Vision for the Engagement of the e-Facilitator in School in the Inspiring Science Education Environment

Yoshinov, Radoslav, and Kotseva, Monka. "Vision for the Engagement of the e-Facilitator in School in the Inspiring Science Education Environment." Serdica Journal of Computing 9.3-4 (2015): 241-256. <http://eudml.org/doc/289514>.

@article{Yoshinov2015,
abstract = {The Inspiring Science Education project is all about elaborating a learning environment using an inquiry based learning (IBL) approach. The Inspiring Science Education portal as a main part of the environment is the place where a registered user can find (create) eLearning Tools and digital educational resources, which can be used in class and as a place to connect with like-minded teachers and schools around Europe to share experiences and collaborate on projects. On the other hand, starting from 2009 in various EU countries, including Bulgaria, research was done to describe and categorize the professional profile of the e-facilitator, carrier of the mission to overcome digital divide between the generations, through implementing ICT knowledge. Our team worked on the requirements and explored the need for an e-facilitator in school as a major ICT expert and consultant, who empowers access to the electronic services in the e-education space, facilitates links with virtual libraries, acts as initiator and architect of social communication by forming communities involving all participants in the learning process—students, teachers, parents, administration, etc. This paper expresses the author’s projection of the roles and functionalities of the e-facilitator in school in the Inspiring Science Education environment. ACM Computing Classification System (1998): K.3.1.},
author = {Yoshinov, Radoslav, Kotseva, Monka},
journal = {Serdica Journal of Computing},
keywords = {Technology-Based Learning; E-Learning Tools; TPACK Model; Learning Styles; E-Facilitator},
language = {eng},
number = {3-4},
pages = {241-256},
publisher = {Institute of Mathematics and Informatics Bulgarian Academy of Sciences},
title = {Vision for the Engagement of the e-Facilitator in School in the Inspiring Science Education Environment},
url = {http://eudml.org/doc/289514},
volume = {9},
year = {2015},
}

TY - JOUR
AU - Yoshinov, Radoslav
AU - Kotseva, Monka
TI - Vision for the Engagement of the e-Facilitator in School in the Inspiring Science Education Environment
JO - Serdica Journal of Computing
PY - 2015
PB - Institute of Mathematics and Informatics Bulgarian Academy of Sciences
VL - 9
IS - 3-4
SP - 241
EP - 256
AB - The Inspiring Science Education project is all about elaborating a learning environment using an inquiry based learning (IBL) approach. The Inspiring Science Education portal as a main part of the environment is the place where a registered user can find (create) eLearning Tools and digital educational resources, which can be used in class and as a place to connect with like-minded teachers and schools around Europe to share experiences and collaborate on projects. On the other hand, starting from 2009 in various EU countries, including Bulgaria, research was done to describe and categorize the professional profile of the e-facilitator, carrier of the mission to overcome digital divide between the generations, through implementing ICT knowledge. Our team worked on the requirements and explored the need for an e-facilitator in school as a major ICT expert and consultant, who empowers access to the electronic services in the e-education space, facilitates links with virtual libraries, acts as initiator and architect of social communication by forming communities involving all participants in the learning process—students, teachers, parents, administration, etc. This paper expresses the author’s projection of the roles and functionalities of the e-facilitator in school in the Inspiring Science Education environment. ACM Computing Classification System (1998): K.3.1.
LA - eng
KW - Technology-Based Learning; E-Learning Tools; TPACK Model; Learning Styles; E-Facilitator
UR - http://eudml.org/doc/289514
ER -