četrtek, 27. november 2008

Skupnost Moodle v Sloveniji

Sulčič, Viktorija. 2007. Skupnost Moodle v Sloveniji. V Management 2 ( 3 ) : 267–272

Povzetek: V prispevku predstavljamo Moodle, spletno učno okolje za podporo izobraževalnega in sodelovalnega dela. Poleg kratke zgodovine Moodla in njegove uporabe bomo predstavili delovanje skupnosti Moodle v Sloveniji ter potek 1. nacionalne konference Moodle.si, ki je maja 2007 v Kopru zbrala 66 ljubiteljev tega odprtokodnega učnega okolja.

Skupnost Moodle v Sloveniji

2. slovenski MoodleMoot

Sulčič, Viktorija. 2008. 2. slovenski MoodleMoot. V Management 3 (3): 291–293.

Povzetek: Moodle, odprtokodno učno okolje, postaja vse bolj razširjeno in priznano. V Sloveniji že od leta 2006 deluje skupnost moodle.si, ki povezuje uporabnike Moodla v Sloveniji. Pobudnik moodle.si skupnosti je prvo srečanje uporabnikov Moodla organiziral lani, letos pa so se uporabniki Moodla srečali na 2. mednarodni moodle.si konferenci. Konferenco MoodleMoot je v sodelovanju s Centrom odprte kode Slovenije, Artesio in Šolo za ravnatelje organiziral Center za e-izobraževanje Fakultete za management Koper. V prispevku predstavljamo potek in vsebino 2. mednarodne moodle.si konference.
2. slovenski MoodleMoot

Can Online Tutors Improve the Quality of E-Learning?

Sulčič, Viktorija in Alja, Sulčič. 2007. Can Online Tutors Improve the
Quality of E-Learning?
In InSITE 2007 / Informing Science + IT Education
Joint Conference, Ljubljana, Slovenia, June 22-25, 2007. - Santa Rosa, CA : Informing Science Institute, 2007. - pp. 133.

Abstract: In the paper we tried to present online tutoring as a solution to quality issues of e-learning that e-learning providers from all over the world are facing. We also briefly presented different roles of online tutors and the skills needed to perform these roles successfully. The online tutoring system was introduced to support students of e-learning courses at our faculty. Through various researches we tried to ascertain the impact online tutors have on student activity and study success. Our researches showed that tutors can improve study outcomes (although not so much students’ grades) and that their activity is well accepted by students (especially part-time students). Finally, we tried to combine all of our findings in a model for online tutoring that tries to identify the key elements and skills tutors need for an efficient support of e-learning delivery.


Can Online Tutors Improve the Quality of E-Learning?

Blogging in tertiary education

Sulčič, Viktorija. 2008. Blogging in tertiary education. In Proceedings of the IADIS international conference. Freiburg : IADIS, 2008. pp. 27-33.

Abstract:
Because blogging is spreading around the world we implemented it in a renewed e-business postgraduate course. In the paper, a short blog history is presented and its usage in education. At our faculty, blogging was implemented as a study activity to supports a postgraduate student research work. According to the survey results blogging helps students to become more familiar with blogging, which represent well known Web 2.0 technologies, to help them acquire materials
for their research assignments and to extend their knowledge. Blogging also helps them to work online more efficiently.

Blogging in tertiary education

Moodling in a Business School in Slovenia

Sulčič, Viktorija and Alja Sulčič. 2008. Moodling in a Business School in Slovenia. In Moodle.si. Koper : Fakulteta za management Koper, 2008. pp. 160-166.

Abstract: In the paper we presented the continuous adoption of the Moodle system at the Faculty of Management Koper, Slovenia. We presented our experiences in using Moodle to support e-learning, teacher and tutor training, project management and the building of a community of Slovenian Moodle users. In this presentation we focused on presenting the pedagogical approach to using Moodle for e-learning. Finally, we also presented some of the future plans with using Moodle at our faculty.

Moodle 2008

Doktorska disertacija/Doctoral Thesis

MODEL KOMBINIRANEGA ELEKTRONSKEGA IZOBRAŽEVANJA V TERCIARNEM IZOBRAŽEVANJU / MODEL OF BLENDED LEARNING IN TERTIARY EDUCATION

POVZETEK

Raziskavo dejavnikov učinkovitega kombiniranega e-izobraževanja smo zasnovali na izsledkih raziskav o ovirah za vključitev in uspešen konec izobraževanj prek interneta (online izobraževanj). Velik osip udeležencev tovrstnih izobraževanj vse izobraževalne institucije postavlja pred iskanje primernega načina e-izobraževanja za posamezno okolje. V raziskavi smo proučevali 25 dejavnikov učinkovitega kombiniranega e-izobraževanja (model DUKeI), ki so bili razdeljeni v osem skupin. Z metodo glavnih komponent smo posamezne dejavnike združevali ter ugotavljali vpliv na oceno predmeta ali na mnenje o pridobljenem znanju. V končnem modelu desetih dejavnikov smo z regresijsko analizo ugotovili, da izvedba e-izobraževanja, vloga mentorja in izhodne značilnosti statistično značilno vplivajo na mnenje o pridobljenem znanju in da variabilnost teh treh ključnih spremenljivk pojasni 52,2 % variabilnosti mnenja o pridobljenem znanju. V raziskavi smo potrdili, rezultate nekaterih prejšnjih raziskav, da je informacijsko komunikacijska-tehnologija (IKT) le sredstvo za izvedbo e-izobraževanja in nima ključnega vpliva na učinkovitost e-izobraževanja.

Sklepna razmišljanja

ABSTRACT

The research of factors of effective blended learning was based on the results of some previously made researches about e-learning completion barriers. High drop-out rates of different online courses force educational institutions into searching for proper e-learning forms for each individual environment. In our research 25 factors of effective blended learning (the DUKeI model) that were divided in 8 groups were investigated. The principal components method was used to join different factors and ascertain their effect on students' course grades or their perception of gained knowledge. In the final 10 factors model we used regression analysis to find out that three factors statistically significantly effect the perception of gained knowledge: e-learning delivery, the role of the online tutor and outgoing students characteristics. These three factors can explain 52,2 % of the variability found in students' perception of gained knowledge. The main conclusion of our research, which is also in concordance with previous research results, was that information and communication technology (ICT) is only an e-learning tool and has no significant impact on the effectiveness of e-learning.

E-business in Slovenian SMEs

Sulčič, Viktorija in Dušan Lesjak. 2008. E-business in Slovenian SMEs. In Issues in Information Systems 2008. Vol. IX. No. 2, p. 439–444.

Abstract: Small and the medium-sized enterprises (SMEs) are socially and economically very important since they represent 99% of all enterprises in the EU and 96.2% of all enterprises in Slovenia. In the paper, the comparison of the e-business in Slovenian and in the EU countries is presented. Not only infrastructure is needed to extend e-business among SMEs what could be the case among Slovenian SMEs. Even if the broadband access to the Internet in Slovenia is not a problem anymore, B2B e-business is not spread among Slovenian SMEs as it is in EU countries. On the other hand, B2G and C2G services are more spread among Slovenian enterprises and even among individuals than among the subjects in the EU countries.

Delovni listi in delovni zvezki

Pred dnevi je bila objavljena  novica o tem, da bo MIZŠ osnovnim šolam krila delovne zvezke učencev 2. razredov me je spomnila na moje učite...