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No. 2 (4)/2012
- Słowo wstępne Agnieszka Landowska
- Open/Distance Teaching Universities Worldwide: Current Challenges and Future Prospects Sarah Guri-Rosenblit
- Determinants of open educational resources usage. Temporal and spatial analysis of an example open educational resource portal usage Bogdan Galwas, Ryszard Tadeusiewicz
- What binds Bronisław Malinowski with social networks? Zbigniew Meger
- Pioneer institutions of distance electronic learning in Poland in the years nineteen sixties and seventies Mariusz Portalski
- General e-learning framework Leszek Rudak
- Improving process of teaching students by means of methods and tools of knowledge management and e-learning Lech Banachowski, Jerzy Paweł Nowacki
- Interculutral Polish-Chinese QQing Elżbieta Gajek
- Production network model for knowledge management tasks Magdalena Malinowska, Emma Kusztina, Oleg Zaikin
- Application of blended learning in teaching statistical methods Barbara Dębska, Barbara Guzowska-Świder, Karol Hęclik
- Preventing failure in distance learning: the use of Spector tool Maciej Słomczyński, Dorota Sidor, Tomasz Rybicki
- Building didactic content repositories: method and tools Jacek Marciniak
- Plagiarism in solutions of programming tasks in distance learning Krzysztof Barteczko
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Reviews and reports
- Guglielmo Marconi Open University. A New Approach To Higher Education Giuseppe Iazeolla
- Uniwersytet całkiem wirtualny? Magdalena Eljaszuk, Monika Galbarczyk
- Stopka redakcyjna Agnieszka Landowska
Production network model for knowledge management tasks
Abstract
The article presents the concept of didactic process functioning (the teaching-learning process), which result are competences. This process is interpreted as a production process, and production concerns on the one hand the development of the didactic materials, and on the other hand the organization of direct competence acquisition process in determined constraints
Competences, as the final result of the didactic process, consist of certain types of knowledge: theoretical, procedural and a project one. This specificity of competence leads to a new organization of the teaching-learning process, in which
- it is changed the attitude of the student – an active participant of the teaching-learning process,
- on the one hand the system imposes constraints, and on the other hand lets to analyze the teaching-learning process realization in terms of achievable results,
- the pillar of the process realization is knowledge repository, where knowledge is stored in accordance with the structure and scope of reference.
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