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Strategy of distance education
Fatma Khanim Bunyatova ( fatmaxanum@rambler.ru )
Intellect School, Baku, Azerbaijan
Gulbala Salamov ( gulbala.salamov@metu.edu.tr )
Department of Computer Education & Instructional Technology, METU, Ankara, Turkey
Strategy of distance education
Short summary
This article is dedicated to new strategy of
distance education. The article deals with the
possibilities of ICT in teaching specially distance
education. In the article, ICT technological tools
and their methods of application in educational
process are looked over; discrepancy of
intellectual approaches of technologies with
methods and ways of teaching is found out. It is
offered to change education strategy to improve
quality of distance training. New strategy of
education contains three main directions:
Formal-logical and Fuzzy Logics
modeling of knowledge; cognitive
approach in training and new criteria of
evaluation of students’ knowledge.
Keywords: distance education; Formal-
Logical model of knowledge; Fuzzy
Logics model of knowledge; structures
of knowledge; invariant and variable
knowledge; set element; universal set;
linguistic variable;
Information and communication technologies are
widely applied in education. Technical means of
ICT formed new directions in training as e-
learning, m-learning, on-line learning, distance
education. One of these directions - distance
education, appeared on the basis of the
correspondence education and nowadays has
become popular in the general education. Owing
convenience and flexibility, it eliminates many
problems of pupils: problems with health,
problems of the remote place of residence from
schools, etc. Being trained remotely, one can
choose convenient time for occupations
according to own schedule and own rate of
training. To provide effective interaction for
students at distance learning a full tool kit,
including interactive computer programs,
Internet, e-mail, Skype, Facebook, a video-
telephone, etc. is used. But this set of
technological tools isn't used completely for
receiving qualitative education. Application of
technology helps only effective interaction
among students and to choose freely time and
place for training. The reason of dissatisfaction
with the quality of education is the fact that these
computer programs consist of learning materials
of traditional training, training by transferring
private, unsystematic, illogical knowledge. To
increase quality of distance education, it is
necessary to set up a new strategy of distance
education.
Why is the new strategy of distance education
necessary?
First, technological tools of knowledge applied
in distance learning are based on artificial
intelligence. The artificial intelligence has been
created on the basis of the Zadeh’s theory of
natural intelligence of Piaget. If tools of
knowledge are created according to artificial
intelligence, then the knowledge which should be
studied by means of these tools have to be
logically created according to the development of
natural intelligence. It means that subject
knowledge in distance education has to be
modeled logically on the basis of Zadeh’s fuzzy
logics [2002]and Piaget’s logical integrity [2001]
Second, these two tools of knowledge - artificial
and natural, have the developing mechanisms
and instruments of actions over knowledge. If
each student uses these developing mechanisms
and instruments of action over knowledge in the
course of learning, personal knowledge will be
converted and built into a new form. This form
will develop in the thinking of every student and
generating process.
During the course of this process it is impossible
to use a traditional way of knowledge transfer.
The cognitive way of training has to be applied
where there is a process of creation of
knowledge. So, learning strategy has to be
constructive both in cognitive and in the social
direction.
The third criteria of evaluation of knowledge
here expand as the action including thinking and
a social interaction. That is why not only
knowledge, but also intellectual (cognitive) and
social skills and abilities will be estimated.
1. Logical modeling of knowledge
The logical model of knowledge is built
structurally. Each unit of knowledge in the model
will be considered as the structure of knowledge.
The model of knowledge is formed in two forms:
1. In the form of natural intelligence by means
of psychological concepts of logic integrity of
Piaget;
2. In the form of artificial intelligence with the
mathematical concepts of fuzzy logics of
Zadeh;
Both these forms of knowledge models contain
the same. The difference is that in the first
model, the content of knowledge is modeled by
psychological integrity of Piaget's concepts of
logic, and the second model by mathematical
concepts of Zadeh’s indistinct logic.
The first form of the model – a logic-integrated
model of knowledge is necessary for
programming knowledge.
The second form of the model - indistinct model
is necessary for computer programming of this
knowledge.
As a result, the logical model of knowledge
consists of formal-logical and fuzzy logics
model of knowledge.
1. Formation of integrated logical model
of knowledge
This model is under construction on concepts of
logic of natural intelligence of Piaget – logicians
of integrity.?
Didactic units of knowledge are considered from
the position of knowledge structures.
http://mto.ru/filologiya-russkogo-
yazyika/strukturalizm.html
In this model Structure of subject knowledge is
divided into constant – invariant and categorical
variables. On the example of linguistic
knowledge the dictionary structure of language,
which is classified as parts of speech and the
rules relating to each part of speech, concerns
constant knowledge.
Constant - invariant knowledge is denoted by X.
Parts of speech designated as x1, x2, x3, etc. to
x10 and placed horizontally on a coordinate
plane model. Each x is a cell of constant
knowledge i.e. rules of this part of integrated
knowledge.
Variable knowledge (in language knowledge it is
the category of language) are denoted by U.
They are placed on a vertical coordinate plane
models and are denoted by Y1, Y2, Y3, etc. Each
cell is at all variable knowledge of this category.
In this coordinate plane the structures of
knowledge are structured in the scheme of
integrity. From this scheme of integrity
knowledge may exit to private knowledge or to
logical structures of knowledge or on the
contrary from private knowledge to integrated
knowledge. Coordinate plane of knowledge is as
lattice of knowledge. In this lattice structure of
all the knowledge that is x and y are ordered and
knowledge of x structure and y structure have an
accurate edge.
In the formed model the structure of invariant
and variable knowledge is logically combined
and detached, attached or annulled. On the
structures of knowledge logical operations of
thinking are held: enrichment operation,
replacement operation and multiplicative
operations. These operations are knowledge
tools. Operations of thinking develop these
structures of knowledge and convert them to the
qualitatively new. Analogical structures of
knowledge in thinking are formed during
interaction of the students with these tools of
knowledge over structures of knowledge. The
formed logical-integrated model of knowledge is
the genetic program of knowledge.
On the basis of this program knowledge tools of
Zade's indistinct logic will form indistinct
knowledge model.
1. Formation of formal-logical model of
knowledge
In indistinct model of knowledge – all subject
knowledge is considered – as a
mathematical set and denoted by – n. In this set
of knowledge – knowledge is divided into x and
y. On the example of linguistic knowledge the
structures of knowledge are understood as the set
elements.
Each structure of knowledge in this model is
considered as the element of the set.
Structures of constant – invariant knowledge are
identical to Zadeh’s mathematical concept to a
universal set, and variables i.e. categorical
knowledge correspond to linguistic variables.
Knowledge of a mathematical set is classified
and is denoted by х0,1, х0,2, х0,3, etc. to х1 and
placed horizontally on a coordinate plane model.
Each x is a unit of knowledge of this part of the
mathematical set of knowledge. Universal set of
knowledge may be finite or infinite according to
the classification in the classes.
Variable - categorical knowledge or linguistic
variable are vertical and are denoted by U. They
are also classified and denoted by y 0,1; y 0,2,
etc. [2] In [Nordhausen and Langley, 1990] it is
noted that the formation of categories is the basis
of the unified theory of scientific researches .
Denoting classes and groups of the set, and as
well as categorical knowledge of a linguistic
variable through numbers, we can present this
knowledge with their properties. Each property
accepts consecutive number. Denoting
knowledge through numbers, it is possible to put
elements of knowledge in logically consistent
position. Each class of knowledge or element set
is considered a cluster (J. Simens, Downes 2011)
of structures of knowledge at the same time.
They have their rules and laws which are all the
time in mobile movement, uniting on the set
installation round logical structure of knowledge
or an element of the set and turn into
nanostructures of knowledge.
Criteria of knowledge estimation
Criteria of students’ knowledge estimation in
integrated and indistinct model of knowledge
expand. Together with the estimation of
knowledge, level of analytical and synthesized
methods of knowledge, level of assessment and
generation of new knowledge, level of social
interaction will be estimated.
What will change and what will we get at the
implementation of the strategy of education in
the learning process?
When implementing this strategy, distance
education will be:
1. The new generation of multimedia textbooks,
on the basis of logic integrity and indistinct logic
will be modeled;
2. New operational targets on the knowledge
and methods of use in the educational process of
design approaches will be developed;
3. New criteria for assessing the development of
knowledge, intellectual and social skills will be
obtained;
4. Boundaries of high-quality application of ICT
with pedagogical technologies will be expanded;
5. Application of this model of knowledge in
other areas of education;
With the implementation of the education
strategy a successful step will be made in
learning without a teacher, in self-learning and
lifelong education.
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