Chairs: Snježana Babić and Lejla Abazi Bexheti
|R. Vrana (Faculty of Humanities and Social Sciences, Zagreb, Croatia)
Discovery and Use of Electronic Information Resources by Higher Education Students during the COVID19 Pandemic
Discovery (locating) and use of information resources in academic community (in general) are two essential activities supporting teaching and research. Recent generations of university students are commonly focused on e-resources which offer them easy access to up-to-date data and information in various research areas. However, not all e-resources are of the same quality or easily usable in the higher education environment and therefore research user studies should be caried out to get insight into perception of students about discovery and use of e-resources. The research study of students carried out at the Faculty of Humanities and Social Sciences, University of Zagreb, Croatia in December 2021 showed frequent use of selected types of scientific and professional e-resources. E-resources are accessed mostly by mobile devices suggesting their ability of use of e-resources at different locations. The problem arose with trust in librarians when locating eresources, however, librarians were chosen for recommending e-resources. In this research study, students identified most important advantages of e-resources that server as selection criteria for e-resources for studying. The findings confirmed students’ high confidence in value of eresources for studying. Finally, the findings confirmed that the COVID19 pandemic influenced students to use eresources more frequently than before.
|D. Kučak, M. Kučak (Visoko Učilište Algebra, Zagreb, Croatia)
Gamification in Computer Programming Education – Systematic Literature Review
Adopting various principles and paradigms in computer programming is a challenging step in educating future software engineers. Many of these principles are abstract, so they are often a problem for students. As practicing programming is one of the most important steps in mastering the course, motivating students to practice more is extremely important. There a plenty of ways of doing that, one of them is to include gamification elements in the curriculum. In recent years, gamification has been used as one of the commonly used methods to increase students’ motivation. The usage of gamification elements in a computer programming education area is currently very interesting to researchers and scientists, and it is the focus of our study. This study identifies and analyses suitable literature, research papers, and articles to determine which gamification elements have been used in the field of computer programming education and to determine the current trends of using gamification in computer programming education.
|M. Duić (University of Zadar, Zadar, Croatia)
Undergraduate and master's thesis in open access at University of Rijeka
In digital repository of the University of Rijeka there are more then 8780 undergraduate thesis and more then 8880 master's thesis published from 2002 to 2021. It is important to have as many thesis as possible in open access because they are valuable sources of information for scientific and professional community. Although web access to majority of these thesis is available only to members of the University of Rijeka, there is also a considerable number of thesis that are in open access so they are available to anyone with web connection (about 19% of undergraduate thesis and about 24% of master's thesis). The goal of this paper is to research different aspects of undergraduate and master's thesis in open access, available in digital repository of the University of Rijeka. The research findings will be analyzed with regard to fields of science, faculties and departments in which thesis are created, as well as by dates of their publishing. Insights will be acquired using the quantitative content analysis of the data from the repository.
|A. Warmuth, W. Werth, C. Ungermanns, H. Liechtenecker (CUAS, Villach, Austria)
Green Future with Hydrogen Technologies – a New Teaching Concept
Hydrogen (H2) is seen as a key technology for achieving Europe’s climate and energy goals in order to follow the European Decarbonization Strategy. Consequently, technological knowledge for the establishment of hydrogen technology sector is built up by developing synergies between enterprises, R&D centers and higher education. Unfortunately, even modern technical education does not cover these technologies to a sufficient extent. Therefore, training young people in this field is one of our tasks and seen as the basic requirements to achieve the set goal.
In this context, a teaching concept has been carried out within the framework of the H2Greentech project in which the fundamental knowledge about hydrogen technologies has been taught.
In this paper, we will report about the implementation of our educational concept about hydrogen technologies and fuel cells in our study program. The course consists of four theory sessions including the theoretical background, e.g. thermodynamics and kinetics of a fuel cell, and the system integration which is needed for a working fuel cell system. Furthermore, safety issues and fuel cell aging has been included. To consider the practical aspects two laboratory session have been integrated. These experiments, including basic measurements as well as advanced operation with industrial fuel cell stacks for an automotive training system, prepare the students to integrate fuel cells into real-world applications.
As a result, the implementation and delivery of the course to a student group has been made and therefore the feasibility of the concept has been demonstrated. An evaluation by the students enables the further development of the course.
|S. Ćelosmanović, V. Ljubović (University of Sarajevo, Faculty of Electrical Engineering, Sarajevo, Bosnia and Herzegovina)
JMetricGrader: A Software for Evaluating Student Projects Using Design Object-Oriented Metrics and Neural Networks
Object-oriented metrics have become a very important part of software development. They are used to measure software quality, estimate its costs, and improve reliability and sustainability of software development projects. However, the application of design metrics in the evaluation of existing projects is not straightforward, since a detailed analysis of obtained values is typically required. This paper will present a solution for automated evaluation of design quality of Java projects in an educational setting. A set of object-oriented metrics is chosen for extraction from a single project using well known tools. These metrics represent inputs for a machine learning model, while the output is a design quality score.
|A. Mićković (University of Amsterdam, Amsterdam , Netherlands), G. Sirovatka, V. Mićković, D. Delija (Zagreb University of Applied Sciences, Zagreb, Croatia)
What Can Be Learned from the Last Two Years of Pandemic and What Will Be Done when the Pandemic Stops
For two years in a row, education changes are directly related to the pandemic and what it did to society: isolation, vacations, homeschooling, sick teachers, and students. There is a generation of students who have not seen the faculty halls and are going to their final year of study seeing their professor only as an avatar on screen. There are students who start the first year of study and do not have the skills of positioning in the study due to long absences from school, which results in difficulties in following a high study program. One would like to find internal and external motivating factors as well as tools and environment variables that will help them as well as us as their teachers. During this period, undergraduate students are surveyed. One would like to find out how much time they spent during the teaching process in which they were taught and like to determine the form of teaching that students are particularly satisfied with, as well as what leads to educational failure. The purpose is to establish a correlation between the form of teaching and the academic success of students.
|M. Fabijanić, G. Đambić, J. Sasunić (Visoko učilište Algebra, Zagreb, Croatia)
Automatic, Configurable and Partial Assessment of Student SQL Queries with Subqueries
Universities provide database-related courses, where students demonstrate their acquired knowledge by writing SQL code as a solution to presented problems. Manual assessment of students’ solutions lasts for days and brings up additional problems: inconsistency in grading, students waiting long for their grades, and they get clarification feedback with details only on demand. Also, not a negligible number of teachers’ clarification results in correction of initially obtained points. Many authors research the possibility to create computer systems for fully automated assessments, which would minimize or completely annul listed challenges. The authors propose a novel system for automatic, configurable, and partial assessment of student SQL queries. Initially, it supported only basic SELECT statements but was upgraded later to support also complex joins and groupings. The comparison of new system output and teachers’ manual assessments concluded that the novel, fully automated assessment system is very promising. Now, the authors upgraded the assessment model to support subqueries, which are widely used, and thus, an integral part of database courses and assessments. This paper compares the output of the proposed system with the teachers’ manually provided grades, focused on subqueries. The results of this more comprehensive solution remain promising, even with the new features added.
|V. Crnobori (Sveučilište Jurja Dobrile u Puli, Fakultet ekonomije i turizma "Dr. Mijo Mirković", Pula, Croatia), S. Babić (Polytechnic of Rijeka, Rijeka, Croatia), M. Radovan (Sveučilište Jurja Dobrile u Puli, Fakultet informatike, Pula, Croatia)
Factors Influencing Students' Intention to use 5G Technology
5G technology is an innovation that will enable the development and transformation of the business, educational and private environment of all the members of society. However, the speed with which this innovation is implemented, also depends on its acceptance by the prospective users. This paper explores the factors that influence the intention to use 5G technology by 244 Croatian students. The empirical results show a statistically significant positive influence of perceived ease of use, perceived usefulness and attitude, as well as a negative influence of anxiety on the intention to use of 5G technology by Croatian students. The results of this study can be useful for defining the strategies of 5G acceptance as well as the basis for further research.
|V. Krstić, M. Čančarević (College for Information Technologies, Zagreb, Croatia), I. Mekterović (University of Zagreb, Faculty of Electrical Engineering and Computing, Zagreb, Croatia)
Introducing Time and Space Scales in Unity through Central Force Problems
Using different tools to analyze a physics problem from different perspectives deepens the understanding of the problem and increases the chance for the problem to be solved. One such tool is the Unity Physics Engine, which is designed to manage game physics with great precision while having an easy-to-use interface. These features make Unity an excellent complementary tool in physics courses, especially for computer science students, because simulations in Unity also require programming skills. In this work, we present how Unity can be used to analyze two central force problems that differ hugely in time and space scales: orbiting of the Earth around the Sun and scattering of alpha particles on the nucleus of a gold atom. We show how to handle different time and space scales and how to work with forces, and finally, we compare the results of the simulations with the theory.
|T. Orehovački, M. Diković, I. Dautović (Juraj Dobrila University of Pula, Pula, Croatia)
Perceived Digital Competence of Primary and Secondary School Teachers - a Pilot Study
Digital competence is nowadays one of the essential facets of every individual's literacy. Affected by technological advances and the recent pandemic, new breeds of teaching have emerged thus putting the digital competence of teachers to the test. To examine the digital competence of teachers, an empirical study was carried out. Drawing on the DigComp framework proposed by the European Commission, a measuring instrument in the form of a questionnaire has been designed. The representative sample of study participants was composed of teachers from Brod-Posavina county in Croatia. Reported findings uncovered to what extent primary and secondary school teachers differ when particular dimensions of digital competence are considered.
|L. Abazi-Bexheti, A. Kadriu, M. Apostolova (South East European University, Tetovo, Macedonia)
Research on VR/AR Integration in Education
Virtual reality (VR) and augmented reality (AR) are taking off in almost every part of our living. Lately VR/AR technologies are increasingly present in education as well. Virtual experiences offer a great opportunity to involve and motivate students to learn through experience. Accordingly, the data and the research topics and publications exploring VR/AR implementation in the field of education are also evolving rapidly. To investigate the research papers and trends, in this study we used the metadata from IEEE database for the research publications in this field starting from 1990 till 2021. The study presents our major findings regarding the research on application of virtual and augmentative reality technologies in education. It includes several quantitative as well as qualitative results from the analysis of the data gathered from over 700 publications. The research showed that the main increase in the research publications that study the use of AR/VR in education is in the last decade which corresponds with the release of the first headsets. Also, AR research papers are entering the scene later but show a more continuous trend till the present time. In addition to this, in terms of authors of the papers and their countries, it was found that the more developed countries lead the game with a larger number of authors while the non-developed countries remain with no authors of AR/VR publications.
Chairs: Ivana Ružić and Siniša Stričak
|D. Kapović, J. Polić (Srednja škola za elektrotehniku i računalstvo, Rijeka, Croatia), M. Kapović (Fakulteta za strojništvo, Ljubljana, Slovenia)
Projekt Jupyter Notebook
Jupyter Notebook je web aplikacija za stvaranje i dijeljenje digitalnih dokumenata te podržava više od 40 programskih jezika. Jupyter je akronim za programske jezike Julia, Python i R. Jupyter Notebook, digitalne bilježnice mogu se razmjenjivati s drugim osobama putem maila, Dropboxa, GitHuba ili Jupyterovog Notebook Viewera i omogućuju interaktivni ulaz podataka upotrebom HTML kôda, slika i videa. Osim navedenog, koristi se još ApacheSpark engine i pandas pythonova biblioteka za analizu podataka velikih razmjera te ggplot2 alat za izradu grafike s potrebnim podatcima. Izvrstan alat za izradu projekta u nastavi.
|B. Raičković (IV. osnovna škola Bjelovar, Bjelovar, Croatia), M. Balen (Osnovna škola Mate Lovraka, Veliki Grđevac, Croatia)
Od micro:bit-a do humanoidnog robota Pepper-a
Stručni rad pod nazivom "Od micro:bit-a do humanoidnog robota Peppera" bazira se na EU projektu Udruge informatičara Bjelovarsko-bilogorske županije - Bjelovarski Robotički Centar, koji se nalazi u IV. osnovnoj školi Bjelovar. Cilj ovog rad je upoznavanje s izradom, sadržajem i provedbom navedenog projekta.
|D. Ivanović - Ižaković, K. Brleković (Elektrotehnička i prometna škola Osijek, Osijek, Croatia)
Informatika, matematika, projekti – ruku pod ruku
Međupredmetna suradnja oplemenjuje nastavu i povezuje ishode različitih predmeta. Pruža učenicima mogućnost prikaza ostvarenih ishoda kroz povezivanje više predmeta u jednu cjelinu. Međupredmetnom suradnjom učenici ostvaruju ishode različitih predmeta suradnjom s više nastavnika, povezujući različite nastavane sadržaje i promatrajući tematiku iz perspektive više nastavnih predmeta.
Svakodnevno tijekom nastave s učenicima razgovaramo kako učiti, upravljati informacijama, kreativno razmišljati, planirati aktivnosti, biti financijski odgovoran, odgovorno i svrhovito koristiti digitalnu tehnologiju, preuzeti odgovornost za svoje postupke i sl.
Kako bismo dodatno poticali multidisciplinarnost osnovali smo eTwinning klub koji našoj školi djeluje već treću godinu, te se proširio na suradnju kroz više predmeta, ušao u GIK-ove i redovnu nastavu.
Predstaviti ćemo primjere međupredmetne suradnje uz korištenje digitalne tehnologije kroz eTwinning projekte „Math in media“, „Matematički filmski festival 2021.“ i „Matematičke video minijature“.
|T. Ređep, T. Pavičić Zajec (I. osnovna škola Varaždin, Varaždin, Croatia), T. Leček (III. Osnovna škola Varaždin, Varaždin, Croatia)
Tehnološki trendovi u obrazovanju – proširena stvarnost, virtualna stvarnost i umjetna inteligencija
Nastavnici sve više primjenjuju nove obrazovne tehnološke trendove, kako bi podučavanje i učenje bilo učinkovito i zanimljivo. Primjena digitalnih tehnologija poput proširene i virtualne stvarnosti učenike potiče na razmišljanje izvan učionice te pridonosi iskustvenom učenju i pomaže u objašnjavanju složenih koncepata, dok umjetna inteligencija omogućuje personalizirano učenje, pomaže u dizajniranju fleksibilnijih sustava poučavanja i učenja, a također može automatizirati aktivnosti poput ocjenjivanja i administracije. Cilj istraživanja opisanog u ovom radu bio je ispitati spoznaje i stavove učenika osnovne škole o primjeni tehnologija virtualne stvaranosti, proširene stvarnosti i umjetne inteligencije u sklopu nastavnog procesa. Dobiveni rezultati ukazuju da je većina ispitanika upoznata s pojmovima virtualne i proširene stvarnosti kao i umjetne inteligencije, te da su većinom pozitivnih stavova o njihovoj primjeni i mogućnostima u sklopu procesa učenja. Smatraju da učenje uz pomoć tehnologije tijekom nastavnog procesa doprinosi najviše zanimljivosti sadržaja.
|S. Tokić (Srednja škola Ban Josip Jelačić, Zaprešić, Croatia)
Analiza stavova nastavnika i učenika o integraciji pametnih telefona u nastavno-obrazovni proces
Učenici putem svojih pametnih telefona imaju pristup različitim sadržajima i aplikacijama što može u velikoj mjeri pridonijeti unapređenju nastavnog procesa. Postavlja se pitanje koliko su nastavnici i učenici spremni i motivirani za takav oblik nastave te na koji način bi se provodio u praksi. Iako su e-učenje i m-učenje vrlo slični pojmovi koji se međusobno isprepliću postoje neke značajne razlike koje će biti objašnjenje u radu kao i njihove prednosti. Kako bi se utvrdili stavovi nastavnika i učenika o uvođenju pametnog telefona u nastavu provedeno je empirijsko istraživanje među nastavnicima Republike Hrvatske i učenicima Srednje škole Ban Josip Jelačić. Rezultati su pokazali kako su učenici skloniji takvoj ideji više nego nastavnici, a primjeri dobre prakse to i potvrđuju. Tu bi činjenicu trebalo iskoristiti u svrhu unaprjeđenja nastavnog procesa s obzirom da su povratne informacije učenika o održanim nastavnim satima pokazale da im je zanimljivije i lakše učiti kada se u nastavi koristi pametni telefon.
|D. Vrbanc (Željeznička tehnička škola Moravice, Moravice, Croatia)
Izradba svjetlećeg pokaznika (LED displeja)
U radu je predočen tijek izradbe grafičkog LED pokaznika sastavljenog od pojedinačnih RGB segmenata. Odabran je timski rad s 8 učenika u razredu koji se obrazuju za zanimanje Tehničar za računalstvo. Primijenjena je praktična metoda rada. U ovom projektu pokazan je tijek izradbe grafičkog pokaznika, u kojem učenici uz vođenje i pomoć nastavnika, prema ponuđenim materijalnim sredstvima, sastavljaju grafički pokaznik rezolucije 320x96 točkica tj. od sveukupno15 pojedinačnih RGB segmenata 64x32 RGB točkice. Opisan je primjer izradbe kroz uporabu računala Raspberry PI računala kao glavnog hardverskog alata pod LINUX operacijskom sustavu, te softverske tj, aplikacijske podrške u svrhu prikaza željenih sadržaja. Isto tako prezentiran je tijek sastavljanja pokaznika, rješavanje aplikacijskih problema, rješavanje strujnog napajanja, montaža i upuštanje u rad te objašnjen izvor podataka za koji je namijenjen pokaznik, a to je ciklički prikaz temperature, tlaka zraka i trenutnog vremena.
|L. Ille (Graditeljska škola Čakovec, Čakovec, Croatia), H. Vulić (Prirodoslovno-grafička škola Zadar, Zadar, Croatia), R. Fic (Graditeljska škola Čakovec, Čakovec, Croatia)
Hrvatski na maturi nije bauk- projekt poticanja čitanja lektirnih djela u strukovnim školama
Cilj je rada prikazati aktivnosti koje su dosad provedene u projektu Hrvatski na maturi nije bauk kojim se učenici strukovnih škola potiču na čitanje lektirnih djela. Učenicima strukovnih škola priprema je državne mature izazov i često trebaju dodatnu edukaciju iz svih predmeta koje polažu, a posebice za pisanje eseja iz Hrvatskog jezika. Svrha je projekta učenicima olakšati pripremu te im pomoći utvrditi gradivo obradom književnih djela iz Ispitnog kataloga za državnu maturu. Generacije današnjih učenika digitalni su urođenici s drukčijim navikama usvajanja sadržaja i razvijenim dijagonalnim čitanjem u okružju hipermedije i multimedijalnih tehnologija, stoga njihove posebnosti treba poštovati i prilagoditi im se. Nije cilj projekta odvraćanje učenika od linearnog čitanja ili poticanje korištenja alternativnih načina i metoda u svladavanju lektire, već pružanje mogućnosti obrade književnih djela na način koji im je bliži, s obzirom na vještine u korištenju ICT tehnologije. Projekt zajedno provode četiri hrvatske srednje škole koje na okruglim stolovima sudjeluju uživo ili putem videokonferencija. Organizatori okruglih stolova su učenici i nastavnici strukovnih predmeta, a u provedbu su uključeni nastavnici Hrvatskog jezika i knjižničari. Na okruglim stolovima učenici interpretiraju pročitana književna djela te izrađuju grafičke i multimedijske uratke služeći se pritom alatima koje su usvojili tijekom svog obrazovanja.
|M. Mirković (TEHNIČKA ŠKOLA POŽEGA, POŽEGA, Croatia)
Kreativno recikliranje elektroničkog otpada
Elektronički uređaji i električna oprema definiraju suvremeni život. No otpad koji stvaraju postao je prepreka naporima EU-a da smanji svoj ekološki otisak.
Poučavanje o podrijetlu i posljedicama e-otpada pokazuje učenicima kako njihova djelovanja mogu utjecati na lokalne i globalne zajednice te kako surađivati u različitim područjima kako bi pronašli učinkovita rješenja. Sastavni je dio pojedinih odgojno obrazovnih ishoda u domeni e-Društvo kurikuluma nastavnog predmeta Informatike.
Postoje brojne strategije koje možemo slijediti kako bismo smanjili količinu e-otpada, odnosno ponovno stavili u uporabu odbačene predmete. U Tehničkoj školi u Požegi niz godina održavaju se eko kreativne radionice s ciljem razvoja kulture življenja s prirodom te kreativnog pristupa recikliranju otpadnih materijala iz područja informacijske i komunikacijske tehnologije čime doprinosimo i očuvanju okoliša.
Misija radionica je potaknuti mlade građane na vođenje održivog načina života izraženog u konceptu 7R. One omogućuju aktivno pridonošenje unapređenju kvalitete života podizanjem ekološke svijesti postojećih i građenjem životnog stila novih generacija, temeljenog na očuvanju prirodnih resursa i okoliša.
Posebno je važna suradnja više nastavnika u međupredmetnoj temi održivog razvoja kroz različite nastavne predmete. Korisni su scenariji poučavanja međupredmetnih tema koji obuhvaćaju aktivnosti recikliranja u školi i kod kuće, čime recikliranje može postati svakodnevna aktivnost, odnosno cjeloživotna navika stvaranja održivosti.
|K. Blažeka (Tehnička škola Ruđera Boškovića, Zagreb, Croatia)
Vrednovanje naučenog kod nastavnih predmeta u struci u uvjetima nastave na daljinu
Osnova rada je pretpostavka o potrebi odgovarajućeg vrednovanja naučenog i aktivnosti učenika u stručnim predmetima tehničkih škola. Analiza dostupnih podataka pokazuje da usprkos postojećim smjernicama (standardi zanimanja i kvalifikacija, strukovni kurikulumi i dr.) još uvijek postoje slučajevi zanemarivanja ovih komponenata, pa čak i izostavljanja elemenata ocjenjivanja koji tu domenu obuhvaćaju u najvećoj mjeri (npr. sudjelovanje u nastavnom procesu). Aktivnost u radu učenika treba poticati i vrednovati, jer potiče njihovu samostalnost i odgovornost. Važnost kvalitetnog vrednovanja naučenog kroz aktivnosti učenika dodatno naglašavaju i uvjeti tzv. nastave po modelu C (nastava na daljinu), kao i drugi slučajevi kad su učenica ili učenik odsutni, ali sposobni pratiti nastavu od kuće (najčešće preko računala), odnosno kada nije moguće osigurati realne uvjete za sigurnu procjenu na u stvarnosti uobičajeni način. Preporučene metode vrednovanja naučenoga u nastavi na daljinu mogu biti vrednovanje seminarskih i projektnih radova, esejskih zadataka, rješavanje domaćih radova, izrada samostalnih praktičnih radova, laboratorijski izvještaj temeljen na izvođenju primjerenog pokusa ili na temelju pregleda pokusa na zadanoj internetskoj poveznici, prikaz istraživanja, različite prezentacije, referati, plakati, križaljke, mape i drugo. U radu su prezentirane neke iskustvene, ali i neke moguće situacije, te su navedena moguća rješenja i pristupi kroz različite oblike vrednovanja (često pomoću računala) koji se zatim unose u rubrike prema elementima vrednovanja. Dodatno, u zaključku se iznose prijedlozi, odnosno smjernice za buduće pristupe.
|M. Čičin-Šain (Društvo kibernetičara, Rijeka, Croatia), P. Radulović (Ekonomska skola u Puli, Pula, Croatia), S. Babić (Drustvo kiberneticara, Rijeka, Croatia)
Računalno razmišljanje i tablica množenja
– U ovom radu navodi se na primjeru kako zahtjevan zadatak iz osnovnoškolske matematike može poticajno djelovati na zahtjevnu zadaću u razvoju računalnog razmišljanja za najraniji uzrast i obrnuto.
|I. Ružić, S. Stričak (I. OŠ Čakovec, Čakovec, Croatia)
Primjena najnovije IKT u nastavi: mogućnosti i izazovi za upravljanje obrazovnim institucijama
Korištenje informacijsko komunikacijske tehnologije u nastavi utječe na cjelokupno djelovanje odgojno obrazovne ustanove. Uspješnu primjenu tehnologije u nastavi određuju tri značajke različite razine, ovisi o pojedinačnim stavovima i iskustvima pojedinaca (učitelja i nastavnika), načinu vođenja ustanove i nacionalnim obrazovnim smjernicama. Rad predstavlja povezanost primjene najnovije informacijsko komunikacijske tehnologije u nastavi i vođenja odgojno obrazovne ustanove, donošenja školskih dokumenata, praćenje i vrednovanje prakse na razini ustanove radi kontinuiranog poboljšanja i razvoja.
|Bogusława Denys (Zamojskie Towarzystwo Oświatowe, Poland), Ivana Ružić (l. Elementary
School Čakovec, Croatia), Tanja Djaković (Školska knjiga d.d., Zagreb, Croatia), Mikko
Vesisenaho (University of Jyvaskyla, Finland), Maria José Rodrigues (Agrupamento de Escolas
de Fornos de Algodres, Portugal)
Erasmus+ CodeInnova - a New Approach to Teaching Programming in Primary Schools
Chairs: Marija Brkić Bakarić and Lucija Načinović Prskalo
|V. Pleština (Sveučilište u Splitu, Prirodoslovno-matematički fakultet, Split, Croatia), T. Seser (Visoka škola Aspira, Split, Croatia)
Digitalizacija poslovanja visokih učilišta
Poslovanje visokoškolskih ustanova je jedan od složenih poslovnih procesa koje različite institucije vode na naslijeđeni način ili se prilagođavaju u hodu, temeljem problema s kojima se susreću. Kako ne postoje sveobuhvatna rješenja, većina ustanova koristi više rješenja koja postoje na tržištu ili razvijaju vlastita rješenja za pojedine dijelove poslovanja. Jedan od velikih problema koji se javlja kod visokoškolskih ustanova je to što postoji velika raznovrsnost poslova za koje su zaduženi prodekani prema područjima i često dolaze iz različitih grana znanosti, a nemaju iskustva sa samim poslovanjem ustanove i poslovnim procedurama. Većina postojećih aplikacija se najviše naslanja na nastavni proces, dok su programska rješenja za ostale poslovne procedure rijetka. U ovom radu je prikazan informacijski sustav za fakultetsko poslovanje koji je planiran i razvijen prema stvarnim potrebama visokoškolskih ustanova i obuhvaća poslovni, nastavni i institucijski proces.
|S. Babić (Veleučilište u Rijeci, Rijeka, Croatia)
Pravljenje bilježaka tijekom učenja uz pomoć digitalnih obrazovnih sadržaja u visokoškolskom okruženju
Primjenom informacijskih i komunikacijskih tehnologija u nastavi omogućena je izrada i korištenje velike količine digitalnih obrazovnih sadržaja. U ovom radu su prikazani rezultati istraživanja načina pravljenja bilježaka tijekom učenja uz pomoć digitalnih obrazovnih sadržaja od strane studenata (N=136) na jednoj visokoškolskoj instituciji u doba COVID-19 pandemije. Rezultati analize prikupljenih podataka ukazuju na to da samo malo više od polovine ispitanika je iskazalo da za pravljenje bilježaka tijekom učenja iz digitalnih obrazovnih sadržaja je koristilo „papir-olovka“ oblik. Nalazi u ovome radu mogu biti poticaj za daljnji razvoj ekološke svijesti i „zelenog“ okruženja za učenje te razvoj novih scenarija učenja i poučavanja.
|M. Brkić Bakarić, L. Načinović Prskalo, V. Slavuj (Odjel za informatiku, Sveučilište u Rijeci, Rijeka, Croatia)
The LanGuide Project - Strengths and Threats
The project “Language guidance tool for improving language knowledge” (LanGuide) is supported by the Erasmus+ program Strategic Partnerships for Higher Education. The project started in September 2019 and lasts for 36 months. The coordinating institution is the University of Primorska, and the partner institutions are Mälardalen University, the University of Castilla-La Mancha, Transilvania University of Brașov, and two Croatian universities—the University of Zadar, and the University of Rijeka. The main aim of the project is to build an open access students/teachers/administrative staff centered tool for improving language knowledge. To achieve the goal, the first phase of the project is concerned with the development of a common methodology for the preparation of language exercises focused on language for specific purposes. In the second phase, the methodology is applied in the preparation of language resources in four LSP fields at three different levels of difficulty. The development of appropriate IT tools takes place simultaneously with the preparation of exercises. Finally, the developed tools and resources are evaluated through two rounds of user testing. This paper first describes the motivation behind the project proposal. Next, each of the four intellectual outputs and activities carried out within the project are described. Finally, challenges brought about by the pandemic of COVID-19 are highlighted.
|E. Rakovac Bekeš (I.gimnazija Osijek, Osijek, Croatia), V. Galzina (Faculty of Education Osijek, Osijek, Croatia)
Utilizing Smart Digital Technology and Artificial Intelligence in Education for Transforming the Way Content is Delivered
Since their inception, artificial intelligence and smart technologies have been enticing topics that have evolved at a rapid pace. There has been no cessation of investment in this sector. Large enterprises recognise the advantages of AI, as seen by the fast expansion of investment, whether financial or in the form of acquisitions. Intelligent teaching systems that would be valuable additions to education, specifically in teaching, are not designed to replace teachers, but rather to aid them in teaching in order to enhance and make teaching more accessible. A review of recent research on students' and educators' attitudes towards artificial intelligence and its degree of applicability will be provided. On the basis of this work and previous research by the Croatian Academic and Research Network on online education, specifically the use of technology in the online teaching environment and the creation of video content, a new study was conducted, and the findings will be presented to demonstrate that content generated using smart technologies is more likeable, acceptable, and desired. Additionally, it will be shown that expanded use of intelligent technology and AI inside and across the educational process may result in better knowledge and awareness of both current and future difficulties.
|E. Rakovac Bekeš (I. gymnasium Osijek, Osijek, Croatia), V. Galzina, E. Berbić Kolar (Faculty of Education Osijek, Osijek, Croatia)
Back to 80`s – a Case Study of How an 8-bit Pixel Art Virtual World Enhances the Social Components of Remote Teaching
Numerous tectonic shifts have occurred during the last few years in numerous spheres of life. Working from home and teaching in a remote environment has become the new normal for many educators, and while many have adapted to their home workspaces and Zoom sessions, the situation is becoming tiresome for all parties involved. It acts as a virtual reminder of the internet's inability to facilitate the in-person connections that people need. Traditional video meetings and conferences are transformed by the new technology into something that more closely resembles in-person conversations. The authors will demonstrate an example and a method for increasing student participation and creating a more engaging environment through the use of a free virtual world application while boosting the social components of an online event. Gather Town will be introduced, and its ability to bridge gaps between in-person and virtual socialization will be demonstrated. Individuals can now inhabit a universe that is not just inclusive, but also interactive, in ways that Zoom and other platforms are not. The findings of a study comparing the levels of involvement across multiple web-conferencing tools and this one will be presented, as well as an experience report.
|S. Rako, D. Šimić, B. Šlibar, J. Gusić Munđar (University of Zagreb Faculty of Organization and Informatics , Varaždin, Croatia)
Improving Stability of Detected Topics in Learning Analytics
Due to exponential increase in the number of published research papers, it is becoming more and more difficult to review current research in any discipline. It is especially true for disciplines undergoing fast development like learning analytics and educational data mining. Natural language processing offers opportunity to facilitate extraction of information/knowledge from a large volume of documents. In an attempt to organize papers on application of learning analytics and educational data mining for supporting self-regulated learning, we have used Latent Dirichlet Allocation to identify topics in a set of 107 research papers. Results of Latent Dirichlet Allocation depend on the initial choice of a random number generator seed, and replicated runs do not result in the same topics. Stability of allocation of documents to topics was analyzed using Jaccard similarity coefficient. The proposed method enables identifying stabile clusters of research papers sharing the same topics.
|B. Denys, B. Klimczuk (Zamojskie Towarzystwo Oświatowe, Zamość, Poland)
International Cooperation towards Digital Transformation and Digital Ecosystems in Education
Technological advances of recent years leave no doubts on whether digital skills are of high importance. Digital competences have become crucial in today’s economic and social life. It is educational institutions’ responsibility to promote digital literacy enhancement and technology-related improvements to school systems. There is high demand for practical solutions on how to provide both teachers and students with effective tools for developing their digital competences, and how to bridge their knowledge with action. This paper presents the outcomes of the cooperation of European institutions from Poland, Croatia, Portugal, Italy, Finland, Denmark and The Netherlands under four international projects to create innovative teaching aid databases and tools addressed at two main target groups, primary school teachers and students. The multidimensionality of the implemented projects, ranging from the introduction of elements of teaching programming and Artificial Intelligence education to school curricula, to practical examples of the use of newest technologies for environmental and entrepreneurial education in primary schools, allows for effective personalisation of the educational process in the digital era. The cooperation of diverse institutions serves as an example of joint attempts towards digital transformation of educational programmes and constitutes the basis for educational digital ecosystems creation in the future.
|V. Sekovanić, S. Lovrenčić (Fakultet organizacije i informatike Varaždin, Varaždin, Croatia)
Challenges in teaching logic programming
Learning Prolog is a challenge on many levels. In relation to other programming languages, it carries additional weight in understanding due to its declarative nature, which is significantly different in relation to procedural languages. Prolog is an extremely important programming language because it is the foundation of artificial intelligence, knowledge-based systems and other modern systems. The question arises how to motivate students in the best possible way and make it easier for them to understand Prolog. The literature points to problems in learning the language, but also to possible approaches to quality teaching. This paper describes five-year research on the quality of teaching based on the feedback from students at the end of the semester. The research is an analysis of contact teaching and online teaching in the last part. The results of the research show observed problems in understanding the SWI-Prolog, but also the efforts of teachers to try to alleviate the perceived problems of students in the best possible way. In this way, efforts were made to raise the quality of teaching from year to year, thus making it easier for students to understand and adopt the material related to the basics of the SWI-Prolog
|A. Papić (Faculty of Humanities and Social Sciences, Osijek, Croatia), J. Jukić (Elementary School Matija Antun Reljković , Cerna, Croatia), T. Škojo (Academy of Arts and Culture , Osijek, Croatia)
Digital Competences of Music Culture Teachers during the COVID-19 Pandemic
The European Framework for the Digital Competence of Educators (DigCompEdu) is a framework describing what it means for educators to be digitally competent. This framework was the starting point for the research carried out in this paper regarding digital competences of Music Culture teachers of two Croatian counties, and special emphasis was put on the COVID-19 pandemic. The research results showed Music Culture teachers’ usage of the digital tools during COVID-19 pandemic and their familiarity with specialized digital tools such as Finale, Sibelius, Encore etc. According to the research results, almost half (47.6%) of Music Culture teachers included in the research used some of digital tools in every lecture. The majority of Music Culture teachers strongly advocated OERs – Open Educational Resources for Music Culture education, which they could easily adjust to and use in the teaching process. Also, the majority of Music Culture teachers were aware of the ongoing need for lifelong learning and professional training, especially regarding specialized digital tools for teaching Music Culture and the development of their digital learning strategies in a virtual or traditional environment.
|Marija Brkić Bakarić (Faculty of Informatics and Digital Technologies, Rijeka, Croatia)
MULTIPLIER EVENT - Preparation of Digital Technology and Mobile App and Language
Guidance Tool for Other Languages - Croatian
Chairs: Hannu Jaakkola i Jaak Henno
|M. Drushlyak, O. Semenog, D. Budianskyi (Makarenko Sumy State Padagogical University, Sume, Ukraine), H. Sotska, O. Trynus (Ivan Ziaziun Institute of Pedagogical Education and Adult Education of NAPS Ukraine, Kyiv, Ukraine), O. Semenikhina (Makarenko Sumy State Padagogical University, Sumy, Ukraine)
The Use of Digital Technologies for the Development of Pre-service Teachers’ Rhetorical Skills: The Experience of Ukraine
The authors characterize the typology of digital technologies for the development of pre-service teachers’ rhetorical skills: video content (speeches of prominent speakers of the past and present, fragments of movies, theater performances, television programs, speeches of masters of the word, lectures by national and foreign teachers, reports of famous teachers), audio content (podcasts, audiobooks), rhetoric courses on educational platforms, specialized rhetoric resources, specialized software in the field of rhetoric, social communities for on-line communication. The expert assessment was conducted to identify the most effective type of digital technology in the field of rhetoric for the development of pre-service teachers’ rhetorical skills. The use of video content (speeches by prominent speakers of the past and present), audio content and specialized software was found to be the most effective. The conclusions of the expert group were confirmed by the Kendall concordance coefficient and the chi-square test for estimating the probability of the result.
|H. Jaakkola (Tampere University, Pori, Finland), T. Mikkonen (Helsinki University, Helsinki, Finland), K. Systä (Tampere University, Tampere, Finland), J. Henno (Tallinn University of Technology, Tallinn, Estonia)
Practices for Supervising Master’s Theses in Company Context: An Anti-Pattern Approach
Software Engineering (SE) university students often work part-time during their studies. In this setup, it is only normal that the students seek opportunities to combine the solutions introduced by studies with the challenges they face at work. While doing so, the students can reform the practices of companies by transferring what they have learned to companies and correspondingly utilize what they have experienced at work in their studies. This symbiosis often continues as the student begins to complete their thesis at the end of the studies. However, unlike most of the studies, which focus on small-scale problems and their solutions, the thesis begins with a larger problem, and the student is supposed to produce a working solution. Then, it often happens that the problem is taken from the company context as the topic of the thesis, and there also is company interest in solving it. However, these interests are often not a perfect match with academic expectations with respect to a thesis - on the one hand the employer has certain expectations in terms of working for the company, whereas the supervising professor needs to follow the university guidelines. Moreover, the university is the administrative home for the thesis and owner of the thesis process, in which the company expectations as the problem owner must be embedded. In this paper, we study this tension by focusing on the problems appearing while doing MSc theses in company context. In addition, we propose ways to act so that the different stakeholders -- the student, the professor, and the company -- reach the best possible results. To make the proposal actionable, we use the concept of “anti-pattern”, which provides means for systematic analysis covering the definition of symptoms of a problem, its root causes, and proposals to salvage the situation in a practical fashion. The study is based on the authors’ collective supervision experience, which covers over 1000 MSc theses, with the combined supervision experience of close to 100 years.
|M. Živić Đurović (The University of Rijeka, Faculty of Engineering, Rijeka, Croatia)
Restructuring a STEM Course in Line with Students’ Digital Habits: A Case Study
This paper describes an approach to restructuring the STEM course in line with students’ digital habits. The traditional approach to STEM course design with theoretical lectures followed by numerical exercises creates a rigid structure that makes it difficult to successfully introduce more modern approaches to teaching and learning. Instead of forcing students to practice mathematical procedures by solving a small number of challenging mandatory design construction programs combined with short tests and midterm exams for summative assessment, a larger number of smaller homework assignments combined with the use of digital resources was introduced. An online assessment system was used for formative assessment and preparation for summative assessment, while homework was structured according to students’ digital habits. The proposed changes to the design of the selected STEM course combined with the digital resources had a positive impact on student learning during the semester. Students were more motivated to engage in the learning process and achieved better results at the end of the semester.
|J. Henno (Tallinn University of Technology, Tallinn, Estonia), H. Jaakkola (Tampere University, Pori, Finland), J. Mäkelä (Lapland University, Rovaniemi, Finland)
Education in Clouds and Clouds in Education
Our communication, especially communication of students with sources of knowledge has with development of communication and IT technology (ICT) for already several decades moved 'outside' vs 'inside', increasingly using sources around the world vs local ones – another appearance of globalization. Troubles with virus have rapidly increased this trend. As a result education, especially higher education is ICT specialities is both technologically and contextually increasingly happening globally, on Internet, in clouds created by large companies – Microsoft, Google, Amazon. This trend of on-line global education is supported by several technical innovations – executable www-pages (Google notebooks), possibility to create virtual servers in clouds, which allow storing and retrieval using only browsers without any knowledge of server-side mechanisms etc. Students expect all these global resources of knowledge be available in their mobile devices, i.e. everywhere. So are also teachers – they want to communicate with their students, load up new tutorials and tests and get students responses – also everywhere, i.e. from their pocket computer – mobile phone. And with rapid increase of abilities of 'small' devices most of these platforms are already available on mobile phones and tablets, but teachers often do not know possibilities and requirements of these small devices.
However, the 'shining digital cloudsphere' has also its dark clouds. Disrupting direct link of face-to-face classroom makes young minds of students open to flattery of all sources of fake and sometimes also dangerous information, created to capture as much as possible of students personal data or directly damage .
In the presentation is presented an overview of technical innovations of computer network technologies which could be used in (especially) higher) education and described some of our experiments aimed at freeing teacher-student communication of notation 'server'.
|O. Semenikhina, K. Yurchenko, V. Shamoniia, Y. Khvorostina, A. Yurchenko (Makarenko Sumy State Pedagogical University, Sumy, Ukraine)
STEM-Education and Features of Its Implementation in Ukraine and the World
The authors analyze the concept of STEM education, describe the features of its implementation in educational institutions in Ukraine and around the world. The results are based on a content analysis of scientific findings published in the last 5 years in journals indexed in the databases Scopus and Web of Science. A retrospective analysis of teaching mathematics, physics, computer science in Ukrainian schools over the past 20 years is presented. The possibility of introducing STEM education through interdisciplinary projects using special software, including cloud services, is substantiated. Features of realization of one of such projects with use of the dynamic mathematics software GeoGebra are described.
|I. Shyshenko, O. Martynenko, Y. Chkana, T. Spas, O. Udovychenko , O. Semenikhina (Makarenko Sumy State Pedagogical University, Sumy, Ukraine)
A mathematics teacher’s training to create a maker space in mathematics lessons by means of GeoGebra
The purpose of the study is to present the experience of training mathematics teachers to create a maker space in mathematics lessons using the GeoGebra package in the context of refresher courses.
We conducted a survey of mathematics teachers, which shows the need to create refresher courses for the implementation of STEAM practices in the educational process of general secondary education. The survey allowed us to establish that the main means of implementing STEM education in mathematics lessons teachers consider the creation of a maker space using the GeoGebra math package.
The article presents a description of the program and methods of advanced training courses, statistical processing of experimental results on the effectiveness of training mathematics teachers in advanced training courses to create a maker space in mathematics lessons using GeoGebra: mathematics teachers have a high level of motivation to implement various ways to implement the concept of STEAM education and acquire relevant STEAM competencies, but the level of knowledge and the level of reflection of the relevant professional activity need to be improved through the creation of advanced training courses on the implementation of STEAM practices in the educational process of general secondary education institutions.
|D. Borissova (Institute of Information and Communication Technologies at the Bulgarian Academy of Sciences, Sofia, Bulgaria), T. Ivanova (University of Library Studies and Information Technologies, Sofia, Bulgaria), N. Buhtiyarov, N. Naidenov (Institute of Information and Communication Technologies at the Bulgarian Academy of Sciences, Sofia, Bulgaria), K. Rasheva-Yordanova (University of Library Studies and Information Technologies, Sofia, Bulgaria), . Yoshinov (Laboratory of Telematics at the Bulgarian Academy of Sciences, Sofia, Bulgaria), M. Garvanova, I. Garvanov (University of Library Studies and Information Technologies, Sofia, Bulgaria)
Application of Information Technology in the Teaching of Mathematics when Study of 2D Geometric Shapes
Moving to digital education requires to use new media and new pedagogical tools to cope with such challenges. In this regard, the usage advanced information technologies to develop new teaching tools to support better understanding of leaning materials is of high importance. For the goal, a web-based tool to support learning process in teaching of 2D geometric shapes is proposed. The described tool is based on developed algorithm used to verify the needed tool' components that visualize and calculate the corresponding area/perimeter of variety 2D shapes. The developed and tested demo version demonstrate it applicability in teaching of 2D shapes. Distinguish feature of developed tool is the possibility of reusing each of 2D items. That means the developed modules could be easily integrated as a part of testing system to verify the acquired knowledge. Using the proposed algorithm, the developed teaching tool could be upgraded to be used in the process of teaching of 3D shapes.
|K. Ivatović, V. Vidaček-Hainš (University of Zagreb, Faculty of Organization and Informatics Varaždin, Croatia, Varaždin, Croatia)
YouTube as a Source of Information and Support for Students with Disabilites
Social networks provide useful information in different parts of social and professional life. YouTube channel Liter of Pride and Kilo of Prejudice (Litra ponosa Kila predrasuda) is created for all students interested in widening participation for university students with disabilities. Videos contain practical information for students with disabilities in order to help them overcome different everyday obstacles. Videos cover a range of topics such as educational issues, cultural events, career planning, time management, free time etc. Videos are created based on personal study experience of one student with disabilities. The main goal of these videos is to encourage students with disabilities to get enrolled in higher education. During 3 and a half years (2016-2020) 50 videos have been recorded. Total duration of video material is nearly 6 hours. Results showed that the channel had 14,662 views, 119 comments and 836 likes. Audience is young people (aged 18-34), 70% are female and 30% male, mostly from Croatia, but from other parts of Europe as well.
Results can be used for improving the quality of life among students with disabilities and to help them overcome everyday challenges of higher education, as well se for improving communication about widening participation in higher education.
|P. Voštinár, M. Dobrota (Matej Bel University, Banská Bystrica, Slovakia)
Minecraft as a Tool for Teaching Online Programming
|N. Rodeš, T. Babić (Algebra University College, Zagreb, Croatia)
Comparing the Importance of Dance Teams Interpersonal Synergy in Online and Live Environment
Interpersonal team synergy is defined as a higher-order control system formed by coupling movement system degrees of freedom of two (or more) actors, which is also present in dance teams. The basic thesis of this paper was that better results are achieved by dance teams that have stronger interpersonal synergy among team members. Based on the literature and an in-depth interview with the director of the dance studio Vindi from Varaždin, elements that can affect interpersonal synergy in dance teams were singled out: communication, play, music, improvisation, choreography, performance, scenography, costume design, joint education with special emphasis on the difference in the importance of each element in relation to the online and living environment. The research was conducted through a survey in January 2022 on a sample of 47 dancers aged 12 to 21 at the Vindi dance studio in Varaždin, Croatia. The research results showed that dancers estimate joint live education (training, rehearsals) and performances with members of their dance team as the most important elements, while as the least important elements for their interpersonal team synergy evaluate game via online platforms and publishing of their performance on online platforms.
|L. Križaj (City of Zagreb, City Institute for the Conservation of Cultural and Natural Heritage, Zagreb, Croatia), G. Zlodi, H. Stublić, I. Majer (University of Zagreb, Faculty of Humanities and Social Sciences, Zagreb, Croatia), A. Lucić Telišman (Independent researcher, Zagreb, Croatia)
Controlled Terminology for Monuments, Museum and Gallery Objects: Preliminary Research on Vocabularies Reconciliation
The purpose of controlled vocabularies is to organize information and to provide terminology to catalogue and retrieve information in information systems. Vocabularies provide definitions and scope notes, which is especially important in the field of cultural heritage, capturing the richness of meanings and relationships between terms. Therefore, they are important tools for data integrity control and providing reliable search and retrieval, and also essential educational resources.
Currently, there are only two controlled vocabularies in the Croatian language related to the field of cultural heritage, primarily museum collections and the protection of cultural monuments: 1) the Classification of museum and gallery objects, 2) the Thesaurus of monument types. They overlap to some extent, but also differ according to the levels of specificity, exhaustivity and structure. As an initial method of vocabulary reconciliation, mapping based on SKOS mapping properties is used.
This paper aims to examine the possibilities and challenges of vocabulary reconciliation and to provide guidelines for the future use of these valuable terminological resources, to improve the users' access to cultural heritage. Additional mapping of both terminologies to the Art & Architecture Thesaurus will ensure interoperability in the global linked open data environment and provide a multilingual context.
Chairs: Robert Repnik and Marjan Krašna
|U. Bin Qushem, A. Christopoulos, M. Laakso (Centre for Learning Analytics, University of Turku, Turku, Finland)
A 4-Dimensional Framework for Integrating Multimodal Learning Analytics in Precision Education
Identifying various types of assessment indicators related to personalized learning has always been a critical component in higher education. Several studies have emphasized the need of using Information and Communication Technology (ICT) tools to close this gap. Simultaneously, blended learning became essential in a variety of teaching and learning scenarios, resulting in the emergence of educational activities utilizing Intelligent Tutoring Systems (ITS), Augmented Reality (AR), and Virtual Reality (VR). However, numerous reviews of existing literature revealed that technologically supported solutions may not be comprehensive enough to provide holistic support for student advancement or extracting information in open environments. Educators require multimodal assessments in this situation. With that objective in mind, we are proposing a 4-D integrated Multimodal Learning Analytics (MMLA) framework capable of classifying students' performance, behavioural effects, collaborative learning, and well-being. This comprehensive framework is part of a larger effort to provide tailored learning experiences for students and prepare them to be next generation industrial talent.
|M. Krašna (Faculty of Arts, Maribor, Slovenia), T. Bratina (Faculty of Education, Maribor, Slovenia)
The Reasons for Limited Success of Hybrid Lectures
In the recent years COVID 19 restrictions all around the World forced the education to adopt the new reality. In the short time we managed to advance from video illiterate lecturers to the proficient video lecturers. Never the less we could still see more and less proficient lecturers. In general those less ICT proficient or inclined favors the traditional classroom lectures. The quality of the classroom lectures are higher because of better interactions is their moto. Equal interactions could also be achieved online though. People are getting overloaded with requests to fill online questionnaires in recent months therefore we consider focus group approach and quality analysis. Only colleagues who are highly proficient in the remote teaching were in the focus group that aim to search for the reason why the hybrid lectures were less successful than online or classroom lectures. Findings have shown that the limited success is mostly due to the unsuitable workplace in the classroom that could be easily improved. Other factors are more severe and are due to the different focus of the students in classroom or at home that require radically different approach to improve and is more costly but it can be done.
|H. Alrashidi (Ministry of Education, Kuwait, Kuwait), N. Almujally (Princess Nourah Bint Abdul Rahman University, Riyadh, Saudi Arabia), M. Kadhum (Ashur Unıversıty College, Bagdad, Iraq), E. Quqandi (Um Al-Quraa University, Makkah, Saudi Arabia), T. Ullmann (Institute of Educational Technology, The Open University Milton Keynes, Milton Keynes, United Kingdom), M. Joy ( University of Warwick , Coventry, United Kingdom)
How to Assess Reflective Writing in Computer Science Education? A Critical Analysis
Reflective writing is important in higher education that supports students to improve their critical thinking. However, Despite the widespread of using reflective writing in education, there is a lack of literature relating to the important aspects of reflection in computer science (CS) education. This study approached to (a) address theoretically how reflective writing can be in CS (b) investigate theoretically the conceptual reflective writing framework (RWF) indicators in CS. The literature showed that the RWF’s indicators is theoretically sound that the use of specific indicator can be less or more important based on the goal and the context of writing reflectivity. Finally, we consider the implications of refection aspects writing can be customized assessment to students based on the field.
|P. Tomšič (Faculty of Mechanical Engineering, University of Ljubljana, Ljubljana, Slovenia), D. Harisch (ARNES, The Academic and Research Network of Slovenia, Ljubljana, Slovenia), J. Javoršek (Jožef Stefan Institute, Ljubljana, Slovenia)
Raising the Awarness of HPC Usage in Slovenia through National Competence Center Trainings
One of the main accelerators of modern science and a prospective field of future business professionals present the usage of High Performance Computing (HPC). A great deal of software tools that is being used by researchers today is not developed to exploit the possibilities of shared architecture. Researchers must raise their competences by learning the appropriate programming tools before they start using HPCs. To support and expand scientific, academic and industrial deployments of HPC usage, several different activities, ranging from training and skill development, technology transfer, collaboration with industry to facilitation of access to scientific and technical expertise and knowledge pools have been deployed. This paper focuses on presenting the developed strategy of raising competences for HPC and reports on its outcome through conducted activities under the framework of Slovenia National Competence Center (NCC) in its first year of operation.
|M. Vejačka, D. Paľová (Faculty of Economics, Technical university of Košice, Košice, Slovakia)
Experience with Open Data in Project Based Learning
Data is a today’s phenomenon. Thanks to the development of information technologies, data on almost anything can be collected and stored. It is very important, also for the young generation, to understand how data is created, stored and processed. The need to handle, visualize and appropriately interpret stored data comes to the fore. With the ability to understand data and their visualization, it is possible to find new innovative solutions. In Slovakia is currently undergoing a massive digitalization within the public administration and easy access to open data within public administration might be one of the ways to achieve a greater involvement of their citizens. It is also necessary to popularize municipal open data concept among citizens to support creation of innovative solutions for the management and development of the city or municipality. Within the Open Data Lab project our students gained the chance to build and acquire knowledge and skills in the field of processing and visualization of open data produced by Slovak municipalities and cities. The contribution will present how our students gained necessary knowledge and skills to work with open data using the concept of project based learning.
|D. Palova (Faculty of Economics, Technical university of Košice, Slovakia, Kosice, Slovakia), M. Šebová (Technical University of Kosice, Košice, Slovakia), M. Vejačka (Faculty of Economics, Technical university of Košice, Slovakia, Kosice, Slovakia)
Training of Innovative Education Methods of the University Teachers in the Field of Economics
The COVID-19 pandemic forced teachers to suddenly stay at home and adapt to a change in our educational style. The form of education forced by the pandemic still persists at Slovak universities. Now, our students learn online only for two years already, without any personal contact with their teachers or classmates. This situation revealed our unpreparedness, both technological and also pedagogical. During the last years, we have continuously eliminated technological problems, but unfortunately, the pedagogical shortcomings still persist. The paper presents the project “Holistic Education and Training of University Teachers in the Field of Economics”, which main goal is to create and evaluate an educational platform for teachers with a focus on the crucial knowledge and skills of teachers, important for transition into studentcentered education not only in the field of economics. Outcomes of the project help teachers to master new pedagogical approaches, methods that are supportive of education innovation that leads into understanding how to encourage key competencies of our students. In this contribution, we identified the challenges that we face in connection of undergoing reforms in order to reflect changes in the human society and present the mentioned project that supports the teachers to do their job better.
|K. Aleksić-Maslać, A. Budin, M. Tominac (Zagreb School of Economics and Management, Zagreb, Croatia)
Non-Fungible Tokens: Might Learning About Them Be Necessary?
Non-Fungible Tokens (NFTs), as a variant of tokens making up the blockchain, are recently gaining attention with different opportunities for the real and virtual assets and with potential use cases in decentralized markets, arts, gaming and education. This paper gives an overview of the NFT concept and its uses and presents the results of the survey conducted in Croatia in 2021 with the goal of gaining insight into familiarity of respondents with the concepts of the blockchain and NFTs, primarily in the area of gaming. The results of the survey, especially when compared to publicly available results of an international survey from 2020, indicate that educative efforts might be needed in Croatia towards increasing knowledge about NFTs taking into account their wide potential areas of application.
|Y. Rudenko (Makarenko Sumy State Pedagogical University, Sumy, Ukraine), O. Naboka (Donbas State Pedagogical University, Slavyansk, Ukraine), S. Petrenko, M. Ostroha, M. Pronikova, O. Semenikhina (Makarenko Sumy State Pedagogical University, Sumy, Ukraine)
Using Web Quests in Professional Training Student-Managers
The article confirms the effectiveness of the use of gaming technologies in the preparation of students of economic specialties. It is shown that the creation and use of computer games for educational purposes has a positive effect on the cognitive interest of students, the activation of their mental activity, motivation to study complex subjects, and also creates the effect of real immersion in professional activity.
The advantages of using web quests as an effective form of learning have been substantiated. Their positive influence on the intensity of acquiring new knowledge, the compensatory (emotional) effect of information educational overload was confirmed.
A comparative analysis of online services (vseosvita.ua, Learnis, Gennially) for creating web quests based on various criteria was carried out: functionality, design, the level of complexity of developing a quest for a teacher, the possibility of creative solutions, the availability of tools for reflection, the ability to use incentive tools. Recommendations for creating a web quest are described.
The results of a pedagogical experiment on the use of a series of web quests in the study of the discipline “Electronic commerce” for college students are presented.
|K. Pažur Aničić, N. Begičević Ređep (University of Zagreb Faculty of organization and informatics, Varazdin, Croatia), N. Kadoić (University of Zagreb, Faculty of organization and informatics, Varaždin, Croatia)
Towards LA Adoption Maturity Framework
Student-centered learning in higher education (HE) was an important topic for years. Still, the COVID pandemic strongly emphasizes challenges with student-centered learning in a hybrid learning environment and, consequently, the need for rapid acceleration of innovative solutions. More focus is put on learning analytics (LA) that consider measurement, collection, analysis, and reporting data about learners and their contexts. The critical question is "How mature are higher education institutions in implementing LA?". This paper proposes a methodology for developing LA Adoption Maturity Framework (LAAMF) in a hybrid environment. The LAAMF aims to contribute to a better understanding of success factors and barriers to adopting LA in HE institutions with blended learning environments. In addition, it will provide a new methodology for assessing HE institutions’ maturity for LA adoption. Using LAAMF, HE institutions will be able to (1) identify directions for the development of LA, (2) develop policy and strategic plans for LA adoption, implementation and deployment, (3) efficiently use LA in their environment; and finally, (4) accomplish their missions in the field of education. The paper elaborates both the practical importance of LA in HE and its grounding in the existing knowledge bases in design science research principles. It also stresses the potential of LA application in the appropriate environment (relevance) and contribution to the existing knowledge base (rigor) if such a maturity model is developed. Finally, this paper's practical implications lie in guidelines for developing the LA maturity model based on the five-step methodology for maturity model development, aligned with guidelines for design science in information systems research and requirements for the development of maturity models.
Chair: Ivan Kaštelan
|T. Jagušt, M. Horvat (University of Zagreb Faculty of Electrical Engineering and Computing, Zagreb, Croatia), Z. Prce Veseli (Centre of Technical Culture Rijeka, Rijeka, Croatia), K. Malnar (Croatian Computer Science Association, Zagreb, Croatia), Ž. Čižmar (Telecentar, Zagreb, Croatia)
An Overview of Digital Game-Based Learning Development and Evaluation Models
From an educational point of view, the design of digital games is a powerful tool that can increase engagement and motivation, help students develop interdisciplinary skills, improve digital and media literacy, and deepen their understanding of the domain, which could eventually have a positive impact on the overall learning process. For this reason, game development is increasingly being incorporated into the learning process and more and more educators are using this strategy to improve the quality of their teaching. Given the inherent multidisciplinarity and complexity of such projects, the design of game design-based learning activities as well as their assessment is not an easy task. As a result, many approaches have been developed, some of which rely on existing, proven models such as Bloom's Taxonomy, while others incorporate the principles of project-based learning or motivational design processes. This study provides an overview of the different approaches to the design and assessment of game-based learning systems and activities, outlining their main features and characteristics.
|K. Dyulgerova, D. Atanasova (University of Ruse, Ruse, Bulgaria)
Strategies for Applying a Competency-Based Approach in STEM Training
The article presents strategies for skills development and for measuring and evaluating students' competencies and some approaches for evaluating the effectiveness of pedagogical practices in STEM training.
In an innovative high school with a language profile and opportunities for additional profiling in mathematics, IT, entrepreneurship, various STEM initiatives have been implemented, in which students are researchers of real problems, creators of authentic content and creative products.
The article shares the experience of teachers in their activities in creating: the structure of PBL; the formulation of learning objectives; planning individual lessons; the involvement of students in the creative implementation of the planned tasks; monitoring their motivation and commitment; the assessment of the competencies acquired by the students in different fields; the organization of teacher work teams.
Details of the place of study, models of interaction between university professors and professors are presented. The mechanisms for planning learning scenarios are studied, the results of PBL are analyzed, and practices for development of various competencies are indicated. The applied methodological approaches are commented on, the tools for evaluation of the results are analyzed, the challenges in the work are described and the proposed possibilities for overcoming them are described.
|S. Morić, F. Brkić, M. Sokele, T. Alajbeg (TVZ, Zagreb, Croatia)
Evaluating the Effectiveness of Online Learning for Undergraduate and Graduate Studies of Electrical Engineering
Due to the COVID-19 pandemic, lectures and exercises at the Department of Electrical Engineering of the Zagreb University of Applied Sciences were switched from face-to-face (F2F) to synchronous online. This seemingly emergency measure has been going on for four semesters and has brought many challenges but also provided an opportunity to evaluate the present state and define guidelines for further steps. The paper develops criteria for the effectiveness of education in terms of quality and tempo of acquired knowledge. The obtained values of the defined criteria for online education were analyzed and compared with the results for F2F mode of education. In addition, efficiency of learning was examined via previously defined Self-learning index (SLI). Finally, a proposal for the preparation of targeted presentation methods and types of educational content is given in order to achieve greater student motivation and better exam results.
|A. Špernjak (Faculty of Natural Sciences and Mathematics, University of Maribor, Maribor, Slovenia)
The Effectiveness of the Video Method and Individual Work with Worksheets
In times of pandemic and distance learning, teachers should have appropriate skills and abilities by using appropriate learning approaches in the classroom. In this study, 7th grade lower secondary school students' knowledge of the biology content Bacteria was tested. The same biology content was tested using the video method and worksheets. There were no statistically significant differences between knowledge gains with the video method and with the worksheet. According to gender, there were no statistically significant differences in students´ opinions about learning method preferences. Students preferred the video method, but in both groups they wished to ask the teacher something and for the teacher to ask them something. This important result proves that the social content and two-way communication are very important in the learning process and cannot be replaced by technology. After the pandemic period, the technology just be support in education, because it cannot replace the classroom learning process.
|K. Krasnić, P. Žigman, T. Babić (Algebra University College, Zagreb, Croatia)
Team Building Elements and Their Importance According to STEAM Students
Students who choose the STEAM system type of education are required to have a talent for natural sciences and master computer skills. But also, they have to master soft skills, for example coping skills and ways to cooperate with other people. During their academic years, and later in their careers, students will surely find themselves in a situation where they will have to work and research as a part of a team. That requires teamwork skills to manage a process of working within a group of people in order to achieve a goal. To make teamwork as efficient as possible, team leaders often incorporate team building as an activity that strengthens the team. Even though every team has its own way of work, every team building contains elements important for its functioning. The research that was conducted on a sample of 87 students of Algebra University College, in the academic year 2021/2022, intended to investigate the extent to which students recognize the importance of certain elements of teamwork, such as team building, team development, cohesion, and identifying team members’ roles; and how they can be applied in teamwork and other fields related to this growing phenomenon.
|F. Urem, M. Ljubić Hinić (Veleučilište u Šibeniku, Šibenik, Croatia), A. Laska-Leśniewicz (Lodz University of Technology, Lodz, Poland)
Powerful Learning Using Augmented Reality - ATOMIC Project Experience
Quality higher education recognizes the usefulness of linking research and the application of modern technologies with teaching because in such an environment, students can acquire powerful knowledge with a more interesting learning experience. Such teaching focuses on the researcher student actively taking responsibility for his learning. Linking such an approach to learning with modern technologies such as augmented reality can improve the educational process as students learn about real business problems. This paper describes some results of implementing the Erasmus KA2 project ATOMIC, whose primary goal is to create an AR-based teaching environment that will enable students to meet the challenges of a natural business environment.
|S. Kučina Softić (Sveučilišni računski centar Sveučilišta u Zagrebu, Zagreb, Croatia), M. Odak (Filzofski fakultet Sveučililišta u Mostaru, Mostar, Bosnia and Herzegovina), J. Lasić Lazić (Sveučilište Sjever, Zagreb, Croatia)
Digital transformation - New Approaches and Challenges in Education
In early 2020, the world faced a pandemic of the COVID-19 disease that changed suddenly the way we learn, live and work. It was necessary to ensure the continuity of teaching and learning literally overnight. The university management, teachers and academic staff, students and all administrative services had to adapt to the new situation. Teaching and learning are moving to the online environment and teachers are using available tools, especially videoconferencing systems for lectures.
Although the impact of the pandemic on higher education institutions was stressful and in most cases there was no contingency plan, higher education systems ensured continuity of educational process. Nevertheless, online teaching required significant teacher involvement and additional time, advanced organization and continuous training of teachers. The system required the reorganization of teaching and learning and transition to online environment. Thus, e-learning is recognized as an important factor in improving the educational process.
The lessons learned so far should guide the future development of education as a whole. First of all, it is the digital transformation, and the experience of working in the time of closed universities and pandemic should be used and through the analysis and application of good solutions to put in the forefront a recovery program and increase investment in education. At the same time, digital transformation is becoming one of the strategic goals of the development strategy of most universities. Paper will present what necessary steps should be taken to achieve digital transformation in education, why continuous teacher training is important and what are the trends and further steps of development. The paper will also explore and discuss new approaches and challenges in education brought about by digital transformation as well as a different approach to perspective of the future of education.
|J. Žufić (SVEUČILIŠTE JURJA DOBRILE U PULI, PULA, Croatia)
“Blind Dinner” and the Elements of Teaching Informatics
This article describes the project “Blind Dinner.” Goal of the project was to sensitize students, teaching and professional staff to the needs of people who are blind or are visually impaired. The most important activity was a dinner with the participants, as well as other activities in an improvised restaurant in “complete” darkness. Besides the description of one of the workshops, we provide an example of the elements of the informatics teaching unit conducted in complete darkness. The project “Blind Dinner” was conducted in the Elementary School “Tone Peruska” in Pula. We performed 20 workshops with a total of approximately 520 participants. During the projects, we obtained data on space orientation, anxiety, reactions to anxiety, and speech volume in communications, fine motoric skills during performance of different activities, speed of learning and other information.
Participants of the workshops experienced how it feels to eat a meal when blind and understood the difficulties blind people encounter in everyday activities. “Blind Dinner” is a pilot project in Croatia, conducted under different conditions in many other countries. A workshop with elements of teaching informatics was conducted with a group of first grade high school students.
|J. Žufić, M. Linić (SVEUČILIŠTE JURJA DOBRILE U PULI, PULA, Croatia)
Virtual Activity Centers
This article describes creation of virtual centers of activity in which children of preschool age have the opportunity to simultaneously learn and play. The intro-duction provides the theoretical foundation for centers of activity in the kindergarten. Adaptation of e-learning to children led to the development of educational games used to learn through entertainment. Created and developed Virtual Centers of Activity currently contain three centers: a) Manipulative and Table Toys Center – Memory Game, My Body; Lost Balloon, and Animal Quiz; b) Research Center, with games Recognize the Animal, Hungry Caterpillar, and Enigmatic Colors; and c) Center for Early Reading and Writing that contains games Water Circulation in Nature, Mathematics for the Youngest, and A Very Hungry Caterpillar. These virtual centers of activity developed through use of Makey Makey are in use in the kindergarten in Rijeka. In the eyes of the children, everything is a game and entertainment, yet in the back-ground lies a wealth of numbers, letters, sounds, and colors.
|I. Kaštelan, S. Pijetlović, M. Subotić, N. Pjevalica (University of Novi Sad, Faculty of Technical Sciences, Novi Sad, Serbia)
Online Teaching of Digital Systems during the COVID-19 Pandemic
The previous years have brought a major disruption with the COVID-19 outbreak, and universities around the world had to quickly adapt to the new format of teaching and learning. Different fields faced various obstacles in trying to provide the best possible classroom-like experience to students during the lockdown. For engineering study programs, especially in the courses where laboratory is very important, it was a difficult task to replicate the syllabus in the online domain. This paper presents experiences from online teaching of the Digital System Design course at the University of Novi Sad. Traditional and online variants of the course are presented and compared, with the focus on laboratory exercises which were the most difficult to adapt. In addition, student experiences are summarized and compared to experiences in the previous years when the course was held traditionally.
|T. Orehovački (Juraj Dobrila University of Pula, Pula, Croatia), S. Babić (Polytechnic of Rijeka, Rijeka, Croatia), D. Etinger (Juraj Dobrila University of Pula, Pula, Croatia)
The Acceptance and Use of Class Recordings by Information Science Students: An Empirical Study
During times when remote or hybrid teaching is inevitable, many instructors record their class sessions for greater student accessibility. Recordings allow students to follow classes at their own pace, when it suits them, to watch class sessions they missed due to unexpected circumstances, review complex concepts, and fill in gaps in their lecture notes when studying for exams. At the same time, class recordings can result in waning attendance or student engagement. The objective of the empirical study presented in this paper is to determine which factors contribute to the acceptance of class recordings and how often they have been effectively consumed by information and computer science students of one higher education institution in Croatia. Reported findings uncovered that students are willing to learn course topics from class recordings because they have met students' expectations and can therefore serve as an equal replacement for in-class attendance.
Marina Čičin-Šain (Croatia), Jaak Henno (Estonia), Hannu Jaakkola (Finland), Snježana Babić (Croatia)
Michael E. Auer (Austria), Marjan Krašna (Slovenia), Nadica Kunštek (Croatia), Dusko Lukac (Germany), Robert Repnik (Slovenia)
Lejla Abazi-Bexheti (Macedonia), Nikola Kadoić (Croatia), Ivan Kaštelan (Serbia), Mario Konecki (Croatia), Božidar Kovačić (Croatia), Gorana Mudronja (Croatia), Dana Paľová (Slovakia), Libuša Révészová (Slovakia), Frano Škopljanac-Mačina (Croatia), Andreja Špernjak (Slovenia)
Registration / Fees:
|REGISTRATION / FEES
|Price in EUR
Up to 9 May 2022
From 10 May 2022
|Members of MIPRO and IEEE
|Students (undergraduate and graduate), primary and secondary school teachers
The discount doesn't apply to PhD students.
University of Rijeka
Faculty of Economics
I. Filipovica 4
HR-51000 Rijeka, Croatia
GSM: +385 91 735 9423
The best papers will get a special award.
Accepted papers will be published in the ISSN registered conference proceedings. Presented papers in English will be submitted for inclusion in the IEEE Xplore Digital Library.
There is a possibility that the selected scientific papers with some further modification and refinement are being published in the following journals: Journal of Computing and Information Technology (CIT), MDPI Applied Science, MDPI Information Journal, Frontiers and EAI Endorsed Transaction on Scalable Information Systems.
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The tourist offer in Opatija includes a vast number of hotels, excellent restaurants, entertainment venues, art festivals, superb modern and classical music concerts, beaches and swimming pools – this city satisfies all wishes and demands.
Opatija, the Queen of the Adriatic, is also one of the most prominent congress cities in the Mediterranean, particularly important for its ICT conventions, one of which is MIPRO, which has been held in Opatija since 1979, and has attracted more than a thousand participants from over forty countries. These conventions promote Opatija as one of the most desirable technological, business, educational and scientific centers in South-eastern Europe and the European Union in general.
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