tag:blogger.com,1999:blog-10551433054785981572024-03-05T11:19:48.419+01:00Viktorija FlorjančičTeacher and researcherViktorija Florjančičhttp://www.blogger.com/profile/12057430980225843715noreply@blogger.comBlogger35125tag:blogger.com,1999:blog-1055143305478598157.post-25567653245253422162019-02-21T16:34:00.000+01:002019-03-17T18:10:10.264+01:00Delovni listi in delovni zvezkiPred dnevi je bila objavljena <a href="https://www.rtvslo.si/slovenija/po-novem-ucna-gradiva-brezplacna-tudi-za-drugosolce/480469" target="_blank">novica </a>o tem, da bo MIZŠ osnovnim šolam krila delovne zvezke učencev 2. razredov me je spomnila na moje učiteljevanje v srednji šoli. V devetdesetih letih prejšnjega stoletja sem, na <a href="https://www.seps.si/" target="_blank">Srednji-ekonomski in poslovni šoli</a> v Kopru, poučevala ekonomijo. Ekonomija je bila v program Ekonomskega tehnika umeščena v 3. in 4. letnik. Z dijaki, ki so se po 2. letniku odločili, da bodo šolanje zaključili z eksterno maturo, sem se srečevala po 4 ure tedensko, z dijaki, ki pa so za svoj zaključek šolanja izbrali t. i. zaključni izpit, po 2 uri na teden.<br />
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Opazila sem, da imajo dijaki z razumevanjem vsebin zapisanih v učbeniku kar nekaj težav. Težave so imeli tudi pri sprotnem zapisovanju med šolsko uro, zato sem se odločila, da jim na pomoč priskočim s t. i. delovnimi listi. Delovni list je predstavljal grobi skelet učne ure, ki so ga dijaki med razlago dopolnjevali. Prvo leto so delovni listi nastajali sproti, za vsako uro posebej. Na listu so, poleg snovi, bile tudi naloge za preverjanje razumevanja snovi, pa tudi različne, na pol narisane, ali le zastavljene sheme, grafi, računske naloge, pa tudi kakšne zabavne vsebine (npr. križanke ali uganke), povezane z učno snovjo. Delovni listi so se tako množili in konec leta je nastala že kar zajetna zbirka delovnih listov, ki je pokrila celotno izvedbo predmeta v letniku. Naslednje leto sem dijake z delovnimi listi za predmet oskrbela na začetku šolskega leta. Glede na dober odziv dijakov je leta 1999, v sodelovanju s kolegicami (Heleno Fortič, Branko Likon in Mariko Šadl) ter podjetjem <a href="https://www.pia.si/" target="_blank">Pia</a> iz Velenja, nastala tudi elektronska različica delovnega zvezka. Dijaki so si delovni zvezek naložili na svoj računalnik, ali pa smo jim učitelji v kopiranje posredovali zgoščenko, saj dogodek sega še v čas klicnega dostopa do interneta.<br />
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Primer naloge iz e-delovnega zvezka iz leta 1999:<br />
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Z uvedbo ekonomskih gimnazij se je predmet Ekonomija razpotegnil čez vsa 4. leta. Z uvodnimi vsebinami smo začeli že v 1. letniku. Dve leti mlajši dijaki so ob prehodu iz osnovne v srednjo šolo vsebine sprejemali čisto drugače. Hitro sem ugotovila, da bil nasvet kolegice Šadlove, ki je bila v skupini šol s poskusnim uvajanjem ekonomske gimazije, »obrni se za 180°«, še kako na mestu. Res je bil potreben premik v načinu dela in tudi v glavi. Pred seboj nisem več imela skoraj polnoletne mladine, temveč mladino, ki je komaj zapustila osnovnošolske klopi in v srednjo šolo vstopila z različnimi motivi.<br />
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Delovne liste sem prilagodila učni snovi in starosti dijakov, vendar sem kmalu ugotovila, da je bila miselna pozornost dijakov usmerjena le še v lovljenje besed »kam kaj vpisat«. »Fill gaps« me spominja na moje šolske dni, ko smo vneto zapolnjevali prazna mesta v delovnih zvezkih, ob tem pa so nam misli uhajale vse povsod. Podobno so tudi moji dijaki prazne prostorčke izpolnjevali brez razmišljanja. Tako sem že naslednje leto zavrgla delovne liste in dijake usmerila v pisanje lastnih zapiskov, pa čeprav je bilo »prisilno pisanje zapiskov« v srednji šoli zame nesprejemljivo. Hm, če sedaj pomislim, da še študente vzpodbujam k pisanju zapiskov. No, tako sem od dijakov zahtevala pisanje zapiskov, se vmes včasih še nasmejala ob vprašanju »veliki« ali »mali« naslov... Poleg prosojnic, ki sem jih uporabila na grafoskopu (govorimo o 90.-ih prejšnjega stoletja ;-)) je med uro, na klasični zeleni tabli, nastajal še slikovni prikaz vsebine (miselni vzorec). Takšen pristop se je na koncu leta, vsaj v nižjih letnikih, pokazal za zelo uspešnega. Dijaki so bili aktivni (pisali, risali), vmes je bilo več časa za dodatno razlago in, kot <a href="https://cpb-us-w2.wpmucdn.com/sites.udel.edu/dist/6/132/files/2010/11/Psychological-Science-2014-Mueller-0956797614524581-1u0h0yu.pdf" target="_blank">raziskave</a> danes kažejo, ročno pisanje, ob vsej tehnologiji, sploh ni za staro šaro. <a href="https://www.scientificamerican.com/article/a-learning-secret-don-t-take-notes-with-a-laptop/" target="_blank">Nasprotno</a>, spodbuja miselne procese in tako prispeva k poglobljenemu učenje. Negativne učinke nepisanja opažam pri svojih študentih. Študentje, ki predavanjem sledijo s pisanjem zapiskov, lažje opravljajo študijske obveznosti in so pri njih tudi uspešnejši.<br />
<br />Viktorija Florjančičhttp://www.blogger.com/profile/12057430980225843715noreply@blogger.com0tag:blogger.com,1999:blog-1055143305478598157.post-29242035140414397982019-02-15T18:04:00.000+01:002019-03-17T18:10:57.838+01:00Družbena omrežja med mladimi<br />
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Mladi med 14. in 17. letom v ZDA</h4>
<a href="http://www.pewinternet.org/2018/05/31/teens-social-media-technology-2018/" target="_blank">Raziskava</a> raziskovalnega centra Pew je pokazala, da mladi Američani (med 14. in 17. letom) vedno pogosteje uporabljajo <a href="https://www.youtube.com/" target="_blank">YouTube</a> (85 %), <a href="https://www.instagram.com/" target="_blank">Instagram</a> (72 %) ter Snapchat (69 %), medtem ko je delež uporabnikov <a href="https://www.facebook.com/" target="_blank">Facebooka</a> padel na 51 % uporabnikov. <a href="https://www.youtube.com/" target="_blank">YouTube</a> je bolj popularen med dečki (89 %, dekleta: 81 %), medtem kot je na <a href="https://www.instagram.com/" target="_blank">Instagramu</a> (deklice: 75 %, dečki 69 %) in <a href="https://www.snapchat.com/l/en-gb/" target="_blank">Snapchatu</a> (dekleta: 72 %, dečki 67 %) več deklet. Do omrežij dostopajo predvsem prek mobilnih naprav (pametnih telefonov).<br />
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Študentje poslovne šole</h4>
Študente ob začetku predmeta povabim k izpolnitvi ankete o navadah, vezanih na uporabo računalnika in interneta ter uporabo spletnih storitev. Glede na spremembo navad ameriških mladostnikov, sem želela preveriti kako je z uporabo naprav in družbenih omrežij moj študenti poslovne šole. V anketi so sodelovali študentje 1. letnika univerzitetnega (UN) (93,9 % odziv) in strokovnega (VS) študijskega programa (83,1 % odziv) Management, <a href="http://www.fm-kp.si/" target="_blank">UP Fakultete za management</a>. Zanimivo, skoraj vsi, v anketo vključeni študentje (98,5 %), redno ali pogosto uporabljajo pametni telefon za dostop do interneta, pa tudi za opravljanje študijskih obveznosti. Za šolsko delo pametni telefon redno ali pogosto uporablja 68,4 % anketiranih študentov. Le 10,5 % anketiranih študentov mobilni telefon za šolsko delo uporablja redko, ali nikoli (2,1 %). Podrobnosti so razvidne iz slike 1.<br />
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<span style="font-size: x-small;"><b>Slika 1: Pogostost uporabe naprav za dostop do interneta in za šolsko delo</b></span></div>
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Podobno kot po zgoraj omenjeni raziskavi, tudi naši študentje najpogosteje uporabljajo <a href="https://www.youtube.com/" target="_blank">YouTube</a> – pogosto ali redno ga uporablja kar 96,8 % anktiranih študentov (Slika 2). Dejansko ni študenta, ki bi <a href="https://www.youtube.com/" target="_blank">YouTube</a>-a ne uporabljal, ali pa bi ga uporabljal redko. <a href="https://www.instagram.com/" target="_blank">Instagram</a> je ravno tako zelo priljubljeno družbeno omrežje, saj ga redno ali pogosto uporablja 89,5 % anketiranih študentov. <a href="https://www.facebook.com/" target="_blank">Facebook</a> je med našimi študenti še vedno prisoten, saj ga redno ali pogosto uporablja 85,2 % anketirancev, medtem ko ga nikoli ne uporablja 5,3 % anketiranih ter dodatni 1,1 % redko. Uporabo družbenih omrežij smo merili po pogostoti uporabe. Med američani priljubljeno omrežje <a href="https://www.snapchat.com/l/en-gb/" target="_blank">Snapchat</a> ni bilo ponujeno v izbiro, so ga pa študentje vpisali pod "drugo". Tako je uporabo Snapchata zabeležilo 38,9 % anketirancev in sicer več med študenti VS programa (46,7 %) kot študenti UN programa (29,0 %).<br />
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<span style="font-size: x-small;"><b>Slika 2: Pogostost uporabe družbenih omrežij</b></span></div>
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In zakaj študentje uporabljajo YouTube? O tem pripravljam predstavitev za eno od prihodnjih konferenc.</div>
<br />Viktorija Florjančičhttp://www.blogger.com/profile/12057430980225843715noreply@blogger.com0tag:blogger.com,1999:blog-1055143305478598157.post-44198230625369054642016-02-11T13:03:00.004+01:002016-11-16T00:04:12.160+01:00Are we at Risk of Dumbing Down Courses in Order to Increase Student Satisfaction? Florjančič, Viktorija. 2015. Are we at Risk of Dumbing Down Courses in Order to Increase Student Satisfaction? In <i>Managing sustainable growth : abstracts of the joint international conference organised by University of Primorska, Faculty of Management, Slovenia, Eastern European Economics, USA, and Society for the Study of Emerging Markets, USA, Portorož, 28-30 May 2015</i>, (Management International Conference, 1854-4312). Koper: Faculty of Management, 2015, p. 219.<br />
<a href="http://www.fm-kp.si/zalozba/ISBN/978-961-266-180-9/126.pdf" target="_blank">http://www.fm-kp.si/zalozba/ISBN/978-961-266-180-9/126.pdf </a><br />
<br />
<b>Abstract</b>:<br />
Business informatics (BI) is a compulsory course on both the professional and university management degree
study programmes. Before the update of the study programme in 2013, the course was implemented in the 3rd or
4th semester and had a value of 8 ECTS. Once the changes were made to the programme in 2013, the BI course
was moved to the 1st semester and was shortened by 2 ECTS. In the 2013/2014 academic year, the BI course
worth 8 ECTS was implemented for the final time in the 2nd year whilst the updated course of 6 ECTS was
implemented for the first time in the 1st year. The course subject matter remained almost unchanged, but the
students’ activities, assessment and guidelines were adapted to the new circumstances. At the end of the course,
the routine evaluation showed a significantly higher dropout rate among the 1st year students than amongst the
2nd years. The dropout rate on the professional degree programme was 49.5% at the 1st year level compared to
the 14.3% at the 2nd year level. On the university degree programme, 40% of students did not pass their exam,
compared to 6.2% in the 2nd year. It is a well-known fact that some students only enrol in university to receive
“student” status that offers them social security and other benefits. But is this the sole reason that caused such
significant differences between the dropout rates? This was the main question we posed after the 2014/2015
updated course concluded and a high dropout rate was once again recorded (38.5% among university degree
students and 48.8% among professional degree students).
In the 2014/2015 academic year, the updated course was only implemented in the 1st year. Despite being
updated, it was implemented using the methods as the previous version of the programme; combining weekly
face-to-face meetings with online student activities that were performed in the open-sourced learning
management system Moodle. The approach we use is known as the blended learning approach and is being
constantly improved from year to year. Thus, it can be assumed that the teaching method is not the reason for the
noticeable dropout.
A detailed analysis was carried out on a group of students who had been taught by the same teacher; this enabled
us to exclude teacher impact as a factor affecting dropout. The survey group consisted of 95 students from the
2013/2014 course and 74 students from 2014/2015. The response rate ranged from 65.8% on the 2014/2015
professional degree programme to 78% on the 2013/2014 university degree programme.
Different student characteristics were compared and some statistically significant differences were found
between students and their attitudes towards study. Despite reporting that they spend less time studying, the
younger students rated their study efforts slightly higher, than the older students. The 1st year students also gave
a higher rating to the tutor support they had received in the online environment. The regular weekly activities
and assignments were not well accepted by younger students. The regular activities were evaluated as not being
easy to complete. It is rational to assume that the younger students have not developed their study skills yet.
A data comparison between the first and second generation of students who attended the updated course have
shown that understanding of study materials and student guidelines is very important for successfully completing
the course.
The findings of the routine annual evaluation and the observations that have been made by the teacher open a
serious question that needs to be considered in the upcoming academic year. Do we, with the aim of achieving
student satisfaction and lowering the dropout rate, really need to make a course less academically demanding?
Are the university really at risk of dumbing down to a secondary school level as reflected by Scott (2014)?<br />
<br />
<b>Keywords:</b> blended learning, dropout, higher education<br />
<br />
<b>References:</b>
Scott, Alister. (2014) Universities at risk of dumbing down into secondary school. In The Conversation, 22
August, 2014. Available: http://theconversation.com/universities-at-risk-of-dumbing-down-into-secondaryschools-30553
(18. 4. 2015).Viktorija Florjančičhttp://www.blogger.com/profile/12057430980225843715noreply@blogger.com0tag:blogger.com,1999:blog-1055143305478598157.post-13685679936570441102016-02-11T12:56:00.001+01:002016-02-11T12:56:12.725+01:00The Information Society, a Challenge for Business Students?Florjančič, Viktorija. 2015. The Information Society, a Challenge for Business Students? In Learning Technology for Education in Cloud. Springer International Publishing vol. 533.<br />
p. 178–187. <a href="http://ltec2015.um.si/resources/ltec/02-LTEC-book.pdf">Http://ltec2015.um.si/resources/ltec/02-LTEC-book.pdf</a><br />
<b><br /></b>
<b>Abstract:</b><br />
<b><br /></b>
We welcome digital natives to our university assuming they are
competent computer and internet users. However, testing their computer skills at
the beginning of the course revealed that they are not as highly skilled as was
initially expected. The majority of students had surprisingly never heard of the
massive open online courses that have been challenging higher education in recent
years. Moreover, a lot of students do not use freely accessible learning resources
on the web. Collecting data from Eurostat statistics raises an interesting issue –
more and more EU households are getting broadband internet access and internet
penetration is not only following users that have accessed the internet once in the
last 3 months, but users that access the internet daily. It would be expected that
individuals, especially those aged under 30, are highly computer and internet
literate, but the data analysis revealed otherwise. Not only students included in
the research presented in the empirical part of this paper, but also an average
young internet user of one of the 28 EU countries. Using Facebook and the first
Google search result is not enough anymore.<br />
<br />
<b>Keywords:</b> ICT literacy · Information society · Open educationViktorija Florjančičhttp://www.blogger.com/profile/12057430980225843715noreply@blogger.com0tag:blogger.com,1999:blog-1055143305478598157.post-41290286430376999162015-06-22T14:28:00.002+02:002015-06-22T14:35:53.353+02:00Množično odprto spletno izobraževanje učiteljev<span style="font-family: Trebuchet MS, sans-serif;">V prispevku predstavljamo rezultate pilotne izvedbe MOOC tečaja, ki je bil, za potrebe usposabljanja učiteljev, razvit v okviru mednarodnega projekta Hands-On ICT. Projekt financira EU. V pettedenski tečaj, ki se je izvajal v angleškem jeziku, se je vključilo 734 udeležencev. Glede na to, da se je tečaj izvajal prek Moodla, evalvacija izvedbe temelji na podatkih, pridobljenih iz sistema ter na anketi, ki smo jo izvedli ob zaključku tečaja. Študentje (udeleženci), vključeni v MOOC, so opravljali različne tedenske dejavnosti. Za vse uspešno zaključene tedenske dejavnosti so udeleženci prejeli značko, ki odraža uspešnost študenta. Vseh 6 značk je prejelo manj kot 10 % študentov, kar je značilno tudi za MOOC tečaje, ki jih ponujajo Udacity, Coursera ali edX. Na osnovi zbranih podatkov smo poskušali izluščiti nekaj povezav med uspešnostjo udeležencev in drugimi zajetimi spremenljivkami. Izpostavili bi vlogo moderatorja, ki je običajno vpeljana v MOOC ter same vsebine tečaja, ki morajo biti za udeleženca zanimive in uporabne. </span><br />
<br />
<span style="font-family: Trebuchet MS, sans-serif;"><a href="https://www.academia.edu/13170292/Mno%C5%BEi%C4%8Dno_odprto_spletno_izobra%C5%BEevanje_u%C4%8Diteljev" target="_blank">Prispevek na Academia.edu</a></span>Viktorija Florjančičhttp://www.blogger.com/profile/12057430980225843715noreply@blogger.com0tag:blogger.com,1999:blog-1055143305478598157.post-71100741015089898352015-01-05T11:52:00.002+01:002015-01-05T11:52:26.661+01:00E-študij v slovenskem visokošolskem prostoru<b>Povzetek</b><br />
<br />
Svetovni trendi izvajanja študija na daljavo oziroma e-študija se širijo tudi v slovenski visokošolski izobraževalni prostor. Tako za študijsko leto 2014/2015 visokošolski zavodi, za dodiplomski študij na daljavo, razpisujejo 930 vpisnih mest. Iz razpisa izhaja, da se študij na daljavo pojavlja le na izrednem študiju, čeprav bi takšen način študija, predvsem ker se študij izvaja prek spleta (e-študij), lahko predstavljal tudi način izvedbe rednega študija. V medijih se pojavljajo dvomi o kakovosti študija na daljavo, zato v prispevku prikazujemo pregled zakonodaje in spremljajočih dokumentov ter izpostavljamo kritične točke, na katere bi pri izvajanju e-študija morali biti pozorni. E-študij je le način izvedbe študija, pri čemer bi, ob upoštevanju sodobnih pedagoških pristopov, študij moral biti usmerjen na študenta in njegovo dejavnost ter doseganje učnih izidov akreditiranega študijskega programa. Enotna bi morala biti tudi presoja kakovosti izvedbe študija, za katero predlagamo, da se iz presoje prehodnosti, števila diplomantov ter časa trajanja študija, usmeri v presojo sistemov za spremljanje doseganja učnih izidov ter odgovornosti zanje. Področje presoje učnih izidov in doseženih kompetenc postavlja slovensko visoko šolstvo pred veliko preizkušnjo. <br />
<a href="https://www.academia.edu/10011398/E-%C5%A1tudij_v_slovenskem_visoko%C5%A1olskem_prostoru" target="_blank">Prispevek</a>Viktorija Florjančičhttp://www.blogger.com/profile/12057430980225843715noreply@blogger.com0tag:blogger.com,1999:blog-1055143305478598157.post-24446774755079167062014-10-28T21:24:00.002+01:002014-10-28T21:27:01.650+01:00Moodle – uporaba pisave »awesome«<a href="https://www.blogger.com/blogger.g?blogID=1055143305478598157" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"></a>Pri Moodlu pogosto uporabljamo ikone s katerimi označimo različne mejnike, npr. gradiva, naloge. Zakaj namesto ikon ne bi uporabljali pisave <a href="http://fortawesome.github.io/Font-Awesome/cheatsheet/" target="_blank">Awesome</a>?
Kako to narediti?<br />
<br />
<ol>
<li>Uporaba pisave Awesome je vezana na teme, razvite iz Bootstrap predloge. Sama uporabljam temo Essential, ki sem jo prilagodila grafični podobi fakultete. Pod Skrbništvo strani–Videz–Essential–Splošno sem označila FontAwesome from CDN (privzeto je NE).</li>
<li>Izberemo znak in ga vnesemo v svoje vire ali oznake. Ikone lahko poljubno povečamo (gl. spodaj)</li>
</ol>
<!--SIL Open Font License--><b>
Primer vnosa:</b><br />
<br />
<span data-mce-style="color: #3366ff;" style="color: #3366ff;">[fa-arrow-right fa-4x] Uporabljena ikona s 4x povečano velikostjo</span><br />
<span data-mce-style="color: #800000;" style="color: maroon;">[fa-book fa-3x] Uporabljena ikona s 3x povečano velikostjo</span><br />
<span data-mce-style="color: #008000;" style="color: green;">[fa-archive fa-2x] Uporabljena ikona z 2x povečano velikostjo</span><br />
<span data-mce-style="color: #008000;" style="color: green;"><span data-mce-style="color: #800000;" style="color: maroon;"><span data-mce-style="color: #ff6600;" style="color: #ff6600;">[fa-laptop] Uporabljena ikona brez povečave</span></span></span><br />
<br />
<span data-mce-style="color: #008000;" style="color: green;"><span data-mce-style="color: #800000;" style="color: maroon;"><span data-mce-style="color: #ff6600;" style="color: #ff6600;"><b><span style="color: black;">Izgled </span></b></span></span></span><br />
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<!--/SIL Open Font License-->Viktorija Florjančičhttp://www.blogger.com/profile/12057430980225843715noreply@blogger.com0tag:blogger.com,1999:blog-1055143305478598157.post-10470098847434753762014-08-19T12:47:00.002+02:002014-08-19T12:47:34.283+02:00Evalvacija izvedbe predmeta<div style="-x-system-font: none; display: block; font-family: Helvetica,Arial,Sans-serif; font-size-adjust: none; font-size: 14px; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal; margin: 12px auto 6px auto;">
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font-family: Helvetica,Arial,Sans-serif; font-style: normal; font-variant: normal; font-weight: normal; font-size: 14px; line-height: normal; font-size-adjust: none; font-stretch: normal; -x-system-font: none; display: block; text-decoration: underline;">Konferenca o e-izobraževanju za e-usposabljanje srbske policije</a> <object id="doc_478541619271002" name="doc_478541619271002" height="600" width="100%" type="application/x-shockwave-flash" data="http://d1.scribdassets.com/ScribdViewer.swf" style="outline:none;" > <param name="movie" value="http://d1.scribdassets.com/ScribdViewer.swf"> <param name="wmode" value="opaque"> <param name="bgcolor" value="#ffffff"> <param name="allowFullScreen" value="true"> <param name="allowScriptAccess" value="always"> <param name="FlashVars" value="document_id=44187918&access_key=key-2687zh3gi9grt7mw0lp3&page=1&viewMode=list"> <embed id="doc_478541619271002" name="doc_478541619271002" src="http://d1.scribdassets.com/ScribdViewer.swf?document_id=44187918&access_key=key-2687zh3gi9grt7mw0lp3&page=1&viewMode=list" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true" height="600" width="100%" wmode="opaque" bgcolor="#ffffff"></embed> </object>Viktorija Florjančičhttp://www.blogger.com/profile/12057430980225843715noreply@blogger.com0tag:blogger.com,1999:blog-1055143305478598157.post-63864882942653989752010-11-27T22:52:00.000+01:002012-04-19T11:42:57.474+02:004. mednarodna konferenca moodle.si<a title="View 4. mednarodna konferenca Moodle.si on Scribd" href="http://www.scribd.com/doc/44186726/4-mednarodna-konferenca-Moodle-si" style="margin: 12px auto 6px auto; font-family: Helvetica,Arial,Sans-serif; font-style: normal; font-variant: normal; font-weight: normal; font-size: 14px; line-height: normal; font-size-adjust: none; font-stretch: normal; -x-system-font: none; display: block; text-decoration: underline;">4. mednarodna konferenca Moodle.si</a> <object id="doc_196245436719631" name="doc_196245436719631" height="600" width="100%" type="application/x-shockwave-flash" data="http://d1.scribdassets.com/ScribdViewer.swf" style="outline:none;"> <param name="movie" value="http://d1.scribdassets.com/ScribdViewer.swf"> <param name="wmode" value="opaque"> <param name="bgcolor" value="#ffffff"> <param name="allowFullScreen" value="true"> <param name="allowScriptAccess" value="always"> <param name="FlashVars" value="document_id=44186726&access_key=key-2as5358ex0ppv4muenns&page=1&viewMode=list"> <embed id="doc_196245436719631" name="doc_196245436719631" src="http://d1.scribdassets.com/ScribdViewer.swf?document_id=44186726&access_key=key-2as5358ex0ppv4muenns&page=1&viewMode=list" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true" height="600" width="100%" wmode="opaque" bgcolor="#ffffff"></embed> </object>Viktorija Florjančičhttp://www.blogger.com/profile/12057430980225843715noreply@blogger.com0tag:blogger.com,1999:blog-1055143305478598157.post-39143110845388872622010-11-27T22:50:00.000+01:002012-04-19T11:42:57.449+02:003. slovenski MoodleMoot<a title="View 3. slovenski MoodleMoot on Scribd" href="http://www.scribd.com/doc/44187094/3-slovenski-MoodleMoot" style="margin: 12px auto 6px; font: 14px Helvetica,Arial,Sans-serif; display: block; text-decoration: underline;">3. slovenski MoodleMoot</a> <object id="doc_746560363071679" name="doc_746560363071679" type="application/x-shockwave-flash" data="http://d1.scribdassets.com/ScribdViewer.swf" style="outline: medium none;" width="100%" height="600"> <param name="movie" value="http://d1.scribdassets.com/ScribdViewer.swf"> <param name="wmode" value="opaque"> <param name="bgcolor" value="#ffffff"> <param name="allowFullScreen" value="true"> <param name="allowScriptAccess" value="always"> <param name="FlashVars" value="document_id=44187094&access_key=key-2bmn4jdx2cuvu3hbvmdg&page=1&viewMode=list"> <embed id="doc_746560363071679" name="doc_746560363071679" src="http://d1.scribdassets.com/ScribdViewer.swf?document_id=44187094&access_key=key-2bmn4jdx2cuvu3hbvmdg&page=1&viewMode=list" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true" wmode="opaque" bgcolor="#ffffff" width="100%" height="600"></embed> </object>Viktorija Florjančičhttp://www.blogger.com/profile/12057430980225843715noreply@blogger.com0tag:blogger.com,1999:blog-1055143305478598157.post-57265385410902537282010-11-26T13:42:00.000+01:002012-04-19T11:42:57.466+02:00<a href="http://www.fm-kp.si" target="_blank">fakulteta</a><br />Viktorija Florjančičhttp://www.blogger.com/profile/12057430980225843715noreply@blogger.com0tag:blogger.com,1999:blog-1055143305478598157.post-82112554873086836352010-07-15T17:37:00.000+02:002012-04-19T11:42:57.497+02:00Moodle Wiki v izobraževanju<a href="http://www.fm-kp.si/zalozba/ISBN/978-961-266-067-3.htm" target="_blank">Sulčič, Viktorija. 2010. <span style="font-style: italic;">Moodle Wiki v izobraževanju</span>. Koper: UP Fakulteta za management Koper.</a> <br /><br /><a title="View Moodle Wiki v izobraževanju on Scribd" href="http://www.scribd.com/doc/34372194/Moodle-Wiki-v-izobra%C5%BEevanju" style="margin: 12px auto 6px; font: 14px Helvetica,Arial,Sans-serif; display: block; text-decoration: underline;">Moodle Wiki v izobraževanju</a> <object id="doc_205483641142338" name="doc_205483641142338" type="application/x-shockwave-flash" data="http://d1.scribdassets.com/ScribdViewer.swf" style="outline: medium none;" rel="media:document" resource="http://d1.scribdassets.com/ScribdViewer.swf?document_id=34372194&access_key=key-i5k7jwicgntyuk2y5ob&page=1&viewMode=list" media="http://search.yahoo.com/searchmonkey/media/" dc="http://purl.org/dc/terms/" width="100%" height="500"> <param name="movie" value="http://d1.scribdassets.com/ScribdViewer.swf"> <param name="wmode" value="opaque"> <param name="bgcolor" value="#ffffff"> <param name="allowFullScreen" value="true"> <param name="allowScriptAccess" value="always"> <param name="FlashVars" value="document_id=34372194&access_key=key-i5k7jwicgntyuk2y5ob&page=1&viewMode=list"> <embed id="doc_205483641142338" name="doc_205483641142338" src="http://d1.scribdassets.com/ScribdViewer.swf?document_id=34372194&access_key=key-i5k7jwicgntyuk2y5ob&page=1&viewMode=list" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true" wmode="opaque" bgcolor="#ffffff" width="100%" height="500"></embed> </object>Viktorija Florjančičhttp://www.blogger.com/profile/12057430980225843715noreply@blogger.com0tag:blogger.com,1999:blog-1055143305478598157.post-48611094419888317652010-04-15T16:23:00.000+02:002012-04-19T11:42:57.460+02:00BUSINESS STUDENT COLLABORATIVE WORK SUPPORTED BY MOODLE WIKISulčič, Viktorija. 2010. Business Student Collaborative Work Supported by Moodle Wiki. CSEDU 2010 – 2nd International Conference on Computer Supported Education, Proceeding, vol. 2; pp. 213–219.<br /><br /><a title="View BUSINESS STUDENT COLLABORATIVE WORK SUPPORTED BY MOODLE WIKI on Scribd" href="http://www.scribd.com/doc/29971982/BUSINESS-STUDENT-COLLABORATIVE-WORK-SUPPORTED-BY-MOODLE-WIKI" style="margin: 12px auto 6px auto; font-family: Helvetica,Arial,Sans-serif; font-style: normal; font-variant: normal; font-weight: normal; font-size: 14px; line-height: normal; font-size-adjust: none; font-stretch: normal; -x-system-font: none; display: block; text-decoration: underline;">BUSINESS STUDENT COLLABORATIVE WORK SUPPORTED BY MOODLE WIKI</a> <object id="doc_998401367062868" name="doc_998401367062868" height="600" width="100%" type="application/x-shockwave-flash" data="http://d1.scribdassets.com/ScribdViewer.swf" style="outline:none;" > <param name="movie" value="http://d1.scribdassets.com/ScribdViewer.swf"> <param name="wmode" value="opaque"> <param name="bgcolor" value="#ffffff"> <param name="allowFullScreen" value="true"> <param name="allowScriptAccess" value="always"> <param name="FlashVars" value="document_id=29971982&access_key=key-19m7ibyppygokonuod8g&page=1&viewMode=list"> <embed id="doc_998401367062868" name="doc_998401367062868" src="http://d1.scribdassets.com/ScribdViewer.swf?document_id=29971982&access_key=key-19m7ibyppygokonuod8g&page=1&viewMode=list" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true" height="600" width="100%" wmode="opaque" bgcolor="#ffffff"></embed> </object>Viktorija Florjančičhttp://www.blogger.com/profile/12057430980225843715noreply@blogger.com0tag:blogger.com,1999:blog-1055143305478598157.post-59965344883216740732010-03-04T07:07:00.000+01:002012-04-19T11:42:57.471+02:00The key factors for acquired knowledge through e-learningSulčič, Viktorija. 2010. The key factors for acquired knowledge through e-learning. <span style="font-style: italic;">International Journal of Innovation and Learning</span> (IJIL), 2010, Vol. 7 No. 3. pp. 290–302.<br /><br /><a title="View The key factors for acquired knowledge through e-learning on Scribd" href="http://www.scribd.com/doc/27807763/The-key-factors-for-acquired-knowledge-through-e-learning" style="margin: 12px auto 6px; font: 14px Helvetica,Arial,Sans-serif; display: block; text-decoration: underline;">The key factors for acquired knowledge through e-learning </a> <object id="doc_798556185474052" name="doc_798556185474052" type="application/x-shockwave-flash" data="http://d1.scribdassets.com/ScribdViewer.swf" style="outline: medium none;" width="100%" height="600"> <param name="movie" value="http://d1.scribdassets.com/ScribdViewer.swf"> <param name="wmode" value="opaque"> <param name="bgcolor" value="#ffffff"> <param name="allowFullScreen" value="true"> <param name="allowScriptAccess" value="always"> <param name="FlashVars" value="document_id=27807763&access_key=key-14pfu23p7x2f0xfuejbm&page=1&viewMode=list"> <embed id="doc_798556185474052" name="doc_798556185474052" src="http://d1.scribdassets.com/ScribdViewer.swf?document_id=27807763&access_key=key-14pfu23p7x2f0xfuejbm&page=1&viewMode=list" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true" wmode="opaque" bgcolor="#ffffff" width="100%" height="600"></embed> </object>Viktorija Florjančičhttp://www.blogger.com/profile/12057430980225843715noreply@blogger.com0tag:blogger.com,1999:blog-1055143305478598157.post-49662561479053740982010-01-05T11:22:00.000+01:002012-04-19T11:42:57.464+02:00E-learning and Study EffectivenessSulčič, Viktorija in Dušan Lesjak. 2009. E-learning and Study Effectiveness. <span style="font-style:italic;">The Journal of Computer Information Systems</span>. Vol. 49, No. 3 (Spring 2009). pp. 40-47.<br /><br /><a title="View E-LEARNING AND STUDY EFFECTIVENESS on Scribd" href="http://www.scribd.com/doc/20131184/E-LEARNING-AND-STUDY-EFFECTIVENESS" style="margin: 12px auto 6px auto; font-family: Helvetica,Arial,Sans-serif; font-style: normal; font-variant: normal; font-weight: normal; font-size: 14px; line-height: normal; font-size-adjust: none; font-stretch: normal; -x-system-font: none; display: block; text-decoration: underline;">E-LEARNING AND STUDY EFFECTIVENESS</a> <object codebase="http://download.macromedia.com/pub/shockwave/cabs/flash/swflash.cab#version=9,0,0,0" id="doc_596670026015246" name="doc_596670026015246" classid="clsid:d27cdb6e-ae6d-11cf-96b8-444553540000" align="middle" height="500" width="450"> <param name="movie" value="http://d1.scribdassets.com/ScribdViewer.swf?document_id=20131184&access_key=key-1u9kkmkqvq9beog07a7x&page=1&version=1&viewMode=list"> <param name="quality" value="high"> <param name="play" value="true"> <param name="loop" value="true"> <param name="scale" value="showall"> <param name="wmode" value="opaque"> <param name="devicefont" value="false"> <param name="bgcolor" value="#ffffff"> <param name="menu" value="true"> <param name="allowFullScreen" value="true"> <param name="allowScriptAccess" value="always"> <param name="salign" value=""> <param name="mode" value="list"> <embed src="http://d1.scribdassets.com/ScribdViewer.swf?document_id=20131184&access_key=key-1u9kkmkqvq9beog07a7x&page=1&version=1&viewMode=list" quality="high" pluginspage="http://www.macromedia.com/go/getflashplayer" play="true" loop="true" scale="showall" wmode="opaque" devicefont="false" bgcolor="#ffffff" name="doc_596670026015246_object" menu="true" allowfullscreen="true" allowscriptaccess="always" salign="" type="application/x-shockwave-flash" align="middle" mode="list" height="500" width="450"></embed> </object>Viktorija Florjančičhttp://www.blogger.com/profile/12057430980225843715noreply@blogger.com0tag:blogger.com,1999:blog-1055143305478598157.post-90998188459610326332009-06-19T18:38:00.000+02:002012-04-19T11:42:57.506+02:00Koledar<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhAddQxel_YWCeuWrSqHojMYSBdxGl_9UkeX77yny-KcbP8zb9Up8IienAtzuMeaseGudSE1UtpUhrgsKJfj0j_XB8SrfrT0PWZmdFre7XKCH7hosx09wV1yROuB4eQq-yZCj_lZpuPVgKr/s1600-h/koledar.png"><img style="margin: 0pt 10px 10px 0pt; float: left; cursor: pointer; width: 221px; height: 320px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhAddQxel_YWCeuWrSqHojMYSBdxGl_9UkeX77yny-KcbP8zb9Up8IienAtzuMeaseGudSE1UtpUhrgsKJfj0j_XB8SrfrT0PWZmdFre7XKCH7hosx09wV1yROuB4eQq-yZCj_lZpuPVgKr/s320/koledar.png" alt="" id="BLOGGER_PHOTO_ID_5349086848048449682" border="0" /></a><br />Za vse, ki potrebujete priročen koledar za planiranje šolskega (študijskega) leta, lahko uporabite <a href="http://spreadsheets.google.com/ccc?key=rp304QMakO6UIgfHrFdHq-w" target="_blank">predlogo</a>, ki jo snamete na svoj računalnik (v XLS ali ODS format) in jo poljubno dopolnite. Za pripravo predloge sem uporabila idejo koledarjev, ki so dostopni na <a href="http://www.vertex42.com/calendars/school-calendar.html" target="_blank">Vertex42</a>. Dodala pa sem obliko, ki jo uporabljam pri planiranju izvedb predmetov, ki jih poučujem na <a href="http://www.fm-kp.si" target="_blank">FM</a>. Dokument je pripravljen s programom<a href="http://www.neooffice.org/neojava/en/index.php" target="_blank"> Neooffice</a> (OpenOffice za Mac OS X) in naložen na Google Docs.<br /><br />Koledar je primeren tudi za učence, dijake in študente, ki 4-mesečni koledar na eni A4 strani enostavno vpnejo v svoj zvezek. Obseg koledarja si nastavite tako, da na prvem listu (<span style="font-style: italic;">Osnovni podatki</span>) vnesete številko prvega meseca koledarja.<br /><br />Bodite pozorni, da pred tiskanjem preverite nastavitev strani in robov. Izgled koledarja, ki se začne s septembrom je prikazan na sliki.Viktorija Florjančičhttp://www.blogger.com/profile/12057430980225843715noreply@blogger.com0