Vol.43, No 1 (2010)

Eva Jereb

Faculty of Organisational Sciences, University of Maribor, Kidričeva 55a, 4000 Kranj, Slovenia

Abstract

Background/Purpose: Study success can be influenced by following factors: (i) social elements (social class position, parents’ education, parents’ profession, parents’ income); (ii) student-related factors (motivation, aptitude, effort, IQ, time spend on study, opportunity to learn, pre-university education); (iii) quality of instruction (organisation, course material, communication, assignments, exams, grading, course outcomes); (iv) curriculum (number of courses, sequence of courses, test schedule, system-block or parallel); (v) government (grant, student accommodation). In the paper the influence of these factors on study success is presented. Social and academic integration are central aspects. In the research we found out that “social elements” greatly influence the decision to enrol, but have less influence on marks received and the duration of study. Grants also greatly influence study success. We were surprised when we found out that factors from the “quality of instruction” group can only explain 12.3% of the variance of exam results.

Dejan Dinevski

University of Maribor, Faculty of Education, Koroška c. 160, Maribor, Slovenia

Samo Fošnarič

University of Maribor, Faculty of Education, Koroška c. 160, Maribor, Slovenia

Tanja Arh

Institute Jožef Stefan, Jamova cesta 39, 1000 Ljubljana, Slovenia

Abstract

Background/Purpose: Open educational resources in e-learning are the future source of information for lifelong learners. Open source and open standards are defined as the basis of the “Open educational resource movement” that is beginning to form on a global level in the last decade. The characteristics of the OS are investigated in the relation to e-Learning, existing and new pedagogical principles and copyright issues. Several good practices, ideas and existing initiatives are presented and the vision of the future of open educational resources is introduced.

Vanda Rebolj

Glotta Nova d.o.o., Poljanska 95, 1000 Ljubljana

Abstract

Background/Purpose: The article presents the results of a research on perception during the learning process of adults in a virtual environment. The aim of the research was to determine why the process of e-learning introduction in Slovenia has been slowed down. Perception and its effects upon learning are important on the conscious as well as on the unconscious level but they have not been given as much attention as in the classical learning environment. Disturbed perception which results from the lack of expertise in preparation of the e-environment is a serious obstacle for learning. The objective of the research was to find solutions for the actual teaching practice but at the same time the research emphasizes that conclusions cannot always be made on the basis of former facts about students. We have to bear in mind that the impact of technology changes the students as well. Lack of professional arguments and of good practice leads to pedagogical conservatism which can cause the school’s progress, also in the area of adult education, to be directed in the opposite direction from the one required by business processes in the organizations in which the adult students come from or in which the students are employed after they finish their education.

Franc Gider

University of Nova Gorica, Vipavska 13, 5000 Nova Gorica, Slovenia; Slovenian Technology Agency, Dunajska 22, 1511 Ljubljana, Slovenia

Tanja Urbančič

University of Nova Gorica, Vipavska 13, 5000 Nova Gorica, Slovenia; Jožef Stefan Institute, Jamova 39, 1000 Ljubljana, Slovenia

Abstract

Background/Purpose: While advanced technologies are entering schools at all levels, we claim that other skills required to deal with them in the complex modern world should not be neglected in the education system. In this article, a promising approach to interdisciplinary postgraduate education is described. The idea of the »Team project« course is to give the students the opportunity to gain experience in an extensive project where various skills are needed, e.g. teamwork, coordinating work, project management, research, problem solving, public presentations, time management, etc. The course is obligatory and held in the first year of the master study program at the School of Engineering and Management of the University of Nova Gorica. The main advantage of the course is to give the students hands-on experience of work on a project that is very close to reality. Students are forced to gain experience in teamwork and to overcome the uncertainties and obstacles that arise in such projects. Since the launch of the course, several improvements have been made with the aim of improving the performance of the course. Nevertheless, the course remains a challenge for both students and teachers.

Ivan Gerlič

ivan.gerlic@uni-mb.si

Abstract

Background/Purpose: The era of advanced technology claims a different individual. The individual that would undisturbed function in the era of digi­talization and would better perceive and protect our environment with the help of accomplishments and benefits of advanced information and communication technology (ICT). There is no better time for learning and concretization of these values as in school. Nowadays pupils, the pupils of digital era, are more and more experienced in the usage of contemporary media and networks. That is why they require the modification of conditions and teachers’ role in the school. Will new information and multimedia or hypermedia support for classrooms and new didactical ideas improve learning results, and stimulate innovation and greater pleasure towards learning and knowledge? All these questions will be answered in our contribution.

Viljan Mahnič

University of Ljubljana, Faculty of Computer and Information Science, Tržaška 25, Ljubljana

Strahil Georgiev

SRC Sistemske integracije, d.o.o., Tržaška 116, Ljubljana

Tomo Jarc

University of Ljubljana, IT department, Kongresni trg 12, Ljubljana

Abstract

Background/Purpose: The increasing use of agile methods for software development creates the need for these methods to become part of the education of future computer and information science engineers. On the other hand, teaching these methods gives us an opportunity to verify individual agile concepts and their effectiveness. For that reason, project work is an appropriate and frequently used form of teaching that enables students to get acquainted with agile methods and, at the same time, provides case studies for evaluating individual agile concepts. We describe our approach to teaching the Scrum agile method, within the software technology course, in cooperation with a software development company. Students were taught through work on a real project for which a list of requirements was submitted by the company. A co-worker of this company participated throughout the teaching period playing the role of customer’s representative. During their work, students consistently used the Scrum method and at the end of each iteration they evaluated their experience by means of a questionnaire. In the article, the Scrum method is presented first, then a description of work on the project is given and finally the results of the survey are described.

Matea Curkova

Osnovna šola Ferda Vesela Šentvid pri Stični, 1296 Šentvid pri Stični 46, Slovenija

Vladislav Rajkovič

Univerza v Mariboru, Fakulteta za organizacijske vede, Kidričeva 55a, 4000 Kranj, Slovenija

Abstract

Background/Purpose: The activities that we engage in out of our own pleasure offer us relaxation, help us develop skills, broaden our knowledge and give us new experiences. At the same time we meet people with similar interests and develop our personality. With those benefits in mind, schools and external youth organizations offer increasing number of extracurricular activities. It is up to the parents and their children to decide in which activity or activities they will invest their energy, time and money. This decision may not be easy as it is based on simultaneous judgement based on multiple criteria. Furthermore, involved may be multiple parties with different interests. Competent multiple attribute decision making model may help with such complex decisions thus help parents and their children to recognize suitable areas of interest and the right activity. Namely the activity that will bring joy to the child and be in accordance with parents’ financial and time constrains.

Liliana Brožič

Ministrstvo za obrambo, Slovenska vojska, Vojkova cesta 55a, Ljubljana

Dušan Sušnik

Ministrstvo za obrambo, Slovenska vojska, Vojkova cesta 55a, Ljubljana

Abstract

Background/Purpose: Evaluation as a process of validity is one of the education elements with high important influence of quality no matter of the number of its repetition. Entirely of validity brings new extra value as a form of aim towards to complete education process. They can be implemented each time process is on again and upgrade them at same period. The significant of quality in education process is something we are very aware of in Slovenian Armed Forces. Senior Staff Course with cooperation with public education institutions offers interesting challenge. The article presents reasons for organizing military education process as mentioned, its importance for Slovenian Armed Forces and evaluation of a process.

Bojan Burgar

Osnovna šola Ormož, Slovenija

Jože Florjančič

Univerza v Mariboru, Fakulteta za organizacijske vede, Slovenija,

Mojca Bernik

Univerza v Mariboru, Fakulteta za organizacijske vede, Slovenija

Abstract

Background/Purpose: The paper represents principal’s interacting role and definition of key factors in the process of work and function of humanistic – antrophocentrical management. The essence is humanization of management, where principal – manager assume more roles: cooperational, research and development, coordination – integrational, advisory, organizational and active strategic role. The model of principal’s interacting in the process of work and function of humanistic – antrophocentrical management in education area is represented.

Boris Horvat

Inštitut za matematiko, fiziko in mehaniko, Jadranska 19, 1000 Ljubljana, Slovenija; Inštitut za matematiko, fiziko in mehaniko, Fakulteta za matematiko in fiziko Univerze v Ljubljani, Jadranska 19, 1000 Ljubljana, Slovenija

Matija Lokar

Inštitut za matematiko, fiziko in mehaniko, Fakulteta za matematiko in fiziko Univerze v Ljubljani, Jadranska 19, 1000 Ljubljana, Slovenija

Primož Lukšič

Inštitut za matematiko, fiziko in mehaniko, Fakulteta za matematiko in fiziko Univerze v Ljubljani, Jadranska 19, 1000 Ljubljana, Slovenija

Abstract

Background/Purpose: The authors of e-learning content, meant for the use of teachers, all too often prepare it as monolithic blocks, constructed in the way an ordinary workbook would be. This demands that the teacher takes them as a whole, precisely in the order they were written in. As the teacher usually serves as an intermediate between the teaching materials and the students, he/she should make the choices regarding the content and how to combine it new ways. E-learning content should therefore be designed in a flexible way. Why not use the possibilities offered by the new technologies and at the very least give teachers the chance to adapt the content to their own and their students’ needs.