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Objectives and competences

Student is going to: • Understand the basic concepts related to education • Know the factors of personality development • Understand learning motivation • Know learning principles • Know the teaching aids and tools • Understand basics of preparing knowledge tests

Content (Syllabus outline)

1. Basic concepts in the field of education 2. Learning 3. Learning motivation 4. Curriculum 5. Course syllabus 6. Learning principles 7. Forms of learning 8. Teaching methods 9. Teaching materials and accessories 10. Tests 11. Assessment

Learning and teaching methods

• Lectures • Tutorial • Solving e-tasks

Intended learning outcomes - knowledge and understanding

After successful completion of the course the student will be able to: • list the factors of personality development • state the elements of successful learning • distinguish between internal and external motivation for learning • describe the principles of learning • list and describe the elements of the course syllabus and the elements of the curriculum • list teaching aids • compose a test of knowledge • compile a scoreboard for knowledge assessment

Readings

Temeljna literatura: • Jereb, J. (1998). Teoretične osnove izobraževanja. Moderna organizacija, Kranj. • Jereb, E., & Urh, M. (2016). Množični odprti spletni tečaji kot možnost izobraževanja, 35. mednarodna konferenca o razvoju organizacijskih znanosti, 16.–18. marec 2016, Portorož, Slovenija. • Urh, M., Jereb, E. (2013). Learning habits in higher education. Procedia - Social and behavioral sciences, 116, 350-355. • Filsecker, M., & Hickey, D. T. (2014). A multilevel analysis of the effects of external rewards on elementary students’ motivation, engagement and learning in an educational game. Computers & Education, 75, 136–148. Dodatna literatura: • Knowles, M.S., Swanson, R.A., Holton, E.F. (2012). The Adult Learner, Seventh Edition: The definitive classic in adult education and human resource development. Elsevier, USA • Bíró, G. I. (2014). Didactics 2.0: A Pedagogical Analysis Of Gamification Theory From A Comparative Perspective With A Special View To The Components Of Learning. Procedia - Social and Behavioral Sciences, 141, 148–151. • Hanus, M. D., & Fox, J. (2015). Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance. Computers & Education, 80, 152–161. • Regier, N (2012). 60 Formative Assessment Strategies. Regier Educational Resources. Dosegljivo na: https://www.okcareertech.org/educators/resource-center/standards-credentials-assessments/dams-standards-credentials-assessments/60-formative-assessment-strategies

Prerequisits

No prerequisites.

  • red. prof. dr. EVA JEREB, univ. dipl. org.

  • Written examination: 100

  • : 42
  • : 27
  • : 171

  • Slovenian
  • Slovenian

  • ORGANIZATION AND MANAGEMENT OF HUMAN RESOURCES AND EDUCATIONAL SYSTEMS - 2nd