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1

Open Versus Closed Forms of Knowledge Assessment in a Blended Learning Ecosystem

100%
Purg P.
Journal of Teacher Education for Sustainability
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2011
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vol. 13
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issue 1
19-28
EN
The article investigates whether two opposite assessment methods, open wiki (online text-and-media collaboration) and closed multiple-choice test, can together assure a balanced addressing of the learner both as an information processor and a social entity. Comparing students' experience and satisfaction with collective knowledge construction in a moderated wiki on the one hand and knowledge testing in an online multiple choice test on the other hand, the research differentiates full-time and part-time students of a blended course. This is presented upon broader data on comparable students' populations who were assessed with open-ended oral exam questions, regular homework tasks and seminar work papers. An updated notion of media ecology conceives knowledge testing and instructional feedback as parts of an informational ecosystem: only a coherent yet internally differentiated learning environment can accurately define significant educational trends and recommendations - such that question assessment methods and signpost the development of education towards sustainability.
2

Sustainable Development and ICT in Slovenian Primary and Secondary Schools: Media-Ecological Perspective

63%
Zakrajšek S., Purg P.
Discourse and Communication for Sustainable Education
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2010
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vol. 1
|
issue 1
79-92
EN
The goal of the research was to get an overview on the possibilities of sustainable development in relation to information and communication technologies in primary and secondary schools in Slovenia from the perspective of media ecology. The study analyses the reasons for a reorientation of the educational system and new programmes towards sustainability and relates these developments to the activities of Eco-schools in Slovenia. The findings show that the guidelines of sustainable development are included in the programmes, yet they do not encompass the possibilities opening up by new technologies. Contemporary teaching methods are not widespread due to the inadequate education and training of teachers. At the same time, numerous problems arising from the introduction of new technologies and equipment into schools are neither anticipated nor tackled in the renewed curricula, thus failing to integrate a contemporary media-ecological perspective. Judging from the roadmap documents, even after the renewal process will have been finished, the situation will hardly change unless major changes are introduced into the planned concept of renovation and additional investments of funds for equipment, the preparation of materials and, above all, teacher education are secured.
3

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

63%
Purg P., Zakrajšek S.
Journal of Teacher Education for Sustainability
|
2009
|
vol. 11
|
issue 2
31-40
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.
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