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 Centre for Open Education

 

The Centre for Open Education is a department of Warsaw School of Economics (SGH), one of the greatest Polish universities of economics. The main aims of the Centre are to organize and develop SGH e-learning activity. The Centre also deals with courses for SGH personnel and lifelong learning projects.

Summer University Warsaw 2017 Graduation

After two intensive weeks of didactic and cultural programme Summer University Warsaw 2017 ended with a graduation ceremony on July 14th. International students from countries including Australia, Japan, South Korea and the USA received certificates from Professor Jacek Prokop (Vice Rector for International Relations) and Doctor Dominika Brodowicz (Academic Director of Summer University Warsaw 2017).

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The new issue of E-mentor magazine

We encourage you to read articles in the news issue of E-mentor magazine.

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The 12th Entrepreneurship Olympiad Awards Ceremony

The 12th Entrepreneurship Olympiad Awards Ceremony was held on June 8th, 2017 at the SGH Warsaw School of Economics. Prof. Piotr Wachowiak – Vicerector of the SGH hosted the event. 25 laureates and their mentors received diplomas and precious prizes.

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The seminar with Prof. Junseok Hwang from SNU

On May 31st, 2017 SGH lecturers and PhD students took part in the seminar “The 4th industrial revolution and intelligent IT economy: interdisciplinary studies with techno-economic approaches” with Prof. Junseok Hwang from the Seoul National University as the main speaker.

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The visit of Prof. R. Preston McAfee

The Corporate Vice President and Chief Economist of Microsoft, R. Preston McAfee visited SGH on May 11th, 2017.

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Methodology of creating e-learning content

Practical knowledge of methodological backgrounds in the field of preparing e-learning content is one of the key requirements for those, who intend to implement e-learning solutions in everyday school practice. Necessity to fulfill this requirement is equally important when some elements of e-learning only support traditional learning processes as well as when one intends to introduce fully online courses.

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Methodology of online courses

Online classes differ significantly from the traditional lessons in a classroom or in a computer lab. They must also be more precisely planned and prepared. It applies particularly to all sorts of activities aimed at the learners, which must not only vary in their form and amount, but also should fulfill different needs of the individual learners as well as various learning conditions of educational processes.

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Means of learning content delivery in distance education

Indispensable condition of making much of the possibilities that e-learning brings to school or university is well designed learning content as well as various types of interactivity. But it is not enough. Equally important is also the form in which this content is delivered to the learners. Moreover, including various means of knowledge delivery like, for instance, audio or video recordings not only enriches the form but also helps to meet different learning styles and preferences. Diversity of means can also be supported by the use of graphics, photos, charts and tables or the animations. However, the proper balance between form and content must be kept not only to avoid distraction of the learners by unnecessary “additions” but also to increase their motivation and engagement in learning process.

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Efficiency and effectiveness of distance education

Efficiency of e-learning can be considered in many dimensions but methodological and financial aspects seem to be most important among them. The first one is usually measured by the grades that online students get at the end of a course or lecture. Final grades however do not indicate the extent to what means and methods applied in that process have influenced its real efficiency. Such information we can get only when the results of e-learning are compared with adequate content taught in traditional classroom.

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Evaluation and e-learning

Evaluation should accompany almost every important project at its various steps although it plays different role in each of them. Evaluation ex ante, for instance, usually precedes already planned activities and may be combined with SWOT analysis or Delphi prediction method. Its role is to enable appropriate design of planned activities. Another step of evaluation - mid term – is also called formative and is usually used for improving the project during its flow while ex post evaluation is aimed at improving the next edition of the project. This type of evaluation can also be called summative.

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 Director