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MINISTRY OF EDUCATION AND TRAINING HANOI NATIONAL UNIVERSITY OF EDUCATION DUNG NGUYEN VIET APPLY CLOUD COMPUTING TO TEACHING BASIC INFORMATICS FOR STUDENTS OF PEDAGOGICAL COLLEGES Major: Theory and Methodology of Teaching Industrial Technology Code: 9.14.01.11 SUMMARY OF DOCTORAL THESIS HANOI - 2020 THE THESIS WAS COMPLETED AT HANOI NATIONAL UNIVERSITY OF EDUCATION Academic Advisors Assoc Prof Dr Le Huy Hoang Assoc Prof Dr Le Thi Thu Hien Reviewer 1: Assoc Prof Dr Tran Khanh Duc Hanoi University of Science and Technology Reviewer 2: Assoc Prof Dr Mac Van Tien National Institute for Vocational Education and Training Reviewer 3: Assoc Prof Dr Tran Dang Hung Hanoi National University of Education This dissertation will be defended before the National review board at Hanoi National University of Education At … The dissertation is available at: - National Library - HNUE’s library INTRODUCTION REASONS FOR CHOOSING THE THESIS Nowadays, with the strong development of science and technology, the application of modern technologies, information technology (IT) achievements in the educational process is an inevitable trend, a powerful tool to support innovation of teaching and learning methods Resolution No 29-NQ/TW of the Central Committee of the Communist Party, XI term insists: "Promoting the application of information technology and communication in teaching and learning is one of the tasks and solutions to fundamentally innovate education and training to meet the country's development requirements.” The fourth industrial revolution, also known as revolution 4.0, was the fourth industrial era since the first industrial revolution took place in the eighteenth century With the 4.0 revolution, the invention is considered to be a major breakthrough that is cloud computing with huge data centers that bring everything at hand with just one device connected to the Internet (Astrid Tuminez, 2017) Cloud computing brings schools and educational institutions with a powerful technology processing solutions and the ability to update flexibly according to the needs of users, as well as reasonable costs for developing educational IT systems, which may help education institutions to focus on maximizing their resources to perform the key tasks of training and scientific research; meanwhile, cloud computing is the foundation for establishing an open online learning environment that connects the community of schools, teachers and learners, providing teachers and learners with unlimited IT services to organize teaching activities at anytime, anywhere in the form of modern teaching organizations, contributing to building a learning society With the development trend of cloud computing in education, research on application of cloud computing in teaching has become an area of interest from scientists, agencies and educational institutions in many countries over the world, especially in the past decade, with many important achievements published In Vietnam, this research direction has initially received the attention of some experts and scientists However, at the doctoral thesis level, there has not been any research project in Vietnam studying the topic of cloud computing in teaching The basic informatics module is a compulsory part of the training program for students at most pedagogical colleges The reality of teaching the module shows that IT has not really promoted its full potential to support teaching this module Requirements on innovative contents, methods and forms of teaching to improve the quality of learning basic informatics for students has become an urgent task From the above reasons, the author has chosen the thesis topic as: Apply cloud computing to teaching basic informatics for students of pedagogical colleges STUDYING PURPOSES Setting up the model of cloud computing in teaching and applying it to teaching basic informatics module for students of pedagogical college to improve their learning outcomes STUDYING TASK - Study, synthesize, and develop the theoretical basis of cloud computing and its application in teaching Accordingly, it proposes the cloud computing model in teaching tailoring with the educational condition of Vietnam - Surveying and assessing the practical situation and the feasibility of applying cloud computing to teaching basic informatics for pedagogical students - Employ the proposed models into designing the process of applying cloud computing to teaching basic informatics for pedagogy students - Carry out pedagogical experiments and ask for expert feedback to access and evaluate the suitability and feasibility of the dissertation’s recommendations THE SUBJECT, OBJECT, AND AREA OF RESEARCH 4.1 Subjects of research: The process of teaching basic informatics in pedagogical colleges 4.2 Objects of research: Teaching activities based on the application of cloud computing 4.3 The scope of research: The scope of survey: All pedagogical colleges in the Northern midland and mountainous region; the scope of participants: non-IT students of pedagogical colleges; the scope of experiment: the pedagogical experiment was conducted at Thai Nguyen College of Education SCIENTIFIC HYPOTHESIS A well-designed and proper application of cloud computing in teaching basic informatics on pedagogical students would improve their learning outcomes STUDYING METHODOLOGIES 6.1 Theoretical studying methods: Analyze, compare, synthesize, classify and systematize research resources on the world and in Vietnam related to the scope and research tasks for the purpose of building the base theory of the topic On that basis, propose a theoretical framework on applying cloud computing to teaching 6.2 Practical studying methods: Survey by questionnaire; interview; observe; professional solution; Experimental experimentation to conduct actual surveys, test and evaluate the proposed teaching process Mathematical statistics to process data in field survey, experiment, and assessment proposed measures NEW CONTRIBUTIONS OF THE THESIS - The thesis has contributed to the development of the theoretical basis of applying cloud computing to teaching tailoring with the practical condition of Vietnam including: Building the concept of cloud computing-based teaching Identifying the role of cloud computing in teaching; methods of selecting cloud computing service models in education, forms of cloud computing in teaching Also, it has established the model of applying cloud computing to teaching and identified characteristics as well as requirements for applying cloud computing to education; benefits and challenges of applying cloud computing to educational facilities - It analyzed and assessed the reality and the feasibility of applying cloud computing to teaching basic informatics for pedagogical students - It applied the model of cloud computing application in teaching to design the process of teaching basic informatics for pedagogical students It also tested and confirmed the feasibility and effectiveness of the proposed process through pedagogical experiments and expert consultancy THESIS STRUCTURE The thesis consists of the introduction, three chapters, conclusion and recommendations Chapter 1: Theoretical basis of applying cloud computing to teaching Chapter 2: The practical basis of applying cloud computing to teaching basic informatics for pedagogical students Chapter 3: Apply cloud computing to teaching basic informatics for pedagogical students CONTENTS Chapter 1: THEORETICAL BASIS OF APPLYING CLOUD COMPUTING TO TEACHING 1.1 OVERVIEW OF RESEARCH ON CLOUD COMPUTING APPLICATION IN EDUCATION This section presents some published research results of domestic and international researchers on application of cloud computing in education Through the general research, it can be affirmed: nowadays, there have been many research projects on deploying cloud computing applications in education with certain achievements and outcomes Scientists have gone in depth to study a number of general theoretical issues about the application of cloud computer in education as well as focusing on clarifying the advantages of cloud computing application to educational activities at schools, state educational institutions; confirming that the application of cloud computing is an appropriate trend for the deployment of IT applications in teaching to support schools and teachers - and learners and innovate content, form and teaching method, thus enhancing the effectiveness of training activities This especially true with schools in developing countries of Asia and Africa However, the overall research results also show that, to date, there have not been many empirical studies focusing on the use of cloud computing in educational institutions The need to keep developing theories about applying cloud computing to teaching is profound and necessary, especially when the development of education is associated with innovation requirements to fit the context of the industrial revolution 4.0 In line with the general trend of the world, in Vietnam, cloud computing application in education has also received interest from a number of researchers Among the published studies, the authors mostly are lecturers who are currently directly teaching at universities and colleges The number of researches on the application of cloud computing in education in general and the research conducted by educational institutions and organizations in particular is still quite modest, not really commensurate with the rapid development of cloud computing for education The overall research also shows that, in Vietnam, there is currently no doctoral thesis researching on the subject: Apply cloud computing to teaching for pedagogical students The Research and selective inheritance of studies related to the topic to establish theoretical basis and model design, process of applying cloud computing to teaching in accordance with the realistic characteristics the Vietnamese education system in general and the characteristics of teaching IT at pedagogical colleges in particular is a very practical research issue, helping to comprehensively promote the values cloud computing application in education, thus, improving the training quality at schools 1.2 THE CONCEPTS OF TOOL 1.2.1 Cloud computing In this thesis, under application approach, the term cloud computing can be interpreted as: cloud computing is a computing solution that enables the provision of services via the Internet IT services (including: technology infrastructure, application development platform, software) with a flexibly upgradable manner according to user demand, saving capital investment and time to employ technology 1.2.2 Blended learning Through a number of blended learning concepts developed by domestic and international researchers, it can be seen that the blended learning has the following features: Firstly, on the purpose of blended learning: Supplementing one another to help promote the advantages and overcome the disadvantages of two forms: face-to-face teaching in class and online learning Secondly, on the implementation method: flexibly combine two teaching forms: face-to-face class and distance online learning Each instructor, based on the teaching context, decides the ratio of online/face-to-face teaching to best achieve the teaching goals Finally, on the means of teaching: Blended learning is closely associated with IT media and Internet 1.2.3 Cloud-based Teaching Cloud-based teaching is a type of teaching in which teachers use information technology services (including: technology infrastructure, application development platforms, software) provided via the Internet to support teaching activities for learners in one of the following forms: face-toface, online or a combination of the above two forms Cloud-based teaching helps educational institutions minimize technological investment costs, infrastructure, human resources and time to deploy IT systems to support teaching and offer teachers and learners with access to the most advanced information technology achievements for teaching activities, thereby partly renewing the content, methods, organizational forms of teaching and improving educational efficiency In this study, "Cloud-based teaching" is interpreted conceptually equivalent to the term “Application of cloud computing in teaching” 1.3 OVERVIEW OF CLOUD COMPUTING 1.3.1 The history of cloud computing The term cloud computing was born in the 1950s’ when large-scale main frame computers were deployed in a number of educational institutions and large corporations Amazon provided the Amazon Web Services (AWS) platform in 2006, marking the commercialization of cloud computing Since the beginning of 2008, Eucalyptus has been introduced as the first open source mobile platform, compatible with AWS API Nowadays, there are numerous cloud computing products, such as Google App Engine, Microsoft Azure, Nimbus, 1.3.2 Characteristics of cloud computing Cloud computing possesses following features: On-demand self-service; Broad network access; Concentrate resources; Flexibility; Measurability 1.3.3 Classifying cloud computing services 1.3.3.1 Cloud computing service implementing models Cloud computing has the following service implementing models: Public Cloud, Private Cloud, Hybrid Cloud, Community Cloud 1.3.3.2 Cloud computing service providing models Cloud computing can be divided into three service providing models, depending on types of customers as follow, Infrastructure as a Service (IaaS); Platform as a Service (PaaS); Software as a Service (SaaS) 1.4 APPLY CLOUD COMPUTING TO TEACHING 1.4.1 The role of cloud computing in teaching Cloud computing service is essentially IT resources distributed over the Internet to users, so cloud computing will fulfill the role of IT in teaching Accordingly, from an educational perspective, cloud computing plays the following prominent roles: First, it is the data center; Second, it is the tool for multimedia; Third, it is the simulation environment; Fourth, it is the connection tool; Fifth, it is the online learning environment; Finally, it is the learning content 1.4.2 Selecting cloud computing service models for education 1.4.2.1 Selection of cloud computing service implementing models according to educational institution characteristics - Public Cloud Model: Suitable for small and medium-sized educational institutions, with limited strength in infrastructure, capital investment, and IT human resources - Private Cloud Model and Hybrid Cloud Model: Suitable for large-scale educational institutions, with strong potentials of IT infrastructure, capital investment, and IT human resources, as well as educational institutions oriented in IT training and research - Community Cloud Model: This is an appropriate choice if the community of educational institutions in the same development orientation has the unity to use a common cloud solution for educational activities of units in that community 1.4.2.2 Selection of cloud computing service models according to educational institution characteristics - IaaS model: Suitable for educational institutions with limited budget and IT human resources to build and maintain IT infrastructure for teaching and learning activities - PaaS model: Suitable for educational institutions specializing in IT training and research The PaaS service provides an environment on which learners can develop, test, and deliver various applications and services - SaaS model: Suitable for many types of schools - from large scale to medium and small; You can choose to apply for education quickly, simply and effectively However, depending on the characteristics and specific needs of the unit, each school can choose two or even three models to apply for educational activities in their units so as to maximize the advantage of cloud computing 1.4.2.3 Selection of cloud computing service models according to users in the educational system - For teachers, learners and administrators: SaaS software service models and IaaS infrastructure services will be the right choice for work - For researchers: Suitable for IaaS infrastructure services and PaaS platform services - For software developers for education: PaaS platform services will be the right choice for work 1.4.3 Application forms of cloud computing in teaching Basing on the concept of Cloud-based Teaching as shown in section 1.2.3 and developing trends of IT application in teaching by author Hien Nguyen Van, the dissertation proposes specific forms of cloud computing application in teaching as follows: Form 1: The application of cloud computing in face-to-face teaching This form consists of two levels At level 1: Teaching is conducted in a face-to-face environment, the instructor uses cloud computing to gain information, resources, design teaching support contents, as well as to improve professional skills; learners can participate in activities organized by teachers with the help of cloud computing but not as a learning support tool At level 2: Teaching is done in a face-to-face environment In addition to the interactions and meanings described in form 1, learners also use cloud computing as a tool to support their learning process Form 2: The application of cloud computing in online learning The method of applying cloud computing to teaching is associated with the forms of teaching online Both teachers and learners use cloud computing in their online teaching and learning activities, rather than face to face communication format This method enables the organization of teaching to take place at anytime, anywhere, however, it requires learners to be active and positive during the whole learning process Form 3: The application of cloud computing in Blended learning Both instructors and learners use cloud computing service in their teaching activities in the form of combining online learning in cloud computing environment with face-to-face teaching in class In online learning, cloud computing plays the role of creating an environment and providing tools to conduct teaching activities When face-to-face teaching is performed, cloud computing services will become tools to support the teaching process of teachers and learners The dissertation employs these forms to apply cloud computing to teaching 1.4.4 Application models of cloud computing in teaching 1.4.4.1 The scientific basis of proposing cloud computing in teaching (1) Applying cloud computing to teaching is a trend stemming from the needs and practical conditions of educational institutions (2) TPACK model basis (3) Interactive pedagogical basis (4) Reversed class model basis 1.4.4.2 Models proposed Inheriting the research of the author Hoang Le Huy (2013), the thesis proposes the application model of cloud computing in teaching as shown in Figure 1.9 12 Chapter 2: THE PRACTICAL BASIS OF APPLYING CLOUD COMPUTING TO TEACHING BASIC INFORMATICS FOR PEDAGOGICAL COLLEGE STUDENTS 2.1 THE PRACTICAL CONDITION OF APPLYING CLOUD COMPUTING TO TEACHING BASIC INFORMATICS FOR PEDAGOGICAL STUDENTS 2.1.1 Field survey 2.1.1.1 The purpose of field survey To analyze the practical condition and feasibility of cloud computing in teaching basic informatics for pedagogical students, creating a practical basis for the development of principles and processes of applying cloud computing to teaching basic informatics for pedagogical college students 2.1.1.2 The content of the field survey - The practical condition of applying cloud computing to teaching basic informatics for pedagogical students - Relevant practical conditions such as, curriculum characteristics, infrastructure, IT human resources, and conditions of teachers and students to evaluate the feasibility of applying cloud computing to teaching basic informatics for pedagogical students 2.1.1.3 The object and scale of the field survey No Object Students of formal pedagogical colleges who not specialize in informatics have completed basic informatics subject Number of collected votes 1323 IT teachers at schools 36 IT staff Each school surveyed 01 key officer 2.1.1.4 Time and location of the survey - Time: May and June 2018 - Location: All pedagogical colleges in Northern midland and mountainous region 2.1.1.5 Methods of the survey The dissertation has employs the following methods during the field survey: Questionnaires, In-deep Interview, Mathematical statistics 2.1.2 The result of field survey Despite the fact that most teachers acknowledge the important role of applying cloud computing to teaching basic informatics for pedagogical college students as well as its positive outcomes in education, pedagogical colleges have not paid much attention on this issue Specifically, most teachers have a 13 proper awareness of the advantages and the necessity of applying cloud computing to teaching basic informatics, however, in the basic informatics training programs, most of the schools not have specific teaching content about cloud computing and have not yet used cloud computing software as a learning tool for this subject Most teachers just understand the basic concepts and characteristics of cloud computing and have not yet applied it to teaching There is also a small number of teachers who said that they have made some research and are currently applying cloud computing to their own teaching process, however, this application is only based on these teachers’ personal experience, instead of scientific principles and processes Most teachers just only apply cloud computing services to the preparation process for teaching or simply just to explore some new thing As for students, most of them have used the cloud computing applications but not know that such applications are actually based on cloud computing The current teaching situation shows that it is necessary to study and propose the process of applying cloud computing to teaching basic informatics effectively, in order to renovate the content, form and method of teaching and improve the students’ learning efficiency in the module The teaching reality is necessary to study and propose the process of applying cloud computing to teaching basic informatics effectively in order to renovate the content, form and method of teaching and improve the students’ learning efficiency in the module 2.2 THE FEASIBILITY OF APPLYING CLOUD COMPUTING TO TEACHING BASIC INFORMATICS FOR PEDAGOGICAL STUDENTS 2.2.1 Characteristics of basic informatics curriculum at pedagogical colleges It is feasible to apply cloud computing to teaching basic informatics Particularly, teachers can apply cloud computing to teaching basics informatics for pedagogical students in two forms: firstly, it is used as a tool to support teaching basics informatics for students; secondly, cloud computing is a learning subject for students 2.2.2 The condition of IT infrastructure at schools The conditions of IT infrastructure and the Internet of pedagogical colleges is suitable to deploy cloud computing application because this technology does not highly demand team of IT human resources, servers; it just requires the quality of the Internet connection 2.2.3 The conditions of lecturers The lecturer capacity of applying information technology in teaching, personal devices and equipment owned by teachers such as computers and smartphones that can be used for teaching allow them to be ready to deploy the 14 cloud computing application in teaching 2.2.4 The condition of students Since the majority of students owning smartphones with regular connection and the learning skills that have been equipped and trained in the pedagogical environment are advantages of applying cloud computing in studying From the above basis, it is unarguable: Given the characteristics of basic informatics curriculum and related conditions on information technology infrastructure of schools, lecturers and students, it is possible to deploy cloud computing applications in teaching basic informatics for students at the pedagogical colleges SUMMARY OF CHAPTER Through studying the reality of cloud computing applications in teaching basic informatics it can be stated: Despite the fact that most teachers acknowledge the important role of applying cloud computing to teaching basic informatics for pedagogical college students as well as its positive outcomes in education, pedagogical colleges have not been paid much attention on this issue The reality of teaching basic informatics at pedagogical colleges poses the need to study and propose the process of applying cloud computing to teaching basic informatics effectively in order to renovate the content, form and method of teaching and improve the students’ learning efficiency in the module The characteristics of basic informatics curriculum and the related conditions of the schools’ IT infrastructure, teachers and students are suitable for applying cloud computing to teaching basic informatics for students at pedagogical colleges This is an important practical basis for the research and development of applying cloud computing to teaching basic informatics for pedagogical college students in order to innovate the content, method and form of teaching organization, contributing to improving the quality of learning the module for students 15 Chapter 3: APPLY CLOUD COMPUTING TO TEACHING BASIC INFORMATICS FOR PEDAGOGICAL COLLEGE STUDENTS 3.1 THE PRINCIPLES OF APPLYING CLOUD COMPUTING TO TEACHING BASIC INFORMATICS FOR PEDAGOGICAL COLLEGE STUDENTS In order to apply the model and process of applying cloud computing to teaching basic informatics for pedagogical college students, the author relies on the following basic principles: 3.1.1 Ensure systematic 3.1.2 Ensure practical 3.1.3 Ensure the development 3.1.4 Ensure uniformity 3.1.5 Ensure co-operation 3.1.6 Ensure integration 3.1.7 Ensure a harmonious combination between online and face-toface teaching 3.1.8 Ensure data security in cyber space 3.2 THE PROCESS OF APPLYING CLOUD COMPUTING TO TEACHING BASIC INFORMATICS FOR PEDAGOGICAL COLLEGE STUDENTS Through the process of applying cloud computing to teaching presented in chapter 1, the dissertation proposes the process of applying cloud computing to teaching basic informatics for pedagogical students as follows: 3.2.1 Stage 1: Preparation - Orientation 3.2.1.1 Building online learning environment through cloud computing platform (1) Selecting cloud computing service suitable to characteristics of pedagogical colleges for teaching: despite of having limited IT infrastructure and human resources, teachers and students are in good connection with the internet; the internet is widely covered both in school and residential area That is the reason why cloud computing is the best choice, given the practical condition, to implement teaching applications as below No Service model Cloud computing service provider Cloud computing service implementation Appropriate selection SaaS Public cloud (2) Selecting specifics cloud computing service provider for teaching: The thesis proposes a list of SaaS cloud computing services which are suitable for applying in teaching basic informatics for pedagogical college students (3) Apply the selected cloud computing service to create online learning environment: teachers employ the selected cloud computing service 16 to create online classroom for teaching activities 3.2.1.2 Creating lesson plan (1) Allocate teaching contents into each environment First, with the lesson content, the lecturer analyzes the lesson content to identify and design the corresponding teaching activities on two environments: online and face to face in class (2) Design teaching contents suitable to each environment This includes goals, relevant requirements to prepare, teaching and assessing activities on learners for online and in-class environments accordingly 3.2.1.3 Design materials for teaching In this step, teachers design the following types of materials for teaching: Documents guiding the way of learning according to the process of using cloud computing in teaching; A manual of using cloud computing tools to learn in online and face-to-face environments; Basic informatics lectures video/slide forms; References of basic informatics related to the lesson; basic informatics tests; Questionnaires on information about the teaching process 3.2.1.4 Prepare facilities for teaching From the established teaching plan, teachers prepare necessary facilities to serve the teaching organization Some essential conditions are: Computers, mobile devices with Internet connection to organize teaching in cloud environment Computer room with Projector and internet-connected computers, personal mobile devices connected to the Internet to organize face-to-face teaching in class 3.2.1.5 Implement learning-oriented activities Teachers introduce to learning plans; instruct ways to study (tasks to be carried out, methods to conduct, requirements to be achieved, time allocation), some basic skills to manipulate cloud computing tools for learning basic informatics both online and face to face; answer, discuss, and explain confused issues to students 3.2.1.6 Experiment Teachers run a trial test on the online classroom system and the constructed resources for basic informatics They consult experts and experienced colleagues and make timely adjustments (if necessary) before conducting the teaching 3.2.2 Stage 2: Organize teaching This stage implements lesson plans created in stage 3.2.2.1 Online teaching via cloud computing environment Activity Log on the online classes Activity Teachers give out online learning tasks to students 17 Activity Students carry out learning tasks In this period, students actively learn and perform assigned learning tasks; Teachers supervise and support students in learning In the proposed teaching process, self-study activities of students in cloud environment have a decisive influence on the effectiveness of face-to-face learning activities Therefore, during the process of online learning, teachers should pay attention to regularly access the system to supervise, support and urge students along their learning process, ensuring that all students in the class complete the online learning task before moving into face-to-face teaching 3.2.2.2 Face-to-face teaching with the support of cloud computing This is the second step of the teaching process This step is associated with the teaching practice of schools by the face-to-face teaching process between teachers and students, which is conducted according to subject curriculum With the characteristics of the basic informatics module: The practical sessions are usually arranged immediately after the theory period right in the same class Therefore, we designed the teaching procedure for general informatics face with the support of cloud computing as follows: (1) THEORETICAL TIME (Duration: 01 credits) Activity 1: Teachers evaluate self-study results of students Activity 2: Teachers organize for students to report and comment on individual assignments Activity 3: Teachers explain questions related to new lesson knowledge Activity 4: Teachers arrange students for discussion to expand knowledge Activity 5: Teachers help students to systemize new acquired knowledge by mind map (2) PRACTICAL TIME (Duration: 02-03 credits) Activity 1: Teachers brief practical tasks for students Activity 2: Students practice in group to complete products Activity 3: Students discuss and agree on how to report products Activity 4: Teachers set up students to report/comment on practical products Activity 5: Teacher summarizes the lesson and assigns self-study tasks of the new lesson 3.2.3 Stage 3: Assessment - Completion 3.2.3.1 Assessment (1) Assess learning results Teachers assess learning results through the end-of-chapter and end-ofsubject tests (2) Assess learning process Teachers assess the whole teaching process of the basic informatics lesson through notes, observation combined with colleague discussion; getting student 18 feedback by Google Forms 3.2.3.2 Modify and improve teaching process From the evaluation results obtained in step 1, teachers learn by xperience, adjust and improve lesson plans in the spirit of promoting positive aspects that have brought about efficiency for the teaching process and overcome hort comings still affect the quality of teaching 3.3 EXAMPLES OF CLOUD COMPUTING APPLICATION IN TEACHING FOR STUDENTS OF PEDAGOGICAL COLLEGES 3.3.1 Overview of illustrative example The thesis uses the details of basic informatics module of Thai Nguyen College of Education as a basis for designing illustrative examples of cloud computing application in teaching basic informatics for pedagogical college students Particularly, the thesis illustrates the process of applying cloud computing to teaching basic informatics for pedagogical college students through a teaching plan designed for the topic: 4.2.2 Building the content of the presentation, in Chapter 4: Using basic slideshows The topic includes lessons: Lesson Insert and manipulate text, tables, graphic objects, diagrams Lesson Insert and manipulate charts, sound effects and links 3.3.2 Illustrated teaching plan This section details teaching plan Lesson 1: Insert and manipulate text, tables, graphical objects, diagrams Teaching plan Lesson 2: Insert and manipulate charts, sound effects and links, are presented in the appendix of the thesis 3.4 EXPERIMENT - ASSESSMENT THE PROCESS OF APPLYING CLOUD COMPUTING TO TEACHING BASIC INFORMATICS FOR STUDENTS OF PEDAGOGICAL COLLEGES 3.4.1 The purpose, object and methods of experiment 3.4.1.1 The purpose of experiment The purpose is to verify the correctness posed by the scientific hypothesis of the dissertation: A well-designed and proper application of cloud computing in teaching basic informatics on pedagogical students would improve their learning outcomes The specific purpose of testing is to assess the correctness and feasibility of the content proposed in the thesis on the theory of cloud computing application in teaching; the process of applying cloud computing to teach basic informatics for students of pedagogical colleges 3.4.1.2 Experimental methods To test the scientific hypothesis, the topic used two testing methods: SM and PEM method The dissertation also uses mathematical statistics method to 19 calculate test results 3.4.1.3 The object of experiment - With pedagogical experiment method (PEM), due to the actual training scale of current pedagogical students, the number of students participating in the experiment is somewhat inadequate PEM only works at Thai Nguyen College of Education with students of Early Childhood Education and Primary Education faculties - With specialized methods (SM), the dissertation consulted teachers with qualifications and experience in research, teaching on IT, and Education at a Pedagogical University and a College 3.4.2 Experiment by pedagogical practical method 3.4.2.1 Time and location of the experiment The author conducted the experiment at Thai Nguyen College of Education in November and December 2018 3.4.2.2 The content of the experiment: The author conducted pedagogical experiment on the topic: Developing the content for presentation under the chapter Using basic slideshow of basic informatics module 3.4.2.3 Methods and techniques 1) The process of experiments Step 1: Select experimental objects Step 2: Choose an experimental teacher Step 3: Training for experimental teachers and experimental students Step 4: Implement teaching according to the designed lesson plan Step 5: Assess and evaluate the results of experiments 2) Processing the experimental results (a) Methods and criteria for quantitative evaluation Evaluating student results through post-graduation integrated assignment; using Microsoft Excel to process data Step 1: compare the results of control and experimental classes by calculating and analyzing typical statistics including: mean scores, standard deviation, mode, variance, coefficient of variation, frequency Step 2: verify the mean scores of control and experimental classes The dissertation employs the independent t-test to determine whether the deviation between the mean scores of two classes appears randomly or not Step 3: verify the variance of scores in control and experimental classes 20 Perform analysis of variance (ANOVA) to compare the differences among variances of scores in control and experimental classes, accordingly, confirming the positive outcomes of the experiment’s data (b) Qualitative assessment method Through observing control and experimental classes couples with surveying and interviewing students to evaluate the activeness, motivation, interests, and collaborative spirit of students in class 3.4.2.4 Results of pedagogical practical method 1) Quantitative assessment In order to confirm the quality of pedagogical experiment, the dissertation processes the mathematical statistics of scores in control and experimental classes as below: Table 3.6 Statistics of scores after the experiment Values Mean scores Mode Variance Standard deviation Coefficient of variation Control class 5.93 1.16 1.08 18.17% Experimental class 6.91 1.80 1.34 19.43% It can be seen that the average score of students in the experimental classes is higher than that in the control classes with the deviation of 0,98 Mode values in control class are and (same frequency 34,9%) while the corresponding values in experimental class are and (same frequency 23,3%) The standard deviation and coefficient of variation of scores in the two classes are slightly different with the higher belongs to experimental class This proves that students in experimental class better results than those in control class (37,3% of students in experimental class got excellent scores compared to 11,6% of control class) This analysis confirms that after the experiment students in experimental class perform the test better than those in control class * Using the independent t-test to determine whether the deviation between the mean scores of two classes appears randomly or not In order to verify the mean scores of experimental and control classes, there are two hypotheses: Hypothesis H0 “the mean score deviation of experimental class higher than that of control class is statistical meaning, not random”; hypothesis H1 “the mean score deviation of experimental class higher than that of control class is not statistical meaning, and it happens randomly” Apply TTEST function in Excel to calculate p- random probability with tail = and type = 3, then p = 0,00018 < 0,05 This proves hypothesis H is incorrect and H0 = is correct which means “the mean score deviation of experimental class higher than that of control class is statistical meaning, not random” * Using ANOVA to verify the variance of scores in control and experimental classes 21 In order to verify the variance of scores experimental and control classes, there are two hypotheses: Hypothesis HA “applying and not applying cloud computing to teaching give the same results in experimental and control classes”; hypothesis HB: “applying and not applying cloud computing to teaching give different results in experimental and control classes” Using standard F to verify the hypotheses in MS Excel The analysis of variance gives F (hypothesis testing value) = 13,85 > F crit (critical value) = 3,954568 Therefore, hypothesis HA is rejected, and HB is accepted: “applying and not applying cloud computing to teaching give different results in experimental and control classes” Or to be more specific, the learning results of the experimental classes are better than the control classes due to the positive impact of applying cloud computing to teaching 2) Qualitative assessment The qualitative assessment showed that teaching basic informatics for students in experimental classes applied cloud computing-based teaching promotes students to develop their centered role in teaching - learning activities, in which students have the opportunity to participate in learning activities at anytime, anywhere, helping to develop students' ability to self-study and cooperative learning; moreover, it encourages students to be proactive and positive in creating plans and performing learning tasks, thus improving the results and quality of learning basic informatics module in particular as well as raising awareness and the capability of using cloud computing for teaching and learning activities 3.4.3 Assessing by specialized method 3.4.3.1 The content of experiment The test content includes the central parts of the thesis content: The rationale of applying cloud computing to teaching; model, process of applying cloud computing to teaching; the process of applying loud computing to teach basic informatics for pedagogical college students 3.4.3.2 Methods and techniques 1) Preparation - Prepare a summary of the main content in the dissertation that needs to be assessed by experts; - Prepare a form for expert opinion 2) Asking for expert comments: - Send documents summarizing the main content of the thesis and a questionnaire sheet for experts via Email or send directly - Collect and process feedbacks in opinion forms - Consult with some experts on issues related to the content of the questionnaire sheet 3) Data processing techniques and tools - Gathering opinions using questionnaires on contents that need to be consulted with levels of evaluation; 22 - Levels of suitability: unsuitable, suitable, strongly suitable; - Levels of feasibility: unfeasible, feasible, strongly feasible; Processing statistics using Google Sheets 3.4.3.3 Comments of experts - The content proposed in the thesis on the theoretical basis of applying cloud computing to teaching and its application in teaching basic informatics for pedagogical college students basically ensures science, suitability and feasibility Cloud computing service providing and implementing models as well as SaaS proposed to apply in teaching basic informatics for pedagogical students are appropriate to practical condition in pedagogical colleges - The model and process of applying cloud computing is highly comprehensive and suitable to apply to many learning objects (university and college students) as well as informatics and technical modules However, it needs more time and effort when applying to build the process of teaching basic informatics, Computer Science and other technical modules The implementation must be serious, positive and flexible in building process - The teaching process is suitable with the content and curriculum of basic informatics module at pedagogical colleges However, when applying to the practice of each specific school, it is necessary to consider the application and adjustment (if necessary) flexibly the teaching plan to best suit the practical conditions and curriculum of each school, ensuring the achievement of teaching objectives - Applying cloud computing to teaching basic informatics will create interests in learning and give students the opportunity to fully develop their learning capacity in both environments: online and face-to-face classes, thereby helping to improve students' learning outcomes and skills in using IT in order to meet the requirements of the fourth industrial revolution SUMMARY OF CHAPTER Applying cloud computing to teaching basic informatics for pedagogical students is a solution to innovate teaching contents, forms, and methods; it improves the quality and effectiveness of teaching the module Based on the theoretical basis in chapter and practical basis in chapter 2, the dissertation has defined, created principles and proposed the detailed process of applying cloud computing to teaching basic informatics including three stages: Preparation and orientation; organize teaching; assessment and completion The results of pedagogical experiment show that applying cloud computing to teaching basic informatics for pedagogical students has gotten positive outcomes The result of different experiment methods indicates students in experimental classes got better results than those in control classes This proves that applying cloud computing to teaching partially improves studying quality in students The experiment also points out, in order to 23 effectively applying cloud computing to teaching basic informatics, teachers needs to endeavor in designing lessons, master and employ lessons oriented cloud computing application Their lesson plans should be suitable with practical conditions and curriculums of each specific school, thus ensuring the achievement of teaching goals The specialized method indicates proposed contents on the theoretical basis of applying cloud computing to teaching and its application in teaching basic informatics for pedagogical students ensures the science, suitability, and feasibility Could computing application model is highly comprehensive and suitable for various groups of learners (especially university and college students) as well as informatics and technical modules Applying cloud computing to teaching basic informatics promotes interests in students, thus fostering their full studying potentials CONCLUSION AND RECOMMENDATIONS I Conclusion 1.1 Applying cloud computing to teaching is a trend stemming from the demands and practical conditions of educational institutions Cloud computingbased teaching helps educational institutions minimize investment costs on technology, infrastructure, human resources, and time for deploping IT system, to support teachers and learners with latest IT achievements in teaching Cloud computing-based teaching by blending face-to-face and online forms is the way to renovate the content, forms, and methods of teaching, thus improving the training effectiveness in educational institutions 1.2 Applying cloud computing to teaching is an important research field in terms of both theoretical and practical aspects, however, it has not been systematically studied in Vietnam The thesis has contributed to the development of the theoretical basis of applying cloud computing to teaching tailoring with the practical condition of Vietnam including: Building the concept of cloud computing-based teaching Identifying the role of cloud computing in teaching; methods of selecting cloud computing service models in education, forms of cloud computing in teaching Also, it has established the model of applying cloud computing to teaching and identified characteristics as well as requirements for applying cloud computing to education; benefits and challenges of applying cloud computing to educational facilities 1.3 The field survey shows that although most teachers acknowledge the important role of applying cloud computing to teaching basic informatics for pedagogical college students as well as its positive outcomes in education, pedagogical colleges have not been paid much attention on this issue Therefore, it is necessary to study and propose the process of applying cloud computing to teaching basic informatics effectively in order to renovate the content, form and 24 method of teaching and improve the students’ learning efficiency in the module The results of the field survey have also demonstrated that the characteristics of basic informatics curriculum and the related conditions of the schools’ IT infrastructure, teachers and students are suitable for applying cloud computing to teaching basic informatics for students at pedagogical colleges 1.4 Basing on the theoretical basis of applying cloud computing to teaching and practical basis applying cloud computing to teaching basic informatics for pedagogical college students, the thesis has proposed the process of applying cloud computing to teaching basic informatics for students of pedagogical colleges The results of pedagogical experiment and expert methods have confirmed that the process of applying cloud computing to teaching basic informatics for pedagogical college students proposed by the thesis is appropriate, feasible, and has a positive impact on students' learning outcomes and processes The results of the thesis are the basis for the pedagogical colleges to renovate the content, method, and form of teaching for students, thus improving the quality of teaching basic informatics in particular as well as other computer and technical modules in general II Recommendations To the pedagogical colleges - It is necessary to have changes in informatics teaching; especially, it needs to consider treating cloud computing as a main subject in the IT training program; at the same time, it should actively apply cloud computing technology in innovating method of organizing teaching and learning for students - It is necessary to create a favorable administrative mechanism and professional environment to effectively apply cloud computing to the process of teaching and learning for students To lecturers of pedagogical colleges - Actively updating the trend of international and domestic education innovation, cultivating and updating practical knowledge, changes and development of IT application in teaching in general and application of cloud computing in teaching in particular to be able to apply technology to the teaching process - Actively and regularly study and practice professional skills, including lesson design skills and implement teaching oriented of cloud computing application in teaching, thereby maximizing the benefits of cloud computing in teaching activities, along with the teaching capabilities of the faculty - the learning capacity of students in the industry 4.0 To students of pedagogical colleges Students need to be fully aware of the role and importance of cloud computing in education as well as the influence of training and improving the skills of applying IT in teaching - learning, particularly, the application of cloud 25 computing for the future career in order to be proactive, positive and creative in training oneself and setting appropriate objectives, plans and methods of learning and training LIST OF PUBLICATIONS I Articles Dung Nguyen Viet, Hien Le Thi Thu, Huyen Nguyen Thi Thu (2017), “CloudBased Learning Management System: A Case Study at Thai Nguyen College of Education, Vietnam”, European Journal of Education and Applied Psychology, № 2, pp 40-48 Dung Nguyen Viet, Huyen Nguyen Thi Thu (2015), “The application of Edmodo in designing e-learning “Game activities for kindergartens” for students of Early Childhood Education College”, Educational Journal, № 362, pp 55-58 Dung Nguyen Viet, Le Thi Ngoc Lan (2015), “Some cloud storage services in sharing learning materials to improve teaching effectiveness at Thai Nguyen College of Education”, Educational Journal, Special issued - July, pp 189-192 Dung Nguyen Viet (2015), “Apply cloud computing to teaching specialized informatics for students of pedagogical colleges”, Journal of Education and Society, Special issued - November, pp 27-31 Dung Nguyen Viet (2016), “Google Apps for Education”, Journal of Science and Education, Special issued - July, pp 34-38 Dung Nguyen Viet, Huyen Nguyen Thi Thu (2017), “Using cloud-based Goanimate in design animation videos to support creating life skill education games for preschool children”, Educational Journal, № 397, pp 21-26 Dung Nguyen Viet, Huyen Nguyen Thi Thu (2017), “The application of Google cloud apps in gathering student feedbacks toward instructors at Thai Nguyen College of Education”, Educational Journal, № 415, pp 53-57 Dung Nguyen Viet, Huyen Nguyen Thi Thu (2017), “Education of accident prevention skills for 5-6 year olds through situation simulating videos with the help of cloud computing technology”, Educational Journal, № 418, pp 53-57, 41 Dung Nguyen Viet, Huyen Nguyen Thi Thu (2018), “Using Edmodo to support organizing extracurricular self-study activities for Thai Nguyen College of Education students”, Educational Journal, № 437, pp 59-63, 42 10 Dung Nguyen Viet, Hoang Le Huy (2019), “Some theoretical issues on cloud computing applications in teaching”, Educational Journal, Special issue - May, pp 228-234 II Conference summary 11 Dung Nguyen Viet (2018), “Application of cloud computing technology to set up an online learning environment for training activities at the College of Pedagogy in the Northern midland and mountainous region of Vietnam”, Summary of International Conference on Smart Schools 2018, Held at Ly Tu Trong College (Ho Chi Minh City) December 2018, pp 381-394 III Books 12 Dung Nguyen Viet, Hien Le Thi Thu, Huyen Nguyen Thi Thu (2017), CloudBased LMS: A Case Study at Thai Nguyen College of Education, VN, Lambert Academic Publishing, Germany, ISBN: 978-620-2-07240-3 13 Dung Nguyen Viet (2017), Edmodo User Manual, Thai Nguyen University Publishing ... author has chosen the thesis topic as: Apply cloud computing to teaching basic informatics for students of pedagogical colleges STUDYING PURPOSES Setting up the model of cloud computing in teaching... Cloud computing service implementing models Cloud computing has the following service implementing models: Public Cloud, Private Cloud, Hybrid Cloud, Community Cloud 1.3.3.2 Cloud computing service... computing application in education, thus, improving the training quality at schools 1.2 THE CONCEPTS OF TOOL 1.2.1 Cloud computing In this thesis, under application approach, the term cloud computing

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Mục lục

  • INTRODUCTION

  • 1. REASONS FOR CHOOSING THE THESIS

  • 2. STUDYING PURPOSES

  • Setting up the model of cloud computing in teaching and applying it to teaching basic informatics module for students of pedagogical college to improve their learning outcomes.

  • 3. STUDYING TASK

  • Study, synthesize, and develop the theoretical basis of cloud computing and its application in teaching. Accordingly, it proposes the cloud computing model in teaching tailoring with the educational condition of Vietnam.

  • Surveying and assessing the practical situation and the feasibility of applying cloud computing to teaching basic informatics for pedagogical students.

  • Employ the proposed models into designing the process of applying cloud computing to teaching basic informatics for pedagogy students.

  • Carry out pedagogical experiments and ask for expert feedback to access and evaluate the suitability and feasibility of the dissertation’s recommendations.

  • 4. THE SUBJECT, OBJECT, AND AREA OF RESEARCH

  • 5. SCIENTIFIC HYPOTHESIS

  • A well-designed and proper application of cloud computing in teaching basic informatics on pedagogical students would improve their learning outcomes.

  • 7. NEW CONTRIBUTIONS OF THE THESIS

  • The thesis has contributed to the development of the theoretical basis of applying cloud computing to teaching tailoring with the practical condition of Vietnam including: Building the concept of cloud computing-based teaching. Identifying the role of cloud computing in teaching; methods of selecting cloud computing service models in education, forms of cloud computing in teaching. Also, it has established the model of applying cloud computing to teaching and identified characteristics as well as requirements for applying cloud computing to education; benefits and challenges of applying cloud computing to educational facilities.

  • It analyzed and assessed the reality and the feasibility of applying cloud computing to teaching basic informatics for pedagogical students.

  • It applied the model of cloud computing application in teaching to design the process of teaching basic informatics for pedagogical students. It also tested and confirmed the feasibility and effectiveness of the proposed process through pedagogical experiments and expert consultancy.

  • 8. THESIS STRUCTURE

  • Chapter 3: Apply cloud computing to teaching basic informatics for pedagogical students

  • CONTENTS

    • In this thesis, under application approach, the term cloud computing can be interpreted as: cloud computing is a computing solution that enables the provision of services via the Internet IT services (including: technology infrastructure, application development platform, software) with a flexibly upgradable manner according to user demand, saving capital investment and time to employ technology.

    • The term cloud computing was born in the 1950s’ when large-scale main frame computers were deployed in a number of educational institutions and large corporations. Amazon provided the Amazon Web Services (AWS) platform in 2006, marking the commercialization of cloud computing. Since the beginning of 2008, Eucalyptus has been introduced as the first open source mobile platform, compatible with AWS API. Nowadays, there are numerous cloud computing products, such as Google App Engine, Microsoft Azure, Nimbus, ...

    • 1.3.3. Classifying cloud computing services

    • 1.3.3.1. Cloud computing service implementing models

    • 1.3.3.2. Cloud computing service providing models

    • Cloud computing can be divided into three service providing models, depending on types of customers as follow, Infrastructure as a Service (IaaS); Platform as a Service (PaaS); Software as a Service (SaaS).

    • 1.4.2.1. Selection of cloud computing service implementing models according to educational institution characteristics.

    • 1.4.2.2. Selection of cloud computing service models according to educational institution characteristics.

  • SUMMARY OF CHAPTER 1

  • It is feasible to apply cloud computing to teaching basic informatics. Particularly, teachers can apply cloud computing to teaching basics informatics for pedagogical students in two forms: firstly, it is used as a tool to support teaching basics informatics for students; secondly, cloud computing is a learning subject for students.

  • The conditions of IT infrastructure and the Internet of pedagogical colleges is suitable to deploy cloud computing application because this technology does not highly demand team of IT human resources, servers; it just requires the quality of the Internet connection.

  • Through studying the reality of cloud computing applications in teaching basic informatics it can be stated:

  • This is an important practical basis for the research and development of applying cloud computing to teaching basic informatics for pedagogical college students in order to innovate the content, method and form of teaching organization, contributing to improving the quality of learning the module for students.

  • Chapter 3: APPLY CLOUD COMPUTING TO TEACHING BASIC INFORMATICS FOR PEDAGOGICAL COLLEGE STUDENTS

  • The purpose is to verify the correctness posed by the scientific hypothesis of the dissertation: A well-designed and proper application of cloud computing in teaching basic informatics on pedagogical students would improve their learning outcomes.

  • Evaluating student results through post-graduation integrated assignment; using Microsoft Excel to process data.

  • Step 1: compare the results of control and experimental classes by calculating and analyzing typical statistics including: mean scores, standard deviation, mode, variance, coefficient of variation, frequency.

  • Step 2: verify the mean scores of control and experimental classes

  • The dissertation employs the independent t-test to determine whether the deviation between the mean scores of two classes appears randomly or not.

  • Step 3: verify the variance of scores in control and experimental classes.

  • Perform analysis of variance (ANOVA) to compare the differences among variances of scores in control and experimental classes, accordingly, confirming the positive outcomes of the experiment’s data.

  • The content proposed in the thesis on the theoretical basis of applying cloud computing to teaching and its application in teaching basic informatics for pedagogical college students basically ensures science, suitability and feasibility. Cloud computing service providing and implementing models as well as SaaS proposed to apply in teaching basic informatics for pedagogical students are appropriate to practical condition in pedagogical colleges.

  • The model and process of applying cloud computing is highly comprehensive and suitable to apply to many learning objects (university and college students) as well as informatics and technical modules. However, it needs more time and effort when applying to build the process of teaching basic informatics, Computer Science and other technical modules. The implementation must be serious, positive and flexible in building process.

  • The teaching process is suitable with the content and curriculum of basic informatics module at pedagogical colleges. However, when applying to the practice of each specific school, it is necessary to consider the application and adjustment (if necessary) flexibly the teaching plan to best suit the practical conditions and curriculum of each school, ensuring the achievement of teaching objectives.

  • Applying cloud computing to teaching basic informatics will create interests in learning and give students the opportunity to fully develop their learning capacity in both environments: online and face-to-face classes, thereby helping to improve students' learning outcomes and skills in using IT in order to meet the requirements of the fourth industrial revolution.

  • SUMMARY OF CHAPTER 3

  • 1. To the pedagogical colleges

  • It is necessary to have changes in informatics teaching; especially, it needs to consider treating cloud computing as a main subject in the IT training program; at the same time, it should actively apply cloud computing technology in innovating method of organizing teaching and learning for students

  • It is necessary to create a favorable administrative mechanism and professional environment to effectively apply cloud computing to the process of teaching and learning for students.

  • 2. To lecturers of pedagogical colleges

  • Actively updating the trend of international and domestic education innovation, cultivating and updating practical knowledge, changes and development of IT application in teaching in general and application of cloud computing in teaching in particular to be able to apply technology to the teaching process.

  • Actively and regularly study and practice professional skills, including lesson design skills and implement teaching oriented of cloud computing application in teaching, thereby maximizing the benefits of cloud computing in teaching activities, along with the teaching capabilities of the faculty - the learning capacity of students in the industry 4.0.

  • 3. To students of pedagogical colleges

  • Students need to be fully aware of the role and importance of cloud computing in education as well as the influence of training and improving the skills of applying IT in teaching - learning, particularly, the application of cloud computing for the future career in order to be proactive, positive and creative in training oneself and setting appropriate objectives, plans and methods of learning and training.

    • 8. Dung Nguyen Viet, Huyen Nguyen Thi Thu (2017), “Education of accident prevention skills for 5-6 year olds through situation simulating videos with the help of cloud computing technology”, Educational Journal, № 418, pp. 53-57, 41.

    • 9. Dung Nguyen Viet, Huyen Nguyen Thi Thu (2018), “Using Edmodo to support organizing extracurricular self-study activities for Thai Nguyen College of Education students”, Educational Journal, № 437, pp. 59-63, 42.

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