Page 216 - Štemberger Tina, Čotar Konrad Sonja, Rutar Sonja, Žakelj Amalija. Ur. 2022. Oblikovanje inovativnih učnih okolij. Koper: Založba Univerze na Primorskem
P. 216
n Tabak and Damir Kukić
demic life, which is learning the vocabulary used by practitioners and ex-
perts in the field. While the glossary module can appear as a merely index
or a word list, it proved to be a powerful learning tool. One of the main ob-
jectives of any course is to introduce students with new concepts. Moodle’s
glossary modules provided a space for students to learn the new concepts,
but also to learn to define concepts. At the start of the course, our aim was
only to introduce basic concepts of new media. However, early in the assess-
ment process of students’ activities in formation of the glossary, we found a
need to teach students how to write a definition of a concept.
In addition, these activities around the glossary were very helpful for stu-
dents’ writing of their conference papers. Some students from the beginning
of the process realised that these definitions could be a part of their papers.
In two cases, students developed the whole conference paper starting from
their definition of a new media concept that they submitted to the glossary
module. In other two cases, glossary entries from other students were depar-
ture points for two students to create their topic for conference paper and
research questions for their projects. However, a weakness of this method
was that an entry to the glossary was an individual effort, and many entries
were often ignored by other students. But the fact that glossary creation as
a whole was a collaborative effort made the atmosphere in the course more
academic, which was a major aim of the course.
A student told us that the experience with an online conference was some-
thing that she really needed, as her plan was to continue her study at the
postgraduate level, and her career goals were somewhere in academic world.
She said that the experience in this unit gave her a better picture of what
is actually an academic work, as this experience give her a touch of aca-
demic procedures through the assignment activities such as researching lit-
erature, writing a conference paper, writing peer reviews, and contributing
to the discussion in conference. All these activities were parts of assessment
of students’ learning, and they were fully replicated from the real life in the
academy. Students wrote an abstract for a conference article, and submit-
ted it to the lecturer, who then sent a letter of acceptance in a form that
was as close as possible to the real experience in sending the proposal to
an academic conference. After acceptance, students researched their topic,
write their papers, and submitted them to the lecturer as they would sub-
mitted them to an editor. The lecturer gave an article to other two students,
who wrote a peer review of that article. After two weeks, the article is re-
turned to a student with a mark and feedbacks. The feedback was useful
to improve the paper, and to hopefully improve the marks for an article. Fi-
216
demic life, which is learning the vocabulary used by practitioners and ex-
perts in the field. While the glossary module can appear as a merely index
or a word list, it proved to be a powerful learning tool. One of the main ob-
jectives of any course is to introduce students with new concepts. Moodle’s
glossary modules provided a space for students to learn the new concepts,
but also to learn to define concepts. At the start of the course, our aim was
only to introduce basic concepts of new media. However, early in the assess-
ment process of students’ activities in formation of the glossary, we found a
need to teach students how to write a definition of a concept.
In addition, these activities around the glossary were very helpful for stu-
dents’ writing of their conference papers. Some students from the beginning
of the process realised that these definitions could be a part of their papers.
In two cases, students developed the whole conference paper starting from
their definition of a new media concept that they submitted to the glossary
module. In other two cases, glossary entries from other students were depar-
ture points for two students to create their topic for conference paper and
research questions for their projects. However, a weakness of this method
was that an entry to the glossary was an individual effort, and many entries
were often ignored by other students. But the fact that glossary creation as
a whole was a collaborative effort made the atmosphere in the course more
academic, which was a major aim of the course.
A student told us that the experience with an online conference was some-
thing that she really needed, as her plan was to continue her study at the
postgraduate level, and her career goals were somewhere in academic world.
She said that the experience in this unit gave her a better picture of what
is actually an academic work, as this experience give her a touch of aca-
demic procedures through the assignment activities such as researching lit-
erature, writing a conference paper, writing peer reviews, and contributing
to the discussion in conference. All these activities were parts of assessment
of students’ learning, and they were fully replicated from the real life in the
academy. Students wrote an abstract for a conference article, and submit-
ted it to the lecturer, who then sent a letter of acceptance in a form that
was as close as possible to the real experience in sending the proposal to
an academic conference. After acceptance, students researched their topic,
write their papers, and submitted them to the lecturer as they would sub-
mitted them to an editor. The lecturer gave an article to other two students,
who wrote a peer review of that article. After two weeks, the article is re-
turned to a student with a mark and feedbacks. The feedback was useful
to improve the paper, and to hopefully improve the marks for an article. Fi-
216
