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Even if Romania has Proved a constant impetus towards adopting and adapting to the global information and communication trends, after 13 years we are still far away from closing this gap: some of the recent statistics have estimated 3:57 Romanian PCs per 100 inhabitants, it seems that Internet users at 806.09 there are 10.000 inhabitants, however, the telecomm infrastructure is characterised as “poor, but developing” (ITU, 2002).

The important aspect to be known is that most of the Romanian high schools and universities now have access to computers and the Internet, and they are part of the RoEduNet - the Romanian Education Network. The implementation of a complex strategy aiming at the development of the RoEduNet infrastructure is already taking place. It is obvious that in the next few years, Romanian education system will have to be prepared for the profound changes that are approaching on the global level: multimedia techniques, e-Learning systems and tools, the virtual university.

Reforming education: The legal framework
The first years following the 1989 events marked a reparatory phase at all level of the Romanian education system. Although no clear alternatives for change were offered, the measures taken immediately after the change of the Communist regime were meant to “de-communization” and “de-ideologization” of education, some more comprehensive attempts to restructure the system (in terms of organization , financing and government, and the status of teachers) started only a few years later (Birzea, C., 1994).

It soon became obvious that a thoroughgoing education reform required a systemic overhaul: Romania’s tradition of a highly centralized political system created a totalitarian mentality that together with the cultural attitudes spawned it represented true obstacles to change, impeding legislation for reform.

In 1993, the first drafts of a new Law on Education were elaborated, the law being finally adopted in 1995. One of its the meritorious aspects was that it provided for greater local autonomy to the universities, and therefore offered the impulse for the development of a tertiary education market in Romania. However, in this moment (1995) The law made no reference to distance education, ICT or e-learning.

After three years, in 1998, under the Decree No. 58 of 02.02.1998, the Romanian Government approved the National Strategy and the Implementing Informatisation in an Accelerated Rhythm of the Information Society. Within this framework, the development of the RoEduNet infrastructure and connecting more and more schools and educational institutions were settled by a series of Minister’s Orders: 3177/29.01.1998, 3487/30.03.1998. 4393/31.08.1998; other documents were referring to the status of “Open distance learning centers in Romania” (3289 Order from 19.02.1998) or to the “Status of open distance learning in universities” (Order no. 5073 from 24.11.1998).

Following this intense legislative activity, in December 1999 the Education Law was amended and republished; It can be noticed in the 1999 version of the law at first mention to Distance Education as a specific form of education, specifically addressing to a professionally active population that intends to continue or redirect the path of its education.

In October 2001, the government issued new norms (HG no. 1011/8.10.2001) and a specific methodology and criteria for evaluation and accreditation of the distance education programs offered in the Romanian universities and educational institutions. The article 13 of this document Clearly stipulated the use Internet and multimedia in the education process. The further methodologies issued by the ministry would include the compulsory use of ICT and the new e-Learning technologies (as for example, it is stated Clearly the use of email as a specific form of communication between the professor and his / hers students) in Distance Education programs.

Intense debates followed the issue of the above mentioned document and the further regulations. Especially during the last months, most of the Romanian universities were busy developing the infrastructure of their Distance Learning Centers, or developing web-based learning environments. How successful they’ve been, we will probably see during the academic year that is about to start …

It becomes quite obvious that a massive adoption of the new learning technologies, as promoted by the current national education policy, poses the problem of effective teaching, especially of how to promote interactivity that goes beyond Merely asking questions from lecture notes. At the same time, the new regulations bring infrastructure and human development needs, and produced (sometimes unexpected and unwelcome) effects in many areas of institutional practices.

Beyond Technology
As in other Eastern European countries, in Romania too, the education reform efforts have had to contend with a vicious circle in terms of human resources. Even if the latest policy documents recognized the human resources as the engine of the education reform in Romania, failure by the national education and training system to anticipate the need for skilled designers, authors, developers, mediators, and assemblers of new technologies means that learning there are almost no trained professionals, fragmented educational standards, and isolated adopted e-Learning Innovations.

As one can notice, sophisticated technologies, as WebCT, Lotus Learning Space or Ariadne, are already implemented in several Romanian universities, other universities are developing their e-Learning Systems “in house”, or prefer to implement various systems designed by local software houses .

However, no matter how sophisticated the software, technology itself can never guarantee improved teaching and learning, as so many examples of just throwing lecture notes onto the web have already shown. Disregarding the fact that for the methods we are dealing today is the basic tool a computer screen, teachers always prefer familiar methods, with new technology reproducing what they have always done without them. It is easy to see that many of the Internet-based courses already offered the same copy texts, words, graphics from printed text, while a greater variety of mediums and more attractive and appropriate styles could be used.

What makes the process even more difficult is that most of the Romanian teachers have little or no formal training in how to teach, their prior experience and teaching evident strengths has always drove their attitude to change and adoption of new learning technologies: When asked why the New technology is not being integrated into teaching and learning, teachers will sometimes argue about lack of access and the low technological infrastructure; many will complaint about lack of specific skills, but most of them will mention low-quality pedagogy, linear and uninteresting Mechanistic learning materials, and technology never replacing teachers. All these are quite reasonable and acceptable arguments about traditional class-based teaching, too.

Challenging Education
Change is always a difficult process, with a dynamic depending on a multitude of factors. Technology is only one of them. A related challenge comes in gear shifting from the traditional lone academic path to adapting to the exigencies of teamwork: as require working in a course design, learning materials or production teams. On the other hand, teachers will also show their individuality in various ways, especially in how their own disciplines conditions their thinking and behavior, how they teach, and how they react in the process of integrating a new technology within their activity.

But change and development to most educators rarely happen unless they accept workloads, collegiate cynicism and envy, take extra work, and overwhelmed by enthusiastic students embracing the new technology, and expecting instant responses to their questions.

Rogers (1995) describes as follows the process of change:
Usually, the process of adopting a new technology will be starting up enthusiastically with very small group of innovators (about 2.5% from the whole target population!) That eagerly test out any new product and explore the intricacies of the new educational tools and software.
Gradually growing, this initial group will develop in a larger group early adopters (about 13.5%). It is a group that will act rather differently: relatively free from innovators’ initial enthusiasm, they experiment with an innovation to see how it might help the process of teaching and learning. They act as informed opinion leaders, and use their own professional networks to discuss their experience, to show to their more cautious colleagues the shortcuts to smooth the path to adopting the new.
An Early Majority (about 34% of the teachers) will analyze the characteristics of various learning technologies against their teaching values and stiles and think through various ethical, application, and workload issues before they decide to experiment and knowingly trade off some effects of more challenging of innovation against the less-challenging educational or old familiar habits.
And finally, The Late Majority - to 34% of the population reacting with expressions of doubts and cynicism - will adopt the technology only much latter, when they feel no risk at all, when very easy to use and reliable technology is ubiquitous, on when really pushed by peers or administrators.
Really Left Behind is a group of adopters Rogers Referred as laggards (16%) who Rely on tradition and habit and question the activity of anyone who promotes innovation adoption or worst, work with the Early Majority (or even with the innovators).

This is a one of the possible ways of conceptualizing change. There are many others models that look at various aspects intervening in the process. Whatever the conceptual model would be, the Romanian universities eager to implement e-Learning in their educational programs have to find the right answers to a multitude of questions:

How can resistance be overcome and innocence?
How can this process be supported and oriented?
In what way that very small group of first adopters can became the snowball Attracting a Large Majority of teachers Able to intelligently combine technology and pedagogy in an evolving and dynamic Mutually Enriching synthesis in favor of the new ways of learning and teaching?

Program of the Interdisciplinary Institute of Continuous Education and the Academy of vocational education designed for people who have successfully employed and who want to improve the knowledge and skills in specialized fields, as well as for those who realized his calling in psychology and wants to change their lives for the better

The educational course is designed for training or advanced training students in the field of practical psychology.

Of benefits of training:

During the training students receive effective scientific and practical tools for working with socio-psychological symptoms of conflict, the necessary theoretical and practical knowledge in relevant fields, creative skills in a variety of psychological experience.

Principle of interactive learning process allows students to integrate their professional and life experience in the practice of psychological and social work.

The value of the course:

Feature of educational programs is their focus on the active implementation of the latest scientific developments in social practice: counseling, correction, psychotherapy, pedagogy, personnel management, PR, advertising, administrative and social work, as well as in all areas of interpersonal communications.

Using an integrative approach in the disclosure of personal potential includes a set of scientific psychological disciplines combined:

common understanding of the nature of conscious and unconscious, interpersonal and social processes;
holistic view of the external and internal aspects of human life;
unconditional recognition of the value of existential needs of the individual and his responsibility for his own arrangement of social, health and happiness;
notion that negatively perceived by the circumstances at the heart of conflicts whose solution is a prerequisite for human development and society.

Requirements for primary students’ knowledge:

For a refresher course in practical psychology accepted students with higher education of any profile and senior students of universities.

At the end of (the study of lectures and seminars, practical tasks, taking the course work) students are given a certificate of retraining or further training in the field of practical psychology.

The objectives of “Academia Online”, in this primary pilot phase are the following:
- Offering students, companies, educators and non-profit organizations the resources for continuing education, training and self bettering. (Www.academiaonline.ro)
- Creating a new efficient platform, based on interoperability standards, accessible to corporations, training and education institutions or individual authors and enabling them to publish online materials.
- Setting standards in design, infrastructure, security, didactic planning, support and interaction on virtual media, methods of distance learning, resource distribution and online examinations.

The eLearning System Available
Online courses represent more than mere information in electronic format made available to everyone through the Internet. Incessant progress, continuous education, development of personal skills - these are the goals encouraged and supported extensively by the trained specialists of the Association for Excellence in Career through the creation of the best available elerning system in Romania.
Academia Online collects carefully selected contents and support materials, presented sequentially, in the rhythm particular to each student packed with the optimal design for distance learning with visual support materials. The proposed curriculum is Subjected to a long process of evaluation, assembly, redesign and validation according to strict standards set up by the pedagogic team of specialists, psychoanalysts and programmers from the Association for Excellence in Careers, the Institute of Educational Sciences and Inside Media.
The methods proposed by the Institute of Educational Sciences have been developed in a constructivist maner. This is the fundamental distinctive characteristic of the elearning system of “Academia Online” among other distance learning systems. Though these solutions support the pictorial learning, the knowledge and habit learning process Encourages the students’ efforts in the representation conversion, new information creation and operational mental structures. The optimal blend between content presentation, support of an active attitude and cooperative learning stands at the core of “Academia Online”.
The evaluation, an essential factor of quality in pedagogical plan, is present in the system in all its forms. The learning process is supported by a continuous assessment and self-assessment. At the end of a course there is a certification exam made up of two parts: a task carried out by students in teams and secondly, an online content-oriented test. Both the collaboration and the online testing methods have been created and developed by Inside Media programmers assessment assisted by specialists from the Institute of Educational Sciences.
Some of the courses end with a face-to-face exam required for graduation certificates authorized by the Ministry of Education and Research.

The success of Academia Online Project is already statuated by the number of our students: over 8000 enrolled in about 14 courses, most of them free, offered by various institutions.
By means of working with a system based on state-of-the-art Internet technologies combined with national education standards we have Proved the power and accessibility of the Internet in distance learning as part of an articulate didactic program.

Making an impression

It is a sad fact that we generally only get one chance at making an impression on an organization, and so that’s a chance we’ve got to take. For many trainers, eLearning is the biggest chance we’ll experience in a lifetime, a chance to transform the way an organization learns, with - because of the priority being attached to e-business initiatives - the budget to match.

So, what do we have to do to make the best of this opportunity? How can we make sure that we do not waste this chance? Well, the best way is to copy Those who’ve already made e-learning success and to avoid the mistakes made by Those who’ve lost out. That’s what we’ll attempt to do here.

What is working?

Cynics might say that, as trainers, working is an unfamiliar concept, but that would be unfair and missing the point. What I mean is, how do we measure that e-learning is working? In practice, there are many ways of

assessing its effectiveness:

Happiness: The reactions of students are important, Because happy students come back for more and, just as significantly, tell their friends. So are students happy with e-learning? Well, according to one report from Forrester “enthusiasm for online learning runs high. On the other hand “a lack of interactivity and resistance from the old guard are primary Roadblocks.

Time online: Learning management systems make it possible to measure how much time students are spending online, but it’s doubtful Whether this means very much. As Stephen Bennett of Click2Learn jokes “You Do not Know Whether a student has been studying assiduously for hours or just forgotten to log off.

Bums on seats: Quantity is, of course, not the same thing as quality, but important nonetheless. If you have large numbers participating in your e-learning courses you must be doing something right.

Completions: Many would argue that the number of completions - how many people actually get through to the end of the course - is a significant measure has more than the number of starters. For others this is simply missing the point - surely the whole point of e-learning is that you do not have to sit through races to the end, you pick the bits that interest you and then you get out.

Learning: Surely we can all agree that it matters Whether students learn or not. A successful e-learning project will bring about a change in behavior, based on new knowledge, skills and attitudes.

Performance change: But learning is not enough. As John Ruskin said: “What we think or what we know or what we believe is, in the end, of little consequence. The only consequence is what we do. “And in the end, it’s performance changes, leading to a healthy return on investment, Which Will Ensure the success of e-learning. It’s not hard to see a healthy ROI from e-learning, Simply Because it saves so much money compared to traditional methods. What will be interesting is Whether anyone will be able to demonstrate financial gain from the benefits of better learning.
Case study: Royal Bank of Scotland Group and Epic

The Royal Bank of Scotland commenced their e-learning rollout with the advantage of many years’ experience in delivering learning to their 650 branches through other technology-based training media, including CD-ROM. Having said that, this was a major strategic venture, designed to satisfy, through e-learning, all of the key knowledge requirements of more than 20,000 retail staff.

Working with e-learning developer Epic Group, RBS designed and produced more than 100 hours of online material, based on a clear definition of job roles and competencies, for delivery through its Training and Communications Network. As a result, the bank received a 700% return on its investment and the program is now being rolled out throughout NatWest.

RBS still uses a variety of non-online methods to meet its skills requirements, but is experimenting with a virtual classroom, named AREL, as a way of meeting Which needs do not justify a workshop. AREL A typical session lasting about one hour, includes video, multi-way audio and frequent interactivity. Although a virtual classroom takes some getting used to, employees are finding it a useful way to tackle learning needs, in the company of their colleagues throughout the country.
Barriers to change

In a survey conducted by Epic Group for the DfES in Spring 1999, trainers were asked what the factors were most critical in the success or failure of e-learning. Number one was the support of senior management, the number two attitudes of trainees and, not far behind, the attitudes of trainers. Clearly these trainers felt that the Management of attitudes was a bigger issue than the management of technological change.

An ASTD survey, in July of 2000, asked American trainers who offered the most resistance to the introduction of workplace e-learning. Topping the list by a long way were managers (40%), followed by trainers (25%), learners and technical support (both 15%). Again it seems that, for your project to be a success, you’ve got to get management on your side.

So what can you do to win over the hearts and minds of managers? According to John Newton of NCR it all depends on the person. Some are only interested in the numbers, so tell them the potential ROI. Some are people people - they want to know how employees will benefit from e-learning and how they’ll be supported. Others are process people who will want to know how it’s going to work. Finally, you have the contractors and they just want to get on with it. The answer, then, is to sell on all fronts, Providing arguments to win over all four types.

You may be surprised to see that our fellow trainers are high on the list of barriers for change - but do not forget that many trainers are humans too and are quite capable of being as resistant to change as the next person. As Guy Sellwood of PROSEL points out, drawing on Kotter and Schlesinger, there are four reasons why people resist change: parochial self-interest (they expect to lose something as a result), misunderstanding (often based on a low level of trust) different assessments of the situation (they see the world differently) and a low tolerance for change (based on a fear that that they may not possess the necessary skills and abilities). Guy proposes a variety of methods for dealing with resistance, ranging from education and communication, to participation and involvement, through to facilitation and support.
Case study: ICL and KnowledgePool

When faced, earlier this year, with a massive skills shortage, ICL realized its most cost-effective solution was to make an investment in retraining its existing employees. ICL set e-learning provider KnowledgePool a stiff target: get 4000 engineers and developers up to MCSE and MCSD standard in 33 months, without any impact on productivity over the period.

KnowledgePool designed a modular, six-month program comprising a mix of instructor-led and online methods. Each student Had to take at least three online modules, otherwise the mix was a free choice. Backing up the whole program was real-time tutor support. The result is that, at the time of writing, 800 Had already been accredited, with a commitment to reaching a new target of 8000 by 2003, along with a shift of emphasis towards e-learning.

KnowledgePool identified four key factors in the success of the program: buy-in from the very top of ICL; a deadline for completion; ongoing facilitation and support; and an extensive communications program
Convincing the learner

At least theoretically, the learner has a choice - to do e-learning or not to do e-learning - and as a manipulator of people, your job is to influence that choice in Favor of the train option. As ever, you have the choice of the carrot and the stick. Let’s start with the stick, Because that’s more fun.

You can point out that no e-learning means no career progress. According to Professor Anne Jones from the Center for Lifelong Learning at Brunel University, “people do not understand that, without changes they will be without work.” Make them understand. You can also point out that alternatives to e-learning are more expensive and much less flexible (sorry, all you classroom trainers). If you want to use coercion (because you’re in a hurry and in a position of power), why not make the compulsory e-learning? Do not allow any alternatives.

A diversion here. A common argument from trainers is that e-learning must be run Alongside traditional methods as an alternative, to accommodate different learning styles. Big mistake. Firstly, this destroys your ROI argument, as you’re now Increasing the cost of training rather than reducing it. Secondly, it does not give e-learning opportunity, Because very few people will change to something new if they have a choice. Lastly, it’s Hypocritical. For years we’ve been giving learners no choice - it’s classroom or nothing. Why is it suddenly so important to do so now?
Case study: Norwegian government and Saba

As of August 2000, a whole country changed the way it trained reskilled and its people. An Illustrious Collection of the great and good from Norway’s government, business and education communities formally launched the Competence Network of Norwegian Business and Industry - Gold NKN for short. The plan was to oven Provide more than one million Norwegian citizens - including government offices, trade unions, colleges and universities, as well as the private and public sector - with access to ongoing, personalized online training.

“We have a good level of education in Norway to most people now require several” refills “of learning during their career,” said Tore Egil Holte, chairman of the board of NKN. “Workers need easy access to learning, in a way that is independent of geography and time.” So access to NKN was Actively Encouraged in the workplace as well as at home. Indeed, legislation Had been put in place to encourage learning at work. For example, employees now have the right to have their skills, and any gaps in Those skills, assessed, and their use is Obliged to Pay for Those filling gaps.

Sven Erik Sk

• Level 1 - Did participants enjoy the experience?
• Level 2 - Did participants learn?
• Level 3 - Did participants use the skills?
• Level 4 - Did participants’ performance improve?

Clearly, Levels 1 and 2 happen in the workshop and contribute to Level 3 and 4. If Levels 3 and 4 are not reached, the training is Largely a waste of time and money. Here are some ideas to avoid such waste.

Evaluate Whether you really need to go to a workshop at all. Can you get the information you need from:

a colleague?

a book (self-help)?

an Internet search?

your manager?

self-paced computer-based training?

If the skill is best acquired in a workshop format, find out if this is available internally or externally. The advantages of an in-house workshop include:

Learning the same skill as others in a similar situation. This will give a critical mass of people a better chance of using new techniques. No one person will feel like an oddball trying new things on his own.

Having the ability to network and share successes and problems with others who are easily accessible.

Less time-wasting. The workshop will probably be tailored so participants can deal with real issues.

Case studies will be confined to organizational issues.

The program may be just in time and scheduled right before you need to put the new skills into practice.

The advantages of an outside workshop include:

The ability to stand back and see the big picture. The workshop can not deal with the nitty-gritty issues you face. Rather, it would take more of a global approach.

Networking opportunities. Sometimes we believe our organization to be unique. By meeting people from a variety of organizations, we often find that we have similar issues. And more important, we may discover new innovative solutions that have application in our organization.

During a workshop, be it internal or off-site, you will improve your learning if you:

Let the instructor know if you have specific issues you would like to have addressed.

Familiarize yourself with the course objective. Highlight the ones of greatest importance to you. Focus on them.

Write down key ideas constantly. Develop a daily summary.

Ask lots of questions. If you feel that some of your questions are off track or of little interest to others, the trainer at corner breaks or at the end of the day, To ensure that you get answers.

Participate with enthusiasm.

Practice skills at every opportunity. Participate in role-playing rather than acting as observer.

Sit closer to the front To ensure fewer distractions.

Ask for feedback from the instructor and fellow participants on how you are doing, Particularly when you’re involved in a role play. Pay close attention to what you are told, without being defensive.

Stretch yourself. The workshop is an opportunity to try things that you’ve never done before. Failure and mistakes can be an effective part of the learning process.

Ask for feedback on your effectiveness. Listen without being defensive. Make notes on how you can improve.

Find someone you trust so you can mentor and support each other after the workshop.

Offer to give your boss or peers a summary of what you Gained at the workshop. This will present you with the great challenge of getting your head around the key concepts.

Before you attend a workshop, consider these issues:

What is your preferred learning style? Do you, for example, prefer to listen and observe rather than do things experientially? What process will predominate at the workshop? Some, particularly the one-day-wonder seminars, appeal to the observers to have little value for the hands-on learner.

Who is Providing the workshop? What are his or her credentials? What is his or her training style? Does it match your learning style?

How effective was the workshop for others?

Training to become a Registered Nurse can be accomplished with any one of three educational options: (1) a Bachelor of Science degree in nursing (BSN), (2) year associate degree in nursing (AND) or (3) with a diploma from a qualified nursing school program.

Nursing schools that offer a Bachelor’s degree upon graduation are generally four-year programs, while an Associate degree or Diploma program can range in length from two to three years. Registered Nurses that are awarded a Bachelor of Science (BSc) degree will have the broadest range of career choices, meeting the required skill level for more procedures and specialties. Regardless of the educational path chosen, all Registered Nurses must pass the national examination before being officially licensed to practice. Registered Nurses can hold licenses in several states, either by endorsement of a license issued in another state or by examination.

The Demand for Registered Nurses in nearly every segment of the medical profession is growing every day. As more advanced technologies and procedures have been introduced into the routine care of patients, the need for such skilled professionals has been Steadily rising. A graduate of a Registered Nursing degree program is sure to find employment in their preferred specialty, as the employment opportunities across the medical industry far outnumber the qualified applicants available to fill them, Ensuring a secure and fulfilling career for years to come.

Test Tips

Read Lot of Books on Certification:

Inculcate the habit to read a lot on certifications. Usually human brain tend to have extended recall of what has been read a few times.

Make Notes:

Ensure that you take notes of what you learn either while attending classroom sessions or reading study material.

Latest Industry Information:

Stay up to date with the latest technologies and happenings in the industry.

Do not Act in Haste:

Do not scuttle while attempting the test. Always read the question carefully before you look out for choices in hand.

Devote an ample amount of time:

Devote some time to ponder and think of the possibly correct answer before selecting one from the given choices.

Be Cautious!

Ensure that you interpret all the options correctly before selecting from available choices.

Follow Your Instincts:

If you get confused and can not think of the answer with self-reliance, follow your instincts.

Use Common Sense:

Use your common sense while answering the questions. It will be the best deal.

Take Your Own Time:

Make the most of the time period for answering the test questions. Do not ‘haste.

Stay Informed:

Ensure that you refer to the most up-to-date and modernized versions of study materials for certification exam preparation.

Just remember these tips and you will triumph the computer Certification with distinction!
Best of Luck! Look out for more tips and tricks on website.