Uporaba na spletu dostopnih ucnih virov pri razvijanju ucnih okolij na kriziscu formalnega in neformalnega ucenja. Student kot avtonomni oblikovalec

Learning resources that are used in the education of university students are often available online. The nature of new technologies causes an interweaving of formal and informal learning, with the result that a more active role is expected from students with regard to the use of ICT for their learning. The variety of online learning resources (learning content and learning tools) facilitates informed use and enables students to create the learning environment that is most appropriate for their personal learning needs and preferences. In contemporary society, the creation of an inclusive learning environment supported by ICT is pervasive. The model of Universal Design for Learning is becoming increasingly significant in responding to the need for inclusive learning environments. In this article, we categorize different online learning activities into the principles of Universal Design for Learning. This study examines ICT use among university students (N = 138), comparing student teachers with students in other study programs. The findings indicate that among all students, activities with lower demands for engagement are most common. Some differences were observed between student teachers and students from other programs. Student teachers were more likely than their peers to perform certain activities aimed at meeting diverse learner needs, but the percentage of students performing more advanced activities was higher for students in other study programs than for student teachers. The categorization of activities revealed that student teachers are less likely to undertake activities that involve interaction with others. Among the sample of student teachers, we found that personal innovativeness is correlated with diversity of activities in only one category. The results show that student teachers should be encouraged to perform more advanced activities, especially activities involving interaction with others, collaborative learning and use of ICT to plan and organize their own learning processes. (DIPF/Orig.

Differentiation, individualization and influencing factors in ICT assisted learning for people with special needs: introduction to the special thematic session

The differentiated and individualized instruction in ICT assisted learning environments enhances accessibility and promotes the equal participation of individual learners with a variety of needs, preferences and accessibility requirements. ICT has the potential to provide assistance, compensation and to enable potential, but if the interventions are not adequately designed they can present additional obstacles. Influencing factors in learning in general and in ICT assisted learning are considered to accommodate diverse learners in multicultural environments. Directions and potential topics of research and development in this field are: factors which influence ICT assisted teaching and learning of people with special needs; providing differentiation and individualization of learning resources, instructional methods and modes of delivery, teaching and learning approaches and strategies; design, implementation and evaluation of ICT assisted learning environments accommodating diverse learners; the competence of teachers and learners; the competence of organizations for providing ICT for diverse audiences.4 page(s

How Communion and Agentic Beliefs Predict Technology-Supported Formal and Informal Learning: The Implications for Educational Technology

Recent pandemic circumstances facilitated a rapid shift to online learning. The home and school environments are now intertwined, so the connection of formal and informal environments is inevitable. The studies of online learning resources (OLR) use before the pandemic shed light on studies of pandemic school-home learning nexus. This paper examines the higher edu-cation situation before the pandemic. We discuss students’ use (N = 1323) of technology in learning in light of the role of educational technology, taking a socio-cultural perspective of learning in the broader context of formal and informal socio-cultural contexts and practices of interaction with humans and tools. An analysis of OLR identified three factors. The first two factors involved overlapping formal and informal learning, while the third was clearer collaboration and interaction for formal learning. The three factors were analysed using hierarchical regression to assess predictors for technolo-gy use, focussing on three factors. (1) Beliefs about learning with technolo-gy, examined within the two-dimensional structure of agency and commun-ion. (2) Self-regulated learning, which is critical for informal learning and al-so received significant attention in formal learning. Since it is claimed that teachers are not ready for integrating informal learning, we examined (3) teachers as role models as predictors of ICT use in learning. Finally, (4) since obstacles were among the primary critical factors in previous related studies, we examined whether they still have predictive power. The findings indicate that communion and agentic beliefs are the strongest predictors

ICT-supported learning for inclusion of people with special needs : review of seven educational technology journals, 1970–2011

Research and development of information and communication technology (ICT)-supported learning for people with disabilities has not received adequate attention. It is also difficult to access research findings and developments in this field. Under the ENABLE Network of ICT Supported Learning for Disabled People (2011–2014) project, an emerging European Union reference point portal for end-users will provide this information for a broad audience. In the design phase of the project idea, the authors of this paper conducted a review of papers indexed in Web of Science to provide a needs assessment and a design template for the project objectives. The results of the search clearly showed that ICT-supported learning for people with special educational needs is in the domain of the educational technology journals, with more papers published in the British Journal of Educational Technology than in any other journal. This paper presents the results of a content analysis of all papers published from 1970 to 2011 in seven educational technology journals indexed in Web of Science. More papers were published from 2006 to 2011 (44.7%) than during any other of five periods examined. Findings in terms of ICT intervention, disability groups, groups of study participants by relationship with ICT, and research design, together with trends in published studies in terms of mainstreaming and inclusion, are presented. The main objective of the study was to identify the level of inclusion through analysis of educational context (special schools [30.51%], mainstream schools [28.81%] and general support for life [40.68%]). Based on content analysis, ICT interventions were classified into the two categories of technical intervention in the pedagogical context (62.71% of all papers published) and technical intervention in the wider context (37.29% of all papers published), with nine paper types identified: papers on ICT access, papers on teaching and learning methods, papers on development and testing of ICT solutions, reviews, assessments, papers on inclusion, papers on behavioural and social development, papers on use of information technology and papers on interaction. Papers were also categorised according to types of disability and according to groups of study participants by relationship with ICT. Published papers were divided into four categories by research design: descriptive (49.15%), developmental (26.27%), experimental (17.8%), and developmental and experimental (6.78%). During the period from 1970 to 2000, papers examined design of learning materials with regard to particular categories of disability and particular accessibility needs, while papers published after 2000 also discussed universal design. Based on the review, the authors of this paper have identified a need for application of universal design principles in research and development of learning environments to provide equal accessibility and inclusive education.29 page(s

Dataset_Higher education students' use of online learning resources.sav

Database includes data on online learning resources use of 1699 higher education students, including 56 special educational needs students. Measures of ICT- related beliefs, self-efficacy and perceived barriers are also in the dataset. Dataset was gathered in 2017 in Slovenia. It includes students from diverse disciplinary fields.</p

Information Communication Technology Use among Students in Inclusive Classrooms

As inclusion has brought diversity into 21st-century classrooms, it has also brought challenges for teachers who must adapt their teaching to different groups of children with varying learning abilities, needs, and interests. It is believed that information and communication technology (ICT) can be used as a powerful tool to support inclusion and that information on students’ use of ICT can facilitate its integration. Our research compared the leisure and school-related computer use of students in inclusive classrooms. Frequency of computer use, types of ICT-supported activities, and attitudes toward computer use were explored. Consistent with previous studies, our results show that students with special needs (SN) and their peers use computers more frequently for leisure activities than school activities. Compared to their peers, students with SN use computers less frequently and for fewer leisure and school activities. They are also more resistant to computer use. No correlation was found between the presence of SN and a student’s desire to use a computer or opinion regarding whether computer use improves learning success. A comparison of male and female students revealed that males use computers more frequently than females, that they use computers more frequently for leisure activities than females, and that they have a stronger belief that computer use improves learning success. The presented work offers important information that may contribute to the integration of ICT in inclusive classrooms

Data policy in social science and humanities journals: a review of selected journals

<div>Dissemination of research data is an important aspect of open research and publishing practices. Data publishing impacts sharing, collaboration between data creators and data users, transparency, reproducibility and accountability of research. How data are handled is therefore an important aspect of the Responsible Research and Innovation agenda of the European Union. Worldwide, researchers are meeting new opportunities of accessing, sharing, re-using, interpreting data and data citing. Currently in the Web of Science citations of data amount to 20% of the cited references in the social science and to 7% in the arts & humanities (White paper, 2015). In the frame of the COST-action ENRESSH, a review of the data sharing SSH journals and platforms is conducted. The review consists of two parts: (1) an overview of SSH journals and platforms that focus on publishing and sharing data, and (2) an analysis of the data policies of a random sample of SSH journals. For the latter analysis we looked up the online author instructions and journal policy for the year 2017 of a random set of SSH journals selected from the Finish journal list. Per journal, the existing data-publishing policy is examined in light of established processes. We paid particular attention to data journals and journals special sections for data papers and for supplementary materials. Where relevant, the open data policy and supplementary material policy were examined and a comparison has been made between standard subscription based journals and open access journals in this regard. We will present first findings of this review during the workshop.</div><div><br></div

Guidelines for Data Sharing and Data Citation in Social Sciences and Humanities Journals Perspectives and Insights from the Cost Action Enressh

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Data policy in social science and humanities journals

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