Ekspanzivno učenje in raziskovalne prakse na Slovenski univerzi za tretje življenjsko obdobje

Several innovative projects have been conducted at the Slovenian Third Age University (U3A), creating important new social practices. The project results impact exploratory learning as well as learning and development in the wider community. The aim of the paper is to describe selected research practices at the Slovenian U3A and to interpret them through the theory of expansive learning. In terms of methodology, the research is designed as ethnographic research with elements of the phenomenological and reflexive research paradigm. Selected examples of exploratory learning at the Slovenian U3A are used to identify the factors that influence the development of exploratory learning and the way they are experienced by those involved in exploratory learning processes. It has been found that expansive learning at the Slovenian U3A leads to innovative and socially engaged practices.Na Slovenski univerzi za tretje življenjsko (SUTŽO) obdobje poteka več inovativnih projektov, ki ustvarjajo družbeno pomembne nove prakse, tako da postanejo rezultati raziskovalnega učenja vplivni tudi za učenje in razvoj v širši skupnosti. Namen prispevka je opisati izbrane raziskovalne prakse na SUTŽO in jih interpretirati s teorijo ekspanzivnega učenja. Metodološko je raziskava zasnovana kot etnografska raziskava z elementi fenomenološke in refleksivne raziskovalne paradigme. Ob izbranih primerih raziskovalnega učenja na SUTŽO avtorji opredelijo vplivne dejavnike za razvoj raziskovalnega učenja in doživljanje le-teh pri udeleženih v procesih raziskovalnega učenja. Ugotovitve kažejo, da ekspanzivno učenje na SUTŽO poteka kot inovativna in družbeno angažirana praksa

Interdisciplinarity across subjects and the understanding of science

Knowledge, along with the understanding of natural concepts and phenomena, is generated in the classroom through both student participation and appropriate communication between students and the teacher. The teacher's task is to pass on the knowledge about the natural world in an interdisciplinary way and adapt it to the level of his/her students. The evaluation study The Impact of Knowledge Evaluation on Knowledge Quality and Students' Interest in Natural Sciences suggests that the integration of natural science concepts in the science curriculum and their interdisciplinary are not entirely without problems. A related case study specifically pointed to problems connected with target-oriented activities, and highlighted the lack of integration between the physical, chemical and biological concepts as students learn about these in different school subjects. As a result, students find it difficult to create meaningful links between different concepts, thus failing to consolidate their knowledge. The doctoral research draws on the above-mentioned findings as well as on an analysis of the natural science curriculum and course books for the 7th form. On this basis it proposes a teaching model for teaching about the sea and its ecosystem. The sea was chosen as the central topic for its unique biotope features which enable clear presentation of the connections between living conditions and organisms. The model which examines physical (temperature, light), chemical (water, salinity) and biological (organisms) factors was further amplified and evaluated through action-based research. Monitoring and changing teaching methods was meant to highlight the ways in which the model could be adapted to a real-life situation in which it would consider the input of the teacher and students in the classroom, and guide students towards developing knowledge through understanding. During the later stages of the research, participating teachers were introduced to an amended teaching model. To allow the model to be examined for its efficacy, students taught by these teachers were included in the experimental group. After instruction, which was based on the model, students' knowledge was examined in a test, which was adapted to the level of knowledge prescribed in the 7th form curriculum. The same test was attempted by students from a comparison group who had not been taught about the sea and its ecosystems according to the model. The two samples were equal in terms of school size and school environment. The knowledge of both groups was re-tested after three months. Statistical analysis confirmed that the experimental group students, as opposed to the comparison group, achieved statistically significant better results both when they were tested and re-tested for their knowledge of natural sciences, as well as for their knowledge of the links between organisms and environmental factors. These findings suggest that while individual tasks show no statistically significant differences, the latter are evident from the students' overall success in the test and re-test

Meeting the expectations of higher education teachers and assistants for training within the INOVUP project

All university teachers work with students, but not all of them are aware that the teaching approach is as important and as relevant as the subject content. Within the INOVUP project, university teachers receive training in higher education didactics to raise the quality of instruction. The main premise of the project is that the teaching method is related to the acquired knowledge, understanding of the content, motivation for work and cooperation between students and teachers. The article addresses teachers’ responses to and expectations of these training events and how these expectations are met. The results show that more than three-quarters of the participants seek practical, usable knowledge. The participants are mostly satisfied with the training, which they consider to be a positive contribution to the acquisition of theoretical and practical knowledge and motivation for further deepening their knowledge. Based on these findings, recommendations can be put forward to upgrade training for futur

Anti-VEGF Treatment of Diabetic Macular Edema: Two-Year Visual Outcomes in Routine Clinical Practice

Purpose. The purpose of this study was to evaluate 2-year visual outcomes in patients with diabetic macular edema (DME) treated with anti-VEGF agents in a routine clinical setting. Methods. The medical records of patients treated with ranibizumab or aflibercept due to DME at the Eye Hospital, University Medical Centre Ljubljana, Slovenia, between January 2016 and March 2019 were retrospectively reviewed. After applying inclusion and exclusion criteria, 123 patients (123 eyes) were included in the study. Results. Baseline visual acuity (VA) was 60.9 ± 15.2 letters (median 63; range 7–85). Baseline central retinal subfield thickness (CRT) was 440.7 ± 132.5 μm (median 430; range 114–1000). No significant change in VA over 2 years was found (mean change +2.1 ± 16.8 letters (median 2; range −53–52)). However, there was a significant change in VA in the subgroup with baseline VA <70 letters (mean change +5.7 ± 17.9 letters (median 5; range −52–52)). VA gains of ≥15 letters were achieved in 25 eyes (20.3%). Changes in CRT were significant over 2 years. Patients received 4.5 ± 2.1 (median 5, range 1–9) and 2.6 ± 2.3 (median 2, range 0–8) injections in the first and second years, respectively. Conclusions. The two-year visual outcomes in this retrospective analysis appear to be comparable to previously reported outcomes in routine clinical practice. Our analysis provides some information about the effectiveness of anti-VEGF treatment in routine clinical practice in Slovenia. More intensive treatment should be implemented in the management of patients in order to achieve better visual outcomes

Cross-cultural adaptation and validation of nasal obstruction symptom evaluation questionnaire in Slovenian language

Nasal obstruction is highly subjective perception with numerous efforts being made towards objective measuring. Many instruments in quality of life studies encompass subjective symptom of nasal obstruction, but only NOSE has been properly validated and is easy to use in every day practice

In Vivo Experimental Study of Noninvasive Insulin Microinjection through Hollow Si Microneedle Array

An experimental study of in vivo insulin delivery through microinjection by using hollow silicon microneedle array is presented. A case study was carried out on a healthy human subject in vivo to determine the influence of delivery parameters on drug transfer efficiency. As a microinjection device, a hollow microneedle array (13 × 13 mm2) having 100 microneedles (220 µm high, 130 µm-outer diameter and 50 µm-inner diameter) was designed and fabricated using classical microfabrication techniques. The efficiency of the delivery process was first characterized using methylene blue and a saline solution. Based on these results, the transfer efficiency was found to be predominantly limited by the inability of viable epidermis to absorb and allow higher drug transport toward the capillary-rich region. Two types of fast-acting insulin were used to provide evidence of efficient delivery by hollow MNA to a human subject. By performing blood analyses, infusion of more-concentrated insulin (200 IU/mL, international units (IU)) exhibited similar blood glucose level drop (5–7%) compared to insulin of standard concentration (100 IU/mL), however, significant increase of serum insulin (40–50%) with respect to the preinfusion values was determined. This was additionally confirmed by a distinctive increase of insulin to C-peptide ratio as compared to preinfusion ratio. Moreover, we noticed that this route of administration mimics a multiple dose regimen, able to get a “steady state” for insulin plasma concentration