PEDAGOGICAL DIMENSION OF INTEGRATING THE THREE-DIMENSIONAL NUMERICAL DATA MEANS WITHIN THE INITIAL AND CONTINUOUS TRAINING OF TEACHERS
University of Agricultural Sciences and Veterinary Medicine Iasi (ROMANIA)
About this paper:
Appears in: EDULEARN11 Proceedings
Publication year: 2011
Conference name: 3rd International Conference on Education and New Learning Technologies
Dates: 4-6 July, 2011
Location: Barcelona, Spain
Abstract:Unlike the designs in the future, 3D drawings are calculated numerically starting from the three-dimensional numerical data, making use of a vector space decomposed into three dimensions in Cartesian axes (X Y, Z). Synthetic images were obtained in the early 1950s in the U.S., the first academic research on this issue was conducted in 1965 at the University of Utah, 3D images have taken a new direction, especially after 1990.
UASVM Iasi inaugurated five unique 3D laboratories in Europe in 2009, with the support of American and British experts. Being in the initiation stage, scholars have participated in various demonstrations conducted by experts from the Center. They have already started designing the system to different 3D themes with teaching or research character. In this favorable context, DPPD initiated the participation of all students enrolled in initial training program (undergraduate and postgraduate) in demonstrations in these laboratories where they have seen various 3D presentations, experts discussed the implications of these multimedia in various fields of social life - economic and cultural, including the huge opportunities they have to harness the potential of imagination and creativity of students.
This paper seeks to highlight the pedagogical dimension of integrating these 3D means in the teachers’ initial and continuing training. We will place emphasis on the psycho-pedagogical implications, particularly in the continued training of secondary school teachers:
• The quality of educational software is an important prerequisite to the training effectiveness.
• Training teachers as promoters of learning with multimedia may represent the "Gordian knot" of this work.
• Pedagogical research must provide the answer to another question: which will be the place of the computer among other teaching aids (blackboard, textbooks, notebooks, etc.)?
• The levels of education and training via computer may also be organized mainly in a modular-interdisciplinary perspective that allows this offer and passes as differentiated and individualized [Stanciu M., 1999].
• Issues are to be resolved on the computer-based assessment (SMART Project at the University of Liège [Gilles Jean-Luc ; Detroz, Pascal ; Crahay, Vinciane ; Humblet, Jean-Philippe, 2008].
• Since this approach has implications for computer use, we should not overlook the possible negative effects of this means of education on the psychology of the user (state of dependence, as a real drug). Therefore, we agree with the assessment that was made at the start of E-Learning EU use in critical multimedia resources.
• Designing schools and virtual universities for online learning raises other psycho-pedagogic problems.
• Organizing and conducting training activities for teachers with multimedia resources, including 3D ones.
We are considering turning psychological research in the field of imagination and creativity, providing the interactive nature of the use of such 3D means, carrying on didactic activities involving students and teacher mentors in higher education. The aim of the paper is the need for the teachers’ communication service training in pre-university and university e-learning issues, including the use of 3D means in the educational process.
Keywords: 3D pedagogy, initial training, continuous training.