The highest possible level of inclusion and justice are the primary goals of most contemporary education systems, including vocational education and training. The Index for Inclusion, which was ...developed two decades ago, defines inclusion on three levels, i.e. policy, culture and practice, and provides a methodological framework for measuring the inclusive orientation of schools. This paper raises the question of whether the selected Index for Inclusion indicators can be used to also measure different dimensions of justice, which is defined as a multidimensional concept. The just redistribution of basic goods is complemented by recognition, representation and relationality. A study with the aim to determine the multidimensionality of the implementation of inclusivity in Vocational Education and Training institutions using statistical analysis was carried out. An online questionnaire was created and completed by 427 education professionals (head teachers, teachers and school counsellors) employed in vocational education and training. The dimensionality of the measured constructs was checked using a set of 28 variables with factor analysis, i.e. the Maximum Likelihood method and Varimax rotation. It was found that the statements that had been formulated on the basis of the Index for Inclusion can also be used to measure different dimensions of justice. The final version of the questionnaire (modified questionnaire), which contains a set of twenty items, adequately measures the redistribution and recognition aspects of justice, whereas the representation and relational aspects have proven to be two-dimensional concepts. A modified questionnaire could be a suitable starting point both for the self-evaluation of schools and a general measurement of inclusion in terms of justice.
Celotno besedilo
Dostopno za:
DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
V članku predstavljamo pomen sodobne tehnologije in njen vpliv na družbeni razvoj ter uporabo v izobraževanju. Naša temeljna predpostavka je, da se bosta pogostost in kakovost uporabe izobraževalne ...tehnologije (najširše definirane) povečali s poznavanjem dejavnikov, ki vplivajo na njeno uporabo. V besedilu tako opredelimo koncept informacijske družbe in prikažemo različna mnenja o vplivu sodobne informacijsko-komunikacijske tehnologije na družbo. E-izobraževanje kot razširjeno obliko izobraževanja umestimo v kontekst informacijske družbe in predstavimo teorije sprejemanja tehnologije, na katerih temelji »enotna teorija sprejemanja in uporabe tehnologije« (UTAUT). Ugotavljamo, da imajo pri sprejemanju e-izobraževanja in drugih izobraževalnih tehnologijah glavno vlogo ožje socialno okolje, psihološki dejavniki in tehnične značilnosti orodja, zato morajo biti ukrepi za spodbujanje večje uporabe usmerjeni na eno od teh področij. Eden od sklepov pričujoče analize je razširitev modelov sprejemanja tehnologije s pedagoškimi vidiki e-izobraževanja, ki so pri klasičnih modelih povsem zanemarjeni.
This paper examines the impact of the national qualifications framework on the education and training system in Slovenia in the context of the European qualifications framework for lifelong learning ...and its influence on the design of the Slovenian qualifications framework. Although the role of the European Union in educational policy-making has received considerable attention, of which national qualifications frameworks are part of, only a few studies have focused on measuring the impacts of the European qualifications framework influenced national qualifications frameworks in Europe. By drawing on the theoretical concept of policy transfer in the analysis of European/global education policies, the study shows how European qualifications framework policy transfer influenced Slovenian qualifications framework development through soft instruments. Furthermore, this study examined the extent to which the Slovenian qualifications framework’s objectives have been achieved according to key stakeholders (n = 50) using a quantitative research approach. The findings indicate that, unlike objectives related to the Slovenian qualifications framework’s reform role, i.e. support for lifelong learning, the objectives related to the Slovenian qualifications framework’s communication role, i.e. recognisability, understanding and transparency of qualifications and coordination of the qualifications subsystems, are mostly being met from the stakeholders’ perspective.
Celotno besedilo
Dostopno za:
DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
This study examines the acceptance and use of learning management systems (LMS) among higher-education
teachers and the relation between their use of such systems and their teaching approaches in the ...context of online
learning, following the community of inquiry (CoI) framework. A total of 326 teachers at University of
Ljubljana completed a questionnaire. Our main research goal was to examine the impact of a basic Theory of
Acceptance and Use of Technology (UTAUT) structural model, with the CoI framework as a complement. The
latter adds three new aspects to the use of LMS for educational purposes, representing complex cognitive and
social dimensions of teaching in the virtual space. We found that the crucial factor for LMS acceptance by
university teachers is the immediate social influence at work, but the formation of the learning process largely
depends on the characteristics of the LMS tools and the perceived usefulness of the application.
All university teachers work with students, but not all of them are aware that the teaching approach is as important and as relevant as the subject content. Within the INOVUP project, university ...teachers receive training in higher education didactics to raise the quality of instruction. The main premise of the project is that the teaching method is related to the acquired knowledge, understanding of the content, motivation for work and cooperation between students and teachers. The article addresses teachers’ responses to and expectations of these training events and how these expectations are met. The results show that more than three-quarters of the participants seek practical, usable knowledge. The participants are mostly satisfied with the training, which they consider to be a positive contribution to the acquisition of theoretical and practical knowledge and motivation for further deepening their knowledge. Based on these findings, recommendations can be put forward to upgrade training for future
Visokošolskim učiteljem je skupno delo s študenti, ne pa tudi zavedanje, da je pristop k poučevanju tako pomemben, kot je pomembna vsebina. V okviru projekta INOVUP se izvajajo usposabljanja ...visokošolskih učiteljev s področja visokošolske didaktike za izboljševanje kakovosti poučevanja, osrednja predpostavka projekta pa je, da je način poučevanja povezan s pridobljenim znanjem, razumevanjem vsebine, motivacijo za delo in sodelovanjem med študenti in učitelji. V prispevku obravnavamo odzive na pričakovanja do usposabljanj in uresničitev teh pričakovanj. Rezultati kažejo, da je pri skoraj treh četrtinah udeležencev motivacija za udeležbo želja po praktičnem, uporabnem znanju. Udeleženci so večinoma zadovoljni z usposabljanji, za katere menijo, da imajo pozitiven doprinos k pridobitvi teoretičnih in praktičnih znanj ter k motivaciji za nadaljnje poglabljanje znanja. Na osnovi teh ugotovitev je mogoče oblikovati priporočila za posodobitve in nadgradnje usposabljanj.
Meeting the expectations of higher education teachers and assistants for training within the INOVUP project. All university teachers work with students, but not all of them are aware that the ...teaching approach is as important and as relevant as the subject content. Within the INOVUP project, university teachers receive training in higher education didactics to raise the quality of instruction. The main premise of the project is that the teaching method is related to the acquired knowledge, understanding of the content, motivation for work and cooperation between students and teachers. The article addresses teachers’ responses to and expectations of these training events and how these expectations are met. The results show that more than three-quarters of the participants seek practical, usable knowledge. The participants are mostly satisfied with the training, which they consider to be a positive contribution to the acquisition of theoretical and practical knowledge and motivation for further deepening their knowledge. Based on these findings, recommendations can be put forward to upgrade training for future participants.
Sodobne oblike poučevanja v visokošolskem izobraževanju, ki zajemajo vključevanje IKT v studijski proces ali selitev določenega dela studijskih aktivnosti v spletna oz. virtualna učna okolja, tudi v ...slovenskem visokošolskem prostoru niso več redkost. Razlogi za to so različni, učitelji pa jih utemeljujejo predvsem z izboljšavo kakovosti procesa poučevanja, motiviranjem študentov in boljšimi študijskimi rezultati. Virtualne skupnosti in proces njihovega oblikovanja v virtualnih učnih okoljih so dokaj novo področje raziskovanja v visokošolskem izobraževanju. Začetki sistematične obravnave tega področja segajo v devetdeseta leta in vključujejo raziskovanje koncepta (socialne) navzočnosti v virtualnem okolju ter njenega vpliva na proces in rezultate učenja (Gunawardena in Zittle 1997). Ugotovitve teh in drugih raziskav so podprle domnevo, da je ključ do uspešnega učenja in poučevanja v virtualnih učnih okoljih v oblikovanju učinkovitih (učnih) skupnosti. V prispevku bo kot okvir za razumevanje procesov, ki potekajo v virtualnih učnih okoljih, predstavljen model »skupnosti raziskovanja« (angl. community of inquiry, Col), ki so ga leta 1999 utemeljili Garrison, Anderson in Archer (2000). Po modelu Col izhaja izkušnja učenja v virtualnih učnih okoljih iz interakcije treh dimenzij - socialne, kognitivne in dimenzije poučevanja (prav tam). Model torej predpostavlja, da učinkovito visokošolsko poučevanje ni le rezultat delovanja kognitivnih dejavnikov in učiteljevega posredovanja, temveč je v enaki meri pomembna tudi socialna dimenzija, ki opredeljuje razvoj in delovanje skupnosti. V prispevku se bomo osredotočili na značilnosti virtualnih učnih okolij, njihove prednosti in slabosti, predstavili model CoI kot okvir za načrtovanje učiteljevega dela v virtualnih učnih okoljih.
" style="margin-top: 0"> This study examines the acceptance and use of learning management systems (LMS) among higher-education teachers and the relation between their use of such systems and their ...teaching approaches in the context of online learning, following the community of inquiry (CoI) framework. A total of 326 teachers at University of Ljubljana completed a questionnaire. Our main research goal was to examine the impact of a basic Theory of Acceptance and Use of Technology (UTAUT) structural model, with the CoI framework as a complement. The latter adds three new aspects to the use of LMS for educational purposes, representing complex cognitive and social dimensions of teaching in the virtual space. We found that the crucial factor for LMS acceptance by university teachers is the immediate social influence at work, but the formation of the learning process largely depends on the characteristics of the LMS tools and the perceived usefulness of the application.
Oxidative stress is associated with a wide range of diseases characterised by oxidant-mediated disturbances of various signalling pathways and cellular damage. The only effective strategy for the ...prevention of cellular damage is to limit the production of oxidants and support their efficient removal. The implication of the nuclear factor erythroid 2-related factor 2 (Nrf2) pathway in the cellular redox status has spurred new interest in the use of its natural modulators (e.g., curcumin, resveratrol). Unfortunately, most natural Nrf2 modulators are poorly soluble and show extensive pre-systemic metabolism, low oral bioavailability, and rapid elimination, which necessitates formulation strategies to circumvent these limitations. This paper provides a brief introduction on the cellular and molecular mechanisms involved in Nrf2 modulation and an overview of commonly studied formulations for the improvement of oral bioavailability and in vivo pharmacokinetics of Nrf2 modulators. Some formulations that have also been studied in vivo are discussed, including solid dispersions, self-microemulsifying drug delivery systems, and nanotechnology approaches, such as polymeric and solid lipid nanoparticles, nanocrystals, and micelles. Lastly, brief considerations of nano drug delivery systems for the delivery of Nrf2 modulators to the brain, are provided. The literature reviewed shows that the formulations discussed can provide various improvements to the bioavailability and pharmacokinetics of natural Nrf2 modulators. This has been demonstrated in animal models and clinical studies, thereby increasing the potential for the translation of natural Nrf2 modulators into clinical practice.
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