STAVOVI PREDAVAČA PREMA UVOĐENJU AUTOMATSKOG SNIMANJA PREDAVANJA

Lecture captures or video recordings of lectures are becoming increasingly popular in higher education and can be expected to become a standard for majority of lectures in the future. However, there are still a number of obstacles mostly related to financial, human, and technical issues, that are influencing the pace of the adoption process and the quality of resulting lecture captures. This article describes an automated lecture capture pilot project implemented at the University of Zagreb in the academic year of 2015/2016. The Automated Lecture Capture and Publication System has been designed, implemented, tested and installed in one of the lecture halls. The implemented system requires absolutely no intervention from the lecturer to capture a lecture. As the result, more than 100 lectures, delivered by 11 lecturers in 13 courses have been captured. An on-line survey has been conducted among the lecturers at the end of the semester investigating their attitudes towards lecture captures, as well as their expectations, fears and experiences. The results of the survey can be used for designing and deploying similar systems in the future.Snimke predavanja postaju sve popularnije u visokoškolskom obrazovanju i očekuje se ​​da će postati standard za većinu predavanja u budućnosti. Međutim, još uvijek postoje brojne prepreke, uglavnom vezane uz financijske, ljudske i tehničke probleme, koje utječu na brzinu procesa usvajanja tehnologija za snimanje predavanja i kvalitetu dobivenih snimki. Ovaj članak opisuje pilot projekt vezan uz uvođenje automatskog snimanja predavanja na Sveučilištu u Zagrebu u akademskoj godini 2015./2016. Sustav za automatizirano snimanje i objavu predavanja je dizajniran, implementiran, testiran i konačno podešen za rad u jednoj od predavaonica. Ostvareni sustav ne zahtijeva apsolutno nikakvu intervenciju predavača kako bi predavanja bila snimljena. Kao rezultat uvođenja ovog sustava snimljeno je više od 100 predavanja u izvedbi 11 predavača na 13 kolegija. Među predavačima je na kraju semestra provedeno istraživanje vezano uz njihove stavove prema snimanju predavanja, njihova očekivanja, strahove i iskustva. Rezultati istraživanja mogu se koristiti kao smjernice za izradu i implementaciju sličnih sustava u budućnosti

Exploring usage of summative peer assessments in engineering education

Summative peer assessment is an assessment method where the one's work is typically graded by several other anonymous peers using predefined criteria. The value of summative peer assessments in higher education stems from the fact that they can provide scalability in assessment for large enrollment classes for a variety of different assessment types. The main disadvantages of using summative peer assessments are questionable validity and reliability. In this paper, the first results of using summative peer assessments in a large enrollment professional skills course at the University of Zagreb, Faculty of Electrical Engineering and Computing are reported and discussed. The main research question of this work is how well, given specific conditions of the conducted summative peer assessments, do assignment credits assigned by peers correlate with assignment credits assigned by course lecturers. Data were obtained from four summative peer assessments through the course. A random sample of 50 submitted works per peer assessment was evaluated by course lecturers and corresponding assignment credits were compared to assignment credits awarded by students. Data analysis results suggest a moderate to high correlation between several measures of assignment credits awarded by peers and lecturers

Intrinsic Deficiencies of Lectures as a Teaching Method

Lectures were, still are and seem to remain a dominant form of teaching, despite an increased research and use of other methods of teaching and leverage of technology aimed at improving teaching results and efficiency. Learning, as the result of a lecture, greatly depends on the subject, the competence and abilities of the lecturer as well as on other transient causes. However, lectures also have some intrinsic deficiencies as a teaching method pertinent to their very nature. In order to fully understand the teaching value of lectures and their role and proper use in educational systems, their deficiencies have been studied in a theoretical analysis from the perspective of cognitive learning theories. Fifteen deficiencies have been identified and clustered in three categories based on root causes of deficiencies: synchronicity problems, time constraint and individual student abilities, needs and knowledge. These findings can be used to adjust expected learning outcomes of lectures, to properly (re)design lecture content and process and to design other learning and teaching activities that would compensate and complement lectures. Recommendations are given on replacing and amending lectures with other instructional methods, amending lectures in the course of delivery with additional content and tools and complementing lectures after delivery with content, tools and activities. Suggestions on the use of information technology that could substitute, reduce or eliminate at least some of the deficiencies are made. Lecture captures seem to be valuable supplement for live lectures compensating in all three categories of deficiencies. Suggestions and directions for further research are given

Schülerwahrnehmung: Wie verhält sich der Lieblingslehrer

Students’ emotions regarding their teachers are an important aspect of the learning process in school. Positive relationship between students and teachers facilitate students’ motivation for their tasks. There are no research on the characteristics of teachers who are liked by their students, although the aim of this study was to examine some characteristics (the way of teaching, communication and perceived personality) of students’ favorite teachers in primary and secondary school. One thousand one hundred and thirty-five students participated the study. They assessed 40 statements on favorite teacher’s personality, teaching style and the way of communication with students. The results indicate that the favorite teacher for all students is the one who checks their prior knowledge and explains new concepts, with whom students collaborate well and who is a good organizer that follows their work. Student’s perception of the favorite teacher’s main characteristics depends on the age and gender of the student. Younger students gave higher assessment for almost all variables compared to older students. Interaction between gender and age has shown to be statistically significant too.Emocije učenika u prema njihovim učiteljima važan su aspekt procesa učenja u školi. Pozitivan odnos između učenika i nastavnika povećava motivaciju učenika za obavljanje zadataka. Nema istraživanja o karakteristikama nastavnika koji su omiljeni učenicima. Cilj ovog istraživanja bio ispitati neke od karakteristika (način učenja, komunikacija, osobnost) omiljenih nastavnika učenika u osnovnoj i srednjoj školi. U istraživanju je sudjelovalo 1035 učenika. Procijenili su 40 izjava o osobnosti omiljenog nastavnika, načinu učenja i načinu komunikacije s učenicima. Rezultati pokazuju da je omiljeni učitelj onaj koji provjerava njihovo prethodno znanje i objašnjava nove pojmove, onaj s kojim učenici surađuju i koji je dobar organizator te prati njihov rad. Učenikova percepcija omiljenoga učitelja ovisi o dobi i spolu učenika. Za razliku od starijih učenika mlađi su dali veće ocjene za skoro sve ispitane varijable. Interakcija između spola i dobi također se pokazala statistički značajnom.Die Emotionen der Schüler gegenüber ihren Lehrern sind ein wichtiger Aspekt des Lernprozesses in der Schule. Das positiveVerhältnis zwischen Schülern und Lehrern erhöht die Schülermotivation bei der Aufgabenerfüllung. Es gibt keine Studie über die Eigenschaften von Lehrern, die bei den Schülern beliebt sind. Das Ziel dieser Studie war es, einige der Merkmale (Lernarten, Kommunikation, Persönlichkeit) der Lieblingslehrer von Grund- und Mittelschülern zu untersuchen. Die Studie umfasste 1035 Schüler. Es wurden 40 Aussagen über die Persönlichkeit eines Lieblingslehrers und die Lern- und Kommunikationsarten mit den Schülern gewertet. Die Ergebnisse zeigen, dass die Schüler den Lieblingslehrer als denjenigen wahrnehmen, der ihr Vorwissen überprüft und die neuen Begriffe erklärt, mit denen die Schüler gut mitarbeiten und der ein guter Organisator ist und ihre Arbeit verfolgt. Die Schülerwahrnehmung des Lieblingslehrers hängt vom Alter und Geschlecht des Schülers ab. Im Gegensatz zu älteren Schülern gaben die jüngeren Schüler höhere Bewertungen für fast alle getesteten Variablen. Die Interaktion zwischen Geschlecht und Alter erwies sich ebenfalls als statistisch signifikant

The Role and Status of Croatian Academic and Research Network - CARNet

This report describes the role of CARNet in academic and scientific community and the society as a whole. The goals and concepts are explained. The current status and future plans are presented.Ovaj izvještaj opisuje djelovanje Hrvatske akademske i istraživačke mreže - CARNet u akademskoj i znanstvenoj zajednici, te u društvu opcenito. Objašnjeni su ciljevi i pristupi, predočeni su trenutačno stanje i planovi za budućnost.</p

A distributed authentication architecture and protocol

Većina metoda autentifikacije korisnika oslanjaju se na jedan verifikator koji se pohranjuje na središnjem mjestu unutar informacijskog sustava. Takva pohrana osjetljivih informacija predstavlja jedinstvenu točku ispada iz sigurnosne perspektive. Kompromitacija verifikatora jednog sustava predstavlja izravnu prijetnju korisnikovom digitalnom identitetu. U radu se predlaže raspodijeljeno okruženje za autentifikaciju u kojem ne postoji takva točka ispada. Rad opisuje arhitekturu koja omogućuje raspodijeljenu autentifikaciju korisnika u kojoj više autentifikacijskih poslužitelja sudjeluju u provjeri autentičnosti korisnika. Razmatra se autentifikacijsko okruženje u kojem se proces autentifikacije korisnika raspodjeljuje na više nezavisnih poslužitelja. Svaki poslužitelj samostalno obavlja autentifikaciju korisnika, na primjer tražeći od korisnika da odgovori na izazov kako bi dokazao da je vlasnik digitalnog identiteta. Predložena arhitektura omogućuje svakom poslužitelju da koristi drugi autentifikacijski faktor. Provedena je sigurnosna analiza predložene arhitekture i protokola, čime se dokazuje otpornost sustava od napada odabranih u analizi.Most user authentication methods rely on a single verifier being stored at a central location within the information system. Such information storage presents a single point of compromise from a security perspective. If this system is compromised it poses a direct threat to users’ digital identities if the verifier can be extracted from the system. This paper proposes a distributed authentication environment in which there is no such single point of compromise. We propose an architecture that does not rely on a single verifier to authenticate users, but rather a distributed authentication architecture where several authentication servers are used to authenticate a user. We consider an authentication environment in which the user authentication process is distributed among independent servers. Each server independently performs its own authentication of the user, for example by asking the user to complete a challenge in order to prove his claim to a digital identity. The proposed architecture allows each server to use any authentication factor. We provide a security analysis of the proposed architecture and protocol, which shows they are secure against the attacks chosen in the analysis

Qualitative analysis of experience, beliefs, and attitudes of primary school children towards a STEM intervention programme: how to understand outcome and plan future STEM intervention

There is an increasing number of science, technology, engineering, and mathematics (STEM) interventions within the education system, and the question of their effectiveness as well as the optimal ways to determine their effectiveness are a growing subject of interest. This study qualitatively evaluates a two-year STEM intervention programme to gain a deeper insight into the students’ perception and understanding of a STEM intervention. The second aim was to provide some recommendations for planning future interventions in STEM, understanding a provided reason behind students’ satisfaction. Four focus group discussions were conducted with students in 4th through 6th grades ( N = 24) in 2016 and four focus groups with students in the 5th through 7th grades ( N = 34) in 2017. The use of a qualitative approach in the evaluation of the STEM intervention programme proved to be a good choice. The outcome of the analysis shows that such a STEM programme could be effective if we maintain the recency effect and interest in the activity, provide as many hands-on activities as possible, increase the sense of autonomy in students, develop collaborative learning, and put emphasis on robot-assisted learning and learning through play. Also, it is important to carry out early STEM interventions, emphasizing the importance and usefulness of the activities for everyday lives of students, and that, during the course of the programme, materials and resources are provided for out-of-school STEM activities (especially for students of lower SES)

The Effects of the Elementary School STEM Intervention Program on Students\u27 Attitudes and Interests: The Application of Propensity Score Matching Technique

Uz velik broj programa usmjerenih prema poboljšanju uspjeha učenika u STEM predmetima ili povećanju njihova interesa za STEM područje, jača i svijest o metodološkim izazovima u organizaciji, provedbi i evaluaciji STEM intervencija. U ovom je radu evaluirana učinkovitost jedne STEM intervencije kvazieksperimentalnim istraživanjem u kojem je sudjelovalo 1484 učenika, 4., 5. i 6. razreda osnovne škole. Mjere učinka tretmana bile su stavovi prema zaposlenima u STEM području te interesi za STEM zanimanja. Pri provjeri učinkovitosti intervencije primijenjena je tehnika uparivanja prema sklonosti (eng. Propensity Score Matching). Rezultati pokazuju da se STEM intervencijom mogu, u maloj mjeri, povećati pozitivni stavovi prema znanstvenicima te da dolazi do malih pozitivnih pomaka i u povećanju STEM interesa kod mlađih učenika. Istraživanjem se pokazalo da tehnika uparivanja prema sklonosti ima svoju primjenu u evaluacijskim istraživanjima intervencija u obrazovanju.There is a growing number of interventions intended to increase students\u27 STEM school achievement and their interests in STEM careers. Conjointly, various methodological challenges in designing, implementation and evaluation of STEM interventions are recognized. In this paper, we evaluated the effectiveness of one STEM intervention by means of a quasi-experimental research design, on the sample of 1484 elementary school students, age 10 to 12 years. The effectiveness of the intervention was measured by change in attitudes toward scientists and by change in STEM interests. We used the Propensity Score Matching (PSM) technique to evaluate the effectiveness of the intervention. The results showed that the STEM intervention modestly increased positive attitudes toward scientists in the whole sample, and increased STEM interests of the youngest students. The research has also shown that the PMS technique has its application in evaluation studies of different educational interventions