Taksonomija ucnih metod in oblik za mlade v neformalnem izobrazevanju v Mladinskem svetu Slovenije

Research from the field of non-formal education (NFE) in youth work emphasises the central role of experiential learning and learning in groups. The present paper aims to research teaching methods and teaching forms in NFE in youth work. The research sought to answer the following research questions: ‘What teaching forms can be found in NFE for young people in youth councils on a national level in Slovenia?’ and ‘What teaching methods can be found in NFE for young people in youth councils on a national level in Slovenia?’ Data was collected using semi-structured interviews; the instrument was a list of questions. The empirical research was conducted in July 2016 with six interviewees. The results indicate that learning in selected NFE in the National Youth Council of Slovenia (MSS) is participatory, interactive, inclusive and student-focused; with central concepts of experiential learning and learning in groups. The key teaching form is learning in groups. However, individual work, work in pairs, programmed instruction and direct instruction are also present. The central and omnipresent teaching method is experiential learning. Problem-based learning, case-study method, action learning, and project-based learning are intertwined and connected to the experiential learning method. Other methods include verbal-textual methods, illustrative-demonstration methods, experimental methods, peer learning, and support methods. The conclusions are applicative in the didactic spectrum of NFE in youth work and in the wider didactic spectrum of adult learning. Implications for further research include teaching methods and forms in NFE inside the wider youth sector, internationally comparative and through quantitative research. (DIPF/Orig.

Odnos in motiviranost mlajsih ucencev do ucenja tujega jezika

This paper focuses on young foreign language learners’ attitudes and motivations. An overview is given of the main issues in this research area, based on key European studies. Approaches to studying these affective learner characteristics are described. Some attention is devoted to data elicitation techniques and the importance of triangulation. Research findings are presented through overviews of cross-sectional and longitudinal studies carried out in different European settings. The latter are presented in more detail, because their findings seem to be more revealing of the early foreign language learning process. The overall conclusion of this review paper is that young foreign language learners’ attitudes and motivations are not stable learner characteristics but change over time, creating layers of complexity that warrant further research. Suggestions about possible future directions in researching young foreign language learner attitudes and motivations, and the application of its findings are also made. (DIPF/Orig.

Učenje v poznejših letih: univerze, poučevanje, medgeneracijsko učenje in kohezivnost skupnosti

There are no settled concepts in the field of learning in later life. The paper begins by suggesting that generalised statements about older people’s learning are suspect and that the way in which we talk about it shifts over time. In particular, there is a range of claims about methods of learning and teaching appropriate to older people but most have little support from empirical research. The paper then focuses on the evaluation of a small innovation project, funded by national government, at Lancaster University, 2009-10. The project sought to involve members of a local University of the Third age group in learning activity on the nearby university campus, partly using undergraduate teaching provision. It aimed to test ideological reservations within the U3A group about association with a public institution of higher education and about mixing the ‘purity’ of self-help learning for older adults, in the British U3A tradition, with more formal methods of learning. The outcomes of the project evaluation suggested that most older learners participating valued their opportunity to use university learning resources and that the British U3A ideology did not inhibit them from doing so. It also suggests that the University benefited from the presence of the older learners and that the surrounding community potentially might have done. A brief discussion of implications for intergenerational learning, community cohesion and marginalised older people follows. The paper concludes that British universities should and, perhaps, could relate more dynamically and emphatically with the provision of opportunities for learning in later life.Na področju učenja v poznejših letih ni ustaljenih pojmov. Članek sprva opozori, da posplošitvam o učenju starejših ne kaže zaupati in da se načini obravnave spreminjajo skozi čas. Srečujemo se z vrsto trditev o tem, kateri načini učenja in poučevanja naj bi bili primerni za starejše, vendar je za večino v empiričnih raziskavah najti le malo podpore. Članek se potem usmeri na oceno manjšega inovativnega projekta, ki je potekal na Univerzi Lancaster v letih 2009/10 in ga je financirala britanska vlada. V projektu so skušali člane skupine lokalne univerze za tretje življenjsko obdobje pritegniti k učnim dejavnostim v bližnjem univerzitetnem centru, pri čemer so uporabili študijsko ponudbo na preddiplomski stopnji. Namen projekta je bil preveriti pomisleke, ki naj bi jih imeli člani univerze za tretje življenjsko obdobje glede povezave z javno visokošolsko ustanovo in s tem izgube »čistosti« načela samopomoči pri učenju starejših, značilnega za britanske univerze za tretje življenjsko obdobje, na račun bolj formalnih oblik učenja. Rezultati raziskave so pokazali, da je večina starejših, ki so bili vključeni v projekt, cenila možnost uporabe univerzitetnih učnih virov in da jih ideologija britanskih univerz za tretje življenjsko obdobje pri tem ni ovirala. Nadalje se kaže, da je s prisotnostjo starejših pridobila tudi univerza, morda pa tudi okoliška skupnost. Sledi krajša razprava o pomenu teh ugotovitev za medgeneracijsko učenje, za kohezivnost skupnosti in za marginalizirane starejše. Članek se zaključi z mislijo, da bi se britanske univerze morale oz. mogle bolj dinamično in izrazito zavzeti za odpiranje učnih možnosti za starejše

Menadžment poslovnih procesa i znanja u hrvatskim poduzećima

Contemporary companies function in constantly changing and highly turbulent business environment which is the cause of a constant need for change and learning at individual, group, organizational as well as interorganizational level (61). Organizational learning is considered to be one of the most promising concepts in modern managerial literature. According to de Geus ‘ability to learn faster than your competitors might be the only sustainable competitive advantage you have’ (11). Dimovski (12) provides an overview of previous research and identifies four perspectives on organizational learning. His model manages to merge informational, interpretational, strategic and behavioral approach to organizational learning and defines it as a process of information acquisition, information interpretation and resulting behavioral and cognitive changes, which should in turn have an impact on organizational performance. In recent research, another measurement variable for organizational learning emerged – Information quality (18). Another research topic introduced in this research was determination and evaluation of the business process orientation construct. Although definitions of the business process orientation vary, we adopt the McCormack’s and Johnson’s (2001) definition of process orientation: An organization that, in all its thinking, emphasizes process as opposed to hierarchies with a special emphasis on outcomes and customer satisfaction. McCormack and Johnson (2001) conducted an empirical study to explore the relationship between BPO and enhanced business performance. The research results showed that BPO is critical in reducing conflict and encouraging greater connectedness within an organization, while improving business performance. The more business process oriented an organization, the better it performs both from an overall perspective as well as from the perspective of the employees. The BPO construct describes a four-step pathway for systematically advancing business processes along the maturity continuum (Ad Hoc, Defined, Linked, and Integrated level). Each step builds on the work of the previous steps to apply improvement strategies that are appropriate to the current maturity level. It is important to note that trying to skip maturity levels is counter-productive, since each level builds a foundation from which to achieve the subsequent level. An organization must evolve through these levels to establish a culture of process excellence. The goal of our contribution was to test differences in the way companies learn and perceive their business process orientation in Slovenia and Croatia. During September and October 2005 questionnaires were distributed to Slovenian and Croatian companies with more than 50 employees. In Slovenian case, 203 completed questionnaires were returned (which accounts for 16.5% response rate) while in Croatia 202 completed questionnaires were returned to the research group (which accounts for 11.5% response rate). Received questionnaires from both countries allow us to compare the results and to implicitly test the impact of various country-based factors on the organizational learning phenomena. Using data gathered from two independent samples (Slovenia and Croatia) analysis of variance method and t-test were used in order to get the answer to our research question relating to differences in organizational learning and business process orientation between Slovenian and Croatian companies. Results indicate that Slovenian and Croatian companies differ only in 17 out of 48 items considering organizational learning research – especially in the way they acquire information and the way they perceive behavioral and cognitive changes currently under place. Croatian companies are more outward directed when acquiring information and are witnessing more turbulent changes in their internal as well as external business environment. Nevertheless, there are much more similar traits in the way Slovenian and Croatian companies learn than there are dissimilarities. However, there are some indications that Slovenian companies already bridged the transition period, while majority of Croatian companies still has to cross that bridge. Data analysis considering second part of the research revealed some important aspects of business process orientation in Slovenia and Croatia. It showed that Slovenian companies have reached slightly higher maturity level than Croatian companies, which was not surprising considering Croatian contemporary history. Though statistically significant, the difference is not large and the general state of the BPO in both countries is promising. Still, a lot is left to change and improve in order to transform the companies into process-oriented ones. The investigation also revealed some differences between both counties. Slovenian companies give more emphasis to the quality of process data and have monitoring and control systems in place to assure it. Besides that jobs are more frequently multidimensional and not just simple tasks in Slovenia then in Croatia. This is important aspect of process orientation whereby employees need to be equipped with wide arsenal of knowledge and skills in order to participate in different areas of a process. To realize BPO projects, most companies use different business process modelling/management methods and tools, which integrate components for static and dynamic modelling, measuring and monitoring the performance of the processes, as well as enabling the transformation of business process diagrams into tailor-made applications supporting the execution of workflows. The focus of this paper is to discuss the application of business process oriented concepts in different areas, depending on different projects' objectives and goals. The paper provides the results of a search in literature as well as a summary and comparison of features concerning business process modelling and business process management tools, placing them within an empirically derived framework.menadžment poslovnih procesa, menadžment znanja

Vključevanje ocenjevanja za učenje v poučevanje in učenje pri pouku biologije v Tanzaniji

The paper is about a study that investigated how the integration of assessment for learning enhances learning achievement among secondary school biology students in Tanzania. A quasi-experimental design involving pre-test and post-test of non-equivalent control and experimental groups was used to ascertain how the integration of assessment for learning into teaching and learning processes enhances students’ learning achievement. Two boarding secondary schools located in the suburbs of Dar Es Salaam were selected. Students in the two schools had maintained equivalent performances in national examinations in previous years. The results showed that the students taught using teaching and learning processes integrating assessment for learning outperformed those taught using conventional approaches. The integration of assessment for learning is likely to have contributed to the higher learning achievement in the experimental group. The study contributes to our understanding of how teachers in resource-constrained classrooms can integrate assessment for learning techniques into their day-to-day lessons, thereby harnessing the power of assessment to enhance learning and raise standards. (DIPF/Orig.

Aplikacije za učenje pravilne izgovorjave

Aplikacije za učenje pravilne izgovorjav

Interes za učenje valutnega trgovanja

Background and purpose: This paper analyzes the interest of potential users for learning in the field of currency trading or foreign exchange (forex, FX). The purpose of our article is a) to present currency trading, b) to present different options, methods and learning approaches to educating in forex, c) to present the research results discovering the interest of potential users for learning in the field of currency trading. Methodology: For gathering data, an online questionnaire was used. It was distributed so that the survey sample covers socio-demographic variables (gender, age, working status, relationship status, financial status of credit and educational level). Interest in learning in the field of currency trading was assessed. Descriptive statistics, t-test, paired samples test, homogeny test of variances, and ANOVA were used. Results: It was determined that people are interested in learning about currency trading, especially younger ones (< 30 years), who prefer e-learning as their learning approach. Obtaining and possessing the right information is the strongest motivation factor and fearing not having enough necessary prior knowledge is the strongest discouraging factor for learning about currency trading. Conclusion: Education of users in the field of currency trading is becoming increasingly popular with the development of e-learning.Ozadje in namen: V znanstvenem prispevku analiziramo interes potencialnih uporabnikov za učenje na področju valutnega trgovanja (forex, FX). Namen članka je a) predstaviti valutno trgovanje, b) predstaviti različne možnosti, metode in pristope k učenju za izobraževanje valutnega trgovanja, c) predstaviti rezultate raziskave, ki izraža interes potencialnih uporabnikov za učenje na področju valutnega trgovanja. Metodologija: Za zbiranje podatkov smo uporabili spletni vprašalnik. Vzorec, ki smo ga zajeli v raziskavi vsebuje socialno-demografske spremenljivke (spol, starost, delovni status, odnos status, finančno stanje kreditnih in stopnjo izobrazbe). S pomočjo opisne statistike, t-testov, testa homogenosti varianc in testa ANOVA smo ocenili interes ljudi za učenje na področju valutnega trgovanja. Rezultati: Ugotovili smo, da obstaja interes za učenje iz valutnega trgovanja, predvsem pri mlajših ljudeh ( < 30 let), katerih najljubši učni pristop je e-izobraževanje. Pridobivanje in posedovanje pravih informacij je najmočnejši motivacijski dejavnik za učenje med uporabniki valutnega trgovanja, medtem ko je najmočnejši odvračajoči dejavnik, slabo predznanje o samem trgovanju. Zaključek: z razvojem e-izobraževanja, izobraževanje uporabnikov na področju valutnega trgovanja postaja vse bolj razširjeno in priljubljeno

STRATAGIJA ODREĐIVANJA CIJENA I UČENJE

U posljednja dva desetljeća u marketinškoj literaturi mnogo se pažnje posvećivalo vremenskom određivanju cijene proizvoda/usluge. Rezultat toga istraživanja su modeli dinamičkog zadavanja cijene, tj. modeli koji opisuju kako se cijena proizvoda/usluge mijenja s vremenom. Ti modeli između ostalog obuhvaćaju kako postojeće znanje o životnom ciklusu proizvoda, tako i teoriju o difuziji novog proizvoda kroz tržište. Na tržištu je neprestano prisutna izmjena i prerada informacija, drugim imenom učenje. Na primjer, poduzeća uče kako smanjiti cijenu proizvodnje, uče o svojim kupcima i o drugim konkurentskim poduzećima. Potrošači uče o osobinama proizvoda i o njihovim proizvođačima. Rezultati sve te izmjene informacija odražavaju se na cijenu proizvoda. Cijena može biti posljedica učenja, ili može biti instrument kojim se nastoji potaknuti učenje. U ovom članku opisana je ta međusobna povezanost učenja i određivanja cijene

Sodelovalne ucne oblike pri jezikovnem delu pouka slovenscine v osnovni soli

In the Slovenian language syllabus, teachers are recommended to provide a greater share of group work during class. During types of learning such as cooperative learning in smaller groups or pairs, students actively develop communicative competence. The present article presents a survey that attempted to determine whether teachers from the first to the fifth grade execute cooperative learning in language classes. The purpose of the article is to raise teachers’ awareness and encourage them to design and execute cooperative learning more frequently. (DIPF/Orig.