric must be known; the warp threads must interlaced with the weft. In this way, the sequence of the program, weave >edit, can be used to study the weaves [1]. In Figure 4 are presented two weaves edited. The first one is correctly and the second one is wrong, because the weft number 4 is not interlaced with the warp yarns. This can be a knowledge test on topics regarding the weaves. 387 Figure 4. Editing the weave Weaving plan can be edited manually in weave> edit. Figure 5 shows three examples of how to use the weaving plan for programing the weaving process. Figure 5. Examples for work in the Weaving plan In the three examples of weaving plan is kept the drafting, dobby card is modified, therefore the weave is changed. The three weaves obtained are: plain weave, reinforced twill, and mock-leno weave. III. CORRELATION BETWEEN THE STRUCTURAL CHARACTERISTICS OF THE WOVEN FABRICS To construct a fabric you need to know the yarns fineness, the yarns density and the weave. Spectacularly is to combine these features and you will be surprised by what a simple interplay of these factors will produce. For basic training of students is important to know that each weave creates a specific surface aspect. This is possible if the yarns have certain characteristics and if densities have appropriate values. For example, the satin weave creates a surface effect smooth and uniforme, where the warp threads are thin, smooth, uniform and with higher density than the weft threads. In figure 6 can see two fabrics with satin weave. In the first example, sizing of the features is wrong; the second example is designed correctly. 388 Figure 6. Correlation between the structural characteristics of the woven fabrics IV. FABRIC SIMULATION A major advantage of using the ArahWeave software is the realization of a fabric simulation for each woven fabric designed. Woven fabric is simulated on the real yarns density and yarns diameter. Any change in the structural characteristics can be evaluated using fabric simulation. In all windows presented in the paper is a woven fabric simulation. V. USING DATABASES The ArahWeave program has a database which stores information for the training of the students. This information is used by students as a model and as an inspiration source. All this data are stored in the sub-directories, like following: Fabrics directory-contains all information relevant to 550 fabrics: colors, yarns, weave, density and other technical details. For example, if you need to design a wool fabric for suits, for documentation can be analyzed the examples from the database. Yarns pattern contains color repeat suitable for different types of woven fabrics. Weave is a database with tens of thousands of weaves. In Figure 7 are presented images with weaves of database. 389 Figure 7. Weaves of the database VI. Conclusions 1. The CAD/CAM systems ArahWeave, are successfully used in the process of training the students, at all levels of study, on topics regarding structure and design of woven fabrics. At each level of training can be used effectively, certain sequences and functions of the software. 2. The directions for use of the software ArahWeave for studying the woven fabrics structure, are presented in the syllabus of course „The structure of woven fabrics”. The topics that can be studied, using these programs, are: structural characteristics of the woven fabrics, correlation between the structural characteristics of the woven fabric, the weaving plan, use of databases. 3. Using a professional software is allowed to analyses and estimate the effects of a modification of the structural characteristics. 4. The ArahWeave program has a database which stores information for the training of the students. This information is used by students as a model and as an inspiration source. References [1] [2] [3] [4] [5] [6] ArahWeave User’s manual. Cioară Lucica, (2001). Structura ţesăturilor, Editura Performantica, Iaşi. Cioară Lucica, (2011). Structura şi designul ţesăturilor, Editura Performantica, Iaşi. Behara B. K., Hari P.K., (2010). Woven textile structure, Woodhead Publising, series Textiles, Cambridge. Cioară L., Cioară I., Ciubotaru G., (2006).Tehnologii e-learning-Software pentru instruirea şi evaluarea cunoştinţelor de structura ţesăturilor, Simpozion EDUCON, Iaşi. Blinov I., Belay S., (1988). Design of woven fabrics, Editura MIR, Moscova. 390 The 9th International Scientific Conference eLearning and software for Education Bucharest, April 25-26, 2013 10.12753/2066-026X-13-279 SOFTWARE SOLUTION TO ASSESS MORPHOLOGICAL BODY THROUGH 3D SCANNING RESULTS Sabina OLARU, Elena FILIPESCU, Claudia NICULESCU, Adrian SALISTEAN National R&D Institute for Textiles and Leather, Bucharest, Romania [email protected], [email protected], [email protected] Emilia FILIPESCU, SC Gemini CAD Systems SRL, Iasi, Romania [email protected] Abstract: In the activity of clothing realization in industrial system and based on user specific sizes (customized clothing), it is very important for the pattern designer to operate with a maximum amount of information about potential users’ body shape. At the stage of establishing the necessary database, it is necessary that the pattern designer to assess swiftly and accurately the morphological features of the customer in order to design patterns in terms of efficiency, high quality and accuracy. Current performance of CAD systems have specialized modules such as MTM module in Gemini Pattern Editor program, allowing the development of clothing based on individual sizes of the customers, through the adaptation of algorithms structure for calculating the construction segments to concrete form of the body surface of different users. CAD systems performances are joined by 3D scanning technology development that results in storing a large number of anthropometric sizes used in improving current technology of constructive designing for clothing. In this context, it explains the permanent concern of specialists in the field of constructive designing of clothing to improve the entire process, from initial database creation to its operation so that the outcome of this process will ensure recipients with clothing products correlated with morphological features of users. This paper aims to develop a software solution center on a relatively small number of anthropometric sizes taken on any subject, to allow the pattern designer to evaluate objectively and in a very short time: body type (standard dimensions) and morphological features: posture, size and conformation to any subject "i". In order to develop the mathematical model, it was necessary to establish a database that assesses the morphological features of the automated test subjects. Keywords: assessment, pattern design, female population, clothing I. INTRODUCTION As a consequence of the global competitive business environment, mass customization is becoming more and more important: the products are designed to customer’s requests and are manufactured custom-made, meaning the customers, themselves are able to select basic design types and can determine the style and materials to a certain degree (Eckert et al., 2008). The Qualitative leap in the field of industrial design, but after the body sizes of customers, socalled "customized clothing" is feasible at present due the performances of the CAD systems, integration of both modules for MTM and simulation in the virtual environment of the correspondence between body and the product designed in 2D (Filipescu et al, 2011). 391 This represents a whole new approach to manufacturing flow clothing based on individual sizes of clients with important repercussions on clothing quality, evaluated by providing a high correspondence with user requirements, sales and expansion of virtual trade clothing products. Current performance of CAD systems have specialized modules such as MTM module in Gemini Pattern Editor program, allowing the development of clothing based on individual sizes of the customers, through the adaptation of algorithms structure for calculating the construction segments to concrete form of the body surface of different users. CAD systems performances are joined by 3D scanning technology development, that results in storing a large number of anthropometric sizes used in improving current technology of constructive designing for clothing. In this context, it explains the permanent concern of specialists in the field of constructive designing of clothing to improve the entire process, from initial database creation to its operation so that the outcome of this process will ensure recipients with clothing products correlated with morphological features of users. The always increased demands of users in purchasing products mainly within the fashion trends determine the shorter series and a more wide dimensional range of clothing for all age groups. Within the activity of making clothing in individual system is very important for the pattern designer to quickly and correct evaluate the morphological features of the customer in order to design patterns in terms of efficiency. This paper aims to develop a software solution center on a relatively small number of anthropometric sizes taken on a certain subject, to allow the pattern designer to evaluate objectively and in a very short time: body type (standard dimensions) and morphological features: stature, size and conformation to any subject "i". In order to develop the mathematical model, it was necessary to establish a database that assesses the morphological features of the automated test subjects. II. SETTING OF THE SOFTWARE SOLUTION The software solution design using Visual Basic consists of all the information necessary to solve the two above mentioned objectives, establishing the typo-dimension of one tested subject and the morphological features that characterize the body of the tested subject. In order to fit subjects into a body type were used information taken from the current anthropometric Standard - SR 13545 Clothing. Body measurements and clothing sizes for women. Morphological characterization using the developed software solution was based on results of statistical and mathematical processing raw data resulting from 3D scan of the women population in Romania, which allowed the processing of average values and the limits of variation of the basic morphological indicators in evaluating stature, conformation and body proportions for women. Setting body type that will fit any subject includes: • indication of the size that will fit the subject, the information in Table 1; • specifying the heights group that will fit the subject, the information in Table 2; • specifying the conformation that will fit the subject, the information in Table 3. The mathematical model developed is based on a flowchart which shows an excerpt, the program that allows classification of the subject into the body type (Figure 1). For example, to specify the size, stature and conformation group that is likely to fit the subject, in the program has been developed: • a block of input data: - list of anthropometric sizes; - central values and limits of variation for Ic, Pb and Pş); • a block for the calculating of the conformation (conformation = Pş-Pb). 392 For the development of the software solution need for the morphological evaluation of the subjects required by the mathematical developed model, were selected anthropometric sizes necessary in the mathematical calculation of morphological indicators to assess curvature and prominences on the anterior/posterior thorax and shoulder position: body height (Ic), bust circumference (Pb), hips circumference (Pş), shoulders length (Lu), thorax length from neck to waist (L’tf), vertical arch of the back (Avs), shoulders inclination angle (α), distance from a reference plane at 7CV landmark (D1), distance from a reference plane at point bulging scapula (D2), distance from a reference plane back waist point (D3) and distance from a reference plane at buttock point (D4). TABLE 1. SIZES GROUPS Standardized size Interdimensional range for Pb, (cm) 78÷81,9 82÷85,9 86÷89,9 90÷93,9 94÷97,9 98÷101,9 102÷105,9 106÷111,9 112÷117,9 118÷123,9 124÷129,9 40 42 44 46 48 50 52 54 56 58 60 TABEL 2. HEIGHT GROUPS LIMITS OF THE INTERDIMENSIONAL RANGE FOR BODY HEIGHT (IC) Indicator Standardized Interdimensional range symbolization size I 176 172÷180 II 168 164÷171,9 III 160 156÷163,9 IV 152 148÷155,9 TABEL 3. CONFORMATION GROUPS Clothing sizes Conformation groups symbolization 40 42 44 46 48 80 84 88 92 96 80 84 88 92 96 84 88 92 96 100 88 92 96 100 104 92 96 100 104 108 4 cm 96 100 104 108 112 Pş-Pb A -4 B 0 C 4 D 8 E 12 F 16 Interdimensional range 50 Pb 100 Pş 100 104 108 112 116 52 54 56 58 60 104 110 116 122 128 100 104 108 112 116 - 106 110 114 118 122 - 112 118 116 122 120 126 124 130 128 134 6 cm 124 128 132 136 140 - These snthropometric sizes were subjected to statistical and mathematical processing which allowed determining the average values and the range of variation: 393 • body posture, assessed by body position (Pc), waist deep in the back or first waist depth (Ats) and buttocks prominence or second waist depth (Pfes); • shoulder height (îu); • vertical balance (Ev1); • body proportions, the index thoracic perimeter (Ipt). Figure 1. Correlation between bust circumference and hip circumference In Table 4 are given relations for calculating morphological indicators of subject’s body characterization, which were processed mathematically in order to determine the ranges of variation to analyze how a subject will fit into the above mentioned morphological indicators. TABEL 4. CALCULATION OF MORPHOLOGICAL INDICATORS Morphologic Pc (cm) Ats (cm) Pfes (cm) Îu (cm) Ev1(cm) indicators Calculation D1-D2 D2 – D3 D3 – D4 Lu * sin α L’tf- Avs ecuation Ipt(%) Pb/Ic The software solution uses the ranges of values resulting from mathematical processing raw data for a selection of 675 women. III. USING THE SOFTWARE SOLUTION TO ASSESS MORPHOLOGICAL SUBJECT "I" Finally, the software solution developed calculates and compares the values obtained for the subject tested in the program as input data. Therefore, the program runs in the following way (input, calculation, output) allowing the morphological and dimensional characterization for a certain subject in a very short time and by operating with a relatively small number of anthropometric dimensions. Figures 2 ÷ 5 show how to way that the subject fits into the body posture, vertical balance and shoulder height. From these figures one can see that the subject has normal posture, thorax directed to the backside and shoulders in normal position. 394 In each figure are shown the fields that specified the subject’s anthropometric measurements necessary for his assessment and classification to the body type and specify morphological indicators, using the developed mathematical model. Figure 2. Anthropometric sizes of the tested subject Figure 3. Assessment of body stature (based on Pc) for the studied subject 395 Figure 4. Assess the vertical balance of the body for the studied subject Figure 5. Assessment of shoulder position for the tested subject IV. Conclusions This paper presents a fast and scientifically founded body shape characterization for structural design of clothing, by developing a software solution that operates with a relatively small number of tested subject specific anthropometric measurements. The software solution is based on anthropometry research that provided the initial operating database. Initial information needed in the program is the following: - numerical values for 11 anthropometric sizes taken on the subject body; - the calculating relations for morphological indicators needed to assess stature, proportions, position of the shoulders and thorax; - ranges for the main body dimensions (Ic, Pb, Pş), to identify the typo-dimension that fits the tested subject; - ranges for morphological indicators introduced to assess the general shape of the body. After the processing of the initial data, we can visualize upon request the information on the typo-dimension and morphological indicators that fit the tested subject. The software solution developed is useful for clothing patterns designers because it allows morphological characterization of the subjects, activity necessary in the phase of developing the initial database that is operating in 396 constructive design of the product, for clothing manufacture both in industrial system and in individual system. References [1] [2] [3] [4] [5] [6] Eckert,C. M. Wynn D. C., Clarkson P.J., Black S., (2008). Process simulation to make personalization economically viable, in: Proceedings of TMCE 2008 Symposium, Izmir, Turkey. Filipescu E., (2003). Indicatori antropomorfologici în construcţia îmbrăcămintei pentru bărbaţi, Editura PERFORMANTICA, Iaşi, ISBN 973-7994-27-2. Filipescu E., Stan M., (2010). A new approach in the female body from chracterization for construction of individual clothing, TEXTILES OF THE FUTURE, ISKA 2010, INTERNATIONAL SIMPOSIUMIN KNITTING AND APPAREL, Iaşi, 19-20 November. Olaru S., Mocenco A., Teodorescu M., Niculescu C., Salistean A., (2011). Grupe conformaționale pentru populația feminină din România și recomandări vestimentare specifice, revista Industria Textila, vol. 62, nr. 3, 2011, pp. 155-160. Olaru S., Filipescu E., Niculescu C., (2011). Indicatori morfologici de caracterizare a formei toracelui si a bazinului la femei, pentru proiectarea imbracamintei in sistem individual, revista Industria Textila, vol. 62, nr. 6, 2011, pp. 289-295. SR 13545 Imbrăcăminte. Dimensiunile corpurilor şi mărimi de confecţii pentru femei 397 The 9th International Scientific Conference eLearning and software for Education Bucharest, April 25-26, 2013 10.12753/2066-026X-13-280 THE E-LEARNING AND CLOUD COMPUTING INSTRUMENTS USED FOR THE DESIGN OF YARNS STRUCTURE AND TECHNOLOGICAL CHARACTERISTICS Liliana BUHU, Adrian BUHU Faculty of Textile, Leather and Industrial Management, Gheorghe Asachi Technical University of Iasi, Bd. Dimitrie Mangeron no. 29, Iasi, Romania [email protected], [email protected] Abstract: Yarns structure is the arrangement of the fibers from axis and towards the center line of the yarn. For that reason must be pursued aspects that appear to the formation of yarns, the behavior of yarns to different stresses occurring during their processing and utilization of products. The structure will be influenced by processing technology, the shape of fibers or filaments, the degree of orientation, parallelization and individualization of the fibers of the number of fibers in cross section, fineness, length, content of accompanying substances, etc. Due to the complexity of the yarn structure have been developed several models of them. In the design of the structure will take into account a theoretical model so that results structure meeting the requirements required by theme design. The designing activity requires the use of a guidebook which will be complete as required. Every student receives a specific type of yarn that he will design the individually. This reason the activity can be carried without the physical presence of the student. It can be used different free services offered by the different developers: Google, Yahoo, Amazon, etc., for creating a group mail, blog or website by means of which materials will be available at any time respectively data storage services (dSaaS). The access is restricted the based on an account and password with administrator approval, and communication can be done through email or chat. It can generate a public calendar that establishes the stages to be resolved in a certain period of time. Keywords: yarn, structure, design, dSaaS I. INTRODUCTION The structure and design of yarns aim at designing the structure of yarns respectively the arrangement of component elements of the yarn structure. Yarns structure is the arrangement of the fibers from axis and towards the center line of the yarn. For that reason must be pursued aspects that appear to the formation of yarns, the behavior of yarns to different stresses occurring during their processing and utilization of products. The structure will be influenced by processing technology, the shape of fibers or filaments, the degree of orientation, parallelization and individualization of the fibers of the number of fibers in cross section, fineness, length, content of accompanying substances, etc. Due to the complexity of the yarn structure have been developed several models of them. The activities carried out within the discipline consist of course the laboratory and project. The designing activity requires the use of a guidebook which will be complete as required. Every student receives a specific type of yarn that he will design the individually. This reason the activity can be carried without the physical presence of the student. It can be used different free services offered by the different developers: Google, Yahoo, Amazon, etc., for creating a group mail, blog or website by means of which materials will be available at any time respectively data storage services (dSaaS). Students should have access to the materials needed to complete handbook of the project at any time. With the growth of the Internet, there was no need to limit group collaboration in a single enterprise network environment. Users from multiple locations within a corporation, and from multiple organizations, desired to collaborate on projects that crossed company and geographic 398 boundaries. To do this, projects had to be housed in the “cloud” of the Internet, and accessed from any Internet-enabled location. The key to cloud computing is the “cloud”—a massive network of servers or even individual PCs interconnected in a grid. These computers run in parallel, combining the resources of each to generate supercomputing-like power. The cloud is a collection of computers and servers that are publicly accessible via the Internet. This hardware is typically owned and operated by a third party on a consolidated basis in one or more data center locations. The machines can run any combination of operating systems; it’s the processing power of the machines that matter, not what their desktops look like. Individual users connect to the cloud from their own personal computers or portable devices, over the Internet (figure 1). To these individual users, the cloud is seen as a single application, device, or document. The hardware in the cloud (and the operating system that manages the hardware connections) is invisible. [1] Figure 1. Connections to the cloud computers One of the primary benefits of cloud computing is a vast amount of computing power, achieved from relatively low-cost PCs and servers. When you tap into the power of the cloud, you get supercomputing power at PC prices. One of the primary uses of cloud computing is for data storage. With cloud storage, data is stored on multiple third-party servers, rather than on the dedicated servers used in traditional networked data storage. When storing data, the user sees a virtual server—that is, it appears as if the data is stored in a particular place with a specific name. But that place doesn’t exist in reality. It’s just a pseudonym used to reference virtual space carved out of the cloud. In reality, the user’s data could be stored on any one or more of the computers used to create the cloud. The actual storage location may even differ from day to day or even minute to minute, as the cloud dynamically manages the available storage space. But even though the location is virtual, the user sees a “static” location for his data—and can actually manage his storage space as if it were connected to his own PC. II. DATA STORAGE SERVICES USED FOR E-LEARNING The most noticeable company currently embracing the cloud computing model is Google. As you know, Google offers a powerful collection of web-based applications, all served via its cloud architecture. Whether you want cloud-based word processing (Google Docs), presentation software (Google Presentations), email (Gmail), or calendar/scheduling functionality (Google Calendar), Google has an offering. And best of all, Google is adept at getting all of its web-based applications to interface with each other; their cloud services are interconnected to the user’s benefit. Other major companies are also involved in the development of cloud services. Microsoft, for example, offers its Windows Live suite of web-based applications, as well as the Live Mesh initiative that promises to link together all types of devices, data, and applications in a common cloud-based platform. Amazon has its Elastic Compute Cloud (EC2), a web service that provides cloud-based resizable computing capacity for application development. IBM has established a Cloud Computing 399 Center to deliver cloud services and research to clients [1], [2], [3], [4]. Between the existing solutions was chosen Google services because the other companies have limitations in terms of costs. Initial solution was to develop a free Google site. The website address is: https://sites.google.com/site/structurasidesignulfirelor/home, (figure 2). Figure 2. The website addresses for yarns structure and design project Accessing the website allows tracking progress in which the project (calendar option). Students can download at any time chapter of the project according to the schedule displayed (figure 3). Figure 3. Solving stages of the project The access to solving the stages are only with the agreement of professor, respectively the student can access the website when it receives the link. At the same time the student must register in a Google group (structure and design of yarns group). Resolving stages of is sent by email to the professor, and depending on its correctness can continue resolving. Each student solves their project and save it with his name. It is a way to prevent copying stages of by students. Another way to prevent fraud is that everyone student to receive a custom theme, what happens when accessing the first stage and contacting the teacher. Another method is to allow the restricted access to your files is to use the Google drive (https://drive.google.com/). This service allows free uploading 5 GB of documents that can then be shared with group members. This can be done by notifying students about posting on common e-mail. Another method is which can be used is to create an account on a free e-learning platform, such as Claroline campus. [5]. 400 III. Conclusions This article discusses the possible use of free data storage services available. The most easily accessible services are offered by Google for creating websites, workshops and e-mail policy. The service enables data storage on other than the personal computers. The first form of web-based data storage is called cloud storage. This is a form of networked data storage where data files are stored on multiple virtual servers. Current services allow document editing facility using software as a service (SaaS) and amending and publishing them without the need for all members to attend. References [1] [2] [3] [4] [5] Miller, M., (2010). Cloud computing web-based applications that change the way you work and collaborate online. QUE. Indianapolis, Indiana. pp. 15, 16. ***, 2012. In http://aws.amazon.com/ec2/, accessed: 2013-02-21. ***, 2012. In https://login.live.com/, accessed: 2013-03-01. ***, 2009. In http://www.google.com/about/products/, accessed: 2012-02-10. ***, 2011. In http://campus.claroline.net/, accessed 2012-01-16. 401 The 9th International Scientific Conference eLearning and software for Education Bucharest, April 25-26, 2013 10.12753/2066-026X-13-281 INTERACTIVE LABORATORY FOR COMPUTER-ASSISTED STUDY OF WARP KNITTING MACHINES Dorin DAN, Mariana URSACHE The Faculty of Textiles, Leather and Industrial Management , “Gheorghe Asachi” Technical University of Iasi, 29, Dimitrie Mangeron Street, Iasi, Romania [email protected], [email protected] Abstract: The paper presents a laboratory module that contains an interactive graphical software package for the study of the warp knitting machines. The package includes the following modules: an interactive photo album which is used to demonstrate the destination of warp knitting machines, an interactive module for the presentation and description of the working knitting elements in case of a warp knitting machine, animations that present correlated movements of working knitting elements caught in a cycle for the three types of needles (spring bearded, latch and compound) and interactive presentation of a warp knitting machine in laboratory assemblies highlighting the main mechanisms of it. AVI movies that show a knitting machine in running order is also used. Interactive graphic programs were carried out using CorelDraw and Corel RAVE application and saved as flash files. Laboratory module was designed based on an XML file taken as a model, amended contents needs of the laboratory and then used for transformation in the HTML laboratory module using ModulEst application. Laboratory module has an interactive graphical structure and contains navigation icons for direct access to the bibliography, webography, glossary, summary help page and test for self-programming and verification. Learning modules are designed as additional learning material and is based on student-centered education principle. The module can be used in knitting laboratory work. Laboratory module can be accessed online or can be used offline. The e-learning interactive tools presented in this paper represents the outcome of the process of innovating the working methods applied in the knitting laboratory of the Faculty of Textiles, Leather and Industrial Management of Iasi. Keywords: e-learning, warp knitting machine, interactive laboratory, knitting animation I. INTRODUCTION The paper presents new solutions regarding the design and creation of multimedia programs for computer assisted interactive learning for the technological study of warp knitting machines. This case refers to the description of the warp knitting machine, its functioning and the adjustment of technological parameters. The present study is included in the academic curriculum for the Knitting and Clothing Technology specialization, in the courses "Fundamentals of Knitting Technology" and "Knitting Technologies - flat machines". The curriculum belongs to the Faculty of Textile Leather and Industrial Management, from the "Gheorghe Asachi" Technical University of Iasi. Currently, the lab activities take place under the following conditions: • the learning process is traditionally organised, using traditional means, strictly according to the weekly timetable; • the laboratory is equipped with a classic Raschel knitting machine for patterning; • the lab activities are supported by a practical work guide and chapters in different authors’ manuals. The analysis of the current situation in the Faculty shows the following problems related to the study of warp knitting machines: 402 • • • • • the knitting laboratory is not equipped with all types of warp knitting machines; the tricot knitting machines are missing; the acquisition and maintenance of a machine of this type is very expensive and the school has no financial means for this purchase; a warp knitting machine requires special yarn feeding formats and specialised work force; the Romanian companies with warp knitting machines that could offer short term documentation stages for the students are placed far away from Iasi; the above mentioned companies accept only a limited number of students, reducing the accessibility of the information. II. CONSIDERATIONS REGARDING THE USE OF MULTIMEDIA MEANS FOR THE STUDY OF WARP KNITTING MACHINES The following media means were designed and created in order to study warp knitting machines: interactive colour diagrams, sets of images of the specific mechanisms, movies that show the operation of the machine, animations that explain the structure and the operation of the machine, self-evaluation tests during the semester and final test. These multimedia elements are used for the following teaching objectives: • to help the professor and the students in the teaching-learning process, so that the learning results are made more accessible; • to show how the mechanisms of a knitting machine work, while these mechanisms are not visible in the machine; • to ensure minimum costs and eliminate subjective influences for self-evaluation and final evaluation; • to create learning environments outside the laboratory so that one can study in his own time and pace; • to produce a suitable content for online access, eliminating the restrictions imposed by laboratories or classrooms; • to give students the possibility to use the media means as many times as they need and to take benefits from the interactive learning process; • to increase the use of these learning methods in order to improve the student's level of performance reflecting on the his/her final results. These multimedia interactive means used in the laboratory, during lectures or individual study, help solve the followings problems: • identification of end-uses of the knitted fabrics produced on a warp knitting machine; • studying the structure and operation of the mechanisms of a warp knitting machine; • identification and description of the knitting elements of a warp knitting machine; • study of the trajectories of needles and guide bars movement during the knitting cycle for different types of needles (latch, bearded and compound needles); • self-evaluation during the semester and final evaluation regarding warp knitting machines. The following observations resulted from the discussions with the students that used the designed multimedia applications: • supplementary motivation to learn using a new method; • a positive feed-back on the fact that study can be carried out outside the timetable; • the learning method is more accessible and easier to use and does not require the direct supervision of a professor; • possibility to learn complex things with easier, more understandable means; • the virtual lesson is closer to the real experience; • the students used the lessons weekly and did all the required homework; • even if the learning means are virtual, the homework is focused on real issues, the grades reflecting the real level of knowledge acquired by the students. 403 • • • III. the students admit that through interactivity their attention is better and more focused on completing the learning tasks; the test questions help the students to define what is important about a certain topic; the results from self-evaluation testing motivate the students to repeat the learning process until they obtain the desired results. METHODS The drawings were created using Corel Draw 14, the interactive learning programs were animated with Corel RAVE 3 and Adobe Flash CS3 and the tests were put in an electronic format using Hot Potatoes 6. Adapted preset scripts were also used to create a photo album for the description of the mechanisms of a warp knitting machine. The script displays any of the several images on the same page just by clicking its thumbnail. In this way, it is unnecessary to open a new window or use the back button after going to each page. The final lesson is brought together in a HTML format. Its structure is inspired from a XML file that was edited using the XML Marker application and was made a HTML file with ModulEst. The lesson's content was introduced using Adobe Dreamweaver CS 4. IV. RESULTS According to the operational objectives of the lesson, the following multimedia interactive learning means were designed and created: • a photo album for showing the main applications for warp knitted fabrics; • a flash multimedia application for presenting and explaining the modular structure of a warp knitting machine; • HTML pages with the description of each mechanism; • scripts that interactively manage the images with the warp knitting machines that can be found in the knitting laboratory; • a movie for showing the working conditions within a warp knitting department in a company; • self-evaluation tests during the semester and the final evaluation. The photo album was created to explain the destination of the warp knitted fabrics. The photos were grouped according to the following end-uses: garments, underwear, decorative items, upholstery, technical applications, medicine, and geotextiles. The modular structure of a warp knitting machine was designed based on an industrial model. Near the image there are text buttons that can be used to access separate HTML applications that describe each mechanism. Furthermore, the main page offers a simplified technological diagram of a warp knitting machine where the selected zone of interest is highlighted with a coloured arrow. Secondary pages contain descriptions of the knitting elements (needles, sinkers, trick plate, guide bars, presser). The overall structure of the warp knitting machine is shown in the block diagram in Figure 1. Each element from the diagram is associated to a number. This has a shape of interactive button which causes different actions when pressed. In the learning stage, the student presses a certain button and thereby he opens a text window with that indicates the unit’s name. 404 Figure 1. Screen capture of the interactive overall structure of the warp knitting machine There also links to pages containing animations regarding the phases of a knitting cycle for latch needles, bearded needles and compound needles (Figure 2 a, b, c). All secondary pages open separately, simplifying the navigation through the entire lesson. The buttons on the main page that link it to the other pages are suggestive and easy to understand. a. Knitting cycle for bearded needle b. Knitting cycle for latch needle c. Knitting cycle for compound needle Figure 2. Instant images during the knitting cycle from different types of warp knitting machine 405 The movies used in the lesson ensure the complete understanding of how production is organized in a company equipped with warp knitting machines (Figure 3). The movies are available on the Internet and there is also a movie channel with relevant movies posted by specialists throughout the world. Figure 3. Screen capture of a video during the industrial warp knitting machine operation HotPotatoes application is a quiz editor. By using it, it is possible to create and manage many types of questions: questions with multiple choices, questions with multiple answers, true or false questions, questions with open answer, gap filling exercises, matching words. At the stage of self-test, the student can check their level of knowledge about the warp knitting machines. Each chapter is provided with electronic tests (Figure 4). Figure 4. Screen capture of an electronic assessment test edited with HotPotatoes application 406 CONCLUSIONS All interactive learning applications were designed to help the students to achieve the objectives stated in the knitting laboratory activity. The teacher’s efforts lead to the development of a knitting laboratory module centered on the student. It is expected that its use will improve the learning performances of the students. Generally, an accurate evaluation of the tests requires academic experience so that the questions included in the tests are relevant. A strong cooperation is required between the textile specialist and a specialist in academic skills with experience in multiple choice/objective tests. Apart from the unique student-teacher interaction, the inclusion of all students in the discussion is very important. It is useful to initiate a discussions forum as a form of collaboration. Many specialists in teaching skills emphasised the efficiency of using the computer as a learning tool because it never gets tired to show the homework whenever and how many times is needed and it always carries out the activity’s evaluation. The students should be stimulated to suggest new ways of designing the lessons; their solutions must be considered and applied as a positive appreciation of their contribution to the learning process. References [1] [2] [3] [4] [5] [6] [7] [8] [9] [10] [11] [12] Adăscăliţei, A. (2007). Instruire asistată de calculator – Didactica informatică. Colecţia Collegium, Editura Polirom, Iaşi. Blaga, M., Harlock, S. (2009). The eLITA (e-Learning in Textile & Apparel) Project. In: The Proceedings of the 4th International Conference on Virtual Learning, October 30 – November 1 2009, Iaşi, România. Innovative, multimedia base E-Learning concept for the textile industry. "Leonardo da Vinci" D/03/B/F/LA-14607 project. Warp Knitting (Kazimierz Kopias - Department of Knitting Technology and Structure of Knitted Product at the Faculty of Material Technologies and Textile Design at Technical University in Lodz.). http://www.etex-online.net Luca Galli Software, Italy (2009): Quiz Faber [Version 2.12]. Luca Galli’s Site, http://www.lucagalli.net/en/. Weber, O.M. Knitting-Warp Knitting or Weft Knitting? http://www.youtube.com/watch?v=7gHokb3lh_A . Textile Education and Training at Your Fingertips. The Textiles and Apparel e-learning Portal. http://www.elearning-textiles.co.uk/ . Half-Baket Software Inc., Canada (2012). Hot Potatoes [Version 6.3]. Hot Potatoes from Half-Baket Software Inc., http://hotpot.uvic.ca/ . Warp Knitting Machine Technology. Knowledge for innovation - K4I Portal. [Online] http://www.knitepedia.co.uk/browse/knit_tech/knit_tech/Warp_Knitting/default.htm. The Art of Knitting. An Interactive Guide to the Basics of Knitting. Textile Basics CDs. Cotton Incorporated Portal. http://cottoninc.com . Textile Encyclopedia. Cotton Incorporated Portal. http://www.cottoninc.com/product/Tech-AssistanceTraining/Textile-Encyclopedia/ . 407 The 9th International Scientific Conference eLearning and software for Education Bucharest, April 25-26, 2013 10.12753/2066-026X-13-282 ON-LINE COURSE FOR STUDYING THE LOOP FORMING PROCESS IN KNITTING TECHNOLOGY Mariana URSACHE, Dorin DAN “Gheorghe Asachi” Technical University of Iasi, Bd. Dimitrie Mangeron, 57, Iasi, Romania [email protected], [email protected] Ioana CREŢU “Grigore T.Popa” University of Medicine and Pharmacy, 16 University Street, 700115 Iasi, Romania [email protected] Abstract: The main purpose of the paper is to improve available learning tools by applying ICT in learning the basics of knitting technology by designing and implementing a computer-assisted course and its corresponding laboratory activities. The developed content is applied in both course and practical activities included in the course “Knitting Technology Fundamentals” for the 3rd year of study in the “Knitting and Clothing Technology” specialization at the Faculty of Textiles, Leather and Industrial Management from the “Gheorghe Asachi” Technical University of Iasi, Romania. The new on-line course includes visual contents as animations and video clips that increase learners’ level of understanding. The contents provided are designed as virtual learning environments, allowing students to access to the course content either on-line or off-line. For this course, the following interactive tools are available to the students: schematic drawings coloured with interactive areas that give additional technical information about the knitting elements involved in the loop forming process (knitting needles of bearded and latch types, sinkers, yarn carriers) and the knitting machine type that uses the presented loop formation processes, interactive buttons for opening windows containing representative photos and explicative texts, animations, videos and self-evaluation and evaluation tests at the end of each module. In order to produce all these deliverables, certain programmes were used: CorelDraw for drawings and schemes, Corel Rave for animations and Hot Potatoes for quizzes. Keywords: e-learning, visual content, interactive course, knitting process, knitting animation. I. INTRODUCTION Quality assurance policies in higher education promote student–centered teaching and, in the context of university autonomy, adjusting the methods for content delivery are among the ways to facilitate the move from instructor-centered teaching to learner-centered teaching. The use of ICT can be of a great help in improving and transforming the learning environment into a learner–centered one. Learning becomes more active, collaborative, evaluative, and integrative and learners are empowered to be actively engaged in their learning, when ICT is integrated into courses. Learner-centered teaching uses a variety of method types and tools that change the role of instructors and, if technology is used in the teaching process, the information can be disseminated in a different way, not only directly by the instructors who can shift their focus to what and how students are learning. When an instructor-centered course is chosen to be transformed into a more learner-centered alternative, five dimensions of teaching [2] are relevant in describing instructor- versus learnercenteredness. These five dimensions of teaching and their main characteristics, before and after transformation are presented in the table below. When designing a new course, a course module, or changing an existing one, these characteristics should be taken into consideration. 408 CHANGES OF THE FIVE DIMENSIONS OF TEACHING Dimension Teacher-centered approach Student-centered approach The function Instructor provides content and allows Instructor encourages students to reflect on of content students to memorize it content The role of Instructor uses teaching and learning Instructor uses teaching and learning instructor methods without regards for student methods that are appropriate for student goals learning goals The Instructor assumes all responsibility for Instructor provides opportunities for responsibility student learning students to assume responsibility for their for learning own learning The purposes Instructor does not integrate assessment Instructor integrates assessment within the and process within the learning process learning process of assessment The balance Instructor decides on all course policies, Instructor is flexible on most course of power learning and assessment methods and policies, learning and assessment methods deadlines and deadlines The integration ICT tools in the teaching and learning process would facilitate the change of the five dimensions of teaching to become more student-centered. For instance, the content may be discovered by the students under the teacher’s guidance and modelling. Depending on the response of the particular group of students or individual student, interactive graphic and video materials may play on students’ most commonly preferred learning style – the visual one. Also, the technical capability for manipulating the content and simulating different scenarios by altering the parameters empowers the students both in terms of experiential learning as well as reflection and assessment. Last but not least, the accessibility, interactivity and flexibility of the content creates opportunities for students to participate actively in the course decisions, including by generating their own yet relevant exercises and tests. The purpose of our research and development work is to improve existing learning tools by applying ICT in learning the basics of knitting technology by designing and implementing a computerassisted course and its corresponding laboratory activities. The content may be and is indeed used in both the theoretical lectures and the practical activities included in the course “Fundamentals of Knitting technology”, which is included in the third year curriculum of the “Knitting and Clothing Technology” specialization at the Faculty of Textiles, Leather and Industrial Management from the “Gheorghe Asachi” Technical University of Iasi, Romania. The new on-line course module entitled “The Loop Forming Process” includes visual contents as animations and video clips that increase learners’ level of understanding. The content is presented in a virtual learning environment, allowing students to access the course content either on-line or offline. For this course module, the following interactive tools are available for the students: - schematic drawings coloured with interactive areas - interactive buttons for opening windows containing representative photos and explicative texts that give additional technical information about the knitting elements involved in the loop forming process (knitting needles of bearded and latch types, sinkers, yarn carriers) and knitting machine type that uses the presented loop formation processes; - animations and videos of the above mentioned processes, - various evaluation and self-evaluation tests at the end of the module. 409 II. METHODS In order to obtain all the mentioned deliverables, certain programmes were used: CorelDraw for drawings and schemes, Corel Rave for animated graphics and Hot Potatoes [14] for quizzes (interactive multiple-choice, short-answer, matching/ordering and gap-fill exercises). The media tools were designed in order to study the loop forming process in case of two different loop formation methods used on knitting machines equipped with two different type of needles, as follows: - loop formation with loop forming sinker on knitting machine with spring-bearded needle; - loop formation by needle descending under the knock-over surface on knitting machine with latch needle. The traditional approach of the course module was based on drawings and schemes as the one presented in Figure 1, which gives students the general image about the loop forming process, stepby-step. However, the diagram does not offer the dynamics and a real sense of the process taking place, with the particular responses which depend on the knitting machine and needle types. Similar content of this course theme (Loop forming process) can be found in other online courses provided by various educational institutions and organizations from different countries, in English or their national language [5, 7, 12, 13]. Figure 1. Graphical representation of the loop forming phases in case of a latch needle III. RESULTS AND DISCUSSION In order to change the course features and experience from a teacher-centered to a studentcentered one, and to improve the learning process and the evaluation of the learning progress, the following learning tools were obtained: - a flash multimedia application to present and explain the constructive parts of the latch needles; - animations that simulate the loop forming cycle in case of both spring bearded and latch needles; - video clips showing the loop formation process on a flat and a circular knitting machine that exists in the department laboratory; - tests (quizzes) for self-evaluation during the semester and for the final evaluation. The flash multimedia applications, designed for explaining the needles construction, present each part of the needle that is associated to a number that will act as an interactive button when selected. In the learning stage, when the student selects a certain number, a text window appears, giving the name and description of the needle part, as one can see in Figure 2. 410 The animations, programmed to be both explanatory and interactive, facilitate the students’ understanding of the processes occurring in complex and dynamic systems which are otherwise inaccessible to the naked eye. The obtained animations simulate the loop forming cycle in case of spring bearded needles (as in Figure 3) and latch needles, helping students visualize and conceptualize the knitting process and pinpoint their misunderstandings or misrepresentations on the theme. They also enable the teacher to more easily detect and understand students’ difficulties. For the purposes of this paper, several screenshot examples of video clips are included below: one featuring the loop forming process on flat knitting machines (Figure 4) and the second featuring circular knitting machines (Figure 5). The video clips used during the course presentation ensure the complete understanding of how the needles act when the yarn is transformed into loops. Figure 2. Sample screen from the description of the main components of the latch needle Figure 3. Snapshot of the loop forming animation in case of spring bearded needle 411 Figure 4. Snapshot of the video clip during the loop formation in case of a flat knitting machine equipped with latch needles Figure 5.Snapshot of the video clip during the loop formation on a circular knitting machine equipped with latch needles Using the JQuiz module of the Hot Potatoes program [14] one can create several types of quizzes: multiple-choice, multiple answers, true or false, filling in, matching and short-answer. Each paragraph of the course is accompanied by electronic tests (Figure 6). At the stage of self-evaluation, the students can check their level of knowledge about the loop forming process. Figure 6. Screen capture of an electronic test edited with HotPotatoes program 412 IV. CONCLUSIONS AND RECOMMENDATIONS Upon our review, the video resources currently available for higher education do not cater for the needs and changes that continuously take place in the field of knitting. Thus, we anticipate that the video use will increase dramatically. In this context, our paper reports on the efforts and contribution we are making to enriching the experience of e-learning in knitting technologies. The multimedia materials we are working to develop further are of immediate practical interest by integrating them in the delivery of higher education. The use ICT in a student-centered environment gives students more control of content, creates a more collaborative learning approach, and provides different ways of accessing information. As such, the students are experiencing novel methodologies and tools they can exploit and manipulate in order not only to positively transform the technical learning experience and improve their engagement in the education process, but also become highly skilled specialists able to work with advanced technologies effectively. The relevance of the approach in other fields of advanced study such as medicine is evident and is generating a great deal of interest in our academic partners as well. For instance, the newly implemented e-learning platform at the “Gr. T. Popa” University of Medicine and Pharmacy in Iasi allows for the integration of interactive multimedia and the creation of dynamic (self-)assessment similar to what we have presented here. Video footage and virtual simulations of medical conditions and interventions are now abundant. They may be used as examples for the technical aspects involved in the design of learning content and collegial partnerships may be established to gain insight into the didactic potential and benefits for students. References [1] [2] [3] [4] [5] [6] [7] [8] [9] [10] [11] [12] [13] [14] Aldrich, C. (2005). Learning by Doing: A Comprehensive Guide to Simulations, Computer Games, and Pedagogy in e-Learning and Other Educational Experiences, Pfeiffer, San Francisco. Blumberg, P., (2008). Developing Learner-Centered-Teaching, A practical Guide for Faculty, Jossey-Bass Imprint, San Francisco. Dan, D., Ursache, M., (2007). Interactive Exercises Adapted for Knitting Laboratory. In Buletinul Institutului Politehnic Iaşi, Vol. LIII (LVII), Issue 5, TEXTILE. PIELĂRIE, 2007. Duffy, T., Kirkley, J. (Eds.) (2004). Learner-Centered Theory and Practice in Distance Education: Cases from Higher Education, Lawrence Erlbaum, Mahwah, NJ. eTex - Innovative, multimedia base E-Learning concept for the textile industry, http://www.etex-online.net/ Fee, K. (2009). Delivering e-Learning: A Complete Strategy for Design, Application and Assessment, Kogan Page, London. Knit-e-pedia - a free knitting technology and makeup online learning resource, www.knitepedia.co.uk Lee, W., Owens, D., (2004). Multimedia-Based Instructional Design: Computer-Based Training, WebBased Training, Distance Broadcast Training, Performance-Based Solutions (2nd edition), Pfeiffer, San Francisco. Lehman, K., Chamberlin, L. (2009). Making the Move to eLearning: Putting Your Course Online, Rowman & Littlefield Education, New York. Quinn, C., (2005). Engaging Learning: Designing e-Learning Simulation Games, Pfeiffer, San Francisco. Pritchard, A. (2007). Effective Teaching with Internet Technologies: Pedagogy and Practice, Paul Chapman Publishing, London. Textile Education and Training at Your Fingertips, www.elearning-textiles.co.uk The Art of Knitting. An Interactive Guide to the Basics of Knitting. Textile Basics CDs. Cotton Incorporated Portal. http://cottoninc.com The Hot Potatoes suite applications to create interactive multiple-choice, short-answer, jumbled-sentence, crossword, matching/ordering and gap-fill exercises for the World Wide Web, http://hotpot.uvic.ca/index.php 413 The 9th International Scientific Conference eLearning and software for Education Bucharest, April 25-26, 2013 10.12753/2066-026X-13-283 E-LEARNING COURSE FOR PATTERNED KNITTED FABRICS Mirela BLAGA, Ana Ramona CIOBANU “Gheorghe Asachi” Technical University, Faculty of Textiles, Leather and Industrial Management, 53 D. Mangeron Street, Iasi, Romania [email protected], [email protected] Abstract: Among textile technologies, knitting is one of the most excited one, due to its huge potential for various applications, from fashion to technical ones. The field of the computerized flat knitting machines in a dynamic one stimulated by the continuous technical developments and software solutions, available on the market, in order to provide flexibility of the product design and manufacturing processes. Hence, the education in textiles must be strong correlated with the industry level and requirements for high qualified personnel. The paper presents an interactive technical lesson, developed by using the “Storyline” software package to edit the technical content of the Computer Aided Design lecture. The paper is related to some complex knitted patterns named “cables” which require specific technical conditions to be manufactured. Cables are based on well defined technological actions of the knitting machines, such as: loop transfer, needle racking, cast off stitches, and the quality of the patterns depend on their precision. On the other hand, this activity is blended with the programmer experience and knowledge about the machine mechanisms and settings, gathered from the continuous work on the computer and knitting machine. The lecture is conducted by a virtual tutor who provides detailed explanations concerning the associated images, videos and knitting stages simulation of the lesson. A self-assessment stage of the knowledge acquired during the course is completing the e-learning content, by using interactive tests based on ‘drag-and-drop” and “multiple choice” methods. This is an important stage, reflecting the knowledge level, before applying them on the machine. Keywords: Computer aided design, cable knitted fabrics, interactive lesson, self assessment I. INTRODUCTION Knitting is one of the most excited textile technologies, due to its huge potential for various applications, from fashion to technical ones. Created in flat, tubular or three-dimensional form, from a big variety of yarns, exhibiting special properties, knits are suitable for a big range of applications, from apparel to the field of technical and composites. It can be manufactured elasticized, stable, strong, fine, thick, open or closed structures, as well as three dimensional shapes, desirable for technical fields [1]. The field of the computerized flat knitting machines is a dynamic one stimulated by the continuous technical developments and software solutions, available on the market, in order to provide flexibility of the product design and manufacturing processes. The latest generation of electronic V-bed flat knitting machines are the most complicated and sophisticated textile equipment ever produced. With its comprehensive patterning and shaping facilities, offers the greatest challenge and opportunities for the application of a CAD/CAM system [2]. In this context, the education in textiles must be strong correlated with the industry level and the requirements for qualified personnel for the high tech industry and high demand markets. The Computer Aided Design for Knitting lectures delivered at Faculty of Textiles, Leather and Industrial Management from Iasi, Romania, for Bachelor Students from knitting specialisation, aims at providing knowledge for advanced knitting programming and machines computer controlled. Stoll 414 Company from Germany, one of the world leaders for electronic knitting technology, has equipped a didactic and research laboratory, with 20 M1 plus software licenses and CMS 530 E6.2 and CMS 502HP E2,5.2 machines. Considering the complexity of this activity, a sustained training is required concerning the software and the knitting machines. The differences between the students individual learning rhythm clearly stated the idea of independent work and flexibility in learning and assessment. Therefore, the tutor must consider the task of developing alternative teaching and assessment methods, as a pedagogic challenge [3]. II. INTERACTIVE LESSON II.1. Knitted Fabrics with Cable Patterns Cable knitting is a type of knit stitch in which one group of stitches is crossed over or under another group of stitches, changing the order in which those stitches appear on the knitting needles [4]. The fabric has the appearance of a plaited rope or cable running in the wales direction of a fabric [5]. These patterns are mostly produced in coarse machines and widely used in outerwear products, such as: sweaters, hats, collars, socks, as displayed in Figure 1. Figure 1. Knitted products with cable patterns The potentiality of the electronic flat knitting machines for producing patterned fabrics including cable ones, relies in their particular technical features, such as: the electronic selection of individual needles, the wide range of auxiliary devices, easy operation, reliability and CAD unlimited possibilities. II.2. Method used for the interactive lesson 415 As an ideal situation for a professor, from the pedagogic perspective, the quality educational content should motivate the effective and deep learning. In this spirit, a good educational product must fulfil some requirements concerning the content and its design, as follows [6]: - Should attract visual attention but not distract from the content, containing: pictures, animations, sound effects, videos. - Does not only present information but involves the learners actively, by using rollover sites, hyperlinks, drag and drop questions; - It is essential that all elements remain friendly to the users, despite of the interactivity and control. Taking all these into account and the need of e-learning educational tools, interactive lessons have been created, for giving new dimensions and perspectives to the training in a high specialised field. Thus, the content of the course CAD for Knitting available at: www.tricoteex.com [7], is under a process of being transformed into an e-learning series of lessons, for the students use, following the previous ones [8], [9]. The authors have used for developing the lesson, the “Storyline” software from Articulate, which offers an IT solution for building interactive simulations of the lessons, accessible on the student environment, for self training and learning independence. This software has been unanimous accepted by the e-learning trainers and developers from various domains as being flexible in interactivity, assessment, screen recording, publishing and extensibility [10]. The lesson content comprises of the main topics of the cable design and programming, organised into an index (Figure 2), to be accessed step by step, forward and back, based on the personal learning rhythm. Figure 2. Lesson topics In order to knit cables, the machines must meet some technical requirements, which are explained in detail to the students, due to the fact that cables are produced in several stages, which must be known, otherwise possible damages of the needles and machine can occur during their manufacturing. Because of a large variety of the cables, in terms of number of wales to be crossed over, direction of crossing, a special button has been introduced, for creating the awareness of the patterns applicability (Figure 3). 416 Figure 3. Type of products and technical requirements for cables manufacturing Further, each button contains subdivisions of the technical problem (Figure 4), due to its specific content. For cables, the main action is the stitch transfer, which is performed by a transfer needle type whose main parts are explained, as being functional for the action itself (Figure 5). Figure 4. Stitch transfer operation for cable crossed over Figure 5. Transfer needle type 417 For cable manufacturing, the machine must have the technical potential of producing various loop types (Figure 6), to perform in good technical conditions the loop transfer, for whose better understanding of the stitch transfer between needles beds, a set of movies were included, followed by detailed explanations. Figure 6. Loop and tuck knitting The technological operation of stitch transfer implies a pair of needles, located face-to-face in the two needles beds, with the role of delivering the loop and receiving the loop, respectively. This way, the needle which has transferred its loop will be free and before knitting a new loop, the needle will provide a hole into the fabric. Both needles are of the same particular type, and their movements must be perfect synchronised, to avoid the stitches cast of (Figure 7). Besides pictures, a movie with the needles movement has been inserted. Figure 7. Stitch transfer steps for cable crossing over 418 More, a series of movies with 3D simulations of the needles movements, needles beds racking are much closed to the real situation from the machine. Figure 8. Movies with the 3D simulation of the stitches transfer The number of the stages for cables is directly related to the number of the wales to be crossed, so a bigger cable requires an increased number of technical sequences and consequently, a higher knitting time. The specialised software M1 plus contains a comprehensive modules data base, among them, a certain number of cable modules, ready to be used for pattern drawing. Each module has attached behind a symbol, all technical information to be produced: knitting sequences, stitch transfer order, back needles bed racking (Figure 9). All these must be known, before knitting, for a correct usage in the pattern drawing, taking into account the technical specifications. Figure 9. Technical sequences of the cable 2x2 II.3. Knowledge Self Assessment A set of self assessment has been provided, in order to check the level of knowledge and to evaluate the learning progress (Figure 10). The tests are of “Drag and recompose” and “Multiple choice” type, one example being displayed in Figure 11. 419 Figure 10. Self evaluation tests Figure 11. Drag and recompose test II.4. Discussions It is expected that the students will reach the maximum level of knowledge only if they will receive tutor assistance and will have enough time to practice, besides the technical support. The learning progress should be also constantly monitored by the tutor and the students’ opinion and experience should be taken into account for tools improvement. The students’ response plays a decisive role in designing new tools or modifying the existing ones. In this case, the students positive feedback in using this complementary method, has articulate clearly the usefulness of the e-learning method and its clear benefits for a higher quality education. III. CONCLUSIONS The impact of E-teaching and E-learning has not been yet fully exploited in the textile field. This is a key factor for moving toward the educational process itself, especially for such a particular field, where the education must be in line with the constant technical developments. Further work of author comprises in developing the alternative e-learning lessons for all subjects included in curricula of CAD course and Knitting Technologies for Functional Fabrics. Thus, a 420 complete learner-centred system, based on the blended teaching, learning and assessment, is going to be delivered to the students from the textile field. A questionnaire series regarding the alternative teaching method, learning effectiveness, training tools, will be available to the users, in order to get a feedback of the outcomes. References [1] [2] [3] [4] [5] [6] [7] [8] [9] [10] Blaga, M., (2012). Electronic and computer application in the knitting design and production, In Electronics and Computing in Textiles, editor: Savas Vassiliadis, open access at: (http://bookboon.com/en/textbooks/itprogramming/electronics-and-computing-in-textiles), 2012, Ventus Publishing ApS. ISBN: 978-87-403082-0. Spencer, D. J. Knitting Technology: a comprehensive handbook and practical guide (3rd edition), Cambridge, UK, Woodhead Publishing Limited. Blaga, M.; Ciobanu, A.R.; Dan, D. On-line Assesment for Computer Aided Design in Knitting, In Proceedings of the 8th International Scientific Conference ‘e-Learning and software for Education”, Bucharest, April 26-27, 2012, ISSN 2066-026X, 434-440. http://www.wisegeek.com/what-is-cable-knitting. Shaikh, I.A., Pocket Knitting Expert, in Textile Info Society, Lahore, Pakistan. Calopareanu, G., “E-learning and Immersive Learning in Military Education”, In The 8th International Scientific Conference eLearning and Software for Education, Bucharest, April 26-27, 2012. Blaga, M., Proiectare Asistata de Calculator in Tricotaje, Suport curs si laborator: www.tricoteex.com M. Blaga, A.R. Ciobanu, D. Dan, On-line Assesment for Computer Aided Design in Knitting, In Proceedings of the 8th International Scientific Conference ‘e-Learning and software for Education”, Bucharest, April 26-27, 2012, ISSN 2066-026X, 434-440. A.R. Ciobanu, M. Blaga, E-learning tools for Computer Aided Design of Knitted fabrics, In Proceedings of the 8th International Scientific Conference ‘e-Learning and software for Education”, Bucharest, April 2627, 2012, ISSN 2066-026X, 461-467. http://www.articulate.com/products/storyline-top-features.php 421 The 9th International Scientific Conference eLearning and software for Education Bucharest, April 25-26, 2013 10.12753/2066-026X-13-284 SOFTWARE APPLICATION FOR SIMULATION OF THE MOISTURE TRANSFER THROUGH APPAREL STRUCTURES ACCORDING TO THE STATUS CONDITIONS OF BODY AND ENVIRONMENTAL CONDITIONS Daniela FARIMA “Gheorghe Asachi” Technical University, Faculty of Textiles, Leather and Industrial Management Bd. Mangeron 53, Iasi, Romania [email protected] Abstract: The software presented in the paper is addressed to the students and researchers working in the functional design of apparel. Making apparel involves a wide range of technical solutions which find their checking in values of comfort characteristics. One of the main features of the comfort characteristics, that it should be taken into account at design of the functional apparel structures, is its ability to allow transfer of water vapor. Because of the high volume of the information on the design of apparel structures with different destinations, the software “Software application for simulation of moisture transfer through apparel structures according to the status conditions of body and environmental conditions - SASIMOT” is required for learning achievement and/or assessment of the knowledge. The checking of quality of apparel structures proposed, according to the environmental conditions and the condition of the body is done by simulating their behavior while wearing, by calculating certain comfort characteristics. The application requires the user option to choose from the database: the destination, the apparel structures which will be designed and the textile materials that compose the clothing products. For the chosen fabrics it will be determined experimentally the thickness and vapor permeability coefficient, which will be the input values. The software performs all calculations on comfort characteristics analyzed, namely the transfer of moisture through textiles, clothing and apparel structures. At the end, the application shows the results. This results can fit or not in domain of accepted values, this resulting from an explained message. If the result is inappropriate, the application software allows resumption calculations by choosing other inputs. Keywords: Software, user, moisture transfer, comfort characteristics, apparel. 1. GENERAL ASPECTS REGARDIND THE DESIGN OF FUNCTIONAL APPAREL STRUCTURES A product of clothing is accepted by consumers when it ensures while wearing well state, the state known by specialists as a state of comfort. Obtaining status of comfort is the main and ultimate purpose in the functional design of a garment [1] Great variety of clothing products, requires on the one hand, depending on destination, knowing the state conditions of the body and environmental conditions, and other hand the knowing the characteristics of the layers which compose the clothing products. The functional design of apparel structures allows planning and forecasting their quality assurance from point of view of wearing comfort. This can be assessed by objective measurements made on textile materials which compose the layers of the clothing. The defining characteristics of fabrics used, will be determined by laboratory experiments and will be classified according to the nature of the raw material, the structure and characteristics of the fabrics made from them (fabrics, knitting, nonwovens). 422 The variety of raw materials, textiles and their structures requires the development of database in which to store the volume of informations on the above features. These informations are used by user for establishing the structural variants according the destination of clothing product. The chosen variants will be appreciated from point of view qualitative and quantitative used the measured values in laboratory on composed layers. Starting from knowing values of parameters of layers used and applying specific calculation algorithm can be analyzed this comfort characteristic for apparel designed structure [2, 3]. This value can frame or not in various limits of field which are accepted norms for functional design. If the resulting value does not fit in this area it is necessary the resumption design process by choosing new layers. 2. THE SIMULATION OF MOISTURE TRANSFER PROCESS 2.1 Laboratory measurements Once which the increase effort of body, will increase and temperature of skin and also the perspiration. In these conditions the apparel structure must antreneted to environment, the moisture in excess, which in reverse case it will create a discomfort state The materials properties to let to pass the vapors from high relativ humidity environment to low relativ humidity environment namely vapor permeability. The textile materials have this properties due ther capilar-porous structure. In laboratory conditions, the simulation of vapor transfer makes whith Herfeld method, resulted the values for vaporisation coeficient µ [g/m2 h]. The textile materials have this properties due their capilar-porous structure. In laboratory conditions, the simulation of vapor transfer makes with Herfeld method, obtained the values for vaporisation coeficient µ [g/ m2 h]. The values of vaporization coefficient µ [m/ m2 h] together the values for thickness of layers δ [m] determined with electronic micrometer are dates for the vapor resistance calculation. 2.2 The calculation algorithm for moisture transfer The Herfeld method allows the calculation for vaporization coefficient . µ [g/m2 h] with relationship 1. µ= Pv Sv ⋅τ  g   2  m h (1) where: Pv – vapor permeability of textile material [g] ; Sv – the surface of glass Herfeld [m2]; τ – the exposure time in environment with 0% relative humidity; [h]. The calculus of vapor resistance for individual layers (relationship 2). δ i  mm ⋅ h ⋅ m2  Rvi =   µi  g  423 (2) where: δi – thickness of textile layer „i” [mm]; µi – the vaporization coefficient for textile layer „i” [g/m2h]. The vapor resistance for designed clothing to calculates with relationship 3.  mm ⋅ h ⋅ m 2  Rvs = ∑ Rvi   g i =1   n (3) where: n – layers number of clothing. Vapor resistance for designed apparel structure is calculated with relationship 4. m  mm ⋅ h ⋅ m 2  Rvans = ∑ Rvj   g j =1   (4) where: j – order number of the designed apparel structure ; m – products number from designed apparel structure . To account for the influence of air layers of resistance to vapor passage is necessary to know the equivalent thickness and vapor permeability coefficient them. It is estimated that the equivalent thickness for the layer of air is 0.83 of the overall thickness of the material, for which experts recommend relationship 5 δ aer = n 22, 7 ⋅ Σδ mat .ans. = 0,83∑ δ i [mm] 27,3 i −1 (5) where: Σδ mat .ans. - the compact thickness of textile layers which compose the apparel structure [mm]. In laboratory conditions, air vaporization coefficient may be taken in the range 53 ÷ 81 [g/m2h]. Resistance to vapor passage equivalent air layer apparel structure Rvaer is calculated with relationship 6. Rvaer = δ aer  mm ⋅ h ⋅ m 2    µ aer  g  (6) Finaly is established total vapor resistance Rv, tot with relationship 7.  mm ⋅ h ⋅ m 2  Rv ,tot = Rv.int + Rvans + Rvaer + Rvext   g   424 (7) Where: Rvint. - resistance of vapor passage under clothing space and has value  mm ⋅ h ⋅ m  Rv int = 0, 2  ; g   2 Rvext – resistance of vapor passage for the air limitrophe layer of apparel structure and has  mm ⋅ h ⋅ m 2  . g   value Rvext = 0, 2  In laboratory conditions it was considered that the speed of air movement is between 0 and 0.1 m / s which does not lead to changes in the resistance to vapor passage Rvext. In natural environmental conditions, the wind speed may have considerable values, resistance to vapor passage limitrophe air layer can record significant decrease (up to 50% of the corresponding stationary conditions) 2.3 Software application SASIMOT The SASIMOT application is released with order “Choose work” (figure 1). Figure 1 Screenshot-launch application SASIMOT The program shows the database from that selects the destination of clothing structure depending on environmental conditions, types of structures and layers of clothing (nature and fabric raw material) from which they are made (Figure 1). To do this, use the command "Add article of clothing". It introduce dates input for thickness layers and vapor coefficients for component layers which were determined experimentally with ENTER command (Figure 2). 425 Figure 2 Screenshot - Introduction input The application displays the numerical result represents the values of resistance to vapor passage Rv, tot , all accompanied by an explanatory message that yields the correct choice of layers for apparel designed structure (Figure 3) by framing the passage vapor resistance value in the range of acceptable variation with order. "Enter". If the value obtained for resistance to vapor passage is not within the range of permissible values (Figure 3), the application can continue by returning to the point of entry, with the order "Delete" . Figure 3 Screenshot-Show Results and explanatory message 426 3. Conclusions The functional design of the apparel structure is a complex activity that requires multiple knowledge regarding the establishment of the optimal structures in terms of destination. The large volume of calculations necessary for each structure apparel designed makes difficulties in chosen the optimal variant in short decision time. SASIMOT application allows the obtaining in a short time a considerable number of structural variants in order to choose afterwards the optimal solution. SASIMOT application can be defined as an efficient tool for scientifically design of the apparel structures according with their final destination. References [1] [2] [3] Farima, D. Ikonomu, G. (2010). „The comfort on system body- clothing – environment”, Ed. Synchroni Ekdotiki. Farima, D. (2008). "Confortul si functiile produselor textile si din piele", Ed. Performantica. Farima, D. (2010) "Confortul si functiile produselor textile si din piele” Indrumar de laborator, Ed.Performantica. 427 The 9th International Scientific Conference eLearning and software for Education Bucharest, April 25-26, 2013 10.12753/2066-026X-13-285 MULTIMEDIA APPLICATIONS FOR FOOTWEAR DESIGN Aura MIHAI, Mariana COSTEA, Răzvan MOCANU, Bogdan SÂRGHIE, Marta Catalina HARNAGEA Technical University of Iasi, Faculty of Textiles, Leather Engineering and Industrial Management, Bd. Dimitrie Mangeron, nr.67, 700050 Iaşi, România [email protected] Abstract: The aim of this article is to present an innovative tool of multimedia applications for footwear design. The challenges of this multimedia tool is that the content of virtual lessons has to be designed/adapted to the identified training needs and the manual method for designing and getting patterns has to be understandable by using computer simulations or animations. The main stages followed in achieving a proper pedagogical tool are: development stage, correction stage and internal evaluation stage. It will be a new kind of training application for students, trainers from VET schools or tutors from industry. The main advantage of this training tool is that it gives the opportunity for practice and the trainees/students can adopt their own rhythm for learning. Each lesson is given stepby-step. The knowledge regarding footwear design is progressively transferred to learner, from simple to complex. These multimedia applications have been developed in English but it will be soon available in five other languages: Croatian, Greek, Portuguese, Spanish and Romanian. It has immersive approaches in order to deliver a high demanding practices and exercises content. The modules offer theoretical knowledge and practical demonstrations. This multimedia training tool can be used by universities, footwear companies, colleges and training institutions all over Europe and elsewhere, because the authors are integrating in an organized and illustrative way, all the steps required to acquire quickly and in a technologically advanced manner the skills necessary for shoe design, and pattern construction and which will be a more effective educational approach than in an ordinary classroom. Keywords: footwear, design, training, virtual environment, practical and theoretical knowledge I. Introduction An important approach of technology-supported training is e-learning. E-learning refers to training initiatives which provide learning material, course communications, and it delivers the course content electronically, through technology mediation.[1] Learning systems do not generally adapt to learners’ profiles [2], proving that the footwear and leather goods area selected for developing this multimedia tool is an appropriated one. Such a tool has to implement the adaptive self-consistent learning object as visual language, in order to define classes of learners by stereotypes and to specify the more suited adaptive learning process for each class of learners. [3, 4] Nowadays one important challenge of footwear industry is to rise up the level of employees’ skills and competence. The footwear industry is demanding for designer and professionals, but a lack of training in this area, on different level has been detected in some countries. [5] A student-centred approach is required for online learning and it can be used to create a community of learners. [5, 6] A flexible teaching strategy has to be developed and it has to be oriented towards the students’ needs for training and learning. [6, 7, 8] 428 II. Developing multimedia applications for footwear design The hereby presented multimedia applications for footwear design are being developed within the framework of the LLP/LdV/Transfer of Innovation running project, namely “TIED Shoe: Training in Innovation, Entrepreneurship and Design for the Footwear Industry” and it brings together partners from Portugal, Spain, Romania, Greece and Croatia. Stages of development, studies, results and updates are available at the project website http://www.tied-shoe.eu. The main product of the project will result in the educational software that will include training modules accompanied by animations and interactive activities designed to be used in teaching and training. It will bring a new training application for students, teachers and trainers from VET schools or tutors from footwear companies. The main stages that were followed for achieving a proper pedagogical tool are: development stage, correction stage and internal evaluation stage. The starting point in developing the training content was represented by the desk and field research in project partner countries. The following inputs have been considered: • Related projects and initiatives – examples of good practice • Analysis of the existing learning contents for footwear sector • Identified training needs for targeted groups • Support for e-learning, social networking and community involvement in footwear sector. All the data and the result of analysis provided by partner countries were used for developing the new content of the New Design Tools module. Also, this training content is developed based on the good practices acquired at running another LLP project, namely “VTC-Shoe: Virtual Training Centre for Shoe Design” (http://vtc.shoe-design.ro), that was initiated within the framework of an LLP/LdV/Development of Innovation project by three universities from Romania, Turkey and Greece. The VTC-Shoe project successfully implemented innovative e-learning/training content for Footwear Design and Pattern Making subjects into a virtually designed and served training centre. The content of VTC-Shoe is active and it is given in four different e-learning modules that are covering the following areas: Foot Anatomy and Biomechanics, Footwear Structure, Measuring Tools, Design and Pattern Making. The entire curriculum is described on http://vtc.shoe-design.ro/index.php/en/aboutvtc-for-shoe-design/31-common-curriculum and the content of this training tool could be used based on signed protocols, free of charge, by schools and universities. The New Design Tools content has been created by using the same pedagogical approach as for VTC Shoe. Apart from the learnt lessons within the previous project, this time there were some more challenges to be taken into account: • To find the proper content in terms of skills, knowledge and competence; • To design/ to adapt the units and lessons to the identified training needs; • To use New Design Tools for skilling both students and teachers/ trainees; • To make the manual method for designing and getting patterns understandable by using computer simulations or animations; • To balance the appearance of the educational software interface as written explanations and visual / practical demonstrations. A special attention has been given during development stage to Quality Assurance issues by: • Distributing tasks to researchers, trainers, content and software developers; • Setting up high quality criteria for the development, testing and implementation phases; • Continuous monitoring, updates and revisions of content; • Common approaches on content among partners. III. Road map for lesson content development The main purpose of these multimedia applications is to extend the common educational programs for footwear professionals. The design and pattern making areas of study were considered in order to bring a plus of skills and knowledge to students, professionals or trainers from footwear and 429 leather related study programs (tertiary or secondary). For each lesson, three stages have been following up: development, testing and implementation. Stage 1- Development Stage 2 – Testing and corrections Stage 3 –Implementation The content of the New Design Tools course has been developed based on the principles of units of competencies. The course is addressing to the following objectives: • To understand what a good design is; • To demonstrate how various elements of design integrated into principles of design could be used within the footwear and leather goods new design concepts; • To develop skills and competences for footwear and leather goods pattern making based on design specifications and manufacturing requirements; • To develop footwear/leather goods collection lines; • To design and to obtain patterns for various footwear models in order to outfit the required design specifications; • To design and to obtain patterns for various leather goods; • To maintain accurate records, documents, sketches, samples, drawings sheets and working progress files. 430 Table 1. First Unit - FOOTWEAR FASHION DESIGN UNIT 1- FOOTWEAR FASHION DESIGN Lesson 1.1. Basic Elements of Product Design Lesson 1.2. Principles of Product Design Lesson 1.3. Decorative Elements Lesson 1.4. Collection Development Knowledge Skills • Understand the basic • Apply the basic elements/principles of product elements/principles of design product design • Know the main sketching • Sketch various and drawing rules for fashion footwear/leather goods design models based on rules of Understand the main principles of drawing for fashion design collection development Competences Develop footwear/leather goods collection lines Table 2. Second Unit - FOOTWEAR PATTERN MAKING UNIT 2- FOOTWEAR PATTERN MAKING Lesson 2.1. Producing 2D Patterns from 3D Design Lesson 2.2. Producing the Mean Form of the Last Lesson 2.3. Producing the 2D Construction Grid (Design Standard/Master Pattern) Lesson 2.4. Women’s Court Shoe Lesson 2.5. Men’s Casual Shoe – Derby style Knowledge • Understand how to produce 2D Patterns from 3D Design • Know how to produce the mean form of a last Describe the main construction principles of women’s court shoes and men’s casual shoes Skills Competences • Obtain accurate mean • Design 3D/2D models forms by flattening the • Produce working patterns of surfaces of the last uppers and linings for Women’s Produce construction grids Court Shoe and Men’s Casual (design standard /master Shoe – Derby style pattern) in reference to foot anatomy, last construction/ characteristics and footwear style 431 Table 3. Third Unit - ADVANCED FOOTWEAR PATTERN MAKING UNIT 3- ADVANCED FOOTWEAR PATTERN MAKING Lesson 3.1. Men’s Casual Shoe – Oxford style Lesson 3.2. Women’s Sandal Lesson 3.3. Sport/ Training Shoe Lesson 3.4. Grading and obtaining the size series Lesson 3.5. Nesting and material consumption Knowledge • Understand the grading principles • Understand the nesting rules Describe the main construction principles of sport shoes, women’s sandals and men’s casual shoes (Oxford style) Skills • Apply the grading principles for obtaining the size series Apply the nesting rules in order to estimate the material consumption Competences • Design 3D/2D models Produce working patterns of uppers and linings for Men’s Casual Shoe – Oxford style, Women’s Sandal and Sport/ Training Shoe Table 4. Fourth Unit - LEATHER GOODS PATTERN MAKING UNIT 4- LEATHER GOODS PATTERN MAKING Lesson 4.1. Handbag Pattern Making I – Flap purse Lesson 4.2. Handbag Pattern Making II – Bag with rounded corners on lateral sides Lesson 4.3. Wallet Pattern Making Lesson 4.4. Belts Pattern Making Knowledge • Understand the methodology of designing and pattern making for leather goods Describe the main construction principles of handbags, belts and wallet pattern making Skills Competences Apply design and pattern • Design various leather making methodologies for goods models producing leather goods Produce working patterns for handbags, wallet and belts 432 IV. Conclusions The main advantage of this training tool is that it gives the opportunity for practice and the trainees/students can adopt their own rhythm for learning. Each lesson is given step-by-step. The knowledge regarding footwear design is progressively transferred to learner, from simple to complex. These multimedia applications have been developed in English but it will be soon available in five other languages: Croatian, Greek, Portuguese, Spanish and Romanian. It has immersive approaches in order to deliver a high demanding practices and exercises content. The modules offer theoretical knowledge and practical demonstrations. The graphics and the multimedia animations have the purpose of emphasizing and rich the lesson’s content. Acknowledgements This paper presents the results of the TIED Shoe project which has been funded by the Portuguese LLP National Agency within the framework of the LLP/LdV programme. References [1] [2] [3] [4] [5] [6] [7] [8] Johnson, R. D., Hornik, S., Salas E.,(2008). An empirical examination of factors contributing to the creation of successful e-learning environments, International Journal of Human-Computer Studies, vol. 66, no. 5, 2008, pp. 356–369, http://www.sciencedirect.com/science/article/pii/S1071581907001668. Paraskevi, T., Phivos, M., Stefanos, K., (2008). An intelligent e-learning system based on learner profiling and learning resources adaptation, Computers & Education, vol. 51, no. 1, 2008, pp. 224–238, http://www.sciencedirect.com/science/article/pii/S0360131507000504 . Gennaro, C., De Lucia, A., Ferrucci, F., Gravino C., Scanniello G.,(2008). Assessing the usability of a visual tool for the definition of e-learning processes, Journal of Visual Languages & Computing, vol. 19, no. 6, 2008, pp. 721-737, http://www.sciencedirect.com/science/article/pii/S1045926X08000050. Blaga, M., Dan, D., Ciobanu, R., Ionesi, D., (2011). Interactive application for computer aided design of 3d knitted fabrics, 7th International Scientific Conference eLSE, ISSN 2066-026X, 2011. Ursache M, Loghin C.M, Cretu I, Experimenting with student-centred collaborative activities in a course on knitting technology at the faculty of textiles, Leather and Industrial Management from Iasi, Proceedings of The 6th International Seminar on the Quality Management in Higher Education , ISBN: 978-973-662-5664, pp. 693-696. Mehra, B., (2005). Learning by doing: some preliminary reflections of an online educator, Research and Practice in Social Sciences, vol. 1, no. 1, 2005, pp. 4-23. Dan, D., Ursache, M., (2010). Interactive tools used for e-learning of weft knitted structures and knitting technology, Proceedings of The 6th International Scientific Conference eLearning and Software for Education, Bucharest, ROMANIA , APR 1516, 2010, Publisher: Editura Universitara Bucharest, Pages: 329-334, ISSN: 2066-026X. Dan, D., Blaga, M., (2011). Ursache, M., Interactive tools used for e-learning of weft fully fashion knitting technology, Proceedings of The 7th International Scientific Conference eLearning and Software for Education , Bucharest, ROMANIA ,APR 28-29, 2011, Publisher: Editura Universitara Bucharest, Pages: 441-446 , ISSN: 2066-026X. 433 The 9th International Scientific Conference eLearning and software for Education Bucharest, April 25-26, 2013 10.12753/2066-026X-13-286 OPEN SOURCE SOFTWARE USED IN E-LEARNING SYSTEMS WITH APPLICATIONS IN WEAVING Adrian BUHU, Liliana BUHU Faculty of Textile, Leather and Industrial Management, Gheorghe Asachi Technical University of Iasi, Bd. Dimitrie Mangeron no. 29, Iasi, Romania [email protected], [email protected] Abstract: Study of weaving processes requires knowledge of many phases of processing and phenomena’s. Traditional approach to teaching these processes has the disadvantage of a presentation largely of information not directly corresponding with the real phenomenon (understanding sectional warping phases). For this purpose requires the use of multimedia presentations for the connection between information and the phenomenon described. These presentations can be made classical, in the course room, but for better depth can use different e-learning systems. The purpose of this paper is to present several open source solutions that can be applied to study the processes of weaving (eXe Learning, Hot Potatoes, and so on). This software can be used to create interactive courses that the student may approach based on complexity. In the case of eXe Learning can be generated courses which have a similar structure to that of the classic course, but that can be approached as a web page. Information is structured so that they comply with the requirements of a weaving technology. The teacher can generate in the same course, a number of subsections which the student can learn in the same order or according to his need. Can be attached multimedia materials, its own teacher, and reference may be made to the existing materials on the Internet. The software has the possibility to generate tests with the answers that have the disadvantage that the order is the same, but you can use special software to test for generating (like Hot Potatoes). The course can be saved in different formats so it can be uploaded on a platform of e-learning or may be used independently, without access to the Internet (with saving multimedia materials to another medium), etc. Keywords: weaving, e-learning, eXe Learning I. INTRODUCTION E-Learning methods and techniques include the transmission of traditional and modern knowledge. Using technologies ICT (information and communication technologies) (multimedia processing and asynchronous or synchronous communication), allows the user to understand and access the knowledge and skills in a domain of knowledge [1]. E-Learning is an educational environment with upward trend continues a collaborative process aimed at increasing individual and organizational performance. Basically, its success is given by friendly and efficient access to information and knowledge of the latest and more advanced forms of presentation, assimilation and evaluation of differential access to knowledge and the different categories of students, addressing the most diverse types of training and learning, using tools such as web platforms, communications systems, preparation of documents and knowledge of management. The aim is to present several open source solutions (eXe, Hot Potatoes, and so on), that can be applied to study the weaving processes. This software can be used to create interactive courses which the student may address the complexity and its level. 434 1.1 eXe Learning software eXe ("eLearning XHTML editor) is a free and easy to download and install on your personal computer. It offers a selection of style sheets and is an easy way to create html pages, add images or links to a web page. No knowledge of HTML or use to have a specialist in web authoring programs, because there is a simple HTML editor or you can add text in Word. There are two stages to be used eXe: - Creation of materials using the eXe file on the local computer; - Export as web pages to be loaded into the Web Learn. The advantages of eXe are: - It is a collection of tools to create sequences of online learning activities; - Activities can be arranged in any order and sequences can be branched; - Simple editing dialogue that allows clean paste from word; - It can display equations, images, without needing to use html or web authoring tools; - Simple to link to external web sites; - It is easy to create simple lessons and quizzes using various question types; - Choose from a range of available style sheets (appearances); - Export materials as web pages for use in Web Learn. eXe can be freely downloaded and it is installed on and runs from your local hard drive (Windows or Linux) [3]. 1.2 Hot Potatoes The Hot Potatoes suite includes six applications which enabling the creation of multiplechoice, short-answer tests, sentences with mixed words, crossword, matching/ordering words and fill the gaps, interactive exercises for the World Wide Web. Hot Potatoes are freeware and can be used for generating any type of tests. It is no longer open-source as of 1st September 2009 this software is no longer free. The latest version of Hot Potatoes that can be downloaded free is version 6.3 and can be found on the website: http://hotpot.uvic.ca/. II. EXE LEARNING - AUTHORING TOOL FOR E-LEARNING eXe Learning is a tool to create e-learning modules with applications in learning the weaving technology. This project develops strategies and models of education allowing publication of multimedia, web content designed for learning without the need for users to become experts in (X)HTML. The main features of this tool are: - Pedagogy is prioritized above technology; - Fills a strategic gap in the suite of e-learning technologies; - Open source software development, - Inspired by the ELF (e Learning framework) to be LMS (learning management system) independent; - Web-based, offline technology (authoring & delivery); - Empowers teachers to overcome the constraints of CMS (course management system); - Provides contextual pedagogical advice and support. [5] When the eXe program is started the following window appears (figure 1). "Outline" represents the structure of the course; "Authoring" is the authoring tool which is developed by the professor. "iDevices" are used for different activities that can be designed and build packages, such as: - Case study text entry for description of the case study - Cloze activity fills in the gaps text - External web site links - The free text author enters a free text using "WYSIWYG" editor - Image gallery library of pictures you can upload - Image magnifier zoom tool for pictures, similar to “Zoomify” - multi-choice create a multiple choice question, correct answer and feedback 435 - multi-select Objectives Preknowledge Rss Reading activity Reflection Scorm quiz true-false question The wiki article create a multiple-select question, correct answer and feedback define course aims/objectives establish/provide basic background information news feed identifies set text and questions promotes reflective thinking automatically marks and score quiz true-false question correct answer and feedback – hand marking imports entire Wikipedia article but no updates Figure 1. The main eXe screen The panel „Outline” reflects the decision of the teacher to organize the structure of the course (number of modules and lessons in each module). The content of each module is developed in the „Authoring” panel using the iDevices. These devices allow for building of task sequences depending on the purpose of the teacher. In this case are presented various technological processes for processing yarns according to the raw materials of which they are made. Each module presents an example of technological process and the student can accomplish certain tasks that are easy to understand. The development of the learning is done through a series of learning activities that are connected logically with each other. For example, could explain the objectives of the course with device Objectives, presentation of basic knowledge about the how with Preknowledge device, may follow a Case Study for deepening knowledge and ending, perhaps with a self-assessment Scorm quiz. An example of creating a learning module in the "Authoring" is shown below (figure 2). Creating a lesson module involves adding a page in Outline panel, with the module name. In the Authoring panel, professors can use the devices panel to add tasks to be performed by the students. For example, under the name of the course he can enter text (Free Text) which is used as an explanation. Activity module is inserted to explain how the student will work. To build up a sequence of activities, it is necessary the following activities: - Select the type of activity you wish to create e.g. Activity; - A dialogue appears in the main window; - Enter the text, which can copy and paste from Word using the icon on the extreme right of the toolbar, alternatively, you can paste text from Word via the Text icon to the left of the Word button (vertical arrow); 436 - Add or modify the format using the icons in the standard editor toolbar; - Insert different types of objects (pictures, multimedia objects, equations); - Adding help text; - Save the page by click the green arrow at the bottom left of the screen. [4] Each used Device provides teacher pedagogical help to guide him according to the purpose of each. Once created activity, it can be placed in any module or in any place on the page. Figure 2. Authoring window created to develop the lessons. Each learning module is followed by a quiz to check your knowledge. In this way students can track their progress. The test is a quiz with more options for response, with a correct answer from three. This type of test is similar to the ultimate test prior to the examination (figure 3). 437 Figure 3. An example of multi-choice test The disadvantage lies in the fact that these tests will have permanent responses in the same order. To avoid this problem, eXe learning has the possibility to import tests carried out with other types of software (ex: Hot Potatoes), which allow for mixing random response to each time student access the course. In Hot Potatoes module JQuiz it can create multi-choice test and can be saved like a web page (figure 4). This test can integrate with eXe Learning project like a link to a web page, but this page is saved on computer. [6] Figure 4. Multi-choice test create with JQuiz The industrial technology - weaves course is structured on the following areas: raw materials, the classification of yarns, the characteristics of yarns (warp and weft yarns) and technologies for the processing of them. This material is structured in several chapters which form individually "project" in eXe Learning. Each project can be accessed from a student of the times there is a need to strengthen your knowledge. Checking the status of learning can be done with the aid of verification tests that may be of several types (true or false, multi-choice, etc.). The project of course realized in eXe Learning is saved like .elp file. It allows the intervention of the teacher at any moment on the content by adding multimedia content (important in understanding the technology) or making links to materials in other formats (. doc., .pdf, .ppt, etc.) Projects can be saved in several file types such as: SCORM 1.2, IMS Content Package, selfcontained folder or zip file for a website. These types of files can be uploaded in e-learning platforms used (WebLearn, Moodle (http://www.moodle.tex.tuiasi.ro/course/view.php?id=7), etc.) or it may be loaded on CD’s for use with or without access to the internet, due to the fact that it creates a file "index". For the opening index file it is recommended that you use browser Mozilla Firefox which is open source (figure 5). Student's knowledge checks can be made in the traditional manner, if it can move to the center in which it is located the teaching staff or, in this case, to send a file with a test grid saved as an .pdf, and a file protected type .xls which is checked when the answers to the questions. The professor will receive the file .xls is acquiring direct qualifier that can be displayed quickly on a site for free blog, Google docs, etc. 438 Figure 5. The eXe Learning project saved like a self contained folder III. Conclusions The e-Learning includes traditional and modern methods and techniques of knowledge transmission. The aim of the paper is to present the possibilities of using eXe learning software for training in the industrial technology - weaves. eXe (“eLearning XHTML editor”) is free, and easy to download and install on your local computer. There are two stages to be used eXe: - Create the courses about fancy yarns using eXe on your local computer; - Export them as web pages to be uploaded into Web Learn or create CD’s which can be accessed without internet connection; - Presentation is the same as that of a web site, the student can choose how it will work through the material and will always return to a material above. At the end of each unit of study can be used to enter grid tests to test your knowledge. References [1] [2] [3] [4] [5] [6] Alava, S., (2010). Cyberapprendre, undefideformation. In http://www.educnet.-education.fr/cdi/alava2.htm, accessed: 2012-06-04. ***, 2010. In http://exelearning.org/wiki, accessed: 2012-07-30. ***, 2012. In http://www.exelearning.org/FrontPage, accessed: 2012-06-20. Buhu, A., Buhu, L., (2012). E-learning system for fancy yarns design. In Proceedings of 14th Romanian Textiles and Leather Conferences CORTEP 2012, 6 – 8 September 2012, Sinaia, Romania. p. 689. ***, 2009. Braving the SCORM 06. http://exelearning.org/attachment/wiki/User_Resources/BravingtheSCORM06. ***, 2012. In http://hotpot.uvic.ca/, accessed 2012-05-16. 439 The 9th International Scientific Conference eLearning and software for Education Bucharest, April 25-26, 2013 10.12753/2066-026X-13-287 EDUCATIONAL SOFTWARE FOR WOVEN FABRICS DESIGN Lucica CIOARĂ, Ioan CIOARĂ “Gheorghe Asachi” Technical University, Iasi, România [email protected], [email protected] Abstract: The software proposed is an educational teaching method of the woven fabrics with simple structure. The successive modules are designed taking into account the classification of the simple woven fabric weaves. The program respects the principles of the educational methodology. From the educational point of view are respected the specific steps of learning and testing the knowledge. So, the program can be used in LEARNING and TESTING variant. The users have to choose one of these options, at the beginning of the work session. The development of the algorithm, necessary to the program, has followed two main directions: systemization of structural characteristics that define simple weaves and developing the mathematical model for these. The information is presented gradual so that accurate and thorough of knowledge to be possible. Keywords: weave, woven, fabric, weaving plan, education I. INTRODUCTION Computer Aided education is a topical problem, given that we move towards a computerized society. At all levels, the learning in specialized schools for textile, must be adapted to these requirements. In the weaving industry are used two types of the programs: for the woven fabrics design and for manufacturing woven fabrics. At the present time, there are many international firms that produce programs for design of simple and compound woven fabrics (CAD/CAM system). These programs are professional ones and firstly address to the textile specialists of the woven fabric design area, who know very well the design techniques. Professional software can be successfully used in teaching at the higher levels of the learning. Using professional programs in education, at the study disciplines „The structure of woven fabrics”, is not a constructive solution, because in these programs are used theoretical information that involves an advanced level of knowledge. The educational software SPT-stud, exposed in this paper, represents a new and modern method of teaching the students within “The structure of woven fabrics” course. It is based on the teaching method used by the professors from this branch and follows the steps of the learning process [2, 3, 6]. The program SPT-stud, contributes to the acquisition of basic knowledge, necessary for future specialists in the field, and also to the skills development for self study. Algorithm of the program was prepared, following course syllabus “The structure of woven fabrics”, chapter “Study of weave for simple woven fabrics”. The program is modular, the successive modules are designed taking into account the classification of the simple weaves. The subjects difficulty, increases with the complexity of the approached subject. The development of the algorithm, necessary to the program has followed two main directions: - Analysis and systemization of structural characteristics that define simple weaves; - Developing the mathematical model for simple weaves; - Establishment of the educational methodology (the teaching and testing methods). 440 The program was structured so that the specific steps of the learning process were respected: - Teaching the knowledge; - Testing the knowledge. II. SYSTEMIZATION OF STRUCTURAL CHARACTERISTICS THAT DEFINE THE SIMPLE WEAVES The weave is basic characteristic of woven fabric construction which controls the way in which the warp and weft interlacing.For the weaves included in the program the following data have been mentioned: the defining characteristics, the limits and the rules of their variation [1, 5]. All conditions imposed on these characteristics were defined by mathematical relation. The theoretical support is found in the program as Documentation. In principle, a weave is completely defined if it is known: - Size repeat; - Distribution rules of system effects. EXAMPLE: Herringbone twill Herringbone is a combination of twill weaves in which the direction of the twill is reversed to produce stripes resembling herring bones [1, 4]. Structural characteristics that define the herringbone twill are: - Basic weave; repeat and evolution of the yarns: Basic weave can be reinforced or compound twill. So the evolution of warp yarns can be: n1 reinforced twill n2 (1)  n  Ev u1  i  compound twill  n i +1  i =1,3,5,...2 k −1 (2) Ev u1 The dimension of the thread segments meet the specific condition for the compound or reinforced twill. - Number of warp threads in the successive groups, N ui. Number of groups must be even number, n = 2k +1. In order to end the weave, total number of threads with right twill and total number of threads with left twill, must meet the following conditions: N us = m ⋅ R + i; N ud = n ⋅ R + i (3) Where m, n and i, are integer numbers and R is the repeat of the weave. - Repeat of the weave (herringbone twill): R u = ∑ N ui = N ud + N us R b = R basic (4) (5) It follows that, the structural characteristics that should be reflected in the algorithm of the program are: - Weave repeats and evolution of threads in basic weave; - Thread numbers in the successive groups; - The warp and weft repeat for herringbone weave. For these characteristics were introduced in the algorithm, specific mathematical relations. In this manner was made the analytical description of all weaves used for the simple woven fabrics, respectively: fundamental weaves, derivative weaves and combined weaves. In each class of weaves are represented, those which have a high frequency of use in industrial practice. 441 III. ESTABLISHING TEACHING METHODOLOGY From the educational point of view, program was structured to meet the specific stages of a learning process, respectively: - Stage of teaching the theoretical information, (learning); - The evaluation of the knowledge (testing). In this respect, the program has two distinct sequences: the LEARNING sequence and the TESTING sequence. The user will choose one of these options to start the work session. Figure 1. Window for accessing Learn or Test variant IV. THE EDUCATIONAL SOFTWARE: SEQUENCE FOR TEACHING In the LEARN working session the applicant will select one of the three categories of weaves used for simple woven fabrics, respectively: fundamental weaves, derivative weaves and combined weaves. In this version of the work, the program offers theoretical information on the structure and the parameters that define the weaves of that category, if it is activated the Help button. Figure 2 presents an example of the theoretical information on the rhombic sateen weaves. To obtain this information are selected in order the following options: Fundamental weaves>Sateen>Rhombic sateen>Help Figure 2. Help for rhombic sateen 442 The program offers also an example for introducing the structural characteristics required for designing the weave. Characteristics button is pressed. Figure 3 shows an example of working mode. It is presented a compound weft rep weave. For this information are selected in the following order: Derivative weaves>Plain weave derivatives>Compound hopsack>Characteristics. Figure 3. Example of defining the structural characteristics Also, when you click Design button a graphical representation of the weave it is made. Figure 4 shows a graphical representation of a compound hopsack weave. The steps for this presentation are: Derivative weaves> Plain weaves derivatives >Compound hopsack > Design. In the window Design is presented the weave whit the longitudinal and cross section on the first yarn, view for interlacing, and tow simulation. Figure 4. Graphical representation of compound hopsack weaves 443 V. THE EDUCATIONAL SOFTWARE: SEQUENCE FOR TESTING In the TEST version the possibility of accessing the information regarding the structural characteristics of the woven fabrics are not available. Testing is performed according to an established theme. The applicant has to introduce himself the needed structure characteristics for a certain weave. The testing process involves two successive steps: - The first step, knowledge regarding structural characteristics of the weave are tested; - The second step, knowledge regarding the weave and weaving plan representation are tested If the first step is not finished successfully, the second step is not accessible. For example, in order to test the knowledge regarding the fundamental weave a right hand warp twill weave it is required to represent. In the window with parameters the applicant has to introduce the characteristics of the weave, i.e. the warp repeat, the weft repeat, the shift and the first warp thread evolution. If one of these characteristics is not correct you are not allowed to continue, the message “Wrong characteristics” is displayed and the error is counted. For the example presented in Figure 5 the shift is wrong. Figure 5. Example of testing the knowledge If all the characteristics are correctly introduced, for the next step you have to choose the Drawing button. If we click on this, the grid for weaving plan is drawn (Figure 6). Figure 6. Weaving plan and fabric simulation of herringbone weave 444 In the weaving plan is edited point by point, the weave, threading (drafting) and dobby card. Also, in the weaving plan one can modify the drawing-in (the number of shafts can be modified in order to have on optimum drawing-in). Fabric simulation is a view mode of the weave. It is useful to see the errors in weave repeat. VI. Conclusions 1. The educational software SPT-stud represents a new educational method that provides information to students. It is a modern method of learning suitable for a society based on knowledge. 2. The program SPT-stud respects the principles of the educational methodology; the information is presented gradually so that accurate and thorough assimilation of knowledge to be possible. 3. Being accessible on the Internet, the program has an interactive character and an elearning method of teaching is possible. The program allows the individual study and individual estimate of knowledge. Acknowledgements The program was elaborated under a research grant CNCSIS 430/2005. References [1] [2] [3] [4] [5] [6] Cioară Lucica, (2001). Structura ţesăturilor, Editura Performantica, Iaşi. Hari P.K., Puja Jaiswal, (2001). Web based teaching/training in Textile Tehnology, Autex Conference, Proceedings Vol II, p.138-144. Bailey J. M., Hopkins T., Mulhall B., (2001). Assessment of Student Learning using Computer Based Resources for Textile Education, Autex Conference, Proceedings Vol II, p.123- 129. Cioară Lucica, (2011). Structura şi designul ţesăturilor, Editura Performantica, Iaş.i Behara B. K., Hari P. K., (2010). Woven textile structure, Woodhead Publising, series Textiles, Cambridge Cioară L., Cioară I., Ciubotaru G., (2006). Tehnologii elearning – Software pentru instruirea si evaluarea cunostintelor de structura tesaturilor, Simpozion Educon, Iasi. 445 The 9th International Scientific Conference eLearning and software for Education Bucharest, April 25-26, 2013 10.12753/2066-026X-13-288 INTERACTIVE APPLICATION FOR THE SIMULATION OF NEEDLE TRAJECTORY IN A KNITTING SYSTEM Savin Dorin IONESI, Luminita CIOBANU, Mariana URSACHE Technical University “Gheorghe Asachi” of Iasi, Faculty of Textile, Leather and Industrial Management, [email protected], [email protected], [email protected] Abstract: Knitting is the operation of the technological process in which needles transform the yarns into loops that by interlooping become stitches. If the loops are formed horizontally, the fabric is considered weft knitted, while if the loops form successively along the vertical direction, the fabrics are warp knitted. In the case of weft knitting, the needles are placed in one or two beds and are driven by the cam system that includes raising cams (tuck and clearing cam) and stitch cams. The needles are raised to the clearing point and then they descend to the knitting point. The vertical movement is successive for the needles, as the cams come into contact with the needle butts and the needles are engaged on the cam track. According to the position of the cams in the system, the needles can follow the same trajectory or a different one. The present study aims to simulate a knitting system and the needle trajectory within it using Google Sketch Up and the Sketchy Physics plug-in. The Google Sketch Up program allows to model complex 3D forms and it is used to draw the static model – knitting cams, needles and their housing (the needle beds). The dynamic is simulated using the Sketchy Physics plug-in that respects physical and mechanical characteristics of solids. The model is used to show the students the basics of the needles trajectory. For academic purposes, the simulation steps were recorded with the explanations and the students can watch and repeat them in their own rhythm. Keywords: simulation, needle trajectory, dynamic model, knitting cam. I. INTRODUCTION Starting with the beginning of 21th century the traditional teacher-centred classroom, become more student-centred and this aim can be achieved using the specific E-learning methods and instruments. The curriculum of the Faculty of Textile, Leather and Industrial Management from the „Gheorghe Asachi” Technical University of Iasi included Google SketchUp program in the Computer Aided Graphics course. Its potential for 3D modeling is now applied to the specifics of the textile/knitting industry so that virtual models for the mechanisms of a weft knitting machine can be created. The functioning of these mechanisms can be simulated with Sketchy Physics. Google SketchUp is free, flexible and fast CAD modelling software that allow the modelling of complex 3D shapes. Google SketchUp is mainly used to draw static 3D models and allow the simulation of dynamic model using Sketchy Physics plug-in. Most of the 3D software programs are extremely complex and difficult to handle, which is why they create confusion for newbies. One of the biggest advantages of Google SketchUp is that it works with real measure units and allows defining the dimension of any 2D or 3D model. It is quite simple to draw basic shapes, such as rectangles, lines, circle and then to extrude them using the 446 drawing tools in order to obtain 3D shapes such as cylinders, boxes or sphere [2]. Google SketchUp is an intuitive application. All is needed is to drag the mouse in order to obtain a 2D shape. Some of the biggest advantages, illustrated in Figure 1, offered by Google SketchUp against other CAD applications are: • User friendly interface; • Design of 3D shapes much easier; • Lots of tips and hints; • Add text and graphics to the designed model; • Export to CAD format. Figure 1. Google SketchUp advantages The paper presents the design and development of such an application for the knitting mechanism of a flat knitting machine (one bed). It shows the stages for creating the 3D model of the knitting mechanism (cams, needles and needle bed) and the simulation of the needle trajectory during the knitting cycle using Sketchy Physics. In order to give to the users a 3D perspective the opening screen shows a man positioned at the intersection of the X, Y and Z axes. The measurement system can be selected from the start-up window, according to the type of application (inches, centimeters or millimeters) [1]. The main toolbar, illustrated in Figure 2, contains the most used drawing tools. Figure 2. Google SketchUp main toolbar As mentioned above, using Google SketchUp we can design statically 3D models [3]. Dynamic models can be generated using the Sketchy Physics plug-in. One of the biggest advantages of this plug-in is that the models respect the physical and mechanical characteristics of solids. Using this plug-in, the movement of the model and the interactions between its components can be generated. Sketchy Physics offers standard tools that allow the drawing of solids and simulate all basic 447 movements (rotation, falling or hinging) using joints, grouped in the Auto-shapes Toolbar presented in figure 3 [4]. The first step that must be followed in order to design a dynamic model is to create a solid floor to prevent the solids from falling. The solids needed for simulation can also be created using the toolbar provided by Google Sketchup, but any 3D shape must be turned into solid. After creating them, one must define their state and shape (figure 4). Figure 3. Sketchy Physics shapes Figure 4.Define the state of the model In order to define automated or specific moves, the model elements must be connected using joints (figure 5). Figure 5. Sketchy Physics joints After the joints were added, the simulation is run using the Play/Pause button. It must be assumed that all elements of the model are made of the same material and, considering this assumption, the larger element is considered heavier than the smaller one. The resulting simulation can be recorded using the animation button and then exported if needed. II. DEVELOPMENT OF 3D MODEL AND SIMULATION The first step that must be followed in order to design a knitting mechanism of a flat knitting machine is to define the proportions between its constituent elements (needles, cams and the needle bed). In order to obtain the best proportion ratios the needle and the needle bed were photographed and the resulting image was imported in the application. The 2D model was copied from the picture and then extruded, as illustrated in Figures 6 and 7. Figure 6. Imported image with the cam system and the needle Figure 7. Development of the 2D model for the cams and the needles The next step refers to the construction of the needle bed (see Figure 8). The slots dimensions were calculated based on the machine gauge (the number of needles per inch) and “cut-out” from the bed, and then the needles were placed into the bed slots, as seen in Figure 9. 448 Figure 8. Construction of the needle bed Figure 9. Needles positioning into the needle bed (X-ray view) Each element in the model was turned into solid, as the program requires the 3D shapes as solids to recognize defined boundaries when the bodies are intersected or positioned one in contact with the other. Figure 10 shows the individual constituent solid elements, while Figure 11 illustrates the final aspect of the 3D model. Figure 10. Grouping the elements Figure 11. Final aspect of the knitting system After the 3D model for the cam system is created, it is necessary to modify its shape into convex hull for the needle channels to be considered as a hull, as presented in figure 12. 449 Figure 12. Define the object shape The final step in order to simulate the needle movement is to connect a piston to the cam system in order to allow its movement, as presented in Figure 13. Figure 13. Connecting the cam system to the piston This model designed and developed in Google SketchUp presents an important advantage: this application can be used for the students in Computer Aided Graphics as an example of 3D modeling adapted to textile specifics. The students follow the steps indicated in figures 7÷12 in order to create a virtual knitting system. The application can be used to work with different dimensions (based on knitting machine with different gauge or different cam system construction) and this will help the students better understand how to work with a parametric model. In order to support the learning process the classic lesson has been transformed into an interactive one by recording all the steps that must be followed in order to design a knitting system using Camtasia software application. The video also includes detailed explanations that should help the students to reach the proposed aim of 3D modeling. 450 III. CONCLUSIONS Google SketchUp is an extremely useful application for those students who didn’t used another 3D CAD application due to its intuitive work flow. With Google SketchUp it is possible to design and create any 3D model using a simple and easy to learn interface. Sketchy Physics is an extremely interesting plug-in used to create dynamic models in Google Sketch-up. The teacher’s activity is considerable simplified using interactive lessons, because the students can manage by themselves the video resources. Also, using the video resources students will became independent from the tutor. The students can also use the animations at home, without being connected necessarily to the internet. The interactive applications for the simulation of needle trajectory in a knitting system created offer the students the freedom of learning and practice in their own rhythm and give them a feedback regarding their skills. The application also eliminates the existing differences between individual learning rhythm of the students and leads to the idea of flexibility and independence in learning, motivation and basic knowledge in 3D geometry and textiles. The next step is to develop on-line tests that allow the students to quantify their knowledge level. References [1] [2] [3] [4] Chopra, A., (2008). Introduction to Google SketchUp, Wiley Publishing Inc. , ISBN 978-0470-17565-1. Grover, C., (2009). Google SketchUp – The missing manual, O`Reilly Media, ISBN 978-056-52146-2. Killen, T., (2010). SketchUp Guide for Woodworkers, Fine Wood Working, ISBN 978-1-60085-341-8. Singh, S., (2010). Animate with Sketchy Physics, In Beginning Google SketchUp for 3D printing, ISBN 978-4302-3362-6, pp. 227-249. 451 INDEX ACASANDREI Leonard, 84 ACSINTE Alexandru, 39, 197 ADASCALITEI Adrian, 350 ADUCOVSCHI Daniela, 72 AILENI Raluca Maria, 356, 374 ALEXE Maria, 249 ALMASAN Beatrice, 261 ALOIS Ghergut, 272 BADEA-MISS Georgian, 118 BALAN Valeria, 45 BALINT Gheorghe, 39, 197 BALU Rodica, 290 BĂIŢEL Irina, 97 BĂLAN Valeria, 78 BECEA Liliana, 33 BÎCĂ Monica Delia, 118 BLAGA Mirela, 344, 414 BOCIOACA Laurentiu, 22, 173 BOROS-BALINT Iuliana, 60 BUDULAN Costea, 378 BUHAI Crina, 378 BUHU Adrian, 398, 434 BUHU, Liliana 398, 434 BURDESCU Dumitru Dan, 255 BUZESCU Alexandru, 108 CATTEEUW Paul, 265 CHERA-FERRARIO Bianca, 90 CIOARĂ Ioan, 360, 440 CIOARĂ Lucica, 360, 384, 440 CIOBANU Ana Ramona, 344, 414 CIOBANU Luminita, 446 CIOCOI-POP Dumitru Rares, 60, 191 CIOLCĂ Corina, 16 CLEMINTE Andreea, 284 COCHRANE Cédric, 334 COJOCARU Viorel, 49 COLIBABA Anca Cristina, 308 COLIBABA Anca, 272 CHITARIU Dragoş, 338 COLIBABA Cintia Lucia, 308 COLIBABA Stefan, 284, 304 CORLACI Ionut, 55 COSTEA Mariana, 428 CREŢU Ioana, 408 DAN Dorin, 378, 402, 408 DAVID Irina, 209, 298 DELIU Dan, 97 DIMA Marius, 124 DIMA Viorela-Valentina, 243 DINU Claudia Elena, 304 DUGHILA Paula, 350 FARIMA Daniela, 422 FELEA Cristina, 312 FILIPESCU Elena, 391 FILIPESCU Emilia, 391 GHEORGHIU Irina, 284 GHERGHEL Carmen Liliana, 108 GHITULEASA Carmen, 370 GHIŢESCU Iulian Gabriel, 143 GHIŢESCU Iulian, 185 GOZU Bogdan, 167 GRIGORE Vasilica, 11, 137 GRIGORIU Aurelia, 350 GROSU, Lucia-Mihaela 209, 298 HARNAGEA, Marta Catalina 428 HERTLEER Carla, 334 HORTOPAN Claudiu Victor, 78 IONESI Savin Dorin, 446 IORDANESCU Marius, 370 LOGOFATU Bogdan, 203 LOGOFATU Cristian, 203, 231 LOGOFATU Michaela, 215 LOGOFATU Mihai, 231 LOUWAGIE Johanna, 334 MACOVEI Sabina, 84 MARINESCU Gheorghe, 78 MARINESCU Roxana, 328 MEZEI Mariana, 84 MIHAI Aura, 428 MIHOCI Oana, 272 MILITARU Marina Luminiţa, 243 MITRACHE Georgeta, 137 MOANŢĂ Alina Daniela, 143 MOANŢĂ Alina, 185 MOCANU Răzvan, 428 MURĂREŢU Daniel Constantin, 104 MURESAN Laura-Mihaela, 278 NICULESCU Claudia, 374 NICULESCU Claudia, 391 NICULESCU Georgeta, 112 OLARU Sabina, 391 PANAIT Ciprian, 49 PĂSTAE Veronica, 322 PĂUNESCU Mihaela, 137 PEHOIU Constantin, 90 PELIN Raluca Anca, 33 PETRE Răzvan-Liviu, 159, 179 PETRESCU Lucia, 308 POPESCU Radu, 370 POTOP Vladimir, 151 PREDOIU Radu, 137 RADULESCU Ion Razvan, 370 453 ROCHERY Marilyne, 334 RUSU Alexandra-Andreea, 366 SABĂU Elena, 112 SALISTEAN Adrian, 356, 374, 391 SÂRGHIE Bogdan, 428 SEGHEDIN Neculai Eugen, 338 SILVESTRU Cătălin Ionuţ, 191 STANCA Liana, 312 STĂNESCU Monica, 26, 130 STOICA Alina Mihaela, 72 STOICA Marius, 66, 167 STOICESCU Marius, 26 TĂLMĂCIAN Elena, 243 TEODORU Marian Daniel, 104, 159, 179 TICALĂ Laurenţiu Daniel, 78 TIRON Crina, 378 TOMA Iulian – Dalin, 221 TUDOR Virgil, 143, 185 URICHIANU-TOMA Sanda, 124 URSACHE Mariana, 402, 408, 446 VASILE Luciela, 130 VASILIU Ana-Maria, 16 VÎLCU Dana Mihaela, 112 VISILEANU Emilia, 370 VLAD Monica, 304 ZAKLOVA Ladislava, 370 ZAMFIR Victor Marian, 78 C. 238/2013 454