1887
Volume 24 Number 2
  • ISSN: 0263-5046
  • E-ISSN: 1365-2397

Abstract

Our bilingual (French-English) platform called e-TSLIS makes signal processing teaching more accessible and interactive by using up-to-date multimedia support (Internet, Web). The main aspects of the e-package presented here were conceived within the work of the Research Group SIN (Signals and Images in Natural environments) of the Signals and Images Laboratory (LIS) at ENSIEG (Ecole Nationale Supérieure des Ingénieurs Electriciens de Grenoble) in collaboration with the IFP-School (Ecole Nationale Supérieure du Pétrole et des Moteurs). E-Learning is defined as training that uses new means to improve teaching: assistance with the organization of personal work time, formal teaching, access to documentary resources, yools for evaluation, and training and simulation (Toxopeus et al., 2003, Hesthammer, 2003). However, technological problems remain: the quality of an e-learning product is called into question when the learner doesn’t benefit from all the necessary tools. For example, in the case of a module using sound animation, if the learner’s computer does not have a sound card then interest in the on-line course will fade. Another issue is the concentration time of the learner, which on average is equal to 20 minutes; it is therefore necessary to be able to structure the e-learning in the form of a cycle of training, which introduces data-processing constraints. E-learning must remain a complementary tool to the traditional course: a 50/50 mix (50% traditional course, 50% on-line) preserves the richness of the exchange between learners and their teachers. Nevertheless, on short duration courses (a few days), we can consider including more on-line than traditional work. A correctly proportioned mixture of remote course and traditional teaching can be presented in the form of a system rich in resources such as CD-ROMs, Internet, teaching models (simulators), etc. Thus, e-learning allows the course to be undertaken in bursts and in a variety of places. Adapting on-line courses to the level of the learner is an important point. Learners build their knowledge by giving instructions to the computer: they test, make errors, and solve problems. Learning while ‘playing’, allows the attention of the learner to be captured for a longer time. Elements of creativity within an e-learning project should not be neglected; the curiosity of the learner must always be stimulated. The open and remote learning can be presented in two forms: synchronous (videoconference, virtual classes, etc.) and asynchronous (educational software, personal work, etc.) characterized by the following two dimensions: on the one hand the collective versus the individual and on the other hand, presence versus distance. The e-TSLIS program is used by a large audience: researchers, geoscientists, graduate students, and undergraduate students in specialized schools. We need on average three to five years for an e-learning project to give positive results. This implies that the effort of development must be maintained through the medium and long term.

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/content/journals/10.3997/1365-2397.2006003
2006-02-01
2024-03-28
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  • Article Type: Research Article
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