Page 215 - Štemberger Tina, Čotar Konrad Sonja, Rutar Sonja, Žakelj Amalija. Ur. 2022. Oblikovanje inovativnih učnih okolij. Koper: Založba Univerze na Primorskem
P. 215
Using Academic Online Conference in Teaching and Learning Process
Students considered the conference as an informal part of the course, al-
though the most of the total marks for the course were coming from the as-
signments directly related to the conference. A student said:
The conference was an informal mode of showing what we learn from
the literature. It was a rather practical way to show your knowledge
rather than an exam or quiz on which stress and luck have some im-
pacts. The conference was for us was like a laboratory for the science
student in which you try, fail, learn from that, and then try again and
hopefully make it better. So, the conference was not only useful to learn
about an academic job procedures as I thought it would be. It is also
for me the best way to comprehend the course content. I am sure this
is not just because the course content is about social network, so the
conference was an appropriate tool to learn about it through a kind of
social network. No, it would be an appropriate tool to learn about any
topic, from philosophy to the medicine.
It was obvious that informal features of the conference were important to
foster students’ creativity through the learning process of gaining some for-
mal knowledge, set in the course objectives.
The Implementation of the New Methodology at the University
of Zenica
Based on this experience, we have proposed to implement the same teach-
ing methodology in the course of New Media at the University of Zenica. This
section describes our personal impressions and experience in implementing
the methodology to this course. Early in the course, the students were in-
troduced to skills in conference writing, presentation, peer review, and man-
agement of an academic conference. The aim was to blend students’ learn-
ing with an authentic academic experience. An early impression was that
students enthusiastically accepted this method of learning. From the very
beginning of the semester, they tried to think about a conference paper as
their main task in the course, and they tried to take from the course themes
the best they can to incorporate in their papers. These attempts to learn from
lectures was also supported by an assignment which asked the students to
collaboratively write the Glossary of New Media in Moodle, an open source
Learning Management System (LMS) that was recently introduced to the stu-
dents of Cultural Studies.
Moodle’s module Glossary provided students with a normal part of aca-
215
Students considered the conference as an informal part of the course, al-
though the most of the total marks for the course were coming from the as-
signments directly related to the conference. A student said:
The conference was an informal mode of showing what we learn from
the literature. It was a rather practical way to show your knowledge
rather than an exam or quiz on which stress and luck have some im-
pacts. The conference was for us was like a laboratory for the science
student in which you try, fail, learn from that, and then try again and
hopefully make it better. So, the conference was not only useful to learn
about an academic job procedures as I thought it would be. It is also
for me the best way to comprehend the course content. I am sure this
is not just because the course content is about social network, so the
conference was an appropriate tool to learn about it through a kind of
social network. No, it would be an appropriate tool to learn about any
topic, from philosophy to the medicine.
It was obvious that informal features of the conference were important to
foster students’ creativity through the learning process of gaining some for-
mal knowledge, set in the course objectives.
The Implementation of the New Methodology at the University
of Zenica
Based on this experience, we have proposed to implement the same teach-
ing methodology in the course of New Media at the University of Zenica. This
section describes our personal impressions and experience in implementing
the methodology to this course. Early in the course, the students were in-
troduced to skills in conference writing, presentation, peer review, and man-
agement of an academic conference. The aim was to blend students’ learn-
ing with an authentic academic experience. An early impression was that
students enthusiastically accepted this method of learning. From the very
beginning of the semester, they tried to think about a conference paper as
their main task in the course, and they tried to take from the course themes
the best they can to incorporate in their papers. These attempts to learn from
lectures was also supported by an assignment which asked the students to
collaboratively write the Glossary of New Media in Moodle, an open source
Learning Management System (LMS) that was recently introduced to the stu-
dents of Cultural Studies.
Moodle’s module Glossary provided students with a normal part of aca-
215
