Vlasta Lah, Tina Črnič, Osnovna Šola Milke Šobar – Nataše Črnomelj

Primary School Milke Šobar – Nataše Črnomeljin the framework of the project The development of the mobile Communicator for ease of communication, supported by the Ministry of Education, Science and Sport and the European Union – the European Regional Development Fund, created a modern electronic device for communication, which is based on everyday communication.

The mobile application MojKomunikator allows and aids communication for people who, for various reasons, are unable to speak. It can also be used as a tool for learning words in Slovenian language. Users require no prior knowledge as the application is simple and easy to use.

It contains basic words and communication patterns (in image, text and audio form) that are necessary for everyday communication.The user chooses among individual pictures and arranges them into sentences, played by the application. Compound sentences can be stored in a special folder.

A Web portal has been developed in the framework of the project, which allows the users operating the application on the stationary PC with personalized options of  adding their own images and sounds. It is also possible to download the personalized application from the Web portal to a mobile device.

The application works on a variety of platforms. It is available in Web stores and as a Web application on the Web site https://www.mojkomunikator.si/.

In this contribution, we present more detail regarding the application MojKomunikator: in terms of content, design, features, and customization options.

Andrej Kociper, Osnovna šola Cerkvenjak – Vitomarci

The autor presents a qualitative aspects of the national competition of knowledge of computer technology, the so called Festival of Computer Science – Multimedia Ecoposter.

The competition, which promotes creative and cooperative work of students using Web 2.0 tools, links ICT technologies with content that would attract and encourage students to explore and to become more ecologically aware. At the end, the products and the achieved digital competences are assessed, which is a special challenge for every learning environment. Through the competition, with the use of digital devices, e-content and e-services, the quality of assessment si upgraded to higher taxonomic levels and highligts the need to prepare students for group work. High correlation of various academic fields in competition suggests that competition is interdisciplinary and project-oriented. At the end the autor presents web platform Glogster applicabe for such competitions.

Franc Jakoš, Osnovna šola Janka Glazerja Ruše, Osnovna šola Selnica ob Dravi, Mirko Đukić, Zavod Antona Martina Slomška, Škofijska Gimnazija Antona Martina Slomška, Dr. Domen Verber, FERI – Fakulteta za elektrotehniko, računalništvo in informatiko

Teaching programming to beginners represents a challenge for teachers.Students soon lose the will to make progress and solve difficult problems. Collaborative learning has been recognized as a method that can help to achieve better results if the collaboration is administered at the right time, that’s whenthe problem istackled.

This paper describes and analyzes the initial meetings of pupils with virtual multiuser environments that support collaborative learning. This encounter was enabled  through educational game ” Aladdin and his flying carpet “, which was modelled after the Lightbot 2.0 which also enables learning about programming concepts without prior knowledge of syntactic rules. Our aim was to combine attractiveness and motivational power of simulated virtual environments and educational power of learning through the game.

We have prepared a software distribution Aladin_Opensimulator_0.7.6.1, which contains the game and all the necessary pre-configured tools that allow teachers to easily start and use simulation in the classroom. We have also prepared a website, where instructions on how to operate the simulation are accessible, explanation of educational game operations and activities for teaching programming.

All participants accepted educational game very well. They are willing to tackle tasks if the game is fair and works relatively satisfactory. They quickly understand “in world” building and assembling programs with Scratch4Opensim and transfer of generated code in a virtual environment. Solving life’s problems further motivates them to learn.

Tine Pajk, Osnovna šola Muta

This paper represents observation on digital competences with primary school teachers from the year 2012 to 2014. Observations made are based on a two part on-line questionnaire in which primary school teachers are the focus group. The first part consists of demographics (gender, age and seniority, level of education, title, educating region and population). The second part includes digital competences of primary school teachers. We researched which hardware and software equipment is being used in classes (Slovene, Math and Environmental Sciences), the virtual tools used for establishing communications and co-operating with broader audiences and the amount of hours spent per week on the web for educational purposes in their classes. We were interested in the amount of hours per week in which Information and communications technology (later referred to as ICT) is used for consolidation of knowledge, repetition and gathering learning materials. We also collected information regarding possible hazards such as child or youth abuse when using on-line and mobile technologies, production and update of on-line learning material and the reason for use of ICT by the teachers. The gathered data was analysed and compared according to age.

Leonida Novak, Ada Holcar Brunauer, Zavod RS za šolstvo

The purpose of this paper is to present the possibilities of integrating e-portfolio in everyday classroom practice. This is a dynamic and challenging process for the learner because it puts him/her into an active role. It is supported by the monitoring of learner’s progress, where teacher’s feedback plays the key role in the learning process.

This paper presents an e-portfolio in the light of two school systems: the Slovenian and the Scottish. In the first one the developmental e-portfolio has been implemented into school practice, and in the second one there is a greater emphasis on student’s profile. The connecting elements of both systems are the elements of formative assessment, which have lately been implemented in Slovenian schools, while on the other hand they present the fundamental doctrine of teaching and learning in Scotland. The key focus of this paper is to address the need of giving greater importance to the e-portfolio in pupils’ education, which has, besides an evaluative, also a relational function, being beneficial for the teacher.

The basic elements, which will be presented at the conference, are the following: e-portfolio as a documented process of learning, teaching and pupils’ achievements, such as e-portfolio of a learner in Slovenian and Scottish primary school, further possibilities of the development of the e-portfolio enhancing its value in the school system, and enabling teachers for autonomous decision making when introducing the e-portfolio in their classrooms.

Nataša Plevnik, Danijela Radjen, Osnovna šola Globoko

Current didactical methods place a pupil in a position of active co-creator in the teaching process, which participates in the planning, implementation and evaluation of the selected tematic unit. Everything happens around the central problem, which is based on pupil’s prior knowledge, experience, individual expectations and ability. The teacher becomes a mentor who directs and coordinates lessons, he is an active observer that monitors pupil’s advancement and helps him progress. Various e-tools, such as information on the web, e-classroom or e-devices for transmitting the  information play an important role.

Elements of formative assessment mean to the teacher a framework within which he together with the students shapes the work steps that are oriented to the individual pupil’s abilities. Teacher implements elements of differentiation and individuation easier. If these steps are placed into a virtual environment, such as an electronic notebook or e-portfolio an individual approach to research the problem is enabled even more and the pupil is additionally motivated with the possibility of the use of IT technologies.

The contribution demonstrates how the lessons combine elements of formative assessment, collaboration, communication, creativity and IT technologies. The pupil acquires the knowledge and skills individually with the support of learning groups and e-tools. We found out that pupils were more motivated because they were active co-constructors of lessons. Their work has been self-evaluated and upgraded.

Tina Petkovšek, Srednja šola za farmacijo, kozmetiko in zdravstvo Ljubljana

I would like to present group assessment as a way of getting one of the grades in class and a good means of motivating students. EUfolio as a tool here enables execution and at the same time I follow the philosophy of EUfolio with my own methods of work, namely that students plan learning, take the responsibility for their own success and reflect their learning.

My intention is to encourage other teachers to introduce different assessment practices. What is new here is not only solving the test sheets as a group of tree students, but also the student’s own planning of learning and creating groups (they group according to their own aspirations), self-regulation, taking responsibility for their own success, which in this way becomes responsibility for the whole group.

I want to direct my students that the focus is not the grade but the knowledge itself. In classical assessment the grade is of essential importance with the majority of students, thus they lose motivation for the correction of the test. At my work I orientate my students to knowledge and thus the correction of the test is crucial,  which they upgrade with their own reflection in EUfolio.

The test sheet is problem-projected and checks higher levels of knowledge according to Bloom’s taxonomy. Very often the answers among the members of a group are different and they harmonize and dispute about them. Many students master and understand the subject matter not earlier than now. In this way they learn from each other. After the test, they can exchange their opinions about the correct answers in Mahara. They make the correction in the following lesson, again as a group. Each student writes down their own reflection and attaches it to the EUfolio.

Jasna Vuradin Popovič, Gimnazija Murska Sobota, Tanja Rupnik Vec, Zavod RS za šolstvo

This article shows e-portfolio introduced assessment in learning support (formative assessment) of cooperation and communication as well as deepened understanding of topic complex Feelings. Presented are all steps of formative assessment, from pre-knowledge assessment through personal goals formation, planning the strategy to goals realisation, defining success criteria, return information and self-evaluation, as well as different tools being used.

As the basic tool for the formation of e-portfolio we used Mahara web application. Students were directed into various activities to plan their work, follow and evaluate it according to the instructions in the fold My learning in the Mahara web environment. Students passed all the phases of research, from orientation in the learning context through knowledge construction, and afterwards deepening and assessment, to evaluation.

E-portfolio was used in two functions, as personal space for learning self-direction, as well as the space for common research and widening and deepening of knowledge on the studied topic ( topic complex Feelings). After the presentation of individual activities and working process in Mahara and other applications, follows the presentation of the students’ achievements and the presentation of the evaluation results which show the advantage in using e-portfolio in both functions for studying other topics. The students have given a positive feedback to their teacher on the use of Mahara for the means of planning their own praxis as well as for cooperative research and learning the topic studied.

Danijela Ledinek, Nika Grešovnik, Osnovna šola Podgorje pri Slovenj Gradcu

As a teacher of Physical education I am finding out that despite the fact that during the process of teaching and evaluating knowledge, I also consider the prior knowledge of students, their final knowledge is many times different from intended goals. Awareness, that within the development and evaluating knowledge, teacher’s conducts also have an important role, has inspired me to the idea to offer my students a completely different approach.

There are more and more children, who are, despite their effort, from various reasons not very successful or convincing in their motor skills area, but they have different knowledge, competence and skills, which can all aid in the understanding and quality of knowledge about the meaning of sport in one’s life.

With this film, made by one of my students as a potential display of knowledge, we want to show how it is possible to awake student’s desire to discover, research and create as well as how to encourage and motivate within a lesson in order to achieve a worked-out goal easier.

Film entitled “When dreams become a reality” was created with the Pinacle Studio programming equipment. This film will take us through the most typical periods of the history of sport, through the viewpoint of an adolescent who accepts the world differently as our generations did.

The technology used in the process is, with the words of Aristotel (2010), of only a secondary importance: “In order to name something knowledge, it needs to establish new worlds, new horizons, it needs to contribute to a higher ethics as well as intellectual excellence.“

With this film we have opened up new worlds of cross-curricular integration.

Viktor Jemec, Srednja šola Domžale

Teachers in elementary and secondary schools are more aware that we make quality passing of subject possible for pupils and students like this in regular programs of schooling, and also at supplementary activities. With acception of declaration of European parliament of No. 50/2011 from the dating of 15th March 2012, about the introduction of program » chess in schools« to educational systems in the European Union and entry of demand in resolution on national program sports and National program of sport for period between years 2014 and in 2023, that was accepted at session of committee for education, science, sport and youth of Slovene National Assembly on March 11 this year, is enabeling that  Slovene teacher can develop competences on this field. In this document introduces chess as one of him very stimulative elements for development of competences pupil and students. I am already cooperating in e-schoolroom Chess on SIO, where competences of a teacher already are described, that is is good introduced machine he can use both didactic software and her efficiently at part in school and her also critically to think for use pupil or student. I organised two nationals for the first time in frame of chess association of Republic of Slovenia on field of corresponding chess in Slovenia on December 15, 2013, first: tournament of young until 12 years and other: tournament of young until 20 years.

Here are very exercised of competence teacher, that knows how with part on distance (explained both help through electronic mails and the introduction of e-učilnice), much part was with search, gathering, treatment and evaluation of chess Communist Parties with use of chess programs and through the chess engines choosing of best move. In frame of this competition and education at optional subject within last triadi and at chess clubs is necessary to write the manual on bases of playing of corresponding chess for young, to take part in e-učilnici, to consider legal and ethical principles and to finish still thorough evaluation at the end of competition, that bi in forward abolished of mistake and faults, that are appearing in this phase of development of development.