Page 222 - Štemberger Tina, Čotar Konrad Sonja, Rutar Sonja, Žakelj Amalija. Ur. 2022. Oblikovanje inovativnih učnih okolij. Koper: Založba Univerze na Primorskem
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n Tabak and Damir Kukić
ticipants in debate to make it more interesting. Then in the next semester,
we tried with a single topic, but then a large proportion of this small class
was not fully motivated. In short, using online asynchronous conference as
an assessment tool is very suitable for a large class, while it can be used in a
small class with certain conditions. For this reason, we proposed linking dif-
ferent small classes for an interdisciplinary conference, which can bring even
more opportunities for ‘collaborative emergence’ that can only make more
creativity to learning environments.
References
Allen, Matthew. 2011. Learning in Networks of Knowledge: Improving Student
Outcomes Using Web 2.0 Concepts and a Knowledge-Networking Approach.
Surry Hills: The Australian Learning and Teaching Council.
Barab, Sasha A., and Jonathan A. Plucker. 2002. ‘Smart People or Smart Con-
texts? Cognition, Ability, and Talent Development in an Age of Situated
Approaches to Knowing and Learning.’ Educational Psychologist 37 (3): 165–
182.
Bell, Philip, and William Winn. 2000. ‘Distributed Cognitions, by Nature and
by Design.’ In Theoretical Foundations of Learning Environments, edited by
David H. Jonassen and Susan M. Land, 123–145. Mahwah: Erlbaum.
Callon, Michel. 1986. ‘Elements of a Sociology of Translation: Domestication of
the Scallops and the Fishermen of St Brieuc Bay.’ In Power, Action and Be-
lief: A New Sociology of Knowledge? Edited by John Law, 196–233. London:
Routledge.
Gee, James Paul. 2004. Situated Language and Learning: A Critique of Traditional
Schooling. Hove: Psychology Press.
Granovetter, Mark. 1983. ‘The Strength of Weak Ties: A Network Theory Revis-
ited.’ Sociological Theory 1 (6): 201–233.
Hollan, James, Edwin Hutchins, and David Kirsh. 2000. ‘Distributed Cognition:
Toward a New Foundation for Human-Computer Interaction Research.’
ACM Transactions on Computer-Human Interaction 7 (2): 174–196.
Sawyer, Robert Keith, and Stacy DeZutter. 2009. ‘Distributed Creativity: How
Collective Creations Emerge from Collaboration.’ Psychology of Aesthetics,
Creativity, and the Arts 3 (2): 81–92.
Uporaba spletne akademske konference v procesu učenja
in poučevanja: študija primera
Prispevek ponuja primerjalno analizo izvajanja metode poučevanja, ki uporab-
lja spletno akademsko konferenco kot sredstvo vrednotenja v dveh različnih
kontekstih. Ta primerjava kaže, da kolegij z majhnim številom študentov ni naj-
boljši kontekst za uporabo te metode. V kontekstu naraščajočega števila štu-
222
ticipants in debate to make it more interesting. Then in the next semester,
we tried with a single topic, but then a large proportion of this small class
was not fully motivated. In short, using online asynchronous conference as
an assessment tool is very suitable for a large class, while it can be used in a
small class with certain conditions. For this reason, we proposed linking dif-
ferent small classes for an interdisciplinary conference, which can bring even
more opportunities for ‘collaborative emergence’ that can only make more
creativity to learning environments.
References
Allen, Matthew. 2011. Learning in Networks of Knowledge: Improving Student
Outcomes Using Web 2.0 Concepts and a Knowledge-Networking Approach.
Surry Hills: The Australian Learning and Teaching Council.
Barab, Sasha A., and Jonathan A. Plucker. 2002. ‘Smart People or Smart Con-
texts? Cognition, Ability, and Talent Development in an Age of Situated
Approaches to Knowing and Learning.’ Educational Psychologist 37 (3): 165–
182.
Bell, Philip, and William Winn. 2000. ‘Distributed Cognitions, by Nature and
by Design.’ In Theoretical Foundations of Learning Environments, edited by
David H. Jonassen and Susan M. Land, 123–145. Mahwah: Erlbaum.
Callon, Michel. 1986. ‘Elements of a Sociology of Translation: Domestication of
the Scallops and the Fishermen of St Brieuc Bay.’ In Power, Action and Be-
lief: A New Sociology of Knowledge? Edited by John Law, 196–233. London:
Routledge.
Gee, James Paul. 2004. Situated Language and Learning: A Critique of Traditional
Schooling. Hove: Psychology Press.
Granovetter, Mark. 1983. ‘The Strength of Weak Ties: A Network Theory Revis-
ited.’ Sociological Theory 1 (6): 201–233.
Hollan, James, Edwin Hutchins, and David Kirsh. 2000. ‘Distributed Cognition:
Toward a New Foundation for Human-Computer Interaction Research.’
ACM Transactions on Computer-Human Interaction 7 (2): 174–196.
Sawyer, Robert Keith, and Stacy DeZutter. 2009. ‘Distributed Creativity: How
Collective Creations Emerge from Collaboration.’ Psychology of Aesthetics,
Creativity, and the Arts 3 (2): 81–92.
Uporaba spletne akademske konference v procesu učenja
in poučevanja: študija primera
Prispevek ponuja primerjalno analizo izvajanja metode poučevanja, ki uporab-
lja spletno akademsko konferenco kot sredstvo vrednotenja v dveh različnih
kontekstih. Ta primerjava kaže, da kolegij z majhnim številom študentov ni naj-
boljši kontekst za uporabo te metode. V kontekstu naraščajočega števila štu-
222
