July 3rd, 2019, the Jubilee, 20th edition of the SGH Summer School - Summer University Warsaw 2019 began. This year, we host a record number of 57 participants from all over the world. The curriculum gives the possibility of shaping an individual path and choosing from three morning and two afternoon courses. After classes, cultural and integration meetings are organized: visits to museums, sighsteeing, as well as a trip to Krakow, the Wieliczka Salt Mine and the Auschwitz Museum.

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We invite foreign students to take part in the new edition of Summer University Warsaw (SUW 2019) which will take place at SGH Warsaw School of Economics in July 3-17, 2019. SUW 2019 gives you knowledge, workshops, cultural events and new student-friends from various countries.

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On 13th July 2018 Summer University Warsaw 2018 came to an end. During two intensive weeks international students could get to know with our university, learn and gain ECTS points, visit Warsaw and Cracow and spend enjoyable time in multicultural environment.

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We invite you to take part in the new edition of Summer University Warsaw (SUW) which will take place at SGH Warsaw School of Economics in July 2-13, 2018. SUW is a project which combines 2 weeks of academic courses with cultural experience, sightseeing and meeting new student-friends from all over the world.

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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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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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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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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 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 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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