Ing. Božena Mannová, Ph.D.

In this paper I present my experience with teaching programming at a primary school in the Czech Republic. I was teaching pupils of age from 10 to 15. At the beginning, I tried to approach programming with the help of Ozobots robots. After a month, I switched to teaching programming in Python. However, this teaching did not entertain all pupils as there were wide age spectrum. The next step was programming in Scratch, and the students were thrilled. Scratch is a graphical programming language that allows very intuitive creation of programs that suit to students. I have very good experience with it.

Cílem publikace je představit vývojové segmenty výpočetní techniky a informatiky ve vztahu k českým zemím a Československu s těžištěm po 2. světové válce do 90. let 20. století. Práce vznikla v rámci projektu Ministerstva kultury ČR NAKI II – Století informace: svět informatiky a elektrotechniky – počítačový svět v nás, k 70. výročí moderního vzniku Fakulty elektrotechnické ČVUT v Praze a ke 40. výročí úmrtí vědce Antonína Svobody. Publikace se věnuje třem základním okruhům: první – obecnému vývoji výpočetní techniky (Průhled do vývoje výpočetní techniky), další část se zabývá československou/českou – Svobodovou počítačovou školou a představuje rozvoj československé výpočetní techniky vázané zejména k osobě Antonína Svobody, k jeho spolupracovníkům, k činnosti Výzkumného ústavu matematických strojů a akcentuje československé/české přínosy k rozvoji informačních technologií. Poslední část pak upozorňuje na současný vývoj zejména od 80. let 20. století ve vztahu k internetu, webu a virtuální realitě. Publikace vede k zamyšlení nad vývojem oboru i nad výrazným technologickým skokem výpočetní techniky a informačních technologií, který uvedené obory zaznamenaly za posledních cca 70 let.

The centralized development project "Distance education as a tool for university development" is aimed at increasing the professional knowledge of university staff in the field of distance education and blended learning, including a key element, which is the transfer and application of experience and good practice within participating universities. This paper is a report of the analysis of the current state of the background for the implementation of distance education and blended learning at CTU in Prague. Data collection took place in April and May 2021 through an electronic questionnaire. The questionnaire for data collection was divided into questions into five groups, namely 1) Strategy, 2) Equipment, 3) Organizational support, 4) Economic support, 5) Obstacles to the implementation of distance / on-line / blended learning / digitally supported education at universities schools.

The sudden switch to online learning during the pandemic presented teachers and teacher trainers with a situation the majority of them had not met before. Up until the pandemic much discussion of online learning, or e–learning, has been preoccupied with the practice of teaching online and the debate about whether being online is ‘as good as’ direct face-to-face teaching. Although online learning has been viable since the 1990s there has been resistance in the profession to adopting this pedagogical opportunity that the technology afforded. Some of the poor designed software available has also coloured the view of what was possible. However, in the sudden global lockdowns and the resultant university/school closures, this debate has become moribund because there was no alternative andin the crisis some more teacher friendly software has been developed and rapidly deployed.

he MirandaNet Fellowship is an international professional ‘community of practice’, free to join, specialising in educational technology (EdTech). The 1,400 members are researchers, teacher educators and teachers. EdTech companies can also become MirandaNet associate members. MirandaNet Fellows offer members the opportunity to join associate companies research and development projects, including the trialling of innovative products and services with schools and teachers. This practice-based model provides free professional development for teachers mostly undertaken in the classroom. The findings by teachers, leaders, and even the children and parents, can help to build agreed school-wide teaching and learning strategies as well as to inform the budget holders about what kind of EdTech equipment can be justified by results. In this presentation we will share the tools used in practice-based research as well as how some of the findings have impacted on schools’ policy and practice. Case studies include coverage of artificial and virtual reality, gaming in learning, home school links, promoting independent learning and using web enabled video in professional development.

The idea for this research has grown from our Anglo-Czech alliance that was established in 1994. Various major projects funded by the European Union, the British Council and other bodies have strengthened the understanding and friendship between English and Czech colleagues in the MirandaNet Fellowship (mirandanet.ac.uk). The two groups started with a different view about how edtech should be used in the classroom. As their trust grew the MirandaNet teams not only shared and grew their knowledge about edtech but also about how the different political systems have impacted on national policy and curricula. This paper covers the quantitative data we have collected for the book we are writing about this alliance. In this presentation we will present the results of our research into the future conducted in MirandaNet context. Our aim is to tell the story of the impact of digital technologies on learning and life and about how our respondents see digital technologies having an impact on our future. We created a questionnaire that we distributed in the UK and the Czech Republic. About half of the participants are teachers, one quarter are students and the others are people who are not in the education system any more. Everyone answered the same questions, but from different perspectives because we wanted to compare the experience of technology in different generations – our participants range from 11 years old to 94.

The article deals with the history of computer technology in Czechoslovakia in the years 1945 - 1989. It is easier to describe not only significant projects but also to capture the problems of computer technology in Czechoslovakia at that time and what level of technology was available at that time. In conclusion, I try to evaluate the losses and benefits of the described situation.

What and how to teach in schools in order to prepare students for everyday computer use is a question. We are trying to answer since its inception personal computers. No one doubts that such training is necessary, but the content and form of teaching changed over the years. Not always, however, it is developing for the better. Use of computers in schools associated with equipment used in schools, teacher training and skills of students. Finally, the situation has influence curriculum content. Many years we focused on curriculum issues and in this article we want to provide information on the current situation in this area. To assess and compare the curriculum we chose the outline of the UK, the Czech Republic and the official curriculum K12 from the professional organization ACM.

Software engineering is the subject of software project development. Many techniques of general project management are applicable to software projects. Software projects are more often than other project unsuccessful. We consider the project as a successful if it is realized in time, in the required quality and in budget. On average, 50% of large SW projects last longer than estimated, three quarters of major projects have operating errors and one quarter of large projects is canceled. What are the software projects specific? Substantial influence on the management of software projects has 3P: 1. Peoples must be organizing into efficient teams. 2. Problem must be well-specified in the customer’s communication with the developer. 3. Processes must be tailored to People and the Problem, and a suitable model for project implementation must be chosen. Software development is specific to complexity and frequent changes. Specifics of software projects include: 1. Product invisibility – The product is intangible and progress in development is not immediately visible. It is easy to say that the software project is 90% complete even though there are no visible results. 2. Complexity of the problem – IT systems can project developmnetbe very simple, but they are often very complex. An IT project often turns out to be more complex than we expected. 3. Flexibility – The ease of changing software is usually considered to be one of its strengths, but the reality is different. 4. Uniqueness – We pool teams and technologies in a way that have not been done before. 5. Risks – Risk management is crucial for IT projects. 6. System Requirements Specifications – Very difficult and often impossible communication between the customer and the developer. 7. Technology is changing very quickly. In the lecture we will discuss these and other differences of software projects and possible improvement in IT projects development.

Information society (IS) is not possible without information and communication technologies and the use of these technologies should be a basic skill for every member of the IS. One of the fundamental issues is ensuring access of all citizens to new developments and technologies. EU at this base has created the concept of e-Inclusion, which is an effort to integrate all citizens in IS, so that nobody is left behind and to overcome exclusion of individuals and groups in society. In this article we would like to present the results of two case studies, which were conducted at the CTU in Prague, Department of Computer Science, in 2005 and 2016. A select group of seniors in 2016 where asked about the ICT skills and knowledge about them. The observed data were compared with data collected in the 2005, based on the same questionnaire form. Group of seniors surveyed were not identical, but have been selected on the same principle as the original. The research was designed to demonstrate the development of seniors ICT knowledge and level of inclusion in IS.

Courses in computer science are often designed with a consideration of interesting topics and materials as well as with a significant amount of individual work. In order to encourage studies on complex exercises and projects, the aspects of competition and collaboration can be applied. Students are often motivated at the beginning of the course, but unfortunately their interest decreases as the semester continues. In this paper we suggest a debt environment approach that keeps students in a continuous pace to meet deadlines, which effectively distributes motivation throughout the course. A study implementing the approach with other methodological aspects is provided in a bachelor computer science course. Students work in teams and also as individuals and compete for their final grade. Applied methodological aspects are discussed regards to students' course evaluation. Evaluation of students' feedback shows positive effect of the approach regards students' motivation. As indicated in the feedback, our approach is significantly more motivating factor for students than competition. The approach can be applied as a complement to competitive and collaborative techniques to improve students' motivation.

To provide a computer scientists with good materials and interesting topics in a class does not mean that their education is of a high quality, students need to be motivated and evolve skills needed in a real-life employment. Social skills, communication, team work, collaboration and competition are valuable aspects they should know in other to be professionals in their future career. In this paper we look into experiences in competitive and collaborative learning in education and programming olympiads to improve a quality of education in our course.We provide criteria we applied for our course and present a student evaluation on the approach. Our approach showed increased motivation in students' interest in the course. In addition students could handle a larger workload in the class as they were motivated to be better compare to others.

The paper tries to identify the views, attitudes and needs of learners, teachers and tutors, applying an e-learning course. The actors and their roles in the processes of design and delivery of e-learning materials are described in a basic model of e-learning which specifies activities during development and running an e-learning teaching and learning.

Various different types of courses Need of basic pedagogical education for adults' educators Adult education is special?

Teaching of programming typically requires handling a huge number of student assignments. The assignments are usually short programs in Java, C++ or other programming language written according to teacher specification. A sheer number of assignments increase teacher workload considerably. Also, plagiarism is an ever increasing problem which is not easy to detect in this scenario.The overall architecture of a new system for evalouation of strudents work and first experiences gained from using it in programming course is presented.

This paper is based on research that started in the 1990s into human-computer interaction and e-learning in the context of communities of practice (CoPs). The paper looks at the adoption of e-learning in education from the point of view of software developer whose involvement is crucial in the design of Virtual Learning Platforms (VLEs). A well designed VLE offers tools to help teachers: to design flexible approaches to learning; support collaboration and participation; facilitate interaction among teachers and students; and, promote innovative evaluation methods. Nevertheless, despite all these advantages, if the software engineer is not fully engaged in understanding what is required by teachers and students many VLEs are either not used, or impact negatively on constructivist and social interactionist pedagogies.

Programming Contest Scoring System v3 (PCSS3) is a piece of software developed at the Czech Technical University. It can be used to run and evaluate programming competitions, such as ACM ICPC. This paper describes the system architecture and features that distinguish it from other existing evaluation systems. The main goal is to provide a possible source of inspiration to other authors. It is not our intention to make comparisons or to claim some of the systems being "the best one".

The paper deals with the problems of personalization of e-learning in the interactive digital television environment. The main problem discussed is the personalization of additional content synchronized with broadcasted AV stream. The broadcasted AV stream is fully controlled by the broadcaster and the user has no chance to influence it. The majority of existing concepts performs personalization above the course level (the content of the course is not personalized) or they are suitable for asynchronous content only (e.g. video on demand). In this paper a solution for personalization of the additional content synchronized with the AV stream is proposed. We are focusing on a standardized solution based on the SCORM standard.

Because there are increasing numbers of seniors in the population all around the world, it is very important to provide education for seniors to support their integration into the information society. This paper aims to provide some basic information about ideas on creating an e-community of people involved in training seniors at universities and at other institutions. The Virtual Centre represents an effective way to build an e-community of educators of seniors, and it is the main objective of the EU SEN-NET (Seniors in Network) project. Recent developments and initial results of the proposed SEN-NET project are provided.

Review of situation in education of visualy impaired students in partners countries of project SAVI.

Článek nabízí řadu otázek a odpovědí na problematiku E-vzdělávání na vysokých školách v Evropě, jak je řešil projekt ANT-MAC.

Výuka ICT v rámci U3V na katedře počítačů ČVUT FEL.

Referuje se o projektu mezi CVUT a NHCC, v nemz spolupracovali studenti techto instituci pomoci Internetu na spolecnych projektech.

Popisuje se experimentální vyučovací projekt, při němž se vyučovaly paralelně na FEL ČVUT a NHCC, USA dva předměty. Studenti vytvořili smíšené týmy a řešili zadané programovací úlohy, přičemž komunikovali prostřednictvím Internetu.

Informační a komunikační technologie ve výuce.

Strategie dalšího vzdělávání učitelů v telematice