Izvleček
Živimo v času, ko si življenja brez informacijskih tehnologij ne znamo več predstavljati. Tudi pouk z uporabo IKT, s katerim se približamo dijakom/učencem, je pestrejši, predstavnejši in zanje zanimivejši. Na tem mestu ne bi govorili o kakovosti pridobljenih znanj na tovrsten način. Kaj sploh znanje je in kakšna je trajnost pridobljenega znanja v našem izobraževalnem sistemu, je zagotovo vprašanje, ki bo v prihodnosti potrebovalo veliko več temeljitih premislekov in s tem povezanih sprememb v izobraževalnih programih samih. Tukaj mislim predvsem na kopico podatkov, ki se jih naši učenci/dijaki še vedno učijo »na pamet«, čeprav so dosegljivi le z enim klikom. Je to, da »obnavljajo« in »ponavljajo« neke naučene fraze »kot papige« res znanje ali le kaj drugega? Mar ni pomembneje, da učence/dijake naučimo, kako priti do podatkov, jih preveriti in biti prepričani, da so novi/pridobljeni podatki pravilni, kot učenje definicij in podobnih dejstev »na pamet«? Potreba, da pokažemo pot, kako priti do podatkov, in se morda samostojno naučiti novih vsebin, se je pokazala pri nezanemarljivem številu dijakov/učencev, ki so dlje časa odsotni od pouka. To so v večini primerov športniki, ki odhajajo na priprave bodisi v tujino bodisi v drugi kraj v domovini, dijaki s posebnimi potrebami (bolni ali kako drugače onemogočeni, da bi bili prisotni pri pouku) in učenci, ki sicer v tujini obiskujejo šole, materinščine pa se učijo tudi v želji, da ne pozabijo svojih korenin. Na Zavodu za šolstvo se je že pred leti izkazala potreba, da se pripravijo gradiva in navodila za delo »na daljavo« za športnike, ki so dlje časa odsotni od pouka. Tako je v projektu Jazon že v prvi fazi nastalo veliko navodil za večino predmetnih področij, tisto, kar pa še ni bilo pripravljeno, se ustvarja in sestavlja v letošnjem šolskem letu. Sama sem pripravljala navodila za delo in tudi izvajala pouk na daljavo tako s športniki, ki so zaradi priprav ali tekmovanj odsotni dlje časa, kot z učenci, ki živijo v tujini, in se slovenščine učijo v obliki dopolnilnega pouka. Delo z zadnjo skupino učencev poteka predvsem v spletni učilnici Moodle, s športniki na daljavo pa sem v letošnjem šolskem letu pričela uporabljati okolje Mahara (eListovnik). V nadaljevanju bom v ospredje postavila predvsem delo v eListovniku, saj je to okolje nekoliko drugačno od spletne učilnice, ponuja pa večjo sistematičnost in preglednost pregledovanja gradiv. Ko dijak to okolje osvoji, mu v njem ni problem pisati in oddajati nobenih gradiv. Na tem mestu naj povem, da imenovano okolje zelo sledi zahtevam formativnega spremljanja pouka (to pa je v zadnjem letu ali celo dveh tudi aktualna tema našega izobraževalnega sistema).
Abstract
When the Real and Virtual Worlds Meet
We are living in a time when we cannot imagine life without information technologies. Even lessons using ICT, which bring us closer to primary and secondary school students, are more diverse, better visualised and more interesting to them. I will not discuss the quality of the knowledge acquired this way. What knowledge is and how permanent the knowledge acquired in our education system is, is undoubtedly a question that will require much more thorough reflection in the future, and consequently changes to the educational programmes themselves. I am mostly referring to the piles of data our primary and secondary school students are still learning »by heart«, even though they are just one click away. Is the »parrot-like« »revision« and »repetition« of learnt phrases really knowledge or something else? Is it not more important that we teach our primary and secondary school students how to access data, verify it and make sure that the new/acquired data is correct, than making them learn definitions and similar facts »by heart«? The need to show them a way to access data and perhaps learn new contents on their own became evident in a significant number of primary and secondary school students who were absent from classes for a longer period of time. In most cases they are athletes going away abroad or to another town in their native country for training; secondary school students with special needs (illness or a different handicap that prevents them from attending classes); and pupils who are attending schools abroad, but are learning their mother tongue so they would not forget their roots. Years ago, the National Education Institute of the Republic of Slovenia became aware of the need to prepare materials and instructions for »distance« learning for athletes who are absent from classes for a longer period of time. Hence, under the first phase of the Jazon project many instructions were prepared for the majority of subject fields; what has not been prepared, is being created and composed in the current school year. I was preparing instructions and carrying out distance classes for athletes who were absent for a longer period of time due to training or competitions, and for pupils who were living abroad and learning Slovenian in the form of remedial classes. Work with the latter group of pupils mostly takes place in the Moodle online classroom, whereas this school year I started using the Mahara (eListovnik) environment for the distance education of athletes. The rest of the paper mostly focuses on work in eListovnik, because this environment differs somewhat from an online classroom, and provides a more systematic and transparent review of materials. Once a secondary school student masters this environment, he/she has no problems with writing and submitting materials in it. It should be mentioned that the above environment pursues the requirements of the formative assessment of lessons (which has been a topical issue in our education system for the past year or even two).