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  • International Conference on Qualification and Training in

    Information and Communication Technologies

    Under the auspices of EUQuaSIT - European Qualification Strategies in Information and Communication Technologies, transnational project funded by European Comission

    Organized in the frame of the jubilee symposium

    Human rights crucial problem in international relations consent

    Danubius University from Galati

  • QTICT '02 International Conference on Qualification and Training in Information and Communication Technologies

    2

    INTERNATIONAL SCIENTIFIC COMMITTEE

    Benone PUSCA (RO), Chairman

    Nicolae ALEXANDRU (RO)

    Viorel ARITON (RO)

    Libor BERNY (CZ)

    Luis BRITO (PT)

    Martin BROCKER (NL)

    Severin BUMBARU (RO)

    Jenny COLLYER (UK)

    Horia GEORGESCU (RO)

    Viorel LUPU (RO)

    Valeriu MUNTEANU (RO)

    Cornelia NOVAC (RO)

    Victor Valeriu PATRICIU (RO)

    Eugen PETAC (RO)

    A. Willi PETERSEN (DE)

    Adrian PETRESCU (RO)

    Dirk PLATIER (NL)

    Octavian RUSU (RO)

    Nicolai SANDU (RO)

    David SKARKA (CZ)

    Ion SMEUREANU (RO)

    Mirela STEFANESCU (RO)

    Horia Nicolai TEODORESCU (RO)

    Carsten WEHMEYER (DE)

    ORGANIZING COMMITTEE

    Dorina PETAC

    Andreea BUHAIEV

    Viorel ARITON

    Andy PUSCA

    Gabriela DANILA

  • QTICT '02 International Conference on Qualification and Training in Information and Communication Technologies

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    SCOPE

    Dynamic changes in nowadays world are strongly related to Information and Communication Technologies (ICT). Sometimes, changes in real life require ICT (as it happened in automation, Internet, e-business), sometimes ICT itself change the real life (as it happened in design, training, new economy).

    To actively shape future developments in computer related work, companies need more qualified ICT professionals. It is widely stated that, especially in the field of ICT, European, national and regional decision-makers and practitioners need a new basis for vocational education, training policies and perspectives. Therefore we need to promote new concepts and models to assist European policy makers to go beyond current thinking. EUQuaSIT - European Qualification Strategies in Information and Communication Technologies (www.euquasit.net) follows this direction as a transnational project funded by European Commission, Leonardo da Vinci II.

    For various reasons, according to relevant labour market analysis, ICT specialists are not easy to find on the labour market. One major cause is a deficit of transparency and interaction of ICT working and qualification structures and related training profiles.

    The goal of QTICT02 is to bring together ICT professionals, Computer Science and Engineering, educators and teachers, Companies, policymakers, students, and ICT users aiming to establish a dialogue on ICT occupations and the demand of ICT professionals in the European perspective. Topics include:

    Qualifications policies and strategies in ICT field (Higher Education -HE, Continuing and Further Vocational Training - CVT, Vocational Education and Training - VET;

    Training profiles in ICT (title, degree, duration of studies, certification) now and in future;

    Structural development of ICT training (profiles, content, statistical data (1990-2002);

    Practical implementation and acceptance of ICT qualifications and training in Companies/Organizations/Institutions;

    ICT view at company & country level;

    Social Implications of ICT spread.

    http://www.euquasit.net/

  • QTICT '02 International Conference on Qualification and Training in Information and Communication Technologies

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    Contents

    Papers

    1. A supported virtual learning environment for multimedia students: an example from British university Jenny Collyer, London Guildhall University, UK. .............................................................................5

    2. Supply and Demand of ICT Professionals and Qualification Strategies in Europe. Comparison and Evaluation of the ICT Profiles on different Qualification levels Prof.univ.dr. Willi Petersen, Flensburg University, Germany ..........................................................13

    3. Distance learning for electronic commerce Juan Carlos Martinez Coll, Malaga University, Spain.......................................................................25

    4. ICT Education in Romania facts and trends Viorel Ariton, Danubius University from Galati, Romania ...........................................................29

    5. A VRML-based Environment Used to Learn Virtual Reality Concepts Sabin Buraga, Stefan Tanasa, Mihaela Brut, Faculty of Computer Science, A.I.Cuza University of Iasi, Romania ............................................................................................45

    6. A High-Level Model for Management of the Information Resources of an Academic Organization Mihaela Brut, Sabin Buraga, Stefan Tanasa, Faculty of Computer Science, A.I.Cuza University of Iasi, Romania. ..........................................................................................52

    7. Educational Structures for Training in Information Technology and Communication Dan Grosu, Laboratory for Information Technology in Education, Black Sea University, Romania. .......................................................................................................61

    8. Student modeling methods in WWW-based tutoring systems Emilia Pecheanu, Diana Stefanescu, Istrate Adrian and Florin Popescu, Computer Science Department, "Dunarea de Jos" University from Galati, Romania.......................70

    9. Competencies and contents for ICT subject matters in Romanian high schools Dorina Petac, Eugen Petac, ICT Foundation, Constanta, Romania. .................................................79

    10. Training strategies in ICT in the open European environment Eugen Petac, Dorina Petac, ICT Foundation, Constanta, Romania...................................................90

    11. Integrating a Virtual Library in an Educational System Diana Stefanescu, Emilia Pecheanu and Sabin Corneliu Buraga Computer Science & Engineering Department, University "Dunarea de Jos" of Galati, Romania, Faculty of Computer Science, "Al.I.Cuza" University of Iasi, Romania .......................................101

    Abstracts 1. Distance-learning for adult training Gelu Kahu, Development department of Galati municipality, Romania.........................................109

    2. ICT implications in the Netherlands and overview of the situation Dirk Platier, Martin Broker, VEV International, Netherlands ........................................................110

  • QTICT '02 International Conference on Qualification and Training in Information and Communication Technologies

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    A supported virtual learning environment for multimedia students: an example from a British university

    Jenny Collyer

    London Metropolitan University (formerly London Guildhall University), UK

    Email: j.collyer@londonmet.ac.uk

    Abstract. The British government is aiming for a 50 per cent participation rate in universities by 18-30 year-olds by 2010. Because of the consequent changing nature of students, British universities are constantly looking for more flexible ways to deliver their courses. One such way is to adopt distance learning for course delivery. Distance learning, however, brings with it a high resource requirement if it is to be successful. Using the World Wide Web as the communication tool for delivering distance learning courses overcomes some of the inherent obstacles and also recognizes the government's desire to incorporate IT into the learning process. Members of the Multimedia degree course team at London Guildhall University set out to design, develop and evaluate a virtual learning environment to deliver a module for teaching HTML coding which is supported by contact with students, both online and off line.

    Introduction

    Providing flexible learning environments that can be used in a variety of ways to suit individual students is becoming increasingly important. The Dearing Report on Higher Education in the Learning Society in the UK [1] put pressure on academics to improve the 'quality, flexibility and effectiveness of higher education'. One way of providing flexibility is to facilitate learning through the use of mixed modes, and the provision of flexibility to opt in and out of different modes and also to combine different modes. These modes might include full-time, part-time, distance learning, open learning (no prior formal qualifications required), and sandwich (part of the course spent working 'on the job'). Another way of providing flexibility is to provide delivery methods such as, lecture, seminar, tutorial, workshop, a range of independent study and web-based learning. To date UK and EU funding organizations have supported many projects for the development of online or CD-ROM based learning programmes, many of which lead to recognized qualifications. Examples include projects in virtual learning under the 5th Framework programme, JISC (Joint Information Systems Committee), TLTP (Teaching and Learning Technology Programme, NetLinks, and NetSkills.

    The UK has, moreover, seen an enormous expansion of its higher education system over recent years. The proportion of undergraduates in the 18-year-old age group has doubled over the decade 1990-2000 from 19 per cent to 38 per cent, with actual numbers increasing from 158,791 to 281,809. In 2001/02 the total number of higher education enrolmen

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