1. Marek Milosz1, Magdalena Borys1, Dilshod Muzafarov2, Jamshid Rahimov2
THE JOINT SEMINARS FOR STUDENTS AND TEACHERS – AN EFFECTIVE LEARNING METHOD
Marek Milosz1, Magdalena Borys1, Dilshod Muzafarov2, Jamshid Rahimov2
1Lublin University of Technology (POLAND)
2B. Gafurov Khujand State University (Tajikistan)

2. Plan Introduction Tempus PROMIS project
Joint seminars as a part of the PROMIS project
Seminar on Human-Computer Interaction in Khujand State University
Task flow and their effectivness
Conclusions
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3. Introduction
Education of young people – pupils and students - is very often delivered using the classic method of explicit teaching, called Direct Teaching
Education of adult people – Experiential Learning Cycle (ELC)
Classical Kolb’s Experiential Learning Cycle
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4. Introduction Classical Kolb’s Experiential Learning
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5. Tempus PROMIS project
PROMIS Project – PROfessional network of Master’s degrees Informatics as a Second competence
TEMPUS IV – Sixth Call for Proposals - EACEA/35/20112
December 2013 to December 2016
Big consortium
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6. Tempus PROMIS project The EU consortium
The European Union (EU) consortium:
University of Grenoble Alpes (Grenoble, France)
Beuth Hochschule fuer Technik Berlin (Berlin, Germany)
Savonia University of Applied Sciences (Kuopio, Finland)
Kaunas University of Technology (Kaunas, Lithuania)
Lublin University of Technology (Lublin, Poland)
SYMETRIX (Grenoble, France)
eLeDia (Berlin, Germany)
Ilmi Solutions Oy (Kuopio, Finland)
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7. Tempus PROMIS project The CA consortium
The Central Asia (CA) consortium:
Kyrgyz State Technical University named after I. Razzakov (Bishkek, Kyrgyzstan),
Osh Technological University (Osh, Kyrgyzstan),
Al-Farabi Kazakh National University (Almaty, Kazakhstan),
Eurasian National University (Astana, Kazakhstan),
National University of Uzbekistan (Tashkent, Uzbekistan),
Bukhara State University (Bukhara, Uzbekistan),
Technological University of Tajikistan (Dushanbe, Tajikistan),
Khujand State University named after B.Gafurov (Khujand, Tajikistan),
Turkmen State Institute of Transport and Communication (Ashgabat, Turkmenistan)
Turkmen State Institute of Economics and Management (Ashgabat, Turkmenistan)
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8. Tempus PROMIS project Tasks
Developing Master's curricula, preparation of required documents and obtaining permits for the opening of Master's programme by CA universities from theirs ministries
Creating a facilities for lectures and laboratories in CA universities
Preparation of teaching materials, including materials using the "flipped classroom" method (Reverse Teaching)
Realization of seminars on preferred topics in the CA universities by lecturers from EU universities
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9. Joint seminars 30 teaching seminars in CA 10-15 teaching hours each
Organisation:
presentation of seminar topics’ proposals by EU universities,
dissemination of proposals at CA universities,
collecting expectations from CA universities about proposed topics,
elaboration of seminars’ implementation plan as a result of managing expectations and possibilities of their fulfilment (on the equivalent basis),
realization of seminars and reporting theirs results.
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10. Human-Computer Interaction (HCI)
Joint seminars HCI
Human-Computer Interaction (HCI)
Khujand State University named after B.Gafurov (Khujand, Tajikistan)
Made by: Lublin University of Technology staff
Participants:
Academic teachers
Students
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11. Seminar on Computer Interactions in Khujand State University
June 2016
One week
The schedule
Day
Subject 1
Lesson 1: Human-Computer Interaction. Fundamentals 2
Lab 1: Predictive evaluation using KLM method 3
Lesson 2: HCI – Software interfaces. Usability and Accessibility
Lab 2: Accessibility evaluation using WCAG 2.0 list 4
Lesson 3: HCI – Quality assessment of software interfaces
Lab 3: Heuristic evaluation of software interfaces quality 5
Lesson 4: HCI – Design of software interfaces
Lab 4: User Centred Design (User Context Analysis, Sketching). Prototyping tools
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12. Task flow and their effectivness
First part of the seminar (with monitored effectiveness) focused on Keystroke-Level Model (KLM)
Scenario: filling the form
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13. Teaching scenario
Classical lecture with multimedia support - lecture about KLM (Direct Teaching).
Calculation of execution time for the first task (Task 1) using KLM and results presentation (Concrete Experience from ELM).
Comparison of the results with the reference solution and discussion on the differences (Reflective Observation from ELM).
Individually getting acquainted with the description and theory background for task 2 followed by the discussion and question-answer session (Abstract Conceptualization and Experimentation with elements of Reverse Teaching)
Calculation of execution time for the second task (Task 2) and results presentation (Concrete Experience from the second cycle of ELM)
Comparison of the results obtained in task 2 with the reference solution (Reflective Observation from the second cycle of ELM)
Application of the same scheme as presented in points 4-6 for task 3 (Task 3).
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14. Teaching effectiveness results
Task 1
Diff 1
Group 1
26.62
15.3%
Group 2
22.52
28.3%
Group 3
33.02
5.1%
Group 4
31.42
0.0%
Group 5
28.36
9.7%
Group 6
26.86
14.5%
Reference solution
Average
12.2%
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15. Teaching effectiveness results
Task 1
Task 2
Diff 1
Diff 2
Group 1
26.62
19.74
15.3%
0.0%
Group 2
22.52
16.50
28.3%
16.4%
Group 3
33.02
5.1%
Group 4
31.42
19.82
0.4%
Group 5
28.36
17.14
9.7%
13.2%
Group 6
26.86
19.18
14.5%
2.8%
Reference solution
Average
12.2%
5.5%
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16. Teaching effectiveness results
Task 1
Task 2
Task 3
Diff 1
Diff 2
Diff 3
Group 1
26.62
19.74
29.54
15.3%
0.0%
7.2%
Group 2
22.52
16.50
28.64
28.3%
16.4%
10.1%
Group 3
33.02
26.74
5.1%
16.0%
Group 4
31.42
19.82
0.4%
Group 5
28.36
17.14
31.76
9.7%
13.2%
0.3%
Group 6
26.86
19.18
28.16
14.5%
2.8%
11.6%
Reference solution
Average
31.84
12.2%
5.5%
8.7%
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17. Teaching effectiveness results
Task 1
Task 2
Task 3
Diff 1
Diff 2
Diff 3
SUM
Group 1
26.62
19.74
29.54
15.3%
0.0%
7.2%
22.5%
Group 2
22.52
16.50
28.64
28.3%
16.4%
10.1%
54.8%
Group 3
33.02
26.74
5.1%
16.0%
21.1%
Group 4
31.42
19.82
0.4%
7.6%
Group 5
28.36
17.14
31.76
9.7%
13.2%
0.3%
23.2%
Group 6
26.86
19.18
28.16
14.5%
2.8%
11.6%
28.9%
Reference solution
Average
31.84
12.2%
5.5%
8.7%
26.3%
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18. Conclusions
A teacher should be flexible in method choice which should be always adopted to the individual teaching conditions and with utmost attention payed to the structure of the student group
The efficiency of applied methods was confirmed by the assessment of the results obtained by individual groups working on specific tasks during the HCI seminar
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19. Thank you e-mail: m.milosz@pollub.pl Contact: Dr. Marek Miłosz
Lublin University of Technology
Electrical Engineering and Computer Science Faculty
Institute of Computer Science
38A Nadbystrzycka Str.
Lublin, Poland
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