materi forum pendidikan 3 nop 2010
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Forum Pendidikan Standardisasi
Jakarta, 3 Nopember 2010
Badan Standardisasi Nasional
2010
http://www.bsn.go.id
Standardization and How to Teach It
Oleh :
Prof. Dr.-Ing. Wilfried Hesser
Helmut Schmidt University,
Germany
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Prof. Dr. Ing. Wilfried Hesser
Department of Standardisation and Technical Drawing/CAD (www.pro-norm.de)
Helmut Schmidt University / University of the Federal Armed Forces Hamburg, Germany
With many thanks to Prof. Dr. Blind, Prof. Dr. Mller, Prof. Dr. de Vries, Mr. Behr, Daimler AG, Mr. Wendt,
Microsoft, Mr. Reigl, Siemens and Ms. Freericks, DFKI for valuable advice
Standardisation and how to teach it
Workshop
03. November 2010
BSN Badan Standardisasi National
Jakarta
2
1 University and issues of adoption/acceptance
Cooperation agreement and Curricular principles
2 Sample curricula
TU Clausthal, Prof. Dr. Mller
TU Berlin, Prof. Dr. Blind and Dipl. Ing. Gaub (DIN)
Erasmus University, Prof. Dr. de Vries
Helmut-Schmidt-Universitt, Prof. Dr.-Ing. Hesser
3 Target group analysis
Job offers analysis, Carla Freericks
Target group and decision-making on curriculum
4 Teaching/study concept,
Teacher-centred tuition, Student-centred tuition
Blended Learning Scenario5 Important criteria for success
6 Provision of teaching material for lecturers
Network Group for Lectures
7 Summary
8 Appendix
Standardisation and how to teach it
Contents
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Competition for teaching contents (between departments)
Teaching on
standardisation
Research capacity
Society
companiesEmployees
students
Standardisation and how to teach it
4
On the curricular principles of a lecture:
According to Reetz, our focus in vocational education is on the three aspects of:
scientific orientation
situational orientation
personality-based orientation
The curriculum:
contains the knowledge of the subject area
is self-contained and up to date
provides an outlook into the future development of the subject area
is not interest-led and therefore independent reflects the social relevance
is prepared didactically according to the state of the art
is linked to the anticipated competency level of the listeners
is directed towards the objective of skills development
Standardisation and how to teach it
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University teachers
Postgraduate students
University graduates
Engineering science
Economics
Sociology
Agriculture
Training for technicians / master craftsmen
Technical grammar schools
Incorporation of standardisation into teaching
Copyright:Prof. Dr.-Ing. N. MllerTU Clausthal
Target groups
Standardisation and how to teach it
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1. Master course of study Standardisation
e.g. Masters degree course (3 4 semesters)
- Prerequisite: Bachelors degree course Business Administra-tion
and Economics Engineering sciences
- Required: min. 15 students/year;
2 professors
2. Principal subject Standardisation in Bachelorsand Masters degree courses
Scope: 6 12 hours per week 9 18 CP (credit points)Possible courses of study:
Business Administrationand Economics
Engineering sciences- Required: 10 students as a minimum,
1 professor
Levels of education in standardisation at technical universitiesand universities of applied science
Copyright:Prof. Dr.-Ing. N. MllerTU Clausthal
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3. Compulsory subject in Bachelors or Masters course
Scope: 2 3 hours per week 3 5 CP (credit points)Possible courses of study:
Business Administration andEconomics
Engineering sciences- Required: 10 students as a minimum,
1 professor
4. Compulsory option in Bachelors or Masters course
- as 3.- Required: 10 students as a minimum
1 professor or part-time lecturer
5. Subsidiary option in Bachelors or Masters course
- as 3.
- Required: 10 students as a minimum1 professor or part-time lecturer
Copyright:Prof. Dr.-Ing. N. MllerTU Clausthal
Levels of education in standardisation at technical universitiesand universities of applied science
8
Copyright:Prof. Dr.-Ing. N. MllerTU Clausthal
6. Incorporated into existing teaching sessions
Basic knowledge of standardisation in lectures, such as:
Product development Design theory
7. Specialised standards knowledge in application-basedteaching sessions such as:
Design features Quality assurance Plant construction
8. Lecture series
Scope: 3 x 1.5 hours Part-time lecturer, presenter
Levels of education in standardisation at technical universitiesand universities of applied science
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1 University and issues of adoption/acceptance
Cooperation agreement and Curricular principles
2 Sample curricula
TU Clausthal, Prof. Dr. Mller
TU Berlin, Prof. Dr. Blind and Dipl. Ing. Gaub (DIN)
Erasmus University, Prof. Dr. de Vries
Helmut-Schmidt-Universitt, Prof. Dr.-Ing. Hesser
3 Target group analysis
Job offers analysis, Carla Freericks
Target group and decision-making on curriculum
4 Teaching/study concept,
Teacher-centred tuition, Student-centred tuition
Blended Learning Scenario
5 Important criteria for success
6 Provision of teaching material for lecturers
Network Group for Lectures
7 Summary
8 Appendix
Standardisation and how to teach it
Contents
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Concept for Curriculum
The objective is
to convey the way in which standardisation works
The objective is not
to convey the contents of standards
Differentiate
Fundamental knowledge of standardisation
Subject-specific knowledge of standardisation
Academic education and further training
Vocational education and further training
Standardisation and how to teach it
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Contents of education in standardisation 3 Types
Company Standardization Formal/ IndustryStandardization
Cases /Guest lectures
Developing size range and
modular products
Structure and effect of subjectnumber systems
Methods of the reutilsation ofexisting solutions
Standardization of CADsystems and their environment
Standardization of
manufacturing techniques and
equipment
Standardization and qualitymanagement
Standardization and companyinformation systems
History of standardization
Knowledge of the work of
standards organizations
Fundamentals of
standardization/basicknowledge of national,European and international
standardization
Standardization work in the
European and internationalstandardization committees
Benefits of standards for
national economies and
businesses
Legal effect of standards
Knorr-Bremse fr
Schienenfahrzeuge GmbH, Dr.Schlosser (Guest Lecturer)
ASTM American Society for
Testing and Materials, Ms.Kathie Morgan (Guest
Lecturer)
BAMFederal Institute forMaterials Research and
Testing Bundesanstalt fr
Material und prfung, Dr.Nitsche (Guest Lecturer)
CE marking, Dr. Schacht
(Guest Lecturer)
DIN Software GmbH, Mr.
Klling/Dr. Schacht (GuestLecturer)
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Contents of education in standardisation 3 Types
Company Standardization Formal / Industry
Standardization
Cases /
Guest lectures
TU Berlin(33%/66%)
TU Clausthal(100%)
Rotterdam School of Mgmt.(20%/80%)
HSU HH(40%/50%/10%)
Korea, Dong-Geun-Choi(100%)
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1 University and issues of adoption/acceptance
Cooperation agreement and Curricular principles
2 Sample curricula
TU Clausthal, Prof. Dr. Mller
TU Berlin, Prof. Dr. Blind and Dipl. Ing. Gaub (DIN)
Erasmus University, Prof. Dr. de Vries
Helmut-Schmidt-Universitt, Prof. Dr.-Ing. Hesser
3 Target group analysis
Job offers analysis, Carla Freericks
Target group and decision-making on curriculum
4 Teaching/study concept,
Teacher-centred tuition, Student-centred tuition
Blended Learning Scenario
5 Important criteria for success
6 Provision of teaching material for lecturers
Network Group for Lectures
7 Summary
8 Appendix
Standardisation and how to teach it
Contents
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Here are 2 paragraphs and some facts about the standards engineer career
Although the demand for standards engineers experts is quite numerous, there is no
official description for this position nor formal training for it. Due to the non-existence of a
formal curriculum, the selection of such professionals is mostly based on their previous
practical experience in standards and related standardisation activities, and on their
proficiency in specific soft skills.
Through an exploratory research of the empirical data collected from a survey on
companies seeking standards engineers it was possible to identify that all companies,
without exception, were searching for candidates with a specific engineering degree orequivalent B.Sc. (industrial, electrical, chemical, informatics, etc) with additional
experience in standards (sometimes experience in a particular standard) and respective
standardisation issues. The standards engineer career was not focused on generalists.
Carla Freericks [Analysis period: April to August 2010; Job Offers used for ana lysis (74): USA (concentrated), Canada,UK, Australia, United Arab Emirates; Telephone calls: 22 (20 USA, 1 Canada, 1 UK)]
Job offers analysis:USA , Canada, UK, Australia, United Arab Emirates
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Facts about the standards engineer career :More than 100 jobs offers for standards engineer (SE) positions
Groups:
1. SE senior, SE principal, SE director (only 5 offers)
2. Electrical SE, Industrial SE, Avionics SE, Distribution SE, Products SE, BIW
SE, Wireless SE, etc.
C) Quality & SE, Technical regulations & SE, Codes & SE, Reliability compliance
& SE, Process & SE, etc.
Carla Freericks [Analysis period: April to August 2010; Job Offers used for ana lysis (74): USA (concentrated), Canada,
UK, Australia, United Arab Emirates; Telephone calls: 22 (20 USA, 1 Canada, 1 UK)]
Job offers analysis:USA , Canada, UK, Australia, United Arab Emirates
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Educational requirements
Specific engineer degree or equivalent B.Sc. (industrial, electrical, chemical, informatics, etc)
with additional experience in standards (sometimes experience in a particular standard) and
respective standardisation issues.
Demanded responsibilities
A) Be aware of / interpret standards
B) Standards development: companys internal stds, de facto stds or formal stds.
C) Standards implementation
D) Standards compliance/certification/inspection/evaluationE) Standards diffusion / Training
Carla Freericks [Analysis period: April to August 2010; Job Offers used for ana lysis (74): USA (concentrated), Canada,UK, Australia, United Arab Emirates; Telephone calls: 22 (20 USA, 1 Canada, 1 UK)]
Job offers analysis:USA , Canada, UK, Australia, United Arab Emirates
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Demanded skills
Diplomatic abilities, Communication abilities, Explanatory skills, Writing
skills, Language skills, Convincing/motivating others to make/employ
standards, Problem/conflict solving abilities, Sensitive to other cultures,
needs and backgrounds, Patience & endurance/ perseverance, Decision
making capability, Evaluation skills/ Analytical abilities, Ability to build
consensus, Technical leadership, etc.
Carla Freericks [Analysis period: April to August 2010; Job Offers used for ana lysis (74): USA (concentrated), Canada,
UK, Australia, United Arab Emirates; Telephone calls: 22 (20 USA, 1 Canada, 1 UK)]
Job offers analysis:USA , Canada, UK, Australia, United Arab Emirates
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Concept for Curriculum
Soft skills for standardisation experts
Leadership skills
Integration skills
Conflict management skills
Change management skills
Social networking skills
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EngineerMember
TCEngineer
Staff memberStandardisation
Department
Company TC Member Department
Standardisation
Engineer
Business
Administration
Manager Employee
In total
Siemens 3000 40 410,000
Mercedes Benz 325 15 260,000
Microsoft 450 75 90,000
TKMS (D) 50 15 4,500
?
EngineerBusiness
Administration
Manager
?
Standardisation and how to teach it
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1 University and issues of adoption/acceptance
Cooperation agreement and Curricular principles
2 Sample curricula
TU Clausthal, Prof. Dr. Mller
TU Berlin, Prof. Dr. Blind and Dipl. Ing. Gaub (DIN)
Erasmus University, Prof. Dr. de Vries
Helmut-Schmidt-Universitt, Prof. Dr.-Ing. Hesser
3 Target group analysis
Job offers analysis, Carla Freericks
Target group and decision-making on curriculum
4 Teaching/study concept,
Teacher-centred tuition, Student-centred tuition
Blended Learning Scenario5 Important criteria for success
6 Provision of teaching material for lecturers
Network Group for Lectures
7 Summary
8 Appendix
Standardisation and how to teach it
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Teaching/study concept
Teacher-centred tuition
frontal teaching, lecture-based teaching
seminars
discussion-oriented
task-oriented
Self-regulated learning, reinforcement of learning skills
Student-centred tuition
group-oriented knowledge
acquisition
project-oriented knowledge
acquisition
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Adoption of multimedia elementslow high
degree of interaction
low
highChat
Forum
Bulletin
eBook
Powerpoint
Slides,Documents
MultipleChoiceTests
Wikis
VirtualClassroom
Videoconference
Video
Animations
TeachingSoftware
Interactivetests
Teaching Units
Internettelephony Web
collaboration
Portfolio of e-learning elements
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Blended Learning Scenarioat theDepartmentofStandardisation andTechnicalDrawing/CAD
time
Week 1: Knowledge complex 1
(Face-to-face)
LectureKnowledge
test
(Face-to-face)
ExerciseOptional:
homework
Accompanyingtests
Self-studylearning units
Involvementin forum
time
Compulsorylearningelements
Supplementary independentself-study
Week2:Knowledgecomplex2
time
Week 2: Knowledge complex 2
time
Week n: Knowledge complex n
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Blended Learning Scenario at HSU HH
26 Teaching Units total
EU-Standardisation Chat
EU-Standardisation Researchers
www.pro-norm.deUSER: BSN2010
Password: BSN2010
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Textual Information
Mediaframe with pictures,animations or video
Glossary
Blended Learning Scenario3 Window Technology
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Blended Learning Scenario
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1 University and issues of adoption/acceptance
Cooperation agreement and Curricular principles
2 Sample curricula
TU Clausthal, Prof. Dr. Mller
TU Berlin, Prof. Dr. Blind and Dipl. Ing. Gaub (DIN)
Erasmus University, Prof. Dr. de Vries
Helmut-Schmidt-Universitt, Prof. Dr.-Ing. Hesser
3 Target group analysis
Job offers analysis, Carla Freericks
Target group and decision-making on curriculum
4 Teaching/study concept,
Teacher-centred tuition, Student-centred tuition
Blended Learning Scenario
5 Important criteria for success
6 Provision of teaching material for lecturers
Network Group for Lectures
7 Summary
8 Appendix
Standardisation and how to teach it
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Success factors
Publicity for lecture (internal in university)
Teaching/study concept (lectures, seminars)
Excellent documents for teaching concept
Exercises (with practical examples, excursions)
Supervision of exercises
Guest lectures (representatives: industry, commerce, NSB)
Ambitious, interesting Bachelor and Master theses
End-of-course party
Important criteria for success
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Transparency in the examination requirements
Coordination of contents with lecture, seminar
Unambiguous examination questions
Prize for Young academics awarded for
Bachelor, Master theses
Postgraduate theses
Certification of students as
Recognised standardisation expert certified by NSB
Important criteria for success
Success factors
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Develop a national research program for standardisation
Develop a website: containing tools to teach standardisation and not
only PowerPoint presentations, but excellent teaching material
Develop a national network for teachers,
who are interested in teaching standardisation
Important criteria for success
Success factors
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1 University and issues of adoption/acceptance
Cooperation agreement and Curricular principles
2 Sample curricula
TU Clausthal, Prof. Dr. Mller
TU Berlin, Prof. Dr. Blind and Dipl. Ing. Gaub (DIN)
Erasmus University, Prof. Dr. de Vries
Helmut-Schmidt-Universitt, Prof. Dr.-Ing. Hesser
3 Target group analysis
Job offers analysis, Carla Freericks
Target group and decision-making on curriculum
4 Teaching/study concept,
Teacher-centred tuition, Student-centred tuition
Blended Learning Scenario
5 Important criteria for success
6 Provision of teaching material for lecturers
Network Group for Lectures
7 Summary
8 Appendix
Standardisation and how to teach it
Contents
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Network Group for Lecturers www.pro-norm.de
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Teaching /Study platform
FH Kiel FH Kempten FH Cologne FH Landshut FH Wiesbaden FH Vorarlberg HS Esslingen HS Merseburg HS Niederreihn OvGU Magdeburg RWTH Aachen TU Munich TU Clausthal
TU Dresden Univ. Kassel etc.
Content Sharing Technical Drawing/CAD www.pro-norm.deHelmut-Schmidt-University
Central use of contents for the subject ofTechnical Drawing/CAD
Cooperation partners approx. 20
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Content sharing - An initiative by the higher educationestablishments in Baden-Wrttemberg
Teaching /
Study platform
Teaching /Study platform
Teaching /Study platform
Universities Ulm Hohenheim
Stuttgart Tbingen
Mannheim
Content Sharing for: Mathematics Introduction to Statistics Atmospheric Physics I Atmospheric Physics II
Soils of the Earth Irrigation Engineering
UniA
UniB UniC
UniY
UniX
Decentralised use of contents for different subjects
Teaching /Study platform
Teaching /Study platform
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1 University and issues of adoption/acceptance and Curricularprinciples of a lecture and Levels of education
2 Sample curricula
3 Target group analysis
4 Teaching/study concept,
5 Important criteria for success
6 Provision of teaching material for lecturers
7 Summary
8 Appendix
Summary
36
Univ.-Prof. Dr.-Ing. Wilfried Hesser
Department of Standardisation and Technical Drawing
Helmut Schmidt University
University of the Federal Armed Forces Hamburg
Holstenhofweg 85
D-22043 Hamburg
Tel: +49 (0)40-6541-2861
Fax: +49 (0)40 -6541-2092
Thank you for your attention!
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Appendix
1 e-learning elements
2 Sample curricula
TU Clausthal, Prof. Dr. Mller
TU Berlin, Prof. Dr. Blind and Dipl. Ing. Gaub (DIN)
Erasmus University, Prof. Dr. de Vries
Helmut-Schmidt-Universitt, Prof. Dr.-Ing. Hesser
APEC SCSC Education Guideline 3
3 Open source system, website
38
e-Learninge-learning is defined as all forms of electronic supported learning and teaching, which aim to effectthe construction of knowledge with reference to individual experience, practice and knowledge of thelearner. Information and communication systems, whether networked or not, serve as specificmedia to implement the learning process. (cf. Tavangarian et al. 2004)
Blended LearningBlended Learning refers to a mixing of different learning environments. A blended learning approachcan combine face-to-face instruction with computer-mediated instruction. (cf. Graham 2005)
WikiA wiki ( /wki/ WIK-ee) is a website that allows the easy creation and editing of any number ofinterlinked web pages via a web browser using a simplified markup language or a WYSIWYG texteditor. Wikis are typically powered by wiki software and are often used to create collaborativewebsites, to power community websites, for personal note taking, in corporate intranets, and inknowledge management systems.
Forum Chat
Wiki etc
Learning management system
e-learning Elements
e-learning elements
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University teachers, postgraduate students, university graduates
(Different focuses depending on subject area)
History of standardisation
Knowledge of the work of standards organisations
Fundamentals of standardisation/basic knowledge of national,
European and international standardisation
Role of standardisation in the European Union
(incl. EU Directives/New Approach)
Standardisation work in the European and international
standardisation committees
Benefits of standards for national economies and businesses
Strategic importance of standardisation (national and global market)
Legal effect of standards
Acquisition of information via standards
Specialised informationModule type: Subsidary option ECTS 6 2 Semester
Bachelor and Master: mechanical engineering and industrial engineering
Contents of education in standardisation TU Clausthal
40
Teachers Graduates from technical colleges,
(Different focuses depending on subject area)
History of standardisation
Fundamentals of standardisation/basic knowledge of national,
European and international standardisation
Benefits of standards for business
Strategic importance of standardisation (national and global
market)
Legal effect of standards (incl. EU Directives/New Approach)
Standardisation work in the European and international
standardisation committees
Acquisition of information via standards
Specialised information on standards
Module type: Subsidary option ECTS 6 2 Semester
Bachelor: mechanical engineering and industrial engineering
Contents of education in standardisation TU Clausthal
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In the course of the lecture, formal standardisation is explained as a strategic element
relevant for the economy and society, by reducing barriers to trade, enhancing themarketability of innovations, etc.
Formal standardisation contributes to technical knowledge and increased speed of
diffusion of innovations.
Standardisation increases the probability of successfully placing innovations on the
market, leading to increased competitiveness on the national, European and international
levels.
Moreover, formal standardisation supports the development of new economic areas and
opening of new markets.
On the one hand, this shows that stakeholders put great trust in the content of formal
standards.
On the other hand, it also highlights the ability of stakeholders to shape standards by direct
involvement in the process of standardisation.
Guest lectures will be held by experienced experts active in the practice of standardisation.
Lecture Standardisation ContentTU Berlin, Prof. Dr. Blind and Dipl. Ing. Gaub (DIN)
42
Lecture on Standardisation Strategy can be included in thecourses of study in the following manner*:
Master Innovation Management and Entrepreneurship: Wahlpflichtbereich (Compulsoryoption) 6 ECTS,
Industrial engineering (Economic Engineering), (Diplom): Wahlpflichtbereich (Compulsoryoption); 4 SWS/6 ECTS,
Industrial engineering (Master): Compulsory option; 6 ECTS,
Industrial engineering (Bachelor): Compulsory option; h; 6 ECTS,
Bachelor of Economics: Compulsory option; 6 ECTS,
Master in Industrial and Network Economics: Compulsory option;6 ECTS,
BWL (Diplom): SBWL oder Subsidiary; 4 SWS, (Business administration)
VWL (Diplom): Subsidiary; 4 SWS, (Economics)
Can be selected in other Bachelor and Master courses in accordance with theexamination regulations applicable to that course of study
*) Credits apply to obligatory lecture and optionalcompact tutorial (each of 2 hours per week or 3 ECTS)
TU Berlin, Prof. Dr. Blind and Dipl. Ing. Gaub (DIN)
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10/21/2010: Introduction - formal standards as strategic instruments, Mr. Gaub (DIN)
10/28/2010: The standardisation process for opportunities for stakeholder involvement(lecture held at Normenwerk, DIN, Budapester Strae 31)
11/04/2010: Standardisation on the European and international levels, Dr. Gindele (DIN),(8.30 am - 10.00 am)
11/11/2010: Guest Lecturer: Ms. Kathie Morgan (ASTM American Society for Testing andMaterials), www.astm.org http://www.astm.org/
11/18/2010: Guest Lecturer: Mr. Klling/Dr. Schacht, DIN Software GmbH
11/25/2010: The contribution of formal standardisation to efficient state governance andcontract protection, Mr. Gaub (DIN)
12/02/2010: The contribution of formal standardisation to efficient state governance andcontract protection. Formal standardisation as the codification of abstract goals
(environmental and occupational safety), Mr. Gaub (DIN)12/09/2010: CE marking, Dr. Schacht
Lecture Standardisation: Topics for the Winter Term2010/2011
Syllabus Topics covered; Dipl. Ing. Gaub (DIN)
44
12/16/2010: Guest Lecturer: Dr. Schlosser, Knorr-Bremse fr SchienenfahrzeugeGmbH, www.knorr-bremse.de http://www.knorr-bremse.de/
12/23/2010: Free
12/30/2010: Free
01/06/2011: Standardisation and R&D: Innovation through informal standards
01/13/2011: Guest Lecturer: Dr. Nitsche, BAMFederal Institute for Materials Researchand Testing Bundesanstalt fr Material und -prfung, www.bam.de
01/20/2011: Formal standardisation as strategic instruments, Mr. Gaub (DIN)
01/27/2011: Guest Lecturerer: Mr. Pace, Dentaurum GmbH & Co. KG02/03/2011: Exam preparation
02/10/2011: Economic and management aspects of formal standardisation (withexamples)
02/17/2011: Exam (closed-book and closed-notes)
Lecture Standardisation: Topics for the Winter Term2010/2011
Syllabus Topics covered; Dipl. Ing. Gaub (DIN)
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Masters elective, 10 ECTS, for students in theMaster Management of Innovation
Lectures, guest lectures, company visits, games,teaching cases, individual assignments, groupassignments
See: ISO Focus+, January 2010, pp. 44-47http://www.iso.org/iso/iso-focus-plus_index/iso-focusplus_online-bonus-articles/the-2009-iso-award/2009-award_the-netherlands.htm
Standardisation and Innovation Management RotterdamSchool of Management, Erasmus University
ass. Prof. Dr. de Vries and Prof. Dr. Blind TU Berlin
46
Introduction to standardisation
Classifications of standards and innovations
History of standardisation
Standardisation at the national level
Standardisation by industry associations
Standardisation by industrial consortia
Battles between competing standards
Macro-economic impact of standardisation
Impact of standardisation on industry sectors
Impact of standardisation on companies
Benefits and cost of participation in standardisation
Standardisation and world trade (including the role of
the WTO)
Impact of standardisation on developing countries
Standards and Intellectual Property Rights
Use of company standardisation to improve the
process of radical innovations Relating external standards and standardisation to the
innovation process
Impact of standardisation on innovation, both at
company level and at sector level, and both forproducts, services, and complex systems
Mathematical approach to standardisation: preference
ranges
Architecture of standards related to technology
architecture
Product variety management
Standardisation in the field of services
Standardisation in the field of management systems
Standardisation for interoperability of ICT systems
Standardisation and conformity assessment forsustainability
Consumers and standardisation
Standardisation for research organisations
Conformity assessment: practices, problems and solutions
Relations between legislation and standardisation(including the European New Approach, product liability,
the use of standards in public procurement, anti-trust law)
National standardisation policies
Company standardisation policy
How to organize and manage standardisation at company
level?
Standards bodies practices and possible improvements
Curriculum Prof. Dr. de Vries
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47
Standardisation in companies and markets is taught as an optional subject in the 9th and
10th trimesters. Teaching takes places in the form of lectures and guided practical sessions.
The teaching concept is divided into two main sections:
1. significance and uses of standardisation in industry and trade, and
2. general fundamentals of national and international standardisation,
with the underlying aim being to provide an interdisciplinary representation. During their
studies students of mechanical engineering and industrial engineering should gain an
understanding of the interconnections within the various parts of the production and
economic processes that are affected by technical standardisation. A further aim is to impart
an awareness of standardisation against the real background of an industrial and information
society by illustrating how strongly standards influence individual areas of life and work.
Module type: Subsidary option ECTS 8 3h per week 2 Trimester (24 weeks)
Master: mechanical engineering and industrial engineering
Helmut-Schmidt-Universitt, Prof. Dr.-Ing. WilfriedHesser
Teaching Standardisation in Companies and Markets
48
Lecture Standardisation in Companies and Markets
Section I Industrial Standardisation
Part 1 Design and Standardisation
1. History of standardisation
2. The basic principles of methodical design
3. Developing size range and modular products
4. Structure and effect of subject number systems
5. Methods of the reutilsation of existing solutions
6. Standardisation of CAD systems and their environment
Part 2 Manufacturing and Standardisation
1. Standardisation of manufacturing techniques and equipment
2. Standardisation and transport - standardisation of material
3. Standardisation and quality management
4. Standardisation and company information systems
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Section II National and International Standardisation
Part 1 General information: Basic principles, elaboration andorganisation
1. Agreements and standardisation as basis for human coexistence
2. Definition and aims of standardisation
3. National, regional and international standards organisations
4. Standardisation work and standardisation processes
5. Standardisation and Economic theory
6. Standards and information systems
Part 2 Standards application
1. The legal status of standards
2. Safety and standardisation3. Certification of conformity with standards
4. Standardisation and the consumer
Lecture Standardisation in Companies and Markets
50
APEC SCSC Education Guideline 3 Textbook for HigherEducation: Editor, Dong-Geun Choi www.apec.org
Content Engineer
Business
Administration
Government
officials
DefinitionsandFunctions
Lifecycle,Organisationsand
Procedures
ConformityAssessment
EconomicImpacts Macro
Perspective
EconomicImpacts Micro
Perspective
LegalImpacts
StandardizationandInnovation
CompetitiveStrategy
CollaborativeStrategy
CaseStudiesofICTStandard
Cases:StandardsMakeaReal
Difference
TargetQualifications
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EU Standardisation in Companies and Markets (1)Prof. Dr.-Ing. W. Hesser
Content EngineerBusiness
AdministrationGovernment
officials
FundamentalsofStandardsandStandardization
AnIntroductionTheHistoryofStandardisation
EconomicAspectsofStandardization
DevelopmentofStandards
StandardizationinProductDevelopmentandDesign
StandardisationwithinaCompany aStrategic
Perspective
ExternalStandardizationasaCompanyStrategy
StandardisationStrategiesofFirms
StandardizationandInnovation
StandardsConsortia
ICTStandardisation
TargetQualifications
52
Content Engineer
Business
Administration
Government
officials
ChallengesandApproachesofefficientFormal
Standardisation
International Standardization
StandardisationandInternationalLaw
TheEuropeanStandardizationRegulatory Framework
TheStandardizationPolicyoftheEuropeanUnion
StandardisationandLawintheFederalRepublicof
Germany
TheEuropeanUnionanditsNewApproach
Conformity Assessment
MetrologicalMeasurement
CaseStudy:QualityManagementMethodsandISO
9000QualitySystemCertification
CaseStudy:ImplementationoftheISO 14000
Environmental ManagementSystem
CaseStudy:AgriculturalStandardization
TargetQualifications
EU Standardisation in Companies and Markets (2)Prof. Dr.-Ing. W. Hesser
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Open Source System www.ilias.de
54
Open Source System www.moodle.org
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Open Source System www.olat.org
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Badan Standardisasi Nasional
2010
http://www.bsn.go.id
State and Challenges of EuropeanStandardisation Education in Academia
Oleh :
Prof. Dr.-Ing. Wilfried Hesser
Helmut Schmidt University
Germany
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Why the focus on academic standardsisation education?
Socio-economic and technological integration will continue in the longterm.
Integration crucially depends on the availability of adequate standards andthe capability to develop such standards.
Political actors increasingly rely on standardization as a regulativeinstrument.
Standards are a prerequisite for advanced technologies such as IT ornanotechnology to enter markets on a large scale.
Standards are an important facilitator for global market access and globalintegration of both societies and economies.
Standards (and advance standards in particular) are becomingincreasingly complex/abstract.
Academic standardisation education provides earlydevelopment of awareness, knowledge and skills ofpotentially relevant actors in the field of standardization
3
Contents
1. Why the focus on academic standardisation education?
2. European activities involving academic standardization education
3. Challenges of academic standardization education in Europe
4. Conclusion
4
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Some remarks on the data generated
References used:
Dong Gun Choi/Henk de Vries 2010
Own recent survey (EURAS/SIIT-mailing list) 2008
Wilfried Hessers 2008 survey on SE in Germany
Studies Egyedi/de Vries 2008
ICES workshops 2006-2008
Various papers and presentations, e.g. de Vries (2005), ToshiakiKurokawa (2005) and Donggeun Choi (2008)
Material provided by Francoise Bousquet (2003 survey by Acha Acyl andJean-Michel Borde)
5
European academic SE activities
Sources have revealed no less than 84 European entities active in SE.
About 70% of the respondents represent Higher Education Institutions(Universities, Business Schools, Technological Educational Institutes).
Most European SE activities are taking place in Higher EducationInstitutions.
However, courses entirely devoted to standardization are still anexception.
Often, standardization issues are addressed in passing in a broadercontext and/or for more practical reasons.
Undergraduate study programmes in particular with their strict curriculaand timetables do not leave much room for exotica like standardization.
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European SE activities Higher Education
7
Results of Questionnaire An Overview - Lecture/Course
Master Course Standard diffusion, standardization governance,standardization in SMEs, standardization in networks.Applications: E-business standards, Web Services and SOA.Every winter semester, 4 hrs/week; 40-50 students.
Standardization part of Innovation Economics and Policy courses- strategic aspects of standardization, 2 hrs/week, 20 students
Law of engineering Standardization - 6 hrs/week, 100 students
Course on E-Government - technical and organizational interoperability -standardization5 hrs/week, 20 students
Development of IT Standards and E-Business Applications, Electronic
Business, 4 hrs/week, 20 students
Course option in Masters degree Standardization in Companies andMarkets. Two terms 2hrs/week; 10 15 students
Education Policies of selected European countries
8
Question
Country
1. 2 3 4 5 6 7
Strategy education awareness (P).edu (F).edu networking database
1. France Yes Yes Yes Yes No No No
2. Germany Yes Yes Yes Yes Yes Yes No
3. Netherlands Yes No No No No No No
4. UK Yes Yes Yes Yes Yes Yes Yes
1) National standardization strategy?2) National strategy on standardization education?3) Strategy on standardization awareness?
4) Strategy on standardization education programs for professionals?5) Strategy to embed standardization in formal education?6) Strategy on standardization networks?7) Strategy on standardization (education) databases?
Source: Choi/de/Vries/Kim (2009). Standards Education Policy Development: Observations based on APEC Research. In: J.of IT Standards & Standardization Research (forthcoming).
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Notable European SE activities national SEstrategies
Big European countries like Great Britain, France and Germany explicitlyaddress SE in their strategy papers but not academic education.
Many small European countries do not have any SE strategy at all. SEactivities in this case hardly go beyond the professional education providedby NSBs.
National Strategies often do not explicitly consideracademic education in standardization
9
Notable European SE activities EU-level
EU-organs are also increasingly acknowledging the significance of SE.
The European Council:
encourages the Member States to improve the position ofstandardization in education programmes and academic curricula, in
order to familiarize students with the strategic benefits andchallenges of standardization, drawing on the expertise ofstandardization bodies (Council Conclusions of 25 September 2008).
To discuss a possible EU approach to SE, a Standards andEducation Meeting was held in Brussels on 2009-02-10.
Follow-up activities and concrete actions are yet still to come.
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Notable European SE activities CEN, CENELEC andETSI
CEN StandardsDays are held twice a year, in the form of two-dayinformation sessions. Aim is to raise awareness and to providespecialized training. Target groups: All actors interested in the Europeanstandardization system.
Technical Assistance Programmes offer training sessions and acollection of training material (CD-ROMs, brochures, booklets).
CEN-CENELEC PR Round Table has considered a CD-ROM forstudents but this has not materialized so far.
CENELEC: Awareness courses for newcomers, tailor-made training forprofessionals upon request, promotional material. Education is high onthe agenda, but no concrete measures have been taken so far.
Joint Working Group on Education about Standardization (JWG-EaS) byCEN, CENELEC, ETSI since March 2010.
11
Contents
1. Why the focus on academic standardisation education?
2. European activities involving academic standardization education
3. Challenges of Academic Standardization Education in Europe
4. Conclusion
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Challenges of Standardization Education in Europe
Historically, the qualification of standards experts has been based ontraining on the job.
Because of the changes which have taken place in industry in the past 20years, this doesnt work anymore.
Standardization has changed from being an instrument of rationalization to
being a powerful strategic instrument for enterprises.
Today standardization takes its place in the context of
multinational corporations and globalization.
Asian countries have understood this and are alreadyimplementing suitable strategies in SE.
A paradigm shift has taken place:
The Asian Education System
Asian Education System
14
Ministry
NSB
Standardization Education Programm
The hierarchical AsianEducation System enablesAsian counties to develop andimplement a consistentnationwide standardseducation programme fromprimary school to university.
NSB: National Standards Bodies
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The European academic Education System
European Education System (Germany)
15
EuropeanCommission
(27 Countries)
16 States of Germany
CEN/
CENELEC/
ETSI
State(Germany)
NSB(DIN)
VDI/VDE
otherstandn. orgs.
such as DKE
The decentralized European education systemand the variety of different standardizationoranizations leads to a heterogeneous range ofacademic and post-formal education in standards.
Research Results 2009The relationship between academia and companies
Academia and companies are notwell networked.
No mutual exchange ofinformation, no commondatabase.
Academia is not well informedabout what firms andprofessionals expect from SE atuniversities.
Firms and professionals are not
well informed on what academiahas to offer in standardseducation.
Companies
Academicstudy and further
education
Gap betweensupply anddemand
v
Gap betweensupply anddemand
Gap betweensupply anddemand
Academicestablishments
Deutsches Institutfr Normung e.V./Beuth Verlag GmbH
2.
1. 3.
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Contents
1. Why the focus on academic standards education?
2. European activities involving academic standardization education
3. Challenges of Academic Standardization Education in Europe
4. Conclusion
17
Conclusion
How to create a coherent academic standardization education system?
Clarify responsibilities and financial support
Set up a project structure
Develop a modular and interdisciplinary curriculum of standardization by acompetent team, containing lectures not just PowerPoint presentations
Set-up of a repository of educational material for academic staff - only by a non-profit organization, such as EURAS
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State and Challenges of European Standardisation Education in Academia
Thank you very much for your attention!
19
20
CONTACT
Univ.-Prof. Dr.-Ing. Wilfried Hesser
Department of Standardization and Technical Drawing
Helmut-Schmidt-Universitt
Universitt der Bundeswehr Hamburg
Holstenhofweg 85
22043 Hamburg
Tel.: +49 (0)40-6541-2861
Fax: +49 (0)40 -6541-2092
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1ILIAS 4 eLearning 1
ILIAS 4 eLearningOpen Source Learning Management
www.ilias.de
2ILIAS 4 eLearning 2
ILIAS at a Glance
ILIAS is ...
a Learning Management System forweb-based teaching and learning
a flexible course player and authoring tool
SCORM 1.2 and SCORM 2004 certified
a communication and cooperation platform
open source software and free of charge
a secure LMS certified by NCSA
the PfP LMS in use by ISN and JADL
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3ILIAS 4 eLearning 3
ILIAS open source Project
Development of ILIAS started in 1997/98at University of Cologne
Open source project since 2000
International development network
coordinated by the Cologne ILIAS team
Value of software 21.500.000 US$
Over 2.000 installations worldwide
incl. installations with more than 30.000 users
4ILIAS 4 eLearning 4
Selection of ILIAS Users
Defense SectorENCOA, JADL, Marine Nationale Franaise, National Defense University of Poland, National Defense University ofRomania, Partnership for Peace, University of Federal Arms Hamburg, Viking Exercises
UniversitiesAachen, Berlin, Bergamo, Bern, Bremen, Budapest, Dsseldorf, Erlangen-Nrnberg, Giessen, Hamburg, Karlsruhe,Kln, Konstanz, Mainz, Marburg, Shanghai, Stuttgart, St. Luis, Teramo, Tbingen, Zrich
CompaniesAirbus, ARAG, AWD, Basler Versicherung, Bayer Vital, Cognos, GenRe, HDI-Gerling, LaPoste, Malik,Management, Novell, Pharmatechnik, Roto Frank, SACMI, Santander, SkyGuide, VDI, Zumtobel
A lot of users in Vocational Training
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5ILIAS 4 eLearning 5
How to use ILIAS?
ILIAS Learning Management System can be used as
course player to run your ADL courses or modules
cooperation and collaboration platform
e.g. to develop ADL courses
knowledge base
communication platform for projects and teams
ILIAS is a multi-purpose LMS
6ILIAS 4 eLearning
Features
Personal Desktop
Content Repository
Course and Learning Management
Authoring Tools
Test & Assessment
Survey
Communication
Search Engine
Administration
6
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7ILIAS 4 eLearning
Personal Desktop
8ILIAS 4 eLearning
Personal Desktop
My personal workspace in ILIAS
Individual entrance to ILIAS
List of all selected learning objects and services
Calendar
Personal (and public) profile
New mails and news
Personal notes
Contacts Who is online?
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9ILIAS 4 eLearning
Content Repository
10ILIAS 4 eLearning
Content Repository
All learning objects, ressources and services
are stored and offered in the repository:
Courses
Learning Modules
Glossaries
Wikis
Files
PodcastsGroups
Forums and Chats
Tests and Surveys
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11ILIAS 4 eLearning
Course and Learning Management
Course management for supporting
online and blended learning scenarios
Course as container for all necessary learning objects
Learning modules, files, resources, tests a.s.o.
Local administration of course members
Integrated communication features
Calendar and course sessions
Learning objectives and learning progress
11
12ILIAS 4 eLearning
Course and Learning Management
12
Content Import Export Editing
SCORM 1.2 and 2004 learning modules
AICC learning modules
HACP learning modules
ILIAS-XML learning modules
HTML modules
FIles (single upload, ZIP, WebDAV)
Test and survey questions
ILIAS glossaries
Podcast (audio and video)
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13ILIAS 4 eLearning
Authoring
14ILIAS 4 eLearning
Authoring
ILIAS is not only a course player but an
online authoring environment as well
Several integrated tools for content creation:
SCORM 2004 learning module editor
ILIAS-XML learning module editor
Wiki
Glossary editor
Test editor Survey editor
Tools can be connected and interact
e.g.: Learning module + glossary + test questions
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15ILIAS 4 eLearning
SCORM Support in ILIAS
Certified SCORM 1.2 RTE
Certified SCORM 2004 RTE
ILIAS was first open source LMS with
SCORM 1.2 and SCORM 2004 certification
Integrated SCORM 2004 editor
Creating SCORM modules online in ILIAS easily
SCORM support and new editor contributed by ISN
for PfP and ADL WG community
15
16ILIAS 4 eLearning
SCORM Support in ILIAS
ILIAS 4 is the first open source LMS worldwide with
integrated editor for SCORM 2004 modules
Online creation and editing of SCORM modules
Extended text editing and design capabilities
Advanced style editing for corporate design
Five integrated question types (multiple choice)
Different page templates
Easy handling of SCORM organisation (structure) Editing of tables
Export formats SCORM 1.2 & 2004, HTML, PDF, ISO/CD
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17ILIAS 4 eLearning
Test & Assessment
18ILIAS 4 eLearning
Test & Assessment
Integrated testtool for self-assessment
or testing
Several test types
Single and multiple choice
Cloze gap, ordering and matching questions
Open questions
Random tests
Plug-In for new question types
Detailed reporting and certificate
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19ILIAS 4 eLearning
e-Assessment
Possibility to run secure online testing under controlled conditions
Test tool with special settings for online exams:
Kiosk mode that hides all GUI elements not related to current test
IP assignment for every account to prevent account changing
e.g.: user John_Doe can only use IP 134.85.123.221
Safe Exam Browser (SEB) for running online tests in computer labs
Based on Firefox
Changes any computer into a secure workstation
Regulates access to any PC utility
Prevents test candidates from using unauthorised resources
19
20
Computer lab
ILIAS 4 eLearning
e-Assessment
Scenario for online exams at German Universities:
20
SEBSEBSEBSEB
SEB
Learner is running online testin ILIAS in defined time frameusing Safe Exam Browser (SEB)
Tutor creates onlinetest in ILIAS
DedicatedILIAStestserverfor onlineexamshttps
Print outof all testsforstorage
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21ILIAS 4 eLearning
More Features
22ILIAS 4 eLearning
More Features
Integrated search engine
Full text
Meta data
Content of files
Survey tool for evaluation and research
Discussion forums
Chat
Integrated news system
RSS / Newsfeeds
Administration interface
22
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23ILIAS 4 eLearning
Good Practice: ILIAS at Cologne University
ILIAS is standard LMS atCologne University
42.000 active usersin 7 departments
1.800 online coursesper semester
Over 50.000 files uploaded in2009
Used for e-learning,
e-collaboration ande-assessment
24ILIAS 4 eLearning
What is New in ILIAS 4 ?
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25ILIAS 4 eLearning
What is New in ILIAS 4 ?
New look & feel
Revised user interface
Improved usability
Less icons
All improvements based on
an intense usability research
at Berne university
25
26ILIAS 4 eLearning
What is New in ILIAS 4 ?
26
New features:
SCORM 2004 editor
Style sheet editor
Color management for learning
resources
Plug-In slot for repository objects
e.g. to connect external software like
virtual classrooms to ILIAS
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27ILIAS 4 eLearning
What is New in ILIAS 4 ?
27
Improved features:
Course management
Preview as member
Improved presentation of sessions
Discussion forum:
Rich-text-editor for postings
Calendar:
Subscribing to calendar with iCal /
Outlook
Milestone feature
28ILIAS 4 eLearning
What is New in ILIAS 4 ?
28
Improved technology
Google-like search engine with
ranking of results
Oracle database support
Using Ajax for improving
performance
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29ILIAS 4 eLearning
Roadmap
29
September 10, 2010: Published ILIAS 4.1.0 (stable)
September 23 and 24, 2010: ILIAS conference Dortmund
End of March 2011: Feature freeze ILIAS 4.2
July 2011: ILIAS 4.2.0 (stable)
More information?
Visit www.ilias.de
or contact [email protected]
You can try out ILIAS at:
www.demo.ilias.de