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integration of many different issues that are relevant ina variety of aspects of course development.Requirements for course development imposed bymultiple issues are rarely formally defined, areoverlapping and quite hard to be transparentlyintegrated. In such situation success and quality ofcourse development depends on modelling technique tobe used for handling complexity of the task. In thispaper we suggest EKD modelling as an effectivemethod for getting a detailed enough and transparentoverall picture about developing process for continuingeducation course.The presented results will be improved andimplemented in the current project “Continuingeducation programme to strength capacity of SME bydeveloping ICT infrastructure and knowledgemanagement” and further in the project “Using E-learning solutions for development and implementationof IT continuing education program modules(MULTIMOD)”.REFERENCESBubenko, J.A., M. Kirikova. 1999. Improving theQuality of Requirements Specifications by EnterpriseModelling. Perspectives on Business Modelling:Understanding and Changing Organisations,A.G.Nilsson, Ch.Tolis, Ch.Nellborn – Berlin;Niedelberg; New York; Barcelona; Hong Kong;London; Milan; Paris; Singapore; Tokyo: Springer..Corbiere, A., C. Choquer. 2004. Re-engineeringmethod for multimedia system in education. In:Proceedings of the IEEE Sixth InternationalSymposium on Multimedia Software Engineering,IEEE.Weingand, Darlene E.. 1999. Describing the elephant:what is Continuing Professional Education? InProceedings of Council and General Conference ofInternational Federation of Library Associations,Thailand.EDUCAUSE IMS. 2005. [accessed 05.05.2006]IEEE/LTSA. 2003. “IEEE Standard for LearningTechnology-Learning Technology SystemsArchitecture (LTSA),” IEEE Computer Society 0-7381-3715-4.ISO/IEC-IS-10746-3. 1995. “Open DistributedProcessing Reference Model, Part 3: Architecture,”ISO/IEC JTC.SC 21.Kapenieks, A., et. al. 2000. New IT-based VirtualSolutions for Learning and University Development.Proceedings of conference Baltic IT&T, April 2000,87-89Khaldoun, A., et. al. 2000. Modular Development ofMultimedia Courseware. In Proceedings of the 1 thInterrnational Conference on WEB InformationSystems Engineering, IEEE.Koper, R., and C. Tattersall. 2005. Learning Design. AHanbook on Modelling and Delivering NetworkedEducation and Training .Netherlands. Springer, 412 p.Pöyry, P. 2003. CUBER: A Personalised CurriculumBuilder. In: Proceedings of the 3 rd IEEE InterrnationalConference on Advanced Learning Technologies,IEEE.Bubenko, J. A., jr, A. Persson, and J. Stirna. 2001. Userguide of the Knowledge Management approach usingEnterprise Knowledge Patterns, Royal Institute ofTechnology (KTH) and Stockholm University,Stockholm,Sweden,,[accessed April 30, 2006].Trapenciere, I. 2004. Life long learning in Latvia. In:Aspects of life long learning in Latvia. Rīga: CentralStatistical Bureau of Latvia, 20 – 30.W3C. 2006. Extensible Markup Language (XML).[accessed 05.05.2006]BIOGRAPHYGinta Stale is teacher of the IT department at theVidzeme University College Latviaand project manager at Riga Technical universityDistance Education Study centre; has higherprofessional education in Computer Systems andexperience in project management in the Phare CBCprogramme in the Baltic Sea Region 2001 project“Achieving Social Inclusion by the Application of E-Learning solutions at College RRC”Marite Kirikova is associated professor at RigaTechnical University, author of more than fiftyscientific publications on information systems andknowledge management, did field research onknowledge management in e-learning at Boise StateUniversity, USA; and field research on enterprisemodelling and requirements engineering at StockholmUniversity and Royal Institute of Technology, Sweden.Annual Proceedings of Vidzeme University College “ICTE in Regional Development”, 200624
CHANGES TO TRAINING AND PERSPECTIVE OF THE TEACHING STAFF FOR THE NEWTECHNOLOGIESAntonio Bustos JiménezDpto. de Didáctica y Organización Escolar,Facultad de Ciencias de la Educación, University of Granada, 18071 – Granada (Spain)E-mail: abustosj@ugr.esKEYWORDSInformation and Communication Technologies (ICT),curricular integration, training.ABSTRACTThe present effort of the Education Administrations inthe field of the New Technologies assumes that morecomputer science equipment is made available to theeducation centres and that there exists a considerableinterest in improving the training of the teaching staff inthis type of emerging literacy and, finally, an increasedawareness of the need for this educational resource.The introduction of the New Technologies ineducation centres opens new possibilities and contributesvery diverse advantages, not only in the direct process ofteaching-learning, but in others. To understand thesepositive and diverse elements, and to spread and presentthem to the parents, teaching staff and pupils will help usto integrate these technologies in the centres (Mir Montes2000). Throughout recent courses one has seen increasedpossibilities for improving the manner of performingdirect tasks with the pupils and the teaching staff.My experiences in the centres in which I have had theopportunity to co-ordinate these types of resources, showthe necessity for an open and dynamic use of the newInformation and Communication Technologies.Furthermore, due to the scarcity of legal and internalguidelines concerning its use and the people who mustmanage it, there is an organisational deficiency, which issolved in many cases, by the generous participation of afew people. The intervention of the teaching staff in thismanner demands much effort and dedication (Rodriguezde las Heras 2003). Therefore, the proposal that Ipresent, part of which has been the stagedimplementation of necessities, argues for the applicationof a management model that tries to provide solutionsbefore the demand occurs at a greater rate than theadministration itself is able to regulate.WHERE IS THE DIGITAL DIVIDE?If we think of the digital divide as the set of socialinequalities produced by unequal implementation of theNew Technologies, this situation results in being unableto take advantage of the benefits that the informationsociety can offer to the more depressed zones, since theycan be the access to a very ample supply of trainingcourses, with the possibility of being able to mount theirown virtual companies with access to internationalmarkets, without leaving their localities. The situationcreates second-class citizens.Without doubt, when this concept is used, it leads to atype of separation produced in underdeveloped societies.This happens in countries like Spain, where one assumesthat, holding 9th place in worldwide development, itwould not occur. When the repercussions and real scopeof the New Technologies are analysed in depth weobserve that, for example, broadband Internet does notarrive at rural nuclei of great geographic isolation,causing an unequal development of these zones thataggravates their differences even more. This creates firstclass and second-class citizens. The inequalities are notcompensated for, but are promoted.If, as Camacho (2005) indicates, this digital dividearises from the social divide, while it is not able tooverturn the efforts in eliminating the social inequalities,the access in equality of conditions to the informationwill be a chimera. In the rural context, if the responsiblecollectives and companies through which the wholepopulation has real possibilities of access, also providinga sufficient degree of literacy in the new technologies, donot tackle the necessary initiatives jointly, the digitaldivide will progressively increase in these sectors ofpopulation.One of the processes to which these underprivilegedpopulations are subjugated is like a lost fight in the effortto compensate their deficiencies. The result, as PerezTapias (2003) indicates, is a "infernal circle": the morethe technology advances in developed sectors ofpopulation, the greater is the disadvantage of the leastmost developed to compete in equality of opportunities,and the more difficult it becomes to overcome thesituation. According to this author, "that which until nowhas been a traditional school is being overrun, and thetechnocratic pressure would make that which would bean elitist education in danger of obtaining partialachievements in comparison with an educational systemthat endorses the principle of equality of opportunities".More concretely, with the bursting in of these newtechnologies and everything they bring, the design of aneducation system conceived as obligatory for all, with thestate school as its vehicle, is seen to be more and moreAnnual Proceedings of Vidzeme University College “ICTE in Regional Development”, 200625
Page 1 and 2: ISBN 9984-633-03-9Annual Proceeding
Page 3 and 4: “Development of Creative Human -
Page 5 and 6: TABLE OF CONTENTSINTELLIGENT SYSTEM
Page 7 and 8: INTELLIGENT SYSTEM FOR LEARNERS’
Page 9 and 10: LEARNER 1GROUP OF HUMAN AGENTSLEARN
Page 11 and 12: QuantityQuantityFigure 6. Distribut
Page 13 and 14: LEARNERStructure of theconcept mapL
Page 15 and 16: WEB-BASED INTELLIGENT TUTORING SYST
Page 17 and 18: materials to be presented and which
Page 19 and 20: INFORMATION TECHNOLOGIES AND E-LEAR
Page 21 and 22: correspondence with the course aim
Page 23 and 24: projects and through IT. Hence, it
Page 25 and 26: APPLICATION OF MODELING METHODS IN
Page 27 and 28: can support configuration managemen
Page 29: The EKD is one of the Enterprise mo
Page 33 and 34: or an end, yet none of these attitu
Page 35 and 36: make decisions. It cannot be volunt
Page 37 and 38: logs), data and video conferencing
Page 39 and 40: Ability to follow user’s multi-ta
Page 41 and 42: CONCLUSIONSEDUSA method gives us a
Page 43 and 44: in successful SD. Given this situat
Page 45 and 46: SPATIAL INFORMATIONFor the visualis
Page 47 and 48: MOBILE TECHNOLOGIES USE IN SERVICES
Page 49 and 50: learning environment (Learning Mana
Page 51 and 52: ago only some curricula on Logistic
Page 53 and 54: The Web-based version can be access
Page 55 and 56: Web-portal, which incorporates diff
Page 57 and 58: DO INTELLIGENT OBJECTS AUTOMATICALL
Page 59 and 60: Table 1. Examples for introducing R
Page 61 and 62: workable influencing of the process
Page 63 and 64: are handed over to the objects and
Page 65 and 66: • Basic processes, such as wareho
Page 67 and 68: THE ECR E-COACH: A VIRTUAL COACHING
Page 69 and 70: participating in the workshops and
Page 71 and 72: • Assessment modules enable indiv
Page 73 and 74: with pictures and illustrated graph
Page 75 and 76: ECR Question Banknumber category su
Page 77 and 78: educational programme that follows
Page 79 and 80: DEVELOPMENT OF WEB BASED GRAVITY MO
Page 81 and 82:
These results of a model require a
Page 83 and 84:
CONCLUSIONSThe main goal of work ha
Page 85 and 86:
dimension and included within any o
Page 87 and 88:
• Resources sharing by providing
Page 89 and 90:
Pursuant to the guidelines of elect
Page 91 and 92:
tariffs of regulated services have
Page 93 and 94:
INFORMATION TECHNOLOGY FOR MOTIVATI
Page 95 and 96:
difficult to predict when and for w
Page 97 and 98:
Listeners' workon the WebListenersS
Page 99 and 100:
PERSPECTIVES OF WEB PAGE AND E-MAIL
Page 101 and 102:
INCREASE IN THE NUMBER OF INTERNETU
Page 103 and 104:
tourism accommodations (home pages
Page 105 and 106:
interactive relationships with clie
Page 107 and 108:
• The data obtained by the resear
Page 109 and 110:
Central Statistical Bureau of Latvi
Page 111 and 112:
departures for 1995 are taken from
Page 113 and 114:
120100maximumworldminimum806040200-
Page 115 and 116:
140120maximumworldminimum1008060402
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would be a promising extension. Cur
Page 119 and 120:
AN OVERVIEW OF THE AGENT − BASED
Page 121 and 122:
Suitability for social system simul
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6. MASONDescription:MASON is a fast
Page 125 and 126:
Suitability for social system simul
Page 127 and 128:
could be bad particularly when over
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(for 10 repeat &| CCar[]->runfor);P
Page 131 and 132:
• Streaming audio• Collaboratio
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NECESSITY OF NEW LAYERED APPROACH T
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Up to now, there has only been limi
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aaaaa6= −aa2,1 = − a0,3226= −
Page 139 and 140:
∂ u∂x∂ u∂y2 2+ b = 02 2wher
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a6,3= −2030a4,5−130a4,3- - - -
Page 143 and 144:
0,10,20,30,4( )Mag x y y Ge wx2, =
Page 145 and 146:
Example 1. To understand better the
Page 147 and 148:
Therefore, further the following co
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SOLUTION OF THE THREE-DIMENSIONALEQ
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Mag1, m , m , m1 2 3= mm1 m2m32 2 2
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MagMag0, m , m , m1 2 31, m , m , m
Page 155:
CONCLUSIONSThe basic content of thi
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