E-learning could be carried out with any theory of learning by applying electronic devices. Skinner, for example, introduced programmed instructions in the 50’s by the aid of mechanical devices that made immediate reinforcement for the right answer possible. In the frame of cognitivism, students could use a computer as a device for experimenting and researching by using multimedia hypertexts. The question about meaning of learning and getting to know not only external reality, but also inner world of any student was pointed out by the constructivist and humanistic learning theory. However, e-learning should not be reduced to delivering programmed instructions or multimedia hypertexts, it should allow students to be creators of their knowledge (constructivism) and, what is more important, of the world they live in (activism). Modern learning management systems like Moodle, along with social networking systems, could be used for carrying out such e-learning.Key words: activism; behaviorism; cognitivism; constructivism; learning theories---E-učenje može biti ostvareno polazeći od bilo koje teorije učenja uz primjenu elektroničkih uređaja. Tako je Skinner 50-ih godina prošlog stoljeća uveo programiranu nastavu uz pomoć mehaničkih strojeva koji su davali neposredno potkrepljenje za točne odgovore učenika. U okviru kognitivizma učenici su se mogli koristiti računalima kao uređajima za eksperimentiranje i istraživanje uz korištenje multimedijskim hipertekstom. Pitanje o smislu učenja i spoznavanju ne samo izvanjske stvarnosti već unutrašnjeg svijeta bilo kojeg učenika postavile su konstruktivistička i humanistička teorija učenja. Pojmovi kao što su virtualne zajednice, e-zajednice, umrežene zajednice učenja sve se češće koriste. E-učenje ne bi trebalo svoditi samo na programiranu nastavu ili multimedijski hipertekst, ono bi trebalo omogućiti učenicima da budu kreatori svog znanja (konstruktivizam) i, što je čak važnije, svijeta u kojem žive (aktivizam). Suvremeni sustavi za e-učenje kao što je Moodle i društvene mreže mogu se koristiti za ostvarivanje takvog učenja. Ključne riječi: aktivizam; biheviorizam; kognitivizam, konstruktivizam, teorije učenja.
Arhitektonsko-građevinski fakultet 7.046.1:726.6] (497.5 Trogir) Matice hrvatske bb Izvorni znanstveni članak HR 21000 Split Original scientific paper ibabic@gradst.hr Primljeno / Received: 2008-03-11 Na lijevom, sjevernom stupiću portala Trogirske katedrale, djelu majstora Radovana iz 1240. godine, više reljefa prikazuju astronomsko-astrološke motive. Među njima je prikaz čovjeka koji napada zmiju te majmun koji u jednoj ruci drži zmijski rep a u drugoj pak jabuku. Pokušava se pokazati da se radi o Heraklu koji napada zmiju čuvaricu hesperidskih jabuka. Moguće se radi o prikazu sazviježđa Herakla i Zmaja, dok bi majmun aludirao na planet Merkur. Ključne riječi: Radovan, čovjek, zmija, majmun, sazviježđa Uz sam ulaz portala trogirske katedrale, na lijevom, sjevernom stupiću, djelu majstora Radovana, niz figura predstavlja mitološka bića: kentaura, djevojku (Europu) na morskom biku, satira... Kao i na desnom, južnom stupiću figure se provlače a ponegdje se i zapliću kroz granje i lišće, kroz šumovite i teško prohodne predjele. Dakako, mitološka bića na stupićima prvenstveno su u svezi sa srednjovjekovnim shvaćanjima grijeha i demonskog. Naime, s kršćanstvom su poganska božanstva degradirana u demone, no i dalje s neba kao zvijezde i sazviježđa vrše zlokobne utjecaje. U tom kontekstu moglo bi se poganske teme na stupiću dovesti u vezu ne samo s idejom grješnog već i s astrološko-astronomskim motivima, kako je to već i pretpostavljeno. 1 Naravno, prizori lova, ubijanja, tučnjave i slične scene na stupićima ukazuju na stanje grijeha nakon izgona iz raja gdje je dotle čovjek živio u skladu s prirodom. Od kasnoantičkog doba teme lova, godišnjih doba, mjeseci i one iz astronomsko-astrološke sfere sve se više povezuju u složenim kompozicijskim cjelinama. 2 Figure na lijevom sjevernom stupiću nalaze se unutar svojevrsnih okvira koje oblikuju lisnate grane. Ispod satira prikazan je bosonogi čovjek izvijena tijela, odjeven u kratki lovački haljetak (tunica manicata), i to u pokretu kako objema rukama zamahuje kukastim štapom (sjekirom?) prema golemoj zmiji koja se primakla njegovim leđima. Rep guje, čije se tijelo savija kroz više planova, u posebnom odjeljku, drži majmun u svojoj ruci. U susjedstvu čovjeka koji napada zmiju je reljef s likom mladića koji se hrva s medvjedom. Ispod, u posebnom odjeljku, još jednom je prikazan medvjed, no znatno manjih dimenzija. 2 G. M. A. HANFMANN, 1980, 75-99. 1 N. GOLOB, 1985, 101-103. Please purchase PDF Split-Merge on www.verypdf.com to remove this watermark.
Reflectivity is an important professional competence of contemporary teachers. In order to explore how to encourage students’ reflection, we conducted a two-year action research project impelling them to become mutual critical friends. For critical friendship communication and other project activities, we utilised Moodle – an online learning management system. On the basis of the analysed data that were gathered at the end of each action research cycle, we determined that the students felt comfortable in the role of critical friends and that critical friends’ reflections were particularly pleasant for them. They experienced the comments of their critical friends as friendly, encouraging, useful, specific, interesting, detailed, positive, professional and clear. The majority of students (91%) think that the critical friendship discussion should be continued within the course Correlated-integrated systems in Croatian language teaching, and 85% of them suggest introducing this approach in other teachers’ education courses. We determined that the technical mode of reflective thinking prevails in the students’ correspondence. The practical or contextual level could rarely be observed while critical reflection was completely absent in 11 of 14 discussions. Reflective thinking of students (future teachers) should be fostered from the beginning of their studies within various courses, particularly in the pedagogical and methodological ones. To encourage their students to be critically reflective, university teachers should embrace reflective thinking by becoming critically-reflective practitioners and conducting action research in their teaching practices.
Kako bismo utvrdili značajke učinkovitog stručnog usavršavanja učitelja prirodoslovne grupe predmeta, na temelju sustavnog pregleda literature izabrali smo i proveli analizu devet učinkovitih eksperimentalnih i kvazi eksperimentalnih istraživanja. Utvrdili smo kako bi stručno usavršavanje bilo dobro započeti inicijalnim radionicama koje je potrebno nastaviti kroz susrete zajednica učenja za vrijeme ostvarivanja promjena. Uz to je važno osigurati potporu i vođenje učitelja te nastavne materijale za učitelje i učenike. Stručno usavršavanje može biti učinkovito samo ako doprinese boljim učeničkim rezultatima, a to je moguće postići promjenama u nastavi koja bi trebala polaziti od jasno postavljenih ciljeva u skladu s kojima učitelji pripremaju nastavne aktivnosti koje učenike potiču na istraživanje, rješavanje životnih problema, aktivno i suradničko učenje te znanstveno i metakognitivno mišljenje.
The use of e-learning has been recommended at all levels of the educational system, thus in higher education as well, but it is very often reduced to downloading teaching materials from the teachers' websites. Students rarely participate in forums discussing some teaching topics, and they even less use the learning management system in their educational process (Dukić & and Mađarić, 2012). Among the learning management systems, the web application Moodle, which is based on the principles of constructivism and constructionism, is particularly popular. Constructivism assumes that learning is a social process where individuals learn through interacting with other people (Pritchard & Woollard, 2010), while constructionism additionally includes correlation of knowledge and social action (Burr, 2003). To encourage students to learn through interaction, we conducted an action research with the attempt to explore the possibilities of initiating discussions on the network forum of the Moodle system. The research was organised within the Pedagogy course in the first year of the teacher studies during the two academic years. The most important advantages of this way of learning proved to be the freedom and flexibility of participation, the possibility of exchanging experiences and ideas, reflection and collaborative learning. Discussions on web forums have shown also certain deficiencies such as inadequate and unequal activity of all participants, the lack of connection to the discussions of other participants (monologue form of writing), the lack of criticism, too long texts, technical problems and the problem of availability of computers connected to the Internet. This research has shown that it is possible to organise a constructivist e-learning in higher education students enjoy participating in. Key words: action research; cooperative learning; learning management system; Moodle; web-based discussion forum - - - Premda se već duže vrijeme preporučuje korištenje e-učenja na svim razinama obrazovnog sustava, a time i u visokoškolskom obrazovanju, ono se vrlo često svodi na preuzimanje nastavnih materijala s mrežnih stranica nastavnika. Studenti znatno rjeđe sudjeluju na forumima posvećenim nastavnoj problematici, a još se rjeđe koriste sustavima za upravljanje učenjem u procesu obrazovanja (Dukić i Mađarić, 2012). Među sustavima za upravljanje učenjem posebno je popularna mrežna aplikacija Moodle koja je utemeljena na principima konstruktivizma i konstrukcionizma. Pri tome konstruktivizam polazi od pretpostavke da je učenje socijalni proces u kojemu ljudi uče u interakciji s drugim ljudima (Pritchard i Woollard, 2010), a konstrukcionizam tome dodaje povezanost znanja i socijalne akcije (Burr, 2003). Kako bi potakli studente na učenje putem međusobne interakcije proveli smo akcijsko istraživanje u kojemu smo nastojali istražiti mogućnosti ostvarivanja rasprava na mrežnom forumu sustava Moodle. Istraživanje je provedeno u okviru kolegija Pedagogija na prvoj godini Učiteljskog studija tijekom dvije akademske godine. Kao najvažnije prednosti takvog načina učenja uočili smo slobodu i fleksibilnost sudjelovanja, mogućnost razmjene iskustava i ideja, refleksivnost i suradničko učenje. Rasprave na web-forumu pokazale su određene nedostatke koje su se najčešće odnosile na nedovoljnu i nejednaku aktivnost svih sudionika, nepovezanost s raspravama drugih sudionika, nedovoljnu kritičnost, preduge tekstove i javljanje tehničkih problema. Ovo istraživanje je pokazalo mogućnosti organizacije konstruktivističkog e-učenje u visokoškolskoj nastavi u kojem studenti rado sudjeluju. Ključne riječi: akcijsko istraživanje; Moodle; mrežni forum za raspravu; suradničko učenje; sustav za upravljanje učenjem.
The assessment is part of the complex profile of teacher competencies that supports the development of teachers’ and students’ generic and professional competencies. The paper focuses on formative assessment, i.e., the approach to assessment as learning and assessment for learning that takes place during the learning process, which ultimately contributes to self-regulated learning. This paper aims to determine if there are changes in the use of formative assessment in the classroom. For this purpose, Biology teachers participated in reflective learning-based professional development. In this action research, reflective learning was applied in learning communities. The learning process consisted of acquiring theoretical knowledge about formative assessment, applying what has been learned in the classroom, and (self)analyzing video recordings of the lessons according to the formative assessment representation form. The analysis provided (internal) feedback on progress and aspects for improvement as a starting point for a new cycle of reflective learning. The initial recordings of the lessons showed that formative assessment needs improvement. The results indicate that professional development in formative assessment varied among teachers. One teacher was found to make steady progress during professional development, while other teachers were found to have sporadic and incoherent changes. We believe that the improvement of the professional development model should include explicit incentives for teachers to implement phases of self-regulated learning during professional development.
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