1 INTRODUCTION Reasons for selecting the topic "Construction and use of Cartography electronic textbook in education colleges in the North-Mountainous Region" is the research topic with the aim to constantly improve the quality of training in Cartography; to make contribution to the development of online training mode in education colleges in the North-Mountainous Region; to create equal learning opportunities for students in mountainous areas Objectives and research tasks 2.1 Objectives - To build Cartography electronic textbooks to serve university teacher training in the North-Mountainous Region, according to the standpoint of innovation in college teaching - To organize the use of electronic textbooks for geography students in education colleges in the North-Mountainous Region in their study of Cartography unit - To make contribution to innovation, quality improvement and effectiveness of the training process for geography teachers in education colleges in the North-Mountainous Region 2.2 Tasks - Determining standpoint, theoretical point with the aim to explain the building process and organizing the use of Cartography electronic textbook; defining capability of building and organizing the use of Cartography electronic textbook in education colleges - Building Cartography electronic textbook as well as the website for online training (URL: http://www.daotaotructuyen.org); organizing some teaching forms to actively use the electronic textbook of Cartography - Pedagogical experiment and investigation of electronic textbook quality Subject and scope of the research - The subject of the research: Electronic texbook for online training for Geography college students in education colleges in the NorthMountainous Region - The scope of the research: Building Cartography electronic textbook for training secondary school teachers of Geography in several education colleges and some training units in the NorthMountainous Region Overview of historical research 4.1 A brief history of research and development of Cartography - A brief history of research and development of Cartography in the world; - A brief history of research and development of Cartography in Vietnam 4.2 Summary of research and development of online training - Summary of research and development of online training in the world; - Summary of research and development of online training in Vietnam 4.3 The formulation and use of Cartography electronic texbook in the online training at the Pedagogical Colleges in Vietnam - Can Tho University: Supporting system for teaching and learning " Cartography", Website: http://lms.ctu.edu.vn; - Hanoi University of Education: Overview of Cartography textbook, Website: http://www.hnue.edu.vn; Those websites published the contents of Map Science only, not yet the online training activities - Education colleges in the northern mountainous provinces: not yet the online training deployment of Cartography study unit Research viewpoints and research methods 5.1 Research viewpoint - Viewpoint of teaching technology - Viewpoint of history - Viewpoint of system - Viewpoint territory - Viewpoint of territory - Viewpoint of active teaching 5.2 Research methods - Meta-analysis - Analysis of system - Method of mapping - Collecting, systematizing, and analyzing document - Method of investigation, observation and pedagogical experiment - Method of using modern teaching technology - Method of summarizing experiences - Method of statistical maths New contributions of the thesis - Defining the connection between Map Science – Online Training – Learner as beneficiary, compare the two training modalities: traditional and online with the aim to build the optimal mode for teaching Cartography - Building the electronic textbook of Cartography with new structured program that meet training requirements of the credit-based system, additional content of modern knowledge, rich document systems, visual electronic lecture system, teaching-learning activities and learning management system online - Organizing the use of Cartography electronic textbook for geography students in education colleges in the Nothern Mountainous Region; applying some active teaching methods from exploiting Cartography electronic textbook - Deploying of teaching experiment, quality investigation of electronic textbook The structure of the thesis Apart from the Introduction, Conclusions, List of published works, References, Appendixes; the content includes chapters: Chapter 1: Basis of theory and practice of the research topic Chapter 2: Building and use of Cartography electronic textbook Chapter 3: Pedagogical experiment Chapter BASIS OF THEORY AND PRACTICE OF THE RESEARCH TOPIC 1.1 Cartography in bachelor program of geography for educators according to credit-based system 1.1.1 Overview of Cartography - Definition of Cartography: "Art, Science and Technology for setting up a map, along with the results of research in this field as the science documents and art works In that context, all types of maps, diagrams, charts and other indication forms, threedimensional model and the sphere that represents the Earth or any celestial bodies, in any proportion, can be included" - Study subjects of Cartography: Geographic maps and other cartographic products - The mission of Cartography: studying the spatial structure, reflecting the rules of geographical space system of phenomena, natural objects, Social Economic in terms of distribution, correlation and development process - Structure of Map Science: Basic theory of the map; Mathematics for mapping; Map design and mapping; Map presentation; Print map; Use Map; Economics organization of map production; Textbook of maps 1.1.2 Some regulations of training in higher education under the credit-based system 1.1.2.1 Essentials in higher education program - Higher education program represent higher education target, regulating standards of knowledge, skills, scope and structure of higher education content, methods and forms of training, methods of evaluation the training results for each module, discipline, training level of higher education - The program is built on the basis of the frame curriculum issued by the Minister of Education and Training 1.1.2.2 The concept of training under the credit-based system: is the training method in which students actively choose to study each module to separately accumulate each subject, progress to complete the entire training program 1.1.2.3 Training programs under credit-based system: represents higher education target, regulating standards of knowledge, skills, scope and structure of higher education content, methods and forms of training, methods of evaluation the training results 1.1.2.4 Modulse and credits 1.1.2.5 Evaluation of the learning results 1.1.3 Bachelor training program in geography for educators under credit-based system 1.1.3.1 Training Objectives: Include the goal of knowledge and skills objectives 1.1.3.2 Framework program of training for pedagogical bachelors in geography under credit-based system: Knowledge content for the whole course: 132 credits (The contents of Physical Education (75 periods), and the National Defense Education (165 periods) are not included) 1.1.4 The position of Cartography in the bachelor training program for geography teacher under the credit-based system - Cartography is a compulsory subject of Knowledge Base - Compulsory class-time periods: 60 (In which: Theory: 45, Practice: 30), Self-study: 120 - Provide necessary knowledge for teaching geography in schools and help students learn other subjects better 1.2 Some basic teaching issues in higher education 1.2.1 The concept of teaching process in higher education is a dynamic balancing system consists of three basic elements: scientific knowledge, teaching and learning activities 1.2.2 The purpose of teaching at universities is to develop the competence of creative activities for students at high levels; to formate capacity of accessing issues; to equip with knowledge, culture, basic skills, managing & organizing abilities 1.2.3 Teaching duties in higher education is to equip with the scientific knowledge system, development, to exercise creative capacity, to form modern scientific methodology 1.2.4 The nature of the teaching process in higher education is a unique process of awareness of the research student 1.2.5 Teaching method in higher education is activity manner, sequence of coordination and interaction between teacher and learner in order to implement successfully teaching and learning tasks 1.2.6 Teaching facilities in university are the tools that teachers and students use in teaching process in order to form concepts, to train tehniques & skills for students 1.3 Electronic Textbook 1.3.1 The concept of electronic textbooks Electronic Textbook (GTDT) is a form of learning material, it is compiled on the basis of application of ICT progress in the audio, video and computer networks The content of GTDT is subdivided into units of knowledge and are scientifically arranged by hyperlinks Teaching methods are clearly presented in each unit of knowledge, with special emphasis on self-study method of learning 1.3.2 Necessary requirements of the electronic textbooks - Content: Must be complete, at least as detailed as printed textbooks - The form: Need to coordinate documents, presentations (video, PowerPoint , ) of the necessary parts The exercises, tests should be arranged by chapter, by each topic or general article, according to different levels of difficulty 1.3.3 The significance of of electronic textbooks Ability to combine teaching facilities; Increased interaction between students and tools; improve motivation for learning, personal response, enhanced self-reliance, create personal learning environment of learners; diverse & rich document links, The role of the teacher in teaching using electronic textbooks towards a positive change, repetitive nature of the Multimedia can replace the teacher in a certain amount of time 1.4 Some basic issues of online training 1.4.1 The concept of online training: Online training is a type of training with the aim to implement the teaching & learning objectives, in which there is a direct interaction between teachers and learners as well as learning community conveniently through ICT 1.4.2 The components of online training 1.4.2.1 System for building the lecture content is the product used to support teachers to build online lecture content (CAS) 1.4.2.2 System for online learning management is the system used to create, store, synthesize, and distribute online training content as learning objects (LMS) 1.4.3 The standards of online training 1.4.3.1 The standard definition "Standards are written agreements containing technical specifications or other precise criteria to be used consistently as rules, guidelines, or definitions of characteristics, to ensure that materials, products, processes and services fit their purposes" 1.4.3.2 Online training standards: packing standard; information exchange standard; quality standard 1.4.3.3 The need for standards in the online training: Accessibility, convertibility, adaptability, ability to reuse, sustainability, rationality 1.5 The current status of teaching Cartography in education colleges in the North-Mountainous Area 1.5.1 An overview of geography student at the education colleges in the North-Mountainous Area - Synthesis of student data: Total number of students surveyed: 1338, in which: Ethnic minority students: 662 (make up 49%); Students in particularly difficult areas: 439 (up 32,8 %); Students through nomination and selection system, joint training, and “learning by doing ": 677 (up 50,6 %) - The relationship between psychological characteristics of the students, quality of admission and teaching Cartography: + Advantages: Students eager to learn, have practical experience, should be easy to connect from theory to reality, less dominated by the effects of external social; + Disadvantages: Admission to geography is block C, so the "input" knowledge might not meet the subject’s requirement Level of IT of the students is weak, the economic ground is low 1.5.2 Assessment of the students’ actual learning and the need of innovation of teaching methods - Current status: it is common that the students take notes in the class, not proactive, not regular contact with teachers, not participate in the activities such as seminars, workshops, scientific research, has not yet involved in writing of articles, nor online learning The needs for innovation of learning methods: Need to communicate, to participate in activities such as seminars, workshops, study groups, research, , and participation in online learning on the Internet 1.6 Oriented reform of teaching method for Cartography at the pedagogical colleges in the North-Mountainous Region 1.6.1 Scientific basis of innovative teaching methods at the colleges of pedagogy: The innovation of teaching methods in education colleges aims to promote active, positive, and creative roles of the students in their learning process at pedagogical colleges and in teaching at schools 1.6.2 Orientations and measures to improve organizational forms and methods of teaching at the colleges of Pedagogy Teaching methods should highly promote positive, independent, and creative students, make contribution to practising skills for students Learning methods of students consistent with the scientific research method Improvement of the testing & evaluation system of knowledge and skills Construction and optimal use of the conditions and teaching facilities, especially ICT 1.6.3 Orientation of teaching Cartography at the pedagogical colleges in the North-Mountainous Region The form of combining traditional classroom teaching with online teaching has different levels: + Level 1: Traditional classroom teaching in parallel with the study on the Internet + Level 2: Teaching several modules on the Internet + Level 3: Teaching some study units on the Internet - Teaching Cartography at level 1: teaching the class plays a key role 1.7 Determining the relationship between components in teaching Cartography at the pedagogical colleges in the NorthMountainous Region (Figure 1.3) Figure 1.3 Diagram of relationship between the components in building Cartography teaching mode Chapter BUILDING AND USE OF ELECTRONIC TEXTBOOK OF CARTOGRAPHY 2.1 Common issues in building Cartography electronic textbook 2.1.1 Objectives of building the electronic textbook of Cartography - Training Geography teachers for secondary school - Teaching to meet the modern trend, towards the target of lifelong learning, building a learning society; - Improving the effectiveness of learning Cartography, creating a modern learning environment, equality for students in mountainous areas, opening a direction of teaching via the Internet; - Helping students to effectively use information technology tools, selecting & seeking information, actively planning and finding appropriate learning methods 2.1.2 Properties of the electronic textbook of Cartography 2.1.2.1 Scientific property: Ensuring the Cartology Science content according to the framework program issued by the Ministry of Education and Training, and supplemented with modern knowledge 2.1.2.2 Inheritability: Inheritance of the Cartography textbooks that have been used before 2.1.2.3 Pedagogical property: Integrated in electronic textbook the positive teaching methods Suitable to students, consistent with the purposes and requirements of the training process 2.1.2.4 Aesthetic property: Electronic textbook meets the art requirements of the courses content, and expressed in the appeal form 2.1.3 Principles for building Cartography electronic textbook: Combination of factors: Map science - Pedagogical property Modern technique, that are consistent with the real situation of the students and the education colleges in the region 2.1.4 Tasks of building electronic textbook of Cartography: Positively innovate of teaching method, exploit the most activeness, creativeness & initiative of students, applying of ICT progress in teaching Cartography 2.1.5 Criteria of building Cartography electronic textbook: Clear learning objectives, accuracy of content, detailed; clear & logical structure; the process of learning is expressed through specific activities, ensuring multi-dimensional interactions between the 10 teacher - student, diverse resource of learning materials, reasonable and updated, user-friendly interface, easy to use, 2.1.6 Some computer software used to build electronic textbook of Cartography 2.1.6.1 Software E-Learning XHTML Editor is an open source software, and is used to build lectures (CAS), it is intuitive and easy to use It provides the posibility for web publishing, easily reference or integrate into the standard LMS compatible system 2.1.6.2 Software Modular Object-Oriented Dynamic Learning Environment (Moodle): is an information system, open source, managing the teaching activities (Learning Management System LMS), creating courses on the Internet Moodle's main functions: Management (Web, users, courses); resources (lectures, document, videos, ); online activities ("Chat", forum, testing, assessment, survey, ) 2.1.6.3 Software PowerPoint: is a means of visual presentation, and is very effective in the process of teaching - learning 2.1.6.4 Software Macromedia Captivate is specialized software for creating interactive way and simulation as Flash animation (SWF) and EXE 2.2 Building Cartography electronic textbook 2.2.1 Design the outlines of Cartography electronic textbook Credits: 4; Total class-time periods: 60, in which: Theory: 45; Practice: 30; Self-study: 120 (as shown in the Table 2.2) Table 2.2 Program structure of Cartography Chapter No Week 2-4 4-7 7-8 9-10 11-12 12-13 14-15 Content Cartography and geographical maps Mathematical basis of the map Cartographic language Map generalization Classification of geographical maps Geographic maps with: Geographic Information Systems, Remote Sensing, Global Positioning System Geo mapping Use of geographic map Textbook of map Sum Class time periods Theory Practice Self-study 8 22 22 4 12 6 45 30 16 14 16 120 2.2.2 Building the content of Cartography electronic textbook 12 - The role of color on a map: to increase the amount of information, rich content, increasing the ability to distinguish, readability, aesthetic, spatial, hierarchical classification of objects; to express quantitative & qualitative features of the objects (phenomena) - The theory of color: There are two types of color: colored color, colorless color The fundamental properties of colored color: color, brightness, saturation 2.2.2.5 Letters and notes on the map * Purpose and meaning of words and notes on the map - Are important components on a map, explaining the map content - Writing (notes) on a map is divided into groups: name of the geographical objects, notes of characteristics of the object, explaination notes - Characteristics of the note text: Contrast, brightness, width, shape, word direction, size, style - Properties of the note text on map: clearly readable, universal, boldness, and art 2.2.3 Building content "packages" of Cartography by eXe software Example: Chapter 3: Cartographic language 2.2.3.1 Building the "Objectives" - Theoretical objectives: Understand the characteristics of the method of map display corresponding to the group, type of object on the actual use; apply in the mapping and use; theory of color, using colored colors on the map - Skill objectives: Identify and analyze the methods of map indication, build simple map symbols; Improve aesthetics, art for students - Enter the "Objectives": using iDevice Objective 2.2.3.2 Building outline "tree" (headings) - Use Outline: Adding a branch, changing a branch, deleting a branch, changing the location of branches 2.2.3.3 Entering content - Enter the text as plain text using iDevice Free Text - Import images using iDevice Image with text - After entering the content into eXe, pack it coform SCORM packaging standard 13 2.2.4 Application of Moodle software to develop management system and online teaching activities in Cartography electronic textbook 2.2.4.1 General information about the Cartography electronic textbook: Name, content summary of textbook; some information about the author, distribution table of the learning program, announcement of the schedule, requirements of study for learner (Figure 2.31) 2.2.4.2 Student management: The purpose is to manage students in courses, including student lists, personal information of students in each class (or group) 2.2.4.3 Building textbook resources Building Textbook Resources containing the content of Cartography study unit a) Putting the package Cartography content into Moodle: The content packages posted to the Moodle system by typing manipulation of content input b) Building electronic lectures of and put into Moodle * Building electronic lectures includes the following steps: identifying the basic issues, gather resources, complement, expand knowledge, build script, script shows, checking, editing products * Putting electronic lectures into Moodle 2.2.4.4 Create links to reference material: Actions: Home page → Add a resource → Link to a file or a website → Select and download a file / website (find the file/ website or document to download), write the document title, document summary → save the changes 2.2.4.5 Building and management of learning forum - Forum is the place to raise and discuss topics (questions) - The features of the forum: students search for information in forums, write and read articles in the forum, reply to a (group of) people, send attached files in Word, Excel, PowerPoint, format, provide statistic figures on all posts to forums, sending exchange E-mail - The possibility of online training: Stimulate information sharing, relevant to exchange of unorthodox information; creating excitement for students through a discussion of the content in the electronic textbook 2.2.4.6 Using "Chat" tool 14 - "Chat" provides means to exchange information simultaneously - The features of "Chat" tool: personal (group) conversations, with audio, video - Applicability of online training: Increase the ability of information exchange and interest among the users To use, it is necessary to create a room for "Chat" (chat room), set up time for logging in and meeting 2.2.4.7 Check online objective testing Objective testing is a method of testing and evaluating learning outcomes of students with an objective multiple choice question system It is so-called objective because scoring (evaluating) is entirely independent of the teacher who marks "Cartography" uses objective testing with four- option-questions (MCQ) Table 2.8 Question distributing on a competence scale No Content that needs to be evaluated Know Chapter Cartography and geographic maps Chapter Mathematical basis of maps Chapter Language of maps Chapter Map generalization Chapter Geographic map classification Chapter Geographic maps with: geographic information systems (GIS), remote sensing (RS), Global Positioning System (GPS) Chapter Geographic mapping Chapter Using geographic maps Chapter Textbook maps Total Percentage Competence scale Application UnderLow High stand level level Total questions 15 15 5 40 20 20 10 10 60 20 8 20 8 10 5 10 4 60 25 25 20 20 5 50 10 20 10 20 10 10 30 60 10 131 32,7 10 131 32,7 15 70 17,6 15 68 17,0 - Tools for creating online tests are applications that help teachers create and distribute tests, questions on the Internet, reviews and reports - Distribute questions for chapters on a scale of different competence: Know: Reconstructs the learned knowledge, Understand: analyze the learned knowledge, Application 1: creative analysis, Application 2: discovery of new problems (Table 2.8) 50 400 100% 15 - Create online tests + Method 1: compile test by some software of question compiling, and then upload on the Moodle system + Method 2: compile directly on the management system After completion of submission, the system will inform the total points and specific points for students 2.2.4.8 Activity of doing homework - After each chapter, implement doing homework (individually or in groups) - Requirements: test questions have open the characteristic, and are presented as essays - Teachers give topics (questions) for learners individually or in groups, set up deadlines for submission, set up scores 2.2.4.9 Systems of learners’ score management - Managing scores helps teachers capture, synthesize learners’ scores to conduct classification and evaluation of learning outcomes, and then have timely adjustments in teaching Scores are expressed in formats of Excel, text, charts - Learners’ scores are obtained from scores for homework, tests, forums, attendance, etc implemented by the automated system 2.3 Using electronic textbooks of "Cartography" 2.3.1 Log in online training system of “Cartography” 2.3.1.1 Register and validate account Step 1: Sign up Step 2: Verify account via E-mail 2.3.1.2 Log in the system and take part in courses Read information and schedules instructed by the teachers Read the package of related lectures Read materials (including web pages, files, and software applications) which have been available in the chapter link Participate in activities: forums and creating forums, participate in "chat rooms" and participate in making assignments (individually or in groups) under the administration of teachers Conduct periodic inspection to assess the level of self acceptance and participate in examinations of ending credits or courses to get points 2.3.2 Some forms of active learning using the electronic textbook of "Cartography" 2.3.2.1 Discussion Discussing is an organizational form with the style of discussing 16 around a number of topics which have been prepared under the guidance of teachers Students who participate in discussions prepared comments on the issues teachers required, questions, and solutions of individuals or groups, performed on the Internet 2.3.2.2 Co-operative Teaching (Co-operative Learning) - Co-operative teaching is a form of teaching in which groups of students work together solving problems, drawing knowledge under the guidance of teachers in the use of tools such as "forums", "Chat", E- mails Co-operative teaching requires a combination of elements: personal responsibility, group sharing, communication skills, cooperative process assessment, conduction of interactive activities, etc Example: Co-operative teaching of "methods of map expression" Divide students into 11 groups to learn 11 subjects, then discuss and synthesize the results (Figure 2.51) Figure 2.51 Chart of teaching based on method of cooperation 2.3.2.3 Split Teaching Teachers classifies students into groups, depending on the ability of each group to make exercises and discussion topics Organize interactions among students to exchange and form habits of selfassessment, self-adjustment for each student For example, organize the class into four groups with four topics 2.3.2.4 Programmed Teaching Programmization essentially means splitting the teaching content into units of knowledge which are closely related to each other The 17 movement to the next stage of learning depends on the quality of perceiving from the earlier period 2.3.2.5 Training pedagogical skills for students - Relate the program of "Cartography" with high school knowledge of geography - Improve the utility of modern teaching equipment - Practice your ability of self- learning, independent thinking, team working - Access, and use, then proceed to apply online teaching 2.4 Comparison between traditional training and online training of “Cartography" 2.4.1 The purpose of comparison between two training methods - To determine the relationship, and compare the difference between the two methods of training - To identify strengths and limitations of each method, then draws from that the optimal solution for teaching "Cartography" 2.4.2 Comparison between two training methods Table 2.10 Comparison of common problems of two training methods Elements Space for teaching, learners Traditional training -Classrooms with limited size -The number of students is limited, certain and focused -Qualifications and age are relatively equal -Synchronous for students based on the common plan of the school -Students go to class regularly for each day -Learning progress for the whole class -Traditional and modern teaching facilities (teaching software, projectors, overheads, video, audio, etc) Online Training -No limit in space -The number of students is not limited or certain, and from different places -Qualifications and age are unequal Teaching environment There is a direct contact between teachers and students in class There is an indirect contact between teachers and students through the Internet Preparation for teaching - learning -Teachers compile lessons, set up teaching scenarios based on available textbooks, compile materials, and prepare teaching facilities (traditional and modern) -Teachers design electronic textbooks, and electronic lectures Combine teaching methods in electronic lectures by using information technology and telecommunication for designing lectures Plan for teachinglearning Teaching facilities -The plan is actively arranged by students under the guidance of teachers -Time for learning is optional and unfixed -Learning progress for each student can be shortened or lengthened based on schedules -Multimedia environment: emulation Video television, links on the Internet, etc 18 Combine teaching methods during the lecture -Students prepare textbooks, materials, traditional and modern facilities for direct use in class (PowerPoint, video, etc), link to materials, build online activities: forums, seminars, etc Make learning plans for students and upload on the Internet, etc -Students prepare computers with Internet connection Prepare necessary conditions when participating the course: create personal e-mail, log in the system, make detailed learning plans for individuals in each module and the whole course -Teachers monitor and executive the course on the Internet: manage, group students, executive forums, answer questions, generalize comments and give conclusions Assign students/groups of students -Students actively read the content in electronic textbooks via packages of content in files as Text, video, PowerPoint, flash, etc., which are available in electronic textbooks (possibly re-learn or skip any content ) Take part in online activities: forums, “chat”, seminars, etc, with online community The process of teaching -Teachers teach based on the prepared lesson plan which uses the teaching methods as lectures, talks, seminars, problem raising teaching method, group activities These methods happen directly in class Tools are images, audios, practical activities, -Students study in class based on the lesson plan by teachers, take part in direct activities in class or practical ones Activities of inspecting, evaluating learning outcomes -Forms: through activities, objective tests, free essays, exercises, etc -Time: periodic, limited number of times -Organization: focused check with close inspection -Periodically inform learning outcomes -Forms: through activities, objective tests, free essays, exercises, etc, on the Internet -Time: students actively arrange (permitted period of time), unlimited number of times -Organization: unfocused check without inspection, depending on students’ selfconsciousness -Usually inform timely learning outcomes for students self assessment and selfadjustment Practical activities -Students contact and work directly with equipment for practice -Participate in outdoor activities -Students directly learn pedagogical skills from teachers -Teaching methods are diversified , practical and confirmed in advance -Practice pedagogical skills on real human subjects -Join the virtual exercises (see video, animation ) -Participate in the activities of virtual reality Fostering skills, and pedagogical skills -Students not directly learn pedagogical skills from teachers -Some modern teaching methods are integrated in electronic textbooks exploited by students under the guidance of teachers and curricula Highly encourage students’ activeness and independence 2.4.3 Reviews (online training vs traditional training) - Strengths: express flexibility, personal compatibility, and learning materials are diversified and always updated, contributing to practice 19 skills and learning attitude; increase memorizing ability; tightly manage the learning process of students - Limitations: Not effective in teaching difficult content; limit some practical skills of “Cartography”, reduce communication skills, a love for career from teachers to students; un-control the test subjects; increase the amount of work for teachers, build the electronic textbook “Cartography” more difficultly and expensive than tradi- tional textbooks; increase the costs of facilities and Internet access, etc Chapter PEDAGOGICAL EXPERIMENT 3.1 Experimental teaching 20 3.1.1 Experimental teaching purposes - To clarify the issues of theory and practice - To evaluate the appropriateness of the research thesis to the trend of innovative teaching methods - To be a basis for application to other subjects 3.1.2 Principles for conducting experiments - On many subjects of different grades of students - The results are evaluated objectively, scientifically with the comparison between experimental and control classes 3.1.3 Experimental tasks - Draw advantages and disadvantages of teaching methods - Transfer knowledge, methods of management, administration, modern teaching activities for students on the Internet 3.1.4 Experimental content: All of the program of "Cartography" 3.1.5 Experimental organization 3.1.5.1 Select the school and classroom for experiments (Table 3.1) Table 3.1: Number of students FOR experiment in training units Training Unit Thai Nguyen College of Educatio n Ha Giang (joint training Total Experiments Number Subjects of of students priority Geography 74 44 of Course (100%) (59%) 43A Geography 68 27 of Course (100%) (40%) 44A Geography 69 30 of Course (100%) (43%) 1B 211 101 (100%) (48%) Class control Number of students Geography 66 of Course (100%) 43C Geography 64 of Course (100%) 44B Geography 70 of Course (100%) 1A 200 (100%) Class Subjects of priority 38 (57 %) 3.1.5.2 Organizing of Experiment - Experimental class: Conducting the parallel instruction: teach in class under the general schedule of the college and online teaching on 28 (43%) 30 (43%) 96 (48%) 21 the Internet using electronic textbook of "Cartography" Time for learning on the Internet is actively arranged by students but durations regulated by teachers must be specified (occupying 90 periods out of 120 periods of self-learning) The process of online teaching in combination with teaching in class is done according to the scenario set by teachers for each module - Control class: ordinarily teaching with the traditional classroom method - End module Test: doing the same for the experimental and control subjects 3.1.6 Evaluation of experimental results 3.1.6.1 Synthesize experimental results (Table 3.3) 3.1.6.2 Chart learning outcomes on a scale of letters Figure 3.2 Chart of learning outcomes on a scale of letters 3.1.6.3 Cumulative frequency diagram Figure 3.1 Charts of the cumulative frequency Table 3.3 Statistics of points (scores) of the experimental and control classes 22 3.1.6.4 Calculate the statistical parameters 3.2 Survey of ideas of experts, teachers, students on the electronic textbook of "Cartography" and the effectiveness of combined teaching methods 3.2.1 Purposes of surveys - To collect opinions of assessment on strengths and limitations of electronic textbooks - To collect ideas of self-assessment on perceiving expertise, the ability to exploit information, the ability to use computers in online learning of students - To summarize recommendations and proposals 3.2.2 Audience for surveys - Total number of teachers surveyed: 81; including: Dr.: 11, Master: 68, Bachelor: 02 - Number of students: 271 3.2.3 Synthesize survey results 3.2.4 Conclusion after surveys - General comments: good textbook - The ability to use computers, the ability to exploit electronic textbooks; Internet serving for students’ learning are improved remarkably 23 Table 3.5 Summing up the opinions of experts, teachers, high school teachers who evaluate electronic textbook of "Cartography" No Evaluating level (%) fairly average good excellent Ensuring scientific content of 0 31,0 69,0 maps Structure of the electronic 2,5 26 71,5 Scientific textbook of “Cartography” characteristics Meeting the frame curriculum 0 13,5 86,5 Meeting the credit- training 0 16 84 program Appropriate to mountainous 2,5 18,5 57 22 students Appropriate to combined 0 27 73 teaching Pedagogical Creating interest in learning and 42 52 characteristics teaching Integrating modern teaching 0 18,5 81,5 methods Characteristics of sensitive 52 44 beauty of the text book Application of Levels of software exploiting 0 49 51 information and using technology Ability of exploiting and 0 25 70 and linking on the Internet telecommunic ation Appropriate to the real 7,5 55,5 37 situations Characteristic Appropriate to high school 12 76 12 of reality teacher training Feasibility in colleges of 0 18,5 81,5 education Content for evaluation 24 CONCLUSIONS AND RECOMMENDATIONS Conclusion Research results - Studying the way to approach the credit-based bachelor training program of Geography in education colleges - Defining the basis of argument and practice for building electronic textbook - Orienting to building Cartography electronic textbook in the creditbased bachelor training program of Geography in education colleges, in order to make effective use in teaching students in mountainous areas - Building relationships between components of online teaching in order to determine the position and importance of each component in the system Comparison of the two modes: traditional method of training and online training, and proposed training model of combining the traditional classroom teaching with the online teaching "Cartography" study unit - Building the "Cartography" electronic textbook including: 09 lecture modules (total 60 class time periods) that are well structured, logical, intuitive and easy to use; Reference document’s abundant and updated; The objective testing system includes 400 questions, and major assignments that include the whole program; the seminar activities, forums, chat to help the student to study better; The management and operation system for online courses to create good conditions for teaching staff to administer their students, and students can grasp their study program quickly and accurately A number of active teaching methods are integrated in the electronic textbook -Building the website for online teaching: http//www.daotaotructuyen.org/ - Deploying experimental teaching for students in the mountainous areas and carrying out the surveys to find out the professionals, teachers and students’ ideas to come to the conclusion: the electronic textbook is suitable for teaching "Cartography" in the pedagogical colleges in the North- mountainous Regions Recommendations - Study and develop online teaching in other scientific disciplines - Make admissions for sector of Geography- block A (Mathematics, Physics, Chemistry) - Strengthen infrastructure, computer training for schools in the northern mountainous region 3.The ability to develop the theme: Continue to improve the research towards the research and development of electronic textbooks for many other subjects and disciplines that could be applied on a national scale LIST OF PUBLISHED PAPERS 25 A ARTICLES 1.Do Vu Son (2005), Improving the application og Information Tecnology and Telecommunication in study and scientific research of the students in Thai Nguyen College of Education, Summary Record: Application of Information Technology in studying, managing and teaching the students in national colleges, Hanoi, April 15, 2005 Do Vu Son (2005), "Building the electronic lecture – textbook of “Cartography” Journal of Education, 121, p: 41-43 Do Vu Son (2006), "Enhancing the understanding of General Cartography in teaching Geography for high school teachers and pupils”, Journal of Education, 144, p: 22-23 Do Vu Son (2006), Designing the electronic lecture – textbook of Advanced Geography - grade 10 (Cartography), National Conference of Science and Technology on improving the quality of training teachers and educational managing staff, Thai nguyen, October, 21-22, 2006, p: 213-218 Do Vu Son (2008), "Exploiting the information system of Geography GIS and Mapinfo software in designing the electronic lectrure of General Cartography”, Journal of Education, 191, p: 3234 Do Vu Son (2010), "Building a system of inspecting and evaluating the learning outcomes in the electronic textbook of Cartography used for online training”, Thai Nguyen Journal of Science and Technology, 66(4), p: 29-31 Do Vu Son (2010), Building and implementing online training of Cartography Summary Record of National Scientific Seminar in Geography V, Hanoi, June 19-20, 2010 Do Vu Son (2010), "Exploiting Moodle sorftware in online training, the credit of Cartography in the College of Education”, Journal of Education, 241, p: 41-42 Do Vu Son (2010), "The application of software of E-learning XHTLM (eXe) to build the course content, the credit of Cartography used for online training”, Thai Nguyen Journal of Science and Technology, 69(7), p: 119-123 10 Do Vu Son (2010), "Learning method of Geographical students in colleges of education in the northern mountainous areas and online training of Cartography”, Thai Nguyen Journal of Science and Technology, 70(8), p: 15-18 26 11 Do Vu Son (2010), "Building the outline of Cartography credit for credit-training in the College of Education”, Journal of Education, 248, p: 47-49 12 Do Vu son (2010), Solutions to“Cartography”teaching on the credit system in colleges of Education in the northern mountainous areas Summary record of Asian Geography X (SEAGA 2010), Hanoi, October 23-26, 2010, p: 290-296 B SCIENCTIFIC AND TECHNOLOGY PROJECTS 1.Do Vu Son (2005), Studying and building some electronic lectures in the textbook of Cartography for educational universities and colleges in Thai Nguyen, Thesis in educational science, Thai nguyen College of Education 2.Do Vu Son (2009), Study and implementing online training in the credit of Cartography in colleges of educations in the northern mountainous areas, Ministerial level scientific research project, Hanoi University of Education 3.Do Vu Son (2009), Building the system of questions and exercises for inspecting and evaluating the learning outcomes in the electronic textbook of Cartography in colleges of education in the northern mountainous areas, college level scientific research project, Hanoi University of Education Do Vu Son (2010), Building the electronic lecture of Cartography serving online training in colleges of education in the northern mountainous areas, college level scientific research project, Hanoi University of Education 5.Do Vu son (2010), Building the electronic textbook of “Cartography” used for online training, college level scientific research project, College of Education, Thai Nguyen University C BOOKS AND TEXTBOOKS 1.Do Vu son (2008), The electronic textbook of Cartography for online training, Website http//www.daotaotructuyen.org 2.Do Vu Son (2008), Set of objective testing questions of Cartography, College of Education, Thai Nguyen University 3.Do Vu Son (2009), The electronic textbook of Cartography, Thai Nguyen Publishing House, Thai Nguyen