New Technologies for Sustainable Teaching and Learning: A Case Study from Slovenia on Diminishing Student Workload and Increasing Motivation Through ICT

• Authors: Peter Purg , Srečko Zakrajšek
• Languages of publication: EN

Abstracts

EN

If education is to become culturally appropriate and improve environmental, societal and economic conditions, it needs to consider that current cultural development across the globe is increasingly connected with the use of new information and communication technologies. A close analysis of a blended higher vocational education course design and its two annual implementation cycles in different schools shows that careful introduction of information and communication technologies can have a positive impact in an educational context from the perspective of sustainability; new-media affirmative teaching and learning methods can increase both the hour-per-credit value of a course and student satisfaction. Current discussions about time management and student workload as well as a symptomatic local situation concerning sustainability issues in Slovenian education show that integrating information and communication technologies into models and practices of sustainability should not only remain a profoundly disputed topic within reflections about sustainability in education, but also become an important practical method for achieving its goals.

Keywords

EN

workload; time; information and communication technologies; blended; Slovenia; Moodle

• Publisher: Sciendo
• Journal: Journal of Teacher Education for Sustainability
• Year: 2009
• Volume: 11
• Issue: 2
• Pages: 31-40

Dates

published

2009-01-01

online

2009-12-23

Contributors

author

Peter Purg

• Institute and Academy of Multimedia, Slovenia

author

Srečko Zakrajšek

• Institute and Academy of Multimedia, Slovenia

References

• Arh, T., Kokalj R., Dinevski, D., & Blažič, B. J. (2008). Pregled stanja na področju e-izobraževanja v Sloveniji [Survey of the state of e-learning in Slovenia]. Organizacija, 41(3), A155-A167.
• Arh, T., Rajkovič, V., & Blažič, B. J. (2005). Tehnološko podprto izobraževanje - uporabnost in primernost sistemov za upravljanje e-izobraževanja [Technology-based education - usability and applicability of learning management systems]. In 8th International Multi-Conference Information Society IS 2005 (p. 11). Ljubljana, Slovenia: Ministrstvo za šolstvo in šport: Institut Jožef Stefan: Zavod Republike Slovenije za šolstvo.
• Education and Culture DG. (2006, December). ECTS key features. Retrieved June 30, 2009, from
• Einstein, A. (1920). Relativity. The special and the general theory. New York: Henry Holt.
• Erčulj, J., Sedmak, S., Trnavčevič, A., & Kuzmanić, T. (2008). Zaključno poročilo o rezultatih opravljenega raziskovalnega dela na projektu v okviru CRP "Konku-renčnost Slovenije 2006-2013" Projekt V5-0240, Vključevanje elementov trajnostne potrošnje in trajnostnega razvoja v šolski kurikul [Final report on research results of the CRP project "Competitiveness of Slovenia 2006-2013" Project V5-0240, Including elements of sustainable consumerism and sustainable development into the school curriculum]. Koper: Univerza na Primorskem, Fakulteta za management Koper.
• European Commission, EC. (2008, October). EU Sustainable Development Strategy - EU SDS. Retrieved June 30, 2009, from
• Finnish National Commission on Sustainable Development, FNCSD. (2006, November). The Finnish National Commission on Sustainable Development (homepage). Retrieved June 30, 2009, from
• Garson, B. (2002). Money makes the world go around. London: Penguin.
• Giesecke, M. (2005). Kommunikationsgeschichte als Medienkulturgeschichte. Zur Beschreibung des Sprach- und Textwandels in der Informationsgesellschaft [Communication history as history of media culture. Description of speech- and text-change in the information society]. In S. Schade, T. Sieber & G. C. Tholen (Eds.), SchnittStellen, Basler Beiträge zur Medienwissenschaft 1 (pp. 155-167). Basel: Schwabe.
• Hall, R. (2008). The impact of the read/write web on learner agency. E-Learning, 5(3), 284-296. http://dx.doi.org/10.2304/elea.2008.5.3.284.[Crossref]
• International Labour Organisation, ILO. (2005). Stopping forced labour. Global report under the follow-up to the Ilo Declaration on fundamental principles and rights at work. Retrieved June 30, 2009, from
• Kember, D. (2004). Interpreting student workload and the factors which shape students' perceptions of their workload. Studies in Higher Education, 29(2), 165-184.
• Klingberg, T. (2008). The overflowing brain: Information overload and the limits of working memory. New York: Oxford University Press.
• Kupiainen, R., Suoranta, J., & Vadén, T. (2007). Fire next time: or revisioning higher education in the context of digital social creativity. E-Learning, 4(2),128-137. (http://dx.doi.org/10.2304/elea.2007.4.2.128).[Crossref]
• Nekrep, A., & Slana, J. (2006). Perspektiva uvajanja e-izobraževanja v programe stalnega strokovnega izpopolnjevanja učiteljev [The perspective of introducing e-learning into programmes of continuous teacher training]. Organizacija, 39(8), 489-497.
• Praprotnik, T. (2003). Nekateri vidiki implementacije e-forumov v izobraževalni dejavnosti [Some aspects of implementation of e-forums in education], Monitor ISH, 5(3-4), 104-109.
• Purg, P. (2007). Körper im interaktiven Raum. Modelle für Menschen und interaktive Systeme [Body in interactive space. Models for people and interactive systems]. Saarbrücken: VDM.
• Purg, P. (2009). Obremenitev in motivacija študentov pri spletno podprtem izobraževanju [Workload and motivation of students in web-supported education], Organizacija, 42(1), A12-A17.
• Purg, P., & Zakrajšek, S. (2009). Sustaining positive motivation and credit value through blended learning. In A. Skrinda (Ed.), Proceedings of 7th International JTEFS/BBCC Conference: Sustainable Development. Culture. Education. Research and Implementation of Education for Sustainable Development (pp. 186-199). Daugavpils University, Latvia: Institute of Sustainable Education.
• Riley, J. C. (2001). Rising life expectancy. A global history. London: Cambridge University Press.
• Strehovec, J. (1998). Tehnokultura, kultura tehna [Technoculture, the culture of techno]. Ljubljana: Študentska založba.
• Tilbury, D. (2007). Learning based change for sustainability: perspectives and pathways. In A. E. J. Wals (Ed.), Social learning (pp. 117-131). Wageningen: Wageningen academic publishers.
• United Nations Economic and Social Council, UNECE. (2009, February). Education for Sustainable Development - a strategy for the United Nations Decade 2005-2014. Retrieved June 30, 2009, from
• United Nations Educational, Scientific and Cultural Organization, UNESCO (2005). Guidelines and recommendations for reorienting teacher education to address sustainability. Retrieved June 30, 2009, from

Identifiers

DOI

10.2478/v10099-009-0038-x