Prilagodljivi računalniški sistem za priporočanje učnih objektov v konstruktivističnem učnem okolju – ALECA

Today there are increasingly more learning environments which support active learning, taking into account student characteristics, preferences and activities. In this paper, we present a concept of a learning recommender system, which combines knowledge from pedagogy and recommending systems. We analyse the influence of combining different learning styles models on preferred types of multimedia materials. The results reveal that students prefer well-structured learning texts with color discrimination, and that the hemispheric learning style model is the most important criterion in determining student preferences for different multimedia learning materials. In the second part of our research, we describe an approach to alleviating the new user problem in terms of better recommendation accuracy of the system for recommending learning materials in environments where the system has no prior information about learners. Our findings present the concept of an adaptive learning system, with an analysis of its possible effects in learning practice.Dandanes se pojavlja vse več učnih sistemov, ki podpirajo aktivno učenje in upoštevajo učenčeve učne lastnosti, značilnosti in aktivnosti. V prispevku predstavljamo zasnovo učnega priporočilnega sistema, ki združuje znanja pedagogike in računalniških priporočilnih algoritmov. Proučujemo, kako združevanje modelov učnih stilov vpliva na izbiro različnih tipov večpredstavnih učnih gradiv. Rezultati kažejo, da študentje za učenje najpogosteje uporabljajo dobro strukturirana učna gradiva, ki vsebujejo barvno diskriminacijo, in da je hemisferični model učnih stilov najpomembnejši odločitveni kriterij. V nadaljevanju opisujemo postopek za reševanje t. i. problema hladnega zagona, s katerim je mogoče izboljšati točnost sistema za priporočanje učnih gradiv v okoljih, kjer o učencih nimamo predhodnih podatkov. Namen prispevka je predstaviti idejno zasnovo prilagodljivega učnega sistema z analizo njegovih predvidenih učinkov na učno prakso

Digitalno pripovedovanje zgodb v pedagoškem procesu

Pripovedovanje zgodb je tehnika prenašanja dogodkov z besedami in s podobami. Digitalno pripovedovanje zgodb je posebna oblika ustvarjanja večpredstavnih gradiv, ki omogoča učencu, da predstavi svoja stališča, jih vizualizira in zagovarja. Pri učencih spodbuja ustvarjalno razmišljanje, ustvarjanje, načrtovanje, igranje vlog in sodelovanje. Učitelj z uporabo digitalnih zgodb poskrbi za učinkovito motivacijo in poslušanje z empatijo. Ta način digitalnega izražanja presega tradicionalen način pripovedovanja zgodb in vpleta animacije, zvok, besedilo, nelinearno dogajanje in interakcije. V prispevku se ukvarjamo s pedagoškimi dejavniki za vpeljavo digitalnega pripovedovanja zgodb v pouk in opisujemo izkušnjo uporabe te metode med prihodnjimi učitelji, študenti Pedagoške fakultete Univerze v Ljubljani

The analysis of factors affects the teachersʼ digital competencies

In the research we are dealing with the digital competence of teachers. First, we defined the concept of teacher’s digital competence in accordance with the descriptions proposed by UNESCO, the European Commission and researchers in this field. Among the factors that influence the level of the digital competence of the teacher, we take into account: years of working practice in education, the attitude towards the use of ICT in teaching, the use of ICT in teaching and the number of ICT training courses in the last two years. We conducted a survey on a selected school by giving a questionnaire to the teachers and a problem-solving test. 45 teachers participated in the study. By analyzing the data, we tried to determine how these factors influence the achieved level of digital competencies of teachers. For the purpose of modeling, we used decision models. The results showed the influence of the teacher's attitudes influence the achieved level of digital competences and implicit effect of the grey digital divide, reflected between the behavior of older and younger teachers.

The analysis of factors affects the teachersʼ digital competencies

V tej raziskavi se ukvarjamo z digitalno kompetenco učiteljev. Najprej smo opredelili pojem digitalne kompetence učitelja v skladu z opisi, ki jih predlaga UNESCO, Evropska komisija ter raziskovalci s tega področja. Med dejavnike, ki vplivajo na raven digitalne kompetence učitelja smo obravnavali: leta delovne prakse v šolstvu, stališče do uporabe IKT pri pouku, uporaba IKT pri pouku in število izobraževanja na temo IKT v zadnjih dveh letih. Izvedli smo raziskavo v izbrani osnovi šoli tako, da smo učiteljem zastavili anketo in problemski test. V raziskavi je sodelovalo 45 učiteljev. Z analizo podatkov smo skušali ugotoviti kako omenjeni dejavniki vplivajo na izmerjeno raven digitalnih kompetenc učiteljev. Za namen modeliranja, smo uporabili tudi odločitvene modele. Rezultati so pokazali vpliv učiteljevih stališč na raven doseganja digitalnih kompetenc. Implicitno pa se je pokazal digitalni razkorak med starejšo in mlajšo generacijo učiteljev.In the research we are dealing with the digital competence of teachers. First, we defined the concept of teacher’s digital competence in accordance with the descriptions proposed by UNESCO, the European Commission and researchers in this field. Among the factors that influence the level of the digital competence of the teacher, we take into account: years of working practice in education, the attitude towards the use of ICT in teaching, the use of ICT in teaching and the number of ICT training courses in the last two years. We conducted a survey on a selected school by giving a questionnaire to the teachers and a problem-solving test. 45 teachers participated in the study. By analyzing the data, we tried to determine how these factors influence the achieved level of digital competencies of teachers. For the purpose of modeling, we used decision models. The results showed the influence of the teacher\u27s attitudes influence the achieved level of digital competences and implicit effect of the grey digital divide, reflected between the behavior of older and younger teachers.

Developing computational thinking through games in scratch

Computational thinking (CT), as a paradigm for learning computer science among young students, has seen a large increase in popularity during recent years. Mainly it is described as a problem-solving process that includes logical, analytical, algorithmic thinking and dispositions, such as the ability to confidently deal with complexity and open-ended problems. The goal is to inspire and engage the learners in such a way that they get an idea of concepts on a concrete operational level. Its development could be supported by different activities, including variety of curriculum approaches, workshops, summer schools, seminars etc. In the paper we analyse the projects developed by primary school pupils during the constructionist workshops and the projects developed by students, prospective computer science teachers. We were interested in how the students understand computational concepts, as a dimension of CT, reflected in their projects. We quantitatively assessed projects with Dr. Scratch tool, which checks the presence of the previously mentioned concepts and offers a feedback report with ideas and tips how to improve the code, aiming to encourage students’ desire to keep on developing their programming skills. We compare the learning outcomes of two different projects: Maze and Escape Room. Our focus is on differences in thinking between pupils and students

Developing computational thinking through games in scratch

Computational thinking (CT), as a paradigm for learning computer science among young students, has seen a large increase in popularity during recent years. Mainly it is described as a problem-solving process that includes logical, analytical, algorithmic thinking and dispositions, such as the ability to confidently deal with complexity and open-ended problems. The goal is to inspire and engage the learners in such a way that they get an idea of concepts on a concrete operational level. Its development could be supported by different activities, including variety of curriculum approaches, workshops, summer schools, seminars etc. In the paper we analyse the projects developed by primary school pupils during the constructionist workshops and the projects developed by students, prospective computer science teachers. We were interested in how the students understand computational concepts, as a dimension of CT, reflected in their projects. We quantitatively assessed projects with Dr. Scratch tool, which checks the presence of the previously mentioned concepts and offers a feedback report with ideas and tips how to improve the code, aiming to encourage students’ desire to keep on developing their programming skills. We compare the learning outcomes of two different projects: Maze and Escape Room. Our focus is on differences in thinking between pupils and students

Modeliranje dimenzij digitalne kompetence študentov prvega letnika izbranih pedagoških smeri

Digitalno kompetenten posameznik zna zanesljivo in kritično uporabljati tehnologijo v informacijski družbi za delo, študij in komunikacijo. Razvoj digitalne kompetence vključujemo v izobraževalni proces študentov pedagoških smeri, saj bodo učitelji na svoji poklicni poti vzorniki učencem. Preverjanje digitalne kompetence posameznika je zahtevno, saj ta vključuje različna področja, kot so informacije, komunikacije, kreiranje vsebin, reševanje problemov in varnost. V raziskavah srečujemo najbolj pogosto tri tipe instrumentov za merjenje stopnje digitalne kompetence: vprašalnike (največkrat samoevalvacijski) za pridobivanje informacij o posameznikovi uporabi tehnologij, analizo rešenih digitalnih nalog (problemski tip) ter zbiranje in analizo sekundarnih podatkov. V pričujoči raziskavi uporabljamo prilagojen instanten preizkus Digital Competence Assessment, ki sloni na treh dimenzijah: kognitivni, tehnološki in etični. Analiza rezultatov je pokazala, da sta za doseganje določene stopnje digitalne kompetence posameznika pri oceni z omenjenim instrumentom pomembni predvsem doseženi stopnji tehnološke in kognitivne dimenzije