According to a study by the World Economic Forum, complex problem solving, critical thinking and creativity will be the three most important skills in 2020. All three skills can be successfully developed through carefully planned and implemented open and poorly defined project work. In such projects, the teacher’s role includes mentoring, which allows students to solve a problem, determine project outcomes, and explore the paths leading to the final solution in a creative and critically open atmosphere. However, the development of these skills is limited or only partially useful when projects are too well defined and the main role of students is to uncritically follow the teacher’s instructions. Studying and searching in the process of finding answers must therefore be an integral part of problem-based education. Students can develop information literacy skills through the support of teachers through such work. These skills allow them to address the problem and identify, select, and manage resources. As a rule, an information literate student must recognize signs characteristic of unreliable sources and biased data. However, even if the highest quality and sound resources are collected, they are worthless if users are unable to understand, manipulate and synthesize the data provided in them. The set of these skills can be defined as data and statistical literacy. All three literacy (information, data, statistical) are interrelated and can be considered as transferable skills, as they are not only tied to solving concrete projects but are part of lifelong learning strategies.
B.04 Guest lecture
COBISS.SI-ID: 23581192Autonomous intelligent and adaptive e-learning systems (AIAES) are a new generation of learning environments that model and implement the individuality and personalization of the student in the learning process in order to support the learning-oriented approach in learning with technology. The main objective of the AIAES is to establish an intelligent e-learning environment providing advanced services for educational process, which is able to adapt based on student’s learning experience, learning styles, cognitive level, and personal preferences. The aim of this article is to present the core modules of the N-tier architecture of the AIAES along with a more detailed analysis of the services that individual modules need to implement.
B.03 Paper at an international scientific conference
COBISS.SI-ID: 20833814Intelligent tutoring systems are among the most recent advances in educational technology, being recognized as powerful adaptive educational systems providing services and modules for personalized learning to students with varying backgrounds, abilities, behaviours and knowledge. Proposals are presented for construction of an Autonomous Intelligent and Adaptive E-learning System (AIAES) for education based on assignments, tasks and exercises for the improvement of information literacy.
B.03 Paper at an international scientific conference
COBISS.SI-ID: 23374856Autonomous Intelligent and Adaptive E-learning Systems (AIAESs) are a generation of learning systems that include the individuality and personalization of the student in the learning process, similar to what happens in a traditional individualized lesson with one teacher and one student. This paper reports the design and development architecture of an AIAES, the main objective of which is to improve the information literacy of adolescents. Computer systems such as AIAES need to provide the same or at least similar, instructional and interactional advantages as those found in the traditional human tutoring process, which has proven successful, and has represented the most efficient method of learning and teaching. Development of an AIAES, therefore, implies an interdisciplinary approach that connects various fields, including Computer Science, Cognitive Science, Artificial Intelligence, and Functional Literacy to fields connected to education. The developed services for intelligent analysis of various metadata provide the AIAES with the ability to adapt the learning course based on an individual learner's learning abilities in the learning process.
B.03 Paper at an international scientific conference
COBISS.SI-ID: 22369046Given the exponential growth in the quantity of data and documents, the development of Information Literacy (IL) has become one of the pressing issues in contemporary society. However, assembling lists and descriptors of IL (e.g. ACRL, DigComp 2.1) is not enough and must be upgraded with practical solutions for its development. As part of this attempt, we initiated a project entitled "Development, Testing and Validation of an Autonomous Intelligent and Adaptive E-learning System for the Improvement of Information Literacy of Adolescents". For the development of such an intelligent system (IS), work was divided into three streams: a) development of the conceptual framework for the IL standards, performance indicators and expected learning outcomes for secondary education; b) development of the formative tasks and exercises; c) development and programming of the IS. The IL of Slovenian secondary school students would be tested with IS and tests that were prepared on the PISA task system.
B.03 Paper at an international scientific conference
COBISS.SI-ID: 24007176