Abstract:

Nowadays the teaching staff in many universities develops their own digital education strategies. Good practices are University of Oxford, University of Cambridge, London’s Global University. In 2016 a Digital Education Strategy of Hungary was adopted as Annex to the Government’s Proposal. All these digital education strategies include the following commitments: personalizing student support, putting research and enquiry at the heart of learning, improving assessment and feedback, developing student engagement and leadership, revitalizing postgraduate taught education, creating a teaching estate to meet the needs, enriching digital learning, preparing students for the workplace and the world. The digital education strategies establish a framework for engagement and creativity in the area of education and innovation, ensuring the universities to become leaders in the integration of education and research by adopting the most exciting teaching innovations made possible by digital technologies. Course materials, practical exercises, simulations and assessments move increasingly online and students have the flexibility to study at any time and any place. Intelligent design of these digital tools and resources can help them become experienced self-directed and autonomous learners. Academic staff may also be able to help their students' access productivity tools to help them with core learning skills such as managing their time, taking and organizing notes, planning written assignments and proofreading work. Lecturers and students describe their experience on how to get the most out of useful teaching and learning technology. The domains where the technology is being used to enhance teaching and learning are: data visualizations, flipped classrooms, gamification, modelling and simulations, mobile devices, online assessments, polling tools, smartboards, tutorials, videoconferencing and webinars, virtual reality, and so on. Through the massive and effective use of ICT-based innovative educational technologies and didactic models, the education system is adapted to the digital generation. By introducing the research approach into the educational process, the education system is reoriented from mechanical learning to rediscovery of knowledge and developing skills. The paper presents the effective use of ICT-based technologies for studying linear block codes in the course “Coding in Telecommunication Systems” in the University of Ruse. MATLAB-based interactive simulation model with a graphical user interface, demonstrating the processes of encoding and decoding using (6,3) systematic linear block codes is presented. The model allows demonstrating the process of detecting and correcting the wrong bit in the codeword received. The model works in three modes. In Step by Step mode, the micro operations required for the encoding and decoding are performed after pressing the key “Next step”, the user is able to monitor and learn every action in the encoding/decoding process. In Automatic mode, the entire encoding/decoding process takes place without interruption from the beginning to the end. In Manual mode, the user selects micro operations on his/her own and the system monitors the sequence of actions. If the choice is wrong, an error message appears and prevents the next action until the correct micro operation is performed. In this mode, the system enables the user to be evaluated by assigning points to his/her account for each correct answer.

Keywords:

Teaching and learning, Systematic linear block codes, Interactive simulation model, Encoding and decoding, MATLAB.