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Sedanjost in prihodnost visokošolskega izobraževanja
Andragoška spoznanja Pub Date : 2020-06-19 DOI: 10.4312/as.26.2.3-13
Marko Radovan
{"title":"Sedanjost in prihodnost visokošolskega izobraževanja","authors":"Marko Radovan","doi":"10.4312/as.26.2.3-13","DOIUrl":"https://doi.org/10.4312/as.26.2.3-13","url":null,"abstract":"Tokratna številka Andragoških spoznanj je nastala kot rezultat projekta Inovativno učenje in poučevanje v visokem šolstvu (INOVUP), ki se izvaja na vseh treh javnih slovenskih univerzah: Univerzi v Ljubljani, Univerzi v Mariboru in Univerzi na Primorskem. Poleg teh treh institucij, ki zajemajo večino slovenskega visokošolskega prostora, v konzorciju sodeluje tudi Fakulteta za informacijske študije v Novem mestu. Osrednji namen projekta INOVUP (www.inovup.si), ki ga financira ministrstvo za izobraževanje, znanost in šport prek sredstev Evropskega socialnega sklada (ESS), je preveriti in »prevetriti« visokošolsko didaktiko na slovenskih univerzah. V projektu ne želimo zgolj analizirati stanja na tem področju, temveč prek različnih usposabljanj spodbuditi refleksijo visokošolskih učiteljev o lastni praksi in jih usposobiti za vpeljavo novih pristopov v poučevanje.","PeriodicalId":385363,"journal":{"name":"Andragoška spoznanja","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121714141","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Možnosti za uporabo na študenta osredinjenih metod poučevanja in učenja bioloških predmetov na UP FAMNIT
Andragoška spoznanja Pub Date : 2020-06-19 DOI: 10.4312/as.26.2.47-57
Živa Fišer, Alenka Baruca Arbeiter
{"title":"Možnosti za uporabo na študenta osredinjenih metod poučevanja in učenja bioloških predmetov na UP FAMNIT","authors":"Živa Fišer, Alenka Baruca Arbeiter","doi":"10.4312/as.26.2.47-57","DOIUrl":"https://doi.org/10.4312/as.26.2.47-57","url":null,"abstract":"Za uspešno pridobivanje teoretičnega znanja in globlje razumevanje zgradbe in delovanja bioloških struktur ter pojavov je teoretični pouk bioloških predmetov na vseh stopnjah izobraževanja podprt s praktičnimi vajami. Na visokošolski stopnji so praktične vaje pri posameznih predmetih celo bolj ali manj enakovreden del predavanjem. Na študenta osredinjeni pristopi učenja in poučevanja, podprti z orodji informacijsko-komunikacijske tehnologije (IKT), lahko pripomorejo k učinkovitejšemu razvoju znanja, izjemnega pomena pa so lahko tudi z vidika pridobivanja digitalnih kompetenc pri študentih. Na Fakulteti za matematiko, naravoslovje in informacijske tehnologije Univerze na Primorskem (UP FAMNIT) smo izvedli anketno raziskavo, v kateri smo želeli ugotoviti, kakšne metode poučevanja uporabljajo izvajalci praktičnega pouka bioloških predmetov. Rezultati so pokazali, da le slaba polovica anketiranih izvajalcev v praktični pouk vključuje inovativne metode učenja in poučevanja. Med orodji IKT, po katerih smo spraševali v anketi, več kot 80 % vprašanih pozna in uporablja prosto dostopno virtualno učno okolje Moodle. Mnogi poznajo tudi druge spletne aplikacije, vendar jih ne vključujejo v pedagoški proces. Večina vprašanih je naklonjena uporabi orodij IKT, a jih največkrat ne uporabljajo zaradi stiske s časom ali zaradi njihovega slabega poznavanja.","PeriodicalId":385363,"journal":{"name":"Andragoška spoznanja","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125253907","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Reading Comprehension of Subject-specific Texts in a Foreign Language 外语特定主题文本的阅读理解
Andragoška spoznanja Pub Date : 2020-06-19 DOI: 10.4312/as.26.2.105-124
Alenka Umek
{"title":"Reading Comprehension of Subject-specific Texts in a Foreign Language","authors":"Alenka Umek","doi":"10.4312/as.26.2.105-124","DOIUrl":"https://doi.org/10.4312/as.26.2.105-124","url":null,"abstract":"This study investigates the patterns used by economics and business students in reading comprehension (RC) of subject-specific texts in a foreign language (FL), particularly in relation to their use of background knowledge (BK). The think-aloud (TA) method was used and the data were derived from readers’ verbal protocols. The coding of protocols yielded seventeen coding categories. The results were analysed and compared between two groups: one with high and one with low knowledge as determined by a prior BK assessment. The coding data were linked to the reading comprehension test results and typical patterns were established. Readers with high BK used more correct paraphrasing, inferencing, elaboration, and evaluation. In contrast, readers with low BK took more of a local approach to reading by focusing more on individual words. They frequently used English in their Slovene think-alouds, produced wrong and approximate paraphrases, and signalled lack of understanding. The article closes by examining implications for FL reading instruction and developing disciplinary literacy.","PeriodicalId":385363,"journal":{"name":"Andragoška spoznanja","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126202040","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Spodbujanje aktivnega študija, kot ga zaznavajo študenti 学生眼中的促进主动学习
Andragoška spoznanja Pub Date : 2020-06-19 DOI: 10.4312/as.26.2.33-46
Katja Košir, Tina Vršnik Perše, Sabina Ograjšek, Milena Ivanuš Grmek
{"title":"Spodbujanje aktivnega študija, kot ga zaznavajo študenti","authors":"Katja Košir, Tina Vršnik Perše, Sabina Ograjšek, Milena Ivanuš Grmek","doi":"10.4312/as.26.2.33-46","DOIUrl":"https://doi.org/10.4312/as.26.2.33-46","url":null,"abstract":"V zadnjih desetletjih se tudi v visokem šolstvu vse bolj poudarja pomen na študenta usmerjenega poučevanja, ki se kaže predvsem v spodbujanju študentove aktivne vloge v procesu lastnega učenja. Za spodbujanje smiselnega grajenja znanja pa je treba razumeti učni proces s perspektive študenta. V ta namen smo v kvantitativni raziskavi želele ugotoviti, kako študenti zaznavajo visokošolski pouk tako z vidika spodbujenosti k aktivnemu osmišljanju učnih vsebin kot tudi z vidika povezovanja teorij in raziskovalnih ugotovitev s prakso in urjenja v uporabi informacijsko-komunikacijske tehnologije (IKT). V raziskavi je sodelovalo 212 študentov različnih študijskih programov prve in druge bolonjske stopnje Univerze v Mariboru. Z namenom preveriti različne vidike visokošolskega pouka, kot ga zaznavajo študenti, smo uporabile dva sklopa trditev. Rezultati so pokazali, da študenti zaznavajo dokaj visoko stopnjo spodbude pri aktivnem študiju, še zlasti pri povezovanju novih vsebin z njihovim predznanjem, spodbujenosti k samoorganizaciji učenja ter vključevanju raznolikih primerov, ki so v pomoč pri osmišljanju znanja. Med študenti prve in druge stopnje smo ugotovile nekaj manjših razlik v zaznavah visokošolskega pouka, pri čemer študenti prve stopnje visokošolski pouk zaznavajo ugodneje. Prav tako smo ugotovile nekaj razlik v zaznavah študentov različnih usmeritev.","PeriodicalId":385363,"journal":{"name":"Andragoška spoznanja","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133790645","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Affective Societies 情感的社会
Andragoška spoznanja Pub Date : 2020-02-26 DOI: 10.4312/as.26.1.145-146
Nives Ličen
{"title":"Affective Societies","authors":"Nives Ličen","doi":"10.4312/as.26.1.145-146","DOIUrl":"https://doi.org/10.4312/as.26.1.145-146","url":null,"abstract":"","PeriodicalId":385363,"journal":{"name":"Andragoška spoznanja","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130966624","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Learning Neighbourhoods 学习社区
Andragoška spoznanja Pub Date : 2020-02-26 DOI: 10.4312/as.26.1.53-65
Séamus Ó Tuama
{"title":"Learning Neighbourhoods","authors":"Séamus Ó Tuama","doi":"10.4312/as.26.1.53-65","DOIUrl":"https://doi.org/10.4312/as.26.1.53-65","url":null,"abstract":"Cork Learning City is piloting a programme called Learning Neighbourhoods. While it is an evolving model, it has potential for animating a culture of learning that is community based and with the prospect of giving ordinary citizens a chance to contribute both to broader issues at city level as well as to significant global debates of the day. The Learning Neighbourhood concept is essentially about collaboration and coalition building, extending networks and prioritising learning (horizontally and vertically) among and between generations and the positive leverage of all and every resource to enhance the process. It is a community building concept articulated through learning. Learning is not something abstract and removed from the practicalities of living. Learning encapsulates the four types of capital, human, social, identity, and cultural; it also extends to capacity building, resilience, and the challenges of the sustainable development goals (SDGs). This paper contextualises the theory and practice informing Learning Neighbourhoods.","PeriodicalId":385363,"journal":{"name":"Andragoška spoznanja","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125392155","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
20 let online izobraževanja na DOBI
Andragoška spoznanja Pub Date : 2019-10-08 DOI: 10.4312/as.25.3.161-165
Jasna Dominko Baloh
{"title":"20 let online izobraževanja na DOBI","authors":"Jasna Dominko Baloh","doi":"10.4312/as.25.3.161-165","DOIUrl":"https://doi.org/10.4312/as.25.3.161-165","url":null,"abstract":"Besedilo, ki je pred vami, nima namena natančnega in izčrpnega prikaza razvoja online študija na DOBI, v njem želim obuditi nekaj točk spomina, ki so pomembne za nekatere temeljne ideje. Tudi zato, ker te še danes veljajo za izhodišča razvoja online izobraževanja.","PeriodicalId":385363,"journal":{"name":"Andragoška spoznanja","volume":"117 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124146111","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
The Role of Universities and Educators in Developing and Implementing Sustainable Developmental Goals 大学和教育工作者在制定和实施可持续发展目标中的作用
Andragoška spoznanja Pub Date : 2019-10-08 DOI: 10.4312/as.25.3.47-60
Jayakumar Chinnasamy, J. Daniels
{"title":"The Role of Universities and Educators in Developing and Implementing Sustainable Developmental Goals","authors":"Jayakumar Chinnasamy, J. Daniels","doi":"10.4312/as.25.3.47-60","DOIUrl":"https://doi.org/10.4312/as.25.3.47-60","url":null,"abstract":"Universities and Higher Education Institutions (HEIs) are seen as having a social mission to deliver common good to society, both locally and globally. These institutions develop different policies due to global changes in Higher Education (HE), such as internationalisation and Sustainable Development (SD). They have an important role in setting sustainable developmental goals (SDGs) and also delivering them through teaching, research and other services. Effective delivery of SD practices relies upon educators who are directly involved in making the links between students and community. However, educators are not everywhere involved in developing policies, which impacts on their ability to deliver. This research, set in Scottish HEIs, investigates educators’ perceptions of internationalisation in HE, how the concept is constructed and delivered in their universities, and what – if any – involvement these educators have in developing policy. This paper argues that educators, especially HE educators, have potential that is neglected in developing SDGs.","PeriodicalId":385363,"journal":{"name":"Andragoška spoznanja","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130515200","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 5
Položaj marginaliziranih grupa u društvu
Andragoška spoznanja Pub Date : 2019-10-08 DOI: 10.4312/as.25.3.167-168
Aleksandra Šindić
{"title":"Položaj marginaliziranih grupa u društvu","authors":"Aleksandra Šindić","doi":"10.4312/as.25.3.167-168","DOIUrl":"https://doi.org/10.4312/as.25.3.167-168","url":null,"abstract":"","PeriodicalId":385363,"journal":{"name":"Andragoška spoznanja","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126067909","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Lifelong Learning Redefined: From Sustainability to Generational Learning 重新定义终身学习:从可持续性到代际学习
Andragoška spoznanja Pub Date : 2019-10-08 DOI: 10.4312/as.25.3.35-45
Maria Bajner
{"title":"Lifelong Learning Redefined: From Sustainability to Generational Learning","authors":"Maria Bajner","doi":"10.4312/as.25.3.35-45","DOIUrl":"https://doi.org/10.4312/as.25.3.35-45","url":null,"abstract":"The following paper is intended to give a brief account of the trends in lifelong learning as they appear in the official documents of UNESCO and OECD. It identifies the driving forces behind humanistic and utilitarian considerations in the opposing approaches of UNESCO and OECD, while it also addresses the role of political influencers in confusing the issues. The author uses document analysis of studies and findings of international surveys to shed light on the ambivalent stances in educational documents towards the importance of lifelong learning. The author will argue that a shift in rhetoric from lifelong learning to generational learning is needed in order to eliminate “doublespeak” and meet the needs of today's generations brought up often with utilitarian values and high economic expectations.","PeriodicalId":385363,"journal":{"name":"Andragoška spoznanja","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127676718","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
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