Jerica Glavan, Srednja vzgojiteljska šola in gimnazija Ljubljana

Compared to individual work, collaborative learning helps students not only to reach a broader understanding of the topic, but also to develop collaborative skills. Collaborative work promotes authentic learning, thus it should be widely practised in modern schools, particularly in 1:1 learning, which enables a quick access to information and encourages learning by using various ICT tools.

Assessing collaborative work remains a challenge for teachers since rubrics have to be designed according to specific activities in the classroom. When our teaching goals are set properly, the outcome of learning can easily be assessed. However, the problem arises when we decide to assess the process as well. When there are six groups working in one classroom, how are we supposed to monitor each individual’s work? In order to solve this problem, I have chosen to consider each student’s own reflection of their work. To overcome the school’s organisational barriers I used the advantage of 1:1 learning: instead of having a discussion with each student in person, students had to make an audio recording of their reflections, using their tablets. What is presented is a specific example where it can be seen in what way each student’s reflection has contributed to assessing their collaboration, communication and analytical-cognitive skills, and where there is still room for improvement. 

Boštjan Papež, Osnovna šola Bršljin

Children with learning disabilities require a lot of consolidation and repetition to master the material, and they also need the subject is explained several times. To this end, I have prepared a lot of paper worksheets and handouts.

When the worksheet is completed, it can not be reset and used again. You can only ad pictures to it. To view a video or listening it is necessary to use another device. Time and number of viewings is limited. Working with worksheets is monotonous so students are less motivated to work and have a shorter concentration span.

Listed problems are to a large extent solved in favor of the student using a tablet computer in which the students solved the e-learning sheet, created in an application Note Anytime Lite. So prepared worksheet exceeds the usefulness of the classic work sheet. It’s possible to make connections to previously prepared explanation, which the student can view according to their needs. Via the e-work sheet learners can access online educational games, audio and video material. Tasks can be made interactive because the student is able to manipulate elements on the screen. In this way, we gamified the process of repetition and prolonged child’s attention and motivation to work.

Barbara Hebar, Osnovna šola Dobje

The use of ICT enables teachers to present pupils new concepts more specifically and clearly. This is for the pupils of the first triennium and their image very important. In order that the students, through researching, obtaining information and the use of ICT, design the teaching materials by themselves, I made a cross-curricular project Games of our grandmothers and grandfathers. I introduced the pupils the cloud computing Google Drive and taught them about the basic use of the shared documents. They documented descriptions of various old games and counting rhymes, which their grandparents told them about or which were found on internet by their parents. Then they used a video camera on a tablet computer and recorded a presentation of an old game. With a voice recorder they recorded a new counting rhyme which was recreated on an old rhyme. The products were put on YouTube, where we could watch them. This kind of work has proven to be very successful. With its diversity it was motivating for pupils of different learning styles, pupils have developed new skills in the use of ICT, and their knowledge was gained through experiential learning and teamwork. Even the pupils were satisfied with the work and they have been proud of their own teaching materials.

Majda Šubic, Osnovna šola Ivana Groharja Škofja Loka

Computer science in the cloud is an expression which is increasingly seen and used nowadays. The service enables the user to transfer the data and documents to the distant servers and can access them and work with them at different locations and on different devices (computers, iPads, Smartphones, etc.). To do that, all one needs is the internet access and suitable software.

A working day of students and teachers is more and more filled with numerous obligations. We can hardly adjust the time to location. A team of teachers used OneDrive at schoolwork. I chose OneDrive because it enables teamwork of many users in the same document at the same time. It also enables the formation of documents in Word Online programme. However, at more demanding tasks, such as the school newspaper, home reading and presentations, the students were using Microsoft Office 2010. Before using OneDrive, the basic instructions were given to the participating teachers and students. The teachers presented the task to the students. The task was done in a joint document or a file – more documents, where they presented their solutions for the given task. After using OneDrive at school work, the teachers and the students gave feedback on using OneDrive at schoolwork and forwarded the experience and some suggestions for further usage.

Alenka Pokeržnik, Janja Petar Ipšek, Branko Bele, Srednja ekonomska šola Maribor

Cross-curricular integration is a fixture at our school. For several years, the subject on flora has been associated in total hours of biology and geography. This year, we wanted to enhance and actualize this knowledge. Thus, we have included computer science, where students will learn about the usefulness of online journals (blogs).

The primary purpose of the project, which was attended by students of the first grade of high school of economy, was to create a web log, a blog, where students keep track of seasonal changes in vegetation in the park near the school. Students have visited the park once a month during biology lessons and there they learned about the different characteristics of the ecosystem, mainly through the use of ICT. During the project, students have learned about different types of ICT. With Vernier interfaces they measured temperature, determined the longitude and latitude. With the help of tablet computers and interactive charts students determined the species of the trees in the park. Selected trees were photographed and the photographs included in the blog. They learned how to graphically present their results.

Significant advantage of this kind of work was seen in particular in connecting the knowledge from various fields. Also, such a modus operandi makes the use of ICT technologies viability.

Ida Femc, Sara Ferlin, Klaudija Humar, Sabina Perenič, Matej Zapušek, Jože Rugelj, Univerza v Ljubljani, Pedagoška fakulteta, oddelek za matematiko in računalništvo

Over the past few years, the presence of game-based learning in Slovenian education has increased significantly. To further such utilization, an educational computer game was made, as a part of project within a computer science didactics class in the 4^th year of studies at Faculty of Education, University of Ljubljana, to help pupils learn and understand sorting algorithms, specifically bubble and selection sort. Both algorithms are introduced to pupils through an entertaining story, that later requires a construction of pseudo codes and tests the pupil’s newly acquired knowledge. The game doesn’t require any prior programming knowledge, which increases its usability and eases the teacher’s incorporation of the game into a structured lesson.

This paper presents the production and conceptual development of the game, with a focus on representation of algorithms in a pupil friendly, logical, explanatory and motivational way, as well as on the game itself.

Tajda Štrukelj, Maja Šušteršič, Gorazd Vasiljević, Matej Zapušek, Jože Rugelj, Univerza v Ljubljani, Pedagoška fakulteta, Oddelek za matematiko in računalništvo

Oto’s index is an educational computer game, based on programming concept of one and two dimensional arrays. It was created by a group of 4^th year undergraduate students of Faculty of Education in Ljubljana. It runs on eAdventure game engine and it is designed for students of second triennium in elementary schools.

The game’s main goal is to strengthen students’ algorithmic thinking, approaching programming concept of one and two dimensional arrays to students and connecting these concepts with real life forms of arrays. Since the elementary school curriculum does not include distinctly programming courses, the game can be used as part of computer literacy course or extra-curricular computer science activities.

Oto’s index provides the player with appropriate challenges and motivates him via feedback to achieve set educational goals. Players do not need any special prior knowledge to play and the game itself is designed to be simple and understandable for use. It runs in a single player mode and each player has an option of advancing at his own tempo.

The main content goal is the care for a dog called Oto, who represents the key motivation for solving problems inside the game. With successful completion of tasks, the player collects different goods for his Oto and thus increases Oto’s satisfaction. At the same time he or she is subconsciously learning about programming concept of one and two dimensional arrays. 

Vesna Gros, Renata Krivec, Petra Mikeln, Osnovna šola Polje, Ljubljana

As teachers we often ask ourselves how to encourage our students to think critically about what they hear and see and how to teach them to plan, monitor and assess their own progress and development.

According to many, critical thinking is one of the key competences of the 21^st century; therefore we believe that it should be fostered already in primary school. What exactly is critical thinking and how it can be developed, is the key topic of the EUfolio project, lead by the National Institute for Education. The main objective of the project is to incorporate up-to-date approach to teaching, monitoring and assessing knowledge and skills while using an e-portfolio.

This presentation will show how the students of 6^th–9^th grade at Primary School Polje have been introduced to critical thinking and encouraged to ponder about themselves as critical thinkers. Since critical thinking covers many different competences, we focused primarily on the distinction between facts and opinions; giving constructive feedback and evaluating own work and the work of others. Lessons have been carried out using the Maharaonline environment, which offers Moodle-like opportunities of connecting, opinion sharing, forums, uploading of various files etc.

Irena Rutar, Šolski center nova Gorica

Teaching chemistry should be based on experimental and task-based research work. It essentially comprises content-related activities with which students can solve problems.

During my previous chemistry lessons I always prepared teaching materials in advance and gave students clear instructions including the task description, the devices/equipment needed, the steps for the actual performing of the experiment and finally the questions providing consolidation and revision of the related content.

In this school year I have introduced a new method at acquiring experimental skills – i.e. the method of flipped learning with the help/use of tablet computers. At this type of teaching the emphasis is on the active role of the students throughout the whole learning process.

In the first part of the experimental practice I published the website link for a certain video clip in online classroom. The students watched the video at home and recognized the instructional steps for the completion of the task/activity. During the actual chemistry lesson the students independently wrote down the instructions for work with the help of the tablet computers and the instructional steps from their homework. I mostly offered the students mentoring and guidance. If it was necessary, I helped them during the lesson, cooperated with them and encouraged their mutual collaboration and help.

The second part of the experimental practice was carried out as pair work. One student was accomplishing his task in the laboratory, the other was recording the whole process. They watched each other’s videos at home and uploaded the written evaluation/comments of them to the online classroom.

Janja Androić, Franci Kolar, JVIZ l. osnovna šola Rogaška Slatina

Due to constant development of computer technology new models of teaching have appeared in the recent years. One of the models is flipped learning, which combines online learning with face-to-face instruction. Learners watch online tutorials made by their teachers (or someone else) and prepare for the lesson at home. A teacher spends valuable class time assisting, coaching and guiding their learners in class. This article explains what flipped learning is, its advantages, how to prepare a video tutorial and how to flip your classroom. We flipped English lesson in 6^th class. Screencasting software Camstudio and video editing software Movie Maker were used to prepare the tutorial, which was posted on Youtube. Learners watched the video at home and practiced and expanded vocabulary in class. They loved this model because they found this kind of homework different and interesting and they were very anxious to watch the tutorial. Learners were more active during the lesson than during ‘traditional’ lessons.