Silva Kmetič, Zavod RS za šolstvo, Tomaž Miholič, Osnovna šola Duplek, Vinko Zobec, Osnovna šola Poljčane

The plan of instructions for the development of the concept of altitude of a triangle in elementary school we completed content objectives from the national curriculum with the general objective of teaching mathematics: a student develops mathematical thinking. The additional steps of dynamic schematisation should be taxonomic enrichment of expected students’ achievements in terms of use, understanding the concept and in terms of understanding the mathematical definition. The concept development was planned according to van Hiele scheme, which was supplemented with dynamic schematization. The activities with concrete models were intertwined with constructions using geometrical tools on paper (results are static images, symbolic and verbal descriptions), and with exploring a position of an altitude in dynamic changeable triangles. We observed the process of learning and measure progress of students’ knowledge. When observing learning, in addition to already known problems such as the uncertainty of the construction of altitude in a given triangle, depending on a type of triangle and depending on position of the triangle base with respect to the edge of the work surface (sheet), we have noticed also other less familiar misconceptions. The achievement on final testing would be hardly related just to the use of dynamic schematization, because it is a shared result of all carefully planned learning steps. We particularly tested and analyzed qualitatively students ‘dynamic’ view of the geometry in relation the topic. The result points to a necessary new learning step, which would develop the concepts of dependent and independent geometric objects in the use of dynamic geometry program.

Darija Hohnjec, Vrtec Rogaška Slatina

The child’s porfolio has appeared in Slovenian preschool in 1999. During the last years the “classic” child’s portfolio that mostly appeared in paper form, has been transformed in the e-portfolio. A modern child’s portfolio is based on the same theoretical principles as before but contains evidence mostly obtained and saved with ICT. As a kindergarten teacher I have formed and used portfolios in my educational work for more than fifteenth years. Analysis and interpretations of the collected evidence help me in effective teaching of young children. Portfolios provide additional information on the strategies and the effects of children’s learning: about designing  their theories, planning, interests, problems, social commpetences of participation with their peers etc. Such monitoring allows the identification and upgrading of child’s strong and weak areas, authentic audio and video records contribute to more frequent evaluation of participants.

Children’s portfolios can also be used for a meaningful planning of activities. As example: designs of children documented in the e-portfolios were used in the project Designing of Our New Classroom. I added children’s comments to their design ideas which were drawn by hands and by Painter program, and forwarded them to our headmaster. They will be taken into consideration in renovation of our new classroom. In this case ICT documents showed rich and diverse activities and allowed the teacher to get clearer insight into learning and participation of children.

Andrej Koložvari, Osnovna šola Franceta Prešerna, Kranj

This article describes the role of the Internet in the educational process of young interdisciplinary science of robotics. Intelligent systems and robots are increasingly connecting to the cloud. Connection model of the robotic arm into World Wide Web is increasingly being replaced by the model of star connection of the intelligent devices and robots into the cloud. Birth of cyber-physical mechatronic systems redefines informatics controlling the mechanical movement of the actuators. We describe the development of a model of the robot that we wanted to connect to the cloud. The new model offers an open field solutions in education and elsewhere in our society. In developing the model in the classroom we used multiple Web services. Electronic materials published on the Internet are of key importance also in the field of education and development. Only the web can support dynamic growing volume of data that accompanies the rapid development of robotics. We recognize that new technology brings changes in teaching methods, devices and materials.

Suzana Cvirn Guček, Anka Novak Ćehajić, Daniela Potochnik, Tone Krajnc, Osnovna šola Mirana Jarca

Our article presents the introduction of EUFolio in Slovene and English classes in the 9^th grade and English and Ethics classes in the 7^th grade. The members of the project team of Elementary School Miran Jarc are English teachers Anka Novak Ćehajić and Daniela Potochnik, Slovene teacher Suzana Cvirn Guček, and Etics teacher Tone Krajnc. EUFolio is used by the pupils in the 7. b and 9. b grade. The pupils learn how to be responsible towards their school work and achievements; they are aware that with an organized planning they can improve their school results. During their work they use Mahara learning tool, they attach their school work in their folders in Mahara and at the same time they develop communication and co-operation skills. In this project the pupils cooperate in smaller groups and revise and assess their knowledge. With the help of constructive feedback of their schoolmates they improve their work and become more responsible towards their own work, the work of their schoolmates and their group. In the 9^th grade we put a lot of emphasis on cross-curricular integration at the Slovene and English classes. We will present a few tasks that the students have completed.

Mitja Turk, Grm Novo mesto – center biotehnike in turizma

The article focuses on the presentation of using e-portfolio in history lessons. The school lesson “Empire of Alexander the Great” is used as a case for (self-) evaluation of the second round of implementation, monitoring and evaluation of teaching which involves the use of e-portfolio (Mahara). Presentation includes teacher’s lesson plan, worksheet and activities in the classroom and also achievements of pupils and their self-evaluation. First findings indicate that the role of the teacher in the classroom has slightly changed. Furthermore, the responsibility for the acquisition of knowledge is increasingly transferred to the student. Another important change is more individualized approach to the students because they have different background knowledge, interests and goals. When introducing e-portfolio in the classroom we encountered various obstacles both from the technical (Mahara) and content area (rubrics formative assessment).

E-portfolio model is well-formed methodology of formative assessment (goals, pre-knowledge, strategy, evidence, self-evaluation). As a development project it is a subject of gradual introduction into schools because it requires a shift in the perception of both traditional roles of teacher and student as well as a number of adjustments in the learning process.

Mojca Pozvek, Osnovna šola Koseze, Ljubljana

Webby’s classroom for flipped learning (Slovene: Spletkova učilnica za obrnjeno učenje) is an e-classroom which provides flipped learning for younger students (the third, fourth and fifth classes of primary school). The classroom is designed for this particular age group. It does not contain only appealing artistic equipment but more importantly it ensures the appropriate font size on the didactic materials in the e-classroom. Before every topic and task, there are very clear and unambiguous instructions for the activation of presentation. The instructions are prepared especially for students who are not very skillful in terms of computers. Young students should visit the e-classroom for this type of learning at the weekends when they are free from additional extra-curricular activities and can completely devote to independent learning of a new school topic by the means of ICT.The adequacy of topics and tasks is reflected in a successful feedback given to the teacher. Such way of learning gives education in the lower-level classes of primary school a new dimension: school topics are refreshed and enriched with additional information. There is another important side of such way of learning – students start to take responsibility for their work at an early age.

Rafaela Kožlakar, Stanislava Polajžer, Maja Vičič Krabonja, Gimnazija in srednja šola Rudolfa Maistra Kamnik, Breda Gruden, Bernarda Trstenjak, Miška d.o.o., Viljenka Šavli, Srednja ekonomska šola Maribor

“Flipped” learning in its own way combines distance and live learning. Students come in touch with learning materials first at a distance: they process the learning content by watching the video lectures and other materials, prepared by the teacher. When the teacher and students meet together in the classroom, interaction in the form of practical work, mutual creation, consolidating materials, problem solving etc. on the topic takes place. Best practice learning has been demonstrated in collaborative work, which supports project, investigative mode of work and is based on authentic cases. In this process mutual exchange of experience and information between students is emphasized, while the teacher takes an active role of a mentor. The advantage of learning in this way is that it meets students’ needs for personalised way of working at a distance, not bound to time or place of learning. These facts have been confirmed in practice, too. Students have pointed out that it is an advantage to have their teacher available when they are solving problems or when they have questions regarding learning materials or working procedures.With this method of learning students develop 21^st century competencies and, in particular, responsibility and attitude to learning, which is a foundation for their lifelong learning.The “flipped” learning and teaching has already been tested in several schools. It is quite a challenge for teachers to prepare such lessons, indeed, but pupils and students have been especially satisfied with such an active way of working.

Janja Rakovec, Višja strokovna šola, Šolski center Kranj

In a vocational college program, part-time students are directed to experiential learning on their own through cooperation with various organizations. This year we started to use the social network Twitter to follow their work, exchange their experiences and opinions and their comparisons between theory and practice. We have created a joint account, through which students tweet on professional topics related to the study program, post their experiences and present a variety of projects. Each of the students takes over the account for the selected period of time and tweets under our common name, whilst others follow them.

We’ve chosen Twitter because of its simplicity of use and the short, limited message structure, thus promoting concise communication among students which requires reflection and creativity. Well thought-out tweets that are on topic, and know how to reach others, are rewarded by the followers in the form of comments, discussion development, shares and likes. This way, the students get immediate feedback on what they’ve written and what kind of experiences or opinions their classmates have about it. The professor also participates to ensure that the discussion stays focused on the program-related topics. This type of learning is motivational, it allows students to actively participate in choosing the course content and the methods of giving and receiving information, while encouraging peer-to-peer learning and collaboration.

Simona Zobec, IV. osnovna šola Celje, Ivanka Federnsberg-Turinek, IV. osnovna šola Celje

The project work “The Tree in Three Seasons” used to be conducted during natural science classes by collecting observation notes and putting them into folders. However, in the school year 2013/2014 the notes and feedback records are made electronically in the EUfolio project. In the e-portfolio learning platform, students note, draw and store photos they make during their observation of the selected tree throughout three seasons (autumn, winter and spring). They enrich their knowledge of natural sciences using IT and also form critical friendships with their classmates and teachers. In this way, students can follow their work, but also have the possiblitiy for a quick feedback, self-evaluation and self-regulation. First, students were given general written instructions on how to observe their selected tree throughout the seasons. Then, they were shown how to work with the e-portfolio, which some students liked and others did not. The students who adopted the form of work easily and were excited about it helped other students, thereby becoming the project’s co-creators and collaborators.

Students’ participation in the project acquainted them with experiential and cross-curricular learning, team work, critical friendship, formative assessment and self-evaluation. The learning goals of each student are to get acquainted with the characteristics of their selected tree, to understand the changes in different seasons and to observe, analyse and evaluate the changes that have occurred. Their awareness helps them recognize the principles of events happening in the nature. The selection of the tree was followed by making the tree’s identity card, weekly observation of changes, continual note taking, drawing, photographing, entering data into the e-portfolio and evaluating one’s own work.

Janez Černilec, Srednja ekonomska, storitvena in gradbena šola, Šolski center Kranj

In this article, we will focus on making a website for practice firm with Google website. In Slovenia, we have practice firmes for over a decade now. After reviewing the register of Slovenian practice firms, we can find out that only 18 % of Slovenian practice firms have their own websites and some of them don’t work.We can make a good website with the Google websites. Website can have a suitable content and design regarding to our needs. When we create a website, we use buttons, which we have on the Google sites. We can repair or add the html code, if, for example, we want to set up the table in the middle of the site etc. We can also insert maps about our location, Google documents, forms etc. On the Google website we can make and save our own template or we choose the available template on Google.If we want that students make good websites for practice firms, we need a proper didactic approach. If teacher prepares video guides which show the students how they have to make the website on the Google website, they can make website independetly. In this case teacher only helps students when they need a suggest.