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| Name | University | Arrival | Departure | Room | Paper | Duration | |
| Jan Lindemann |
CvO Oldenburg |
10.7.2005 |
21.7.2005 |
SINGLE |
"Research on teacher´s expectations on pupils learning-competences
during the transition from primary to secondary education (4th to
5th grade)."
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Workshop (90 mins) |
| Paulius Cepas |
Vytautas Magnus University |
10-06-2005 |
21-06-2005 |
SINGLE |
Presumption of employability skills training in vocational training system
The conception of the profession has been influenced by the historical development of the labor world. The different authors have some disparities in the explanation of the conception because of complexity and intricacy to express the full content. On the other hand most of the interpretation has two main aspects influencing the understanding of the profession and also the vocational training in general. These two aspects are defined as:
• Objective aspect – express the functions specifically aimed to concrete job or activity. This aspect has denomination and distinctive content.
• Subjective aspect – express some individual experience, and relation to activity on the basis of individual standpoint.
These two aspects illustrate the main contradiction in vocational training. The challenge of vocational training is to find out the way to solve this contradiction. One possible mean to find the solution is analyzed today by large number of scientists, and defined as the question of general competences in educational system.
The question embraces the rapid change of activity system in labor world, which demands from learner adequate skills and knowledge on the one hand. Also social welfare and self-realization possibilities, witch the learner become with professional adhocracy and mobility.
The aim of this paper will be the presumption of employability skills training, (witch can be defined as the skills to find and keep the job), in vocational training system. The problems and possibilities;
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Paper session (45 mins) |
| Gerd Simon |
Pädagogische Akademie des Bundes in OÖ |
10.7.2005 |
27.7.2005 |
DOUBLE |
Content Creation, eLearning standards and Content Import to Learning Management Systems
Creating eContent will be shown by using the tool Content Creator 3.0 (http://www.bitmedia.cc).
The content creation tool should generate content, which follows the eLearning standards. In reality there exist a lot of problems between creating econtent and import these products to course platforms. Therefore it is necessary to have a(n intensive) look to eLearning standard SCORM and XML.
This should result in an algorithm how to change the structure of the manifest and folders to enable import to course platforms. It will be examined with the platform moodle (http://www.moodle.org) and MS-Classserver.
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Workshop (90 mins) |
| Karine Oganisjana |
University of Latvia |
11 July |
21 July |
SINGLE |
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Paper session (45 mins) |
| Michael Geiger |
Oldenburg |
July 10 |
July 21 |
DOUBLE |
Civil Society and science education |
Workshop (90 mins) |
| Mojca Pecar |
faculty of education, ljubljana, slovenia |
10th of July 2005 |
21st of July 2005 |
DOUBLE |
Active learning and understanding the concept of time
Teaching Social Science in Slovenian primary schools is a part of a curriculum from the first to the ninth grade. In the first five grades primary school teachers teach all subjects, including Social Science. At the Faculty of Education in Ljubljana, where primary school teachers are educated, the important part of the process are subjects for special didactics. Within the subject Didactic of social science we are aware that teaching is not a transmission of knowledge but active learning. Students have to experience new interactive teaching methods, analyse them and have opportunity to practise them in a real teaching process in a primary school.
In the first five years of primary school topics and aims of teaching Social Science are taken from different fields, mostly from geography, history and sociology. The basic goal of teaching history in early years is teaching children to understand concept of time and change, to interpret the past and to develop specific skills like sorting and ordering. The past that can not be directly experienced could be hardly understood for younger children who are still in the early stage of thinking. Therefore teacher need diverse of devices – historical sources like buildings, pictures, stories, to enable pupils to experience and understand facts or changing in the past.
In my master research theses I’m enquiring how primary school teachers in the first five grades teach the concept of time and what kind of teaching approach and methods they most frequently use. Within my research I’m interested in different teaching methods which encourage active learning. The focus of my master study is also enhancing the process of construction of knowledge concerning with conception of time.
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Workshop (90 mins) |
| Matej Urbančič |
University of Ljubljana |
11.07.05 |
21.07.05 |
SINGLE |
Constructivism and questions in education
Constructivism is a philosophy of learning that focuses on learners and their individual construction of knowledge. Learner individually, through social interaction and his level of abilities, constructs meaning, based on his existing experiences and beliefs. The role of the teacher is to guide students to achieve their goal - construction the understanding of the world around them. Constructivism implies that the learners carry a foundation of prior knowledge, experience, values, and beliefs to all learning situations, if actively involved. These activities may not require a physical or verbal interaction between the teacher, student and the rest of class, but all activities require the learner to reflect actively on the given information. The success of reflection on newly received knowledge is also based on learner's abilities and the effort the teacher puts in specific problem. In the classroom the constructivism shows primarily as posing relevant problems, structuring learning around primary concepts, seeking other points of view, learning through hands-on experiences and similar, but the teacher's role is also asking open-ended, probing questions that encouraging the learner to share his knowledge and experiences with other members of the classroom. The teacher moderates and helps children feel confident to speak and share ideas in any learning situation.
Questions are basically of two kinds. First kind is student's questions which give the teacher all required information on students understanding and the level of thinking that the learner operates on. The second kind is teacher's questions which are probing and guiding in nature and also provide the teacher with relevant information of the state of the learners thinking. Questions are the key element in each of the building blocks of constructivism. They are used in planning, introducing the topic, pre-assessment, guiding students to make connections, assisting in evaluation and encouraging reflective thinking. Questioning shifts the focus from teachers as a giver of knowledge to a role of being a facilitator of learning.
The questions can be focused to achieve one certain idea about the different science phenomena or any other kind, if the teacher select all the information given by student's to the starting question. The teachers can use their answers and additional questions as the starting point to begin building an idea. The teacher can also use additional resources, such as books, experiments, pictures and other to facilitate learning. The first step is to find all appropriate experiences that the learners have. Second step is to uniform them and make the appropriate foundation. The idea is then constructed using questions and thoughts of learners. During the question and answer process the teacher must pay equal attention to both correct and incorrect replies and especially to misunderstanding that needs to be taken into account.
Workshop:
Part I
1. Selecting a problem that is new for most of the participants.
2. Using questions to find appropriate experiences and build the basic idea behind the selected topic.
3. Guiding participants to achieve required goal, using prior knowledge that can be used for creative activities.
Part II
1. Participants divide into groups and try to formulate a relevant question.
2. The table of predicted concepts around the selected topic is structured hierarchically by anticipated concepts.
3. Teams try to lead other groups using questions to achieve the goal that their question is trying to answer.
The idea behind this workshop is primarily focused on using questions to facilitate learning and understanding of a topic and answering the single question that requires learners to reflect on prior knowledge and experience. Second major idea is derived out of the teamwork, which can, if led by a tutor, through interaction between different learners, encourage the cooperation. |
Workshop (90 mins) |
| Alley |
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SINGLE |
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Paper session (45 mins) |
| Spela Kuncic |
Faculty of Education, University of Ljubljana |
10. 7. 2005 |
21. 7. 2005 |
DOUBLE |
Motivational resources for effective teaching/learning process on the Internet
My thesis adds new motivational materials to the already established and well known ones to be used in mathematics classes in grades one to five. They have been collected and presented on the website 123mathematics (http://www2.arnes.si/~skunci1), where numerous interesting worksheets, amusing tasks, mathematical problems and computer programmes are asembled. The homepage also includes the pupil's and teacher's porfolios along with links to other Slovenian and foreign websites on the same subject. A large number of links to other websites are added as well as descriptions of relevant CD-ROMs. A survey has been carried out to establish to what extent motivation is increased by using the presented motivational materials and to find out if the people questioned will use the website in the future as I was interested in the guests' and users' feedback and the response of the public. The obtained results have been compared to the findings based on my own experiences and theoretical predictions. For collecting data the web counter and the web questionairre have been used. I have established that most people questioned believe that the used motivational materials improve the learning motivation, that the website stimulates them to search for diverse motivational tools themselves and they are certain they will continue to use my website.
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Workshop (90 mins) |
| Suncica Macura Milovanovic |
Univerza v Ljubljani, Pedagoska fakulteta |
10.07.2005 |
21.07.2005 |
SINGLE |
mr Sunčica Macura-Milovanović
PEDAGOGICAL PERSPECTIVES OF INCLUDING THE ROMA CHILDREN FROM THE "DEPONIJA" COMMUNITY INTO THE EDUCATION SYSTEM
APSTRACT
The paper deals with an issue of the Roma children exclusion from the education system. The research subject is the process of Roma children inclusion into the system of primary education ("Deponija" community, Belgrade, Serbia and Montenegro).
The research method is action research carried out in four cycles, during academic years 2001/02 and 2002/03. Research participants were Roma children, their parents, local school staff members and the research team members. A holistic model of inclusion encouragement was applied along the course of the research, whose validation was being constantly tested through evaluation of the situational problems resolutions, which occured while implementing the model.
The basic hypothesis: educational support for the Roma children, co-operation with school teachers and their education, psychological empowerment of the Roma children's parents, may contribute to creating conditions for a facilitated inclusion process.
Based on the said hypothesis, a general action plan has been made, which was carried out simultaneously and in co-ordination with all the research participants. Activities with the Roma children (education programmes) and their parents (various forms of psychological and social work) were performed in the "Deponija" community itself. Activities with the school representatives (co-operation programme with the school includes meetings with school teachers, professional team of the school, seminars) were done in the school or in other social institutions.
Action research results comprise the indicators of psysical, educational and social level of Roma children inclusion into the education system.
Action research conclusions comprises the resources of support for the Roma children inclusion and main obstacles for learning social participation of Roma children. Research conclusions are followed by the theoretical model of Roma children inclusion into the education system.
KEY WORDS: The Roma children, primary education, inclusion, action research.
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Paper session (45 mins) |
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