MEDIJSKO OBRAZOVANJE U ŠKOLSKOM SUSTAVU

The diagnosis of the problem of the contemporary world in the area of global media communication is a basic challenge for existing and modernized educational systems. Without a complete vision of the world, people cannot exist in a fully aware way. Hence, the most important questions related to such social development in which no one would be excluded from the world-wide circulation of information. The general assumptions of common media education have been presented in the article.Uočavanje problema suvremenog svijeta u području globalnih medijskih komu-nikacija je osnovni izazov suvremenog obrazovnog sustava. Bez cjelovite vizije svijeta, ljudi ne mogu funkcionirati na potpuno osviješten način. Najvažnije je pitanje društvenoga razvoja u kojemu nitko neće biti isključen iz globalne cirkulacije informacija. U ovom članku predstavljene su osnove medijskog obrazovanja pot-rebnog za tu situaciju

UVOD U DIDAKTIČKO METAPROGRAMIRANJE

Preparing hypermedia didactic programs on the basis of the most modern solutions in the scope of information technology allows to create certain portions of information in form of multimedia messages depending upon the character and aim of the message. Moreover, the use of hypertext allows to combine particular modules in (major or minor) program blocks in such a way that it is not noticeable by a student to show their individual way of learning, what is significant for didactic metaprogramming. Despite the fact that it is, to some extent, algorithmisation of the didactic process, there is no dehumanising automation of the didactic system by replacing a teacher with a machine or program but it is about facilitating its aspects in which such form of education is needed and which is compliant with the current way of learning in the student environment. Today, there is a necessity of didactic metaprogramming giving the possibility not only for multimedia presentation of the education content but also the interactive work of the student - allowing to be beyond the delivered information – use the considerable achievements of didactic programming in connection with dynamically developing information and communication technologies needed for teaching and learning at school and for the whole life.Priprema hipermedijskih didaktičkih programa na osnovi najmodernijih rješenja u okviru informacijskih tehnologija, omogućava kreiranje određenih dijelova informacije u obliku multimedijske poruke ovisno o karakteru i cilj poruke. Štoviše, korištenje hiperteksta omogućuje kombiniranje pojedinih modula u veće ili manje programske blokove, na način da nije zamjetljiv pojedinom učeniku što je važno za didaktičko metaprogramiranje. Unatoč činjenici da je, u izvesnoj mjeri, algoritmiranje didaktičkog postupka, nema dehumanizacije automatizacije u didaktičkom sustavu, zamjenjujući učitelja strojem ili programom, ali olakšava njegove aspekte u kojima je takav oblik obrazovanja potreban i koji je usklađen sa sadašnjim načinom učenja u studentskom okruženju. Danas, postoji potreba za didaktičkim metaprogramiranjem dajući mogućnost ne samo za multimedijalne prezentacije i edukacijske sadržaje, već i interaktivni rad studenta - dopuštajući da se iza dostavljene informacije - koristie znatna dostignuća didaktike u programiranju, u vezi s dinamičnim razvitkom informacijske i komunikacijske tehnologije potrebne za podučavanje i učenje u školi i za cijeli život

TEHNIČKO OBRAZOVANJE U KONTEKSTU HUMANE EKOLOGIJE – POČAST PROFESORU JURAJU PLENKOVIĆU

Along with rapid development of science and technique, as the basic drivers of civilisation transformation, there are still radical changes in various social phenomena, modelled by multifaceted development of technique. The prerequisite, determining the efficiency of such processes, is change of human awareness. This requires redefining the notions in the area of human sciences, and the presence of such phenomena is already perceived in pedagogical sciences. It can be said that a quality transformation is taking place in them gradually, but systematically. Will this be an educational revolution? Time and history will show.Usporedno sa brzim razvojem znanosti i tehnike kao osnovnim pokretačima transformacija u društvu, događaju se i drastične promjene kod raznih društvenih fenomena, koje su uzrokovane razvojem tehnike. Preduvjet koji određuje učinkovitost takvih procesa je promjena ljudske svijesti. To zahtijeva redefiniranje pojmova u području humanističkih znanosti, do čega je već došlo u pedagoškim znanostima. Može li se reći da se kvalitetne transformacije događaju postepeno, ali sistematično? Hoće li ovo biti obrazovna revolucija? Vrijeme i povijest će pokazati

MEDIA EDUCATION IN THE SCHOOL SYSTEM

The diagnosis of the problem of the contemporary world in the area of global media communication is a basic challenge for existing and modernised educational systems. Without a complete vision of the world, people cannot exist in a fully aware way. Hence, the most important questions related to such social development in which no one would be excluded from the world-wide circulation of information. The general assumptions of common media education have been presented in the article

Kompetencje kluczowe pracowników w dobie rewolucji przemysłowej 4.0 a konieczne przemiany edukacji

The world known to us today is undergoing a dynamic transformation towards the unknown. The peculiarity of this transformation is that there are no patterns that can be adopted, treated as a “hint” for a solution that can be improved and adapted to local conditions. The only thing we can do is build an education system based on the constant identification and reinterpretation of the content of key competences. The analysis of the existing educational solutions shows that the development of competences should not be based on a transmission (one-way) model, but on a relational (synergistic) model involving many “actors” participating in it: students, teachers and those from the socio-economic environment. The article justifies the need to introduce such thinking about the education of the future from the position of training competences resulting from the industrial revolution 4.0.Współcześnie znany nam świat jest poddany dynamicznej transformacji ku nieznanemu. Osobliwość tej transformacji polega na tym, że nie ma wzorców, które można przejąć, potraktować jak ‘ściągawkę’ dla rozwiązania dającego się udoskonalić i dopasować do lokalnych warunków. Jedyne, co możemy zrobić, to budować system edukacji oparty na stałym identyfikowaniu i reinterpretowaniu treści kompetencji kluczowych. Analiza dotychczasowych rozwiązań edukacyjnych wskazuje, że kształcenie kompetencji oparte być powinno nie na modelu transmisyjnym (jednokierunkowym), ale na modelu relacyjnym (synergicznym) uwzględniającym wielu ‘aktorów’ biorących w nim udział: uczniów, nauczycieli i tych z otoczenia społeczno-gospodarczego. W artykule uzasadniono konieczność wprowadzenia takiego myślenia o edukacji przyszłości z pozycji kształcenia kompetencji wynikających z rewolucji przemysłowej 4.0

TEHNIČKO OBRAZOVANJE U KONTEKSTU HUMANE EKOLOGIJE – POČAST PROFESORU JURAJU PLENKOVIĆU

Along with rapid development of science and technique, as the basic drivers of civilisation transformation, there are still radical changes in various social phenomena, modelled by multifaceted development of technique. The prerequisite, determining the efficiency of such processes, is change of human awareness. This requires redefining the notions in the area of human sciences, and the presence of such phenomena is already perceived in pedagogical sciences. It can be said that a quality transformation is taking place in them gradually, but systematically. Will this be an educational revolution? Time and history will show.Usporedno sa brzim razvojem znanosti i tehnike kao osnovnim pokretačima transformacija u društvu, događaju se i drastične promjene kod raznih društvenih fenomena, koje su uzrokovane razvojem tehnike. Preduvjet koji određuje učinkovitost takvih procesa je promjena ljudske svijesti. To zahtijeva redefiniranje pojmova u području humanističkih znanosti, do čega je već došlo u pedagoškim znanostima. Može li se reći da se kvalitetne transformacije događaju postepeno, ali sistematično? Hoće li ovo biti obrazovna revolucija? Vrijeme i povijest će pokazati

Application of the covariance on the critical plane for determination of fatigue life under cyclic loading

AbstractThe paper presents application of the covariance extremum between normal end shear stresses for determination of the critical plane. The fatigue stresses criterion was formulated as a linear combination of normal and shear stresses on the defined critical plane. The weight coefficients occurring in this criterion were determined from fatigue tests in the layer of pure bending and pure torsion. The proposed model was verified while fatigue tests under cyclic proportional and non-proportional bending with torsion (specimens made of aluminium alloy PA6-T4 were tested)

AKSIOLOŠKE KATEGORIJE ZA PROJEKTIRANJE SUSTAVA TEHNIČKOG OBRAZOVANJA

The article presents a systemic approach to axiological categories in the model creating a coherent and co-existing hierarchy. The proposed solutions constitute a clear indication for seeking criteria of human life quality beyond the categories which are exclusively economic defining only the state of possessing (“having”), pushing the personal – subjective and autonomous development of a human being to the second place – i.e. “being”. The mentioned categories of notions – constituting the basis for developing humanity – are internal dimensions of human ethics. The determinants of human life quality may encompass the axiological categories appearing in psychology, philosophy, sociology as well as in pedagogy, i.a. subjectivity, responsibility, self-realisation, tolerance, moral imagination, creativity.U članku se predstavlja sistemski pristup aksiološkim kategorijama u modelu stvaranja koherentne i supostojeće hijerarhije. Predložena rješenja predstavljaju jasan pokazatelj za traženje kriterija kvalitete ljudskog života izvan kategorija koje su isključivo ekonomski definirane kroz posjedovanje ("imanje"), gurajući osobni - subjektivni i autonomni razvoj ljudskog bića na drugo mjesto. Spomenute kategorije pojmova - čine osnovu za razvoj čovječanstva - su unutrašnje dimenzije ljudske etike. Determinante kvalitete ljudskog života mogu se obuhvatiti aksiološkom kategorijama koje se pojavljuju u psihologiji, filozofiji, sociologiji kao i pedagogiji, npr. subjektivnost, odgovornost, samospoznaja, tolerancija, moralna mašta, kreativnost