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1.
Teaching Scrum in cooperation with a software development company
Viljan Mahnič, Strahil Georgiev, Tomo Jarc, 2010, original scientific article

Abstract: The increasing use of agile methods for software development creates the need for these methods to become part of the education of future computer and information science engineers. On the other hand, teaching these methods gives us an opportunity to verify individual agile concepts and their effectiveness. For that reason, project work is an appropriate and frequently used form of teaching that enables students to get acquainted with agile methods and, at the same time, provides case studies for evaluating individual agile concepts. We describe our approach to teaching the Scrum agile method, within the software technology course, in cooperation with a software development company. Students were taught through work on a real project for which a list of requirements was submitted by the company. A co-worker of this company participated throughout the teaching period playing the role of customer's representative. During their work, students consistently used the Scrum method and at the end of each iteration they evaluated their experience by means of a questionnaire. In the article, the Scrum method is presented first, then a description of work on the project is given and finally the results of the survey are described.
Keywords: agile methods, Scrum, software development, computer engineering education, university industry cooperation
Published in DKUM: 22.01.2018; Views: 1189; Downloads: 383
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2.
Teaching information system technology in partnership with IT companies
Viljan Mahnič, 2008, original scientific article

Abstract: We describe an example of partnership between a university and some major IT companies - IBM and Microsoft - to teach a course on information systems technology. The course is taught in the fifth (final) year of the university undergraduate program when students have already mastered the basic theoretical knowledge of information system development. For this reason, the course content was restructured to pay more attention to practical experience and the learning opportunities available within the environment of professional industry. During the course, students get acquainted with IBM and Microsoft products and the tools that support the development of online information systems. Special attention is devoted to group project work, which is not just intended for the improvement of technical skills, but also for the aqusition of transferrable skills such as teamwork, management/leadership, planning and organizing, presentation and documentation, searching for information, etc. We describe our experience from teaching the course in the academic years 2005/06 and 2006/07. A description of the course content is given and the results of a survey among the students are presented. Students responded favourably to the new approach and found the course very useful and interesting.
Keywords: computer engineering education, university-industry co-operation, group project work, information systems technology
Published in DKUM: 22.01.2018; Views: 1095; Downloads: 381
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3.
Perspectives on the introduction of computer-supported real laboratory exercises into biology teaching in secondary schools : teachers as part of the problem
Andreja Špernjak, Andrej Šorgo, 2009, original scientific article

Abstract: Computer supported virtual and real laboratories are recognized as tools that can help in raising the quality of biology instruction, and raising development competences in students. Yet biology teachers have been treating the computer as typewriter, as a source of information and as a tool for communication, all of which usages are common to all subjects. The uses of ICT that can significantly help in developing scientific literacy and that are primary tools in science teaching - such as the use of data loggers - are only rarely on the syllabus. The lack of equipment is not the most important reason for failure to use such applications; instead, this is probably due to teachers' attitudes, opinions and knowledge. Students cannot be recognized as an obstacle in working with ICT. Lawer secondary school students aged between 10 and 14 performed three laboratory exercises (Activity of yeast, Gas exchange in breathing, Heart rate) using three different methods: classic, computer-supported and virtual laboratory. As a result of testing, we know that all three methods are suitable even for younger students. When students were asked which method they liked the most, their first choice was computer-supported laboratory, followed by classic laboratory, with virtual laboratory in the third place.
Keywords: education, biology, secondary education, computer-supported laboratory, laboratory work, ICT, simulations
Published in DKUM: 15.12.2017; Views: 1720; Downloads: 118
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4.
Apacer: a six-step model for the introduction of computer-supported laboratory exercises in biology teaching
Andrej Šorgo, 2010, original scientific article

Abstract: This article describes a six-step approach used for the introduction of computer-supported laboratory exercises in Biology teaching. Following the model students will be guided from recognizing a problem question to the end report in a series of active tasks. The model was named APACER as an acronym of the six steps: Ask, Predict, Act, Comment, Evaluate and Report. The model was tested with 15-18-year-old secondary school students as group and individual work over a time span of ten years and several hundred students performing laboratory exercises in Biology. Work on development of the model can be described as reflective classroom practice. By observation of students' work, grading of their reports and evaluation of results from exams, it was recognized that students achieved much higher grades because of better knowledge and improved reports. Transfer of the model to other Science subjects is suggested.
Keywords: education, biology teaching, computer-supported laboratory, laboratory work, ICT, Slovenia
Published in DKUM: 12.12.2017; Views: 1606; Downloads: 119
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5.
Challenges of advanced technologies and school of the future
Ivan Gerlič, 2010, original scientific article

Abstract: The era of advanced technology claims a different individual. The individual that would undisturbed function in the era of digitalization and would better perceive and protect our environment with the help of accomplishments and benefits of advanced information and communication technology (ICT). There is no better time for learning and concretization of these values as in school. Nowadays pupils, the pupils of digital era, are more and more experienced in the usage of contemporary media and networks. That is why they require the modification of conditions and teachers' role in the school. Will new information and multimedia or hypermedia support for classrooms and new didactical ideas improve learning results, and stimulate innovation and greater pleasure towards learning and knowledge? All these questions will be answered in our contribution.
Keywords: education, traditional education, future education, computer classroom, multimedia classroom, educational networks
Published in DKUM: 10.07.2015; Views: 1972; Downloads: 393
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6.
Ergonomic aspects of implementing computer technology into schools
Samo Fošnarič, Uroš Drnovšek, 2009, review article

Abstract: This paper addresses the issue of implementing computer technology into educational settings from an ergonomic point of view. On the basis of some latest findings in ergonomics and computer science we construct a model of ergonomic implementation of computer technology into schools and highlight some areas that still need researchers' attention in the future. We also present a review of certain findings and polemics in the fields of computerized classroom environment, ergonomic use of computers and ergonomic aspects of computer hardware and software.
Keywords: education, ergonomics, computer hardware, computer software
Published in DKUM: 07.06.2012; Views: 1561; Downloads: 40
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7.
Lower secondary school students' attitudes toward computer-supported laboratory exercises
Andreja Špernjak, Miro Puhek, Andrej Šorgo, 2010, original scientific article

Abstract: In Science teaching laboratory work is recognized as one of the cornerstones. In school science laboratory work computers can be used as computer supported laboratory (real) and as virtual laboratory. In the first case "real" laboratories involve bench top experiments utilizing data acquisition systems while "virtual" laboratory entails interactive simulations and animations. Lower secondary school students in age between 11 and 15 performed three laboratory exercises (Activity of yeast, Gas exchange in breathing, Heart rate) as classic, computer-supported and virtual laboratory. As a result of testing we know that all three methods are suitable even for younger students. When they were asked which method they liked the most, their first choice was computer-supported laboratory, followed by classic laboratory, and virtual laboratory at the end. Additionally recognized weak and strong sides of used methods are discussed.
Keywords: education, biology, computer-supported laboratory, simulations, secondary schools
Published in DKUM: 07.06.2012; Views: 2295; Downloads: 106
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8.
In search of good science teaching with hands-on and minds-on computer-supported activities
Andrej Šorgo, 2011, published scientific conference contribution

Abstract: In maximizing the effect of emerging technologies pre-service teachers should receive assistance in building complex knowledge of how to meaningfully integrate content, pedagogy and technology into the construct of Technological Pedagogical Content Knowledge (PCTK). Teaching by design was found to be a promising strategy in order to support prospective teachers in finding ways to introduce hands-on and mind-on computer-supported activities into their teaching practice.
Keywords: education, science, biology teaching, computer-supported learning
Published in DKUM: 07.06.2012; Views: 2317; Downloads: 38
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9.
Development of basic competences in science and technology in minorities with language-independent computer simulations
Miro Puhek, Andrej Šorgo, 2011, original scientific article

Abstract: With the growth of multimedia computers became more important than ever. Internet became linking media that connects people. But circumstances are far from being perfect. On one hand, we have circumstances similar to those in Eden, where students can use various didactical tools, and on the other, students are still left with the white chalk and black board. The main purpose of this article is to present the problem of accessibility of multimedia to users that have limited knowledge of foreign language (in most cases English). On the Faculty of Natural Sciences and Mathematics we developed interactive computer simulations of biological laboratory exercises. Simulations are equipped with translational support that enables users a translation into a chosen foreign language. The simulations Osmosis and Greenhouse effect are presented in this article and can be used by minorities in Slovenia as well as by anybody else who is not fluent in Slovenian language.
Keywords: education, biology, computer science, computerized laboratory
Published in DKUM: 07.06.2012; Views: 1713; Downloads: 33
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10.
False reality or hidden messages: reading graphs obtained in computerized biological experiments
Andrej Šorgo, Slavko Kocijančič, 2012, original scientific article

Abstract: Information and communication technology (ICT) has become an inseparable part of schoolwork and a goal of education to prepare scientifically literate and digitally competent citizens. Yet the introduction of computers into school work has been much slower than its introduction in other spheres of life. Teachers' lack of knowledge/skills and difficulty in integrating ICT into instruction affect the realization of computer-related goals in schools. Another hidden obstacle that can affect the introduction of computers into the Biology laboratory can be discomfort with the interpretation of graphs obtained by data-loggers. We can group these difficulties with graph outcomes into 4 areas: 1) Explanations of the curves that lie beyond the domain of Biology, in Physics, Chemistry or some other discipline; 2) Hardware properties; 3) Unknown properties of experimental components; 4) Occasional equipment breakdowns or crashes.
Keywords: education, biology, biology teaching, computer-supported laboratory, ICT, laboratory work
Published in DKUM: 07.06.2012; Views: 1830; Downloads: 69
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