Learning Log

Name: Miloš Frelih
Date: 01/16/2015, Friday
Organisation: School Centre Kranj

1. Activity description (Summary of what was done that day)

• Using Moodle to support cooperation and learning among teacher and student (Mr. Hafezi)
• Learning situations in vocational training: Concept, Design, Practice (Mes. Ana Schachschneider)
• Study visit reflection and feedback
• Meet management and staff of OZS IMT
• Priority tasks for next months

2. What did I learn from this activity? What insights did this new knowledge
    give to me in relation to school/organisation, learner and employer?

Moodle:
• At OSZ there are between 800 and 1000 PCs.
• They look after internal and external customer service. At the center there are 5
technicians for maintenance of all computers and other electrical equipment.
• Before Moodle has been used they had another software, so the problem was in the
integration of platforms.
• They have three high-speed lines
• In 2003, the European money was used for modernizing equipment
• Some teachers had an aversion to the use of virtual classrooms (eg. Moodle)
• Some teachers still do not use them.

Learning situations:
• Learning situations used as a tool to achieve competence.
• They require a different curriculum – the interaction between theory and practice.
• Deploys e-competences. Ana is on this team. All IT competencies are in learning
situations. She teaches both students and young teachers.
• She has been teaching for 5 years. Ana attends teachers of professional subjects at
work and assessment. She is responsible for the general didactics and special didactics
in the profession.
• The content of the learning situation is typically taken from a professional situation
that you can meet every day.
• Teachers take the theme from their own experience in the company or from the
European qualification frameworks.
• Teachers meet with employers at school 2-3 times a year, with larger like DT several
times. They also have a meeting with the Chamber of Commerce.

• Instructional situation consists of several steps:
1. determine the content of everyday life
2. describe the competencies that should be acquired
3. determine the competency model
4. at the end the test of the level of competence acquisition

• Even when setting up learning situations it is necessary to establish the criteria.

• Criteria:
– Time
– The necessary preliminary competences
– Added competencies
– How to start to solve the problem
– Process approach – a process image
– What is the expected output
– What individual process is required (aspect of the teacher)

• All must be separated from each other and well defined.
• The entire situation is divided into 8 steps. Students need to understand how
equipment and systems work. They may also use manuals.
• They get a full image (poster) Flowchart at the beginning (de Bono – all information is
given immediately).
• First they use the existing knowledge.
• Working in a team.
• Not all teachers teach with the help of learning situations, however young teachers are
expected to teach that way.

• On the OSZ there is a group that also in general subjects (eg. German, English) are
looking for ways on how and what to teach students in order for them to learn more
easily in learning situations.
• broaden their knowledge via Moodle and other ways.
3. How did I feel about what was presented to me? What did I find innovative?
    What did I find difficult or challenging it or to understand and why?

Using Moodle in online classrooms:
At our school center it is used for some modules as well as in the sports class, where it is mandatory. Similarly, it is so also over Slovenia. Also with us it was the case that especially older teachers at the beginning showed resistance to innovations. We also have an electronic class book and electronic grade book.
It seems to me that in the BAS they are well equipped for IT technology (eg. Cisco devices, ..).

Learning situations:
Mrs. Ana held a very clear presentation of their approach and learning through learning situations. Even in the field of learning situations in Slovenia we made a step forward some years ago. We introduced the team teaching and project work for students (project week). So what we were presented was not ne for us, but it is true that this way of teaching is not yet properly established in our schools.
4. What is working well and Could be applied in my organization and why? How
     would you go about doing this?
Moodle as well as learning through learning situations are known to us. They require considerable teacher preparation, but in the long run it greatly facilitates the work, and it is especially beneficial to students.
Precisely because of the effort required at the beginning it is less popular with older teachers. Moodle requires more computer literacy, which is why we at School Centre carried out a number of training sessions on the use of Moodle. Now it is used on a daily basis.

A few years ago we in Slovenia have embarked on a process of learning by using learning situations. Over the past 5 years, we even had a project of renovation of educational processes (MUNUS 2), which is one of the processes which introduced teaching and learning situations. This kind of work requires a lot of preparation from the teacher, if we are to achieve real results. A cross-curricular integration of teachers is also required. This creates resistance to such a method of teaching, and here we still have a long way to go.

5. What definitely wouldnt work in my organization and why?

From what I saw on Friday, it seems to me that there isn’t a thing that we couldn’t do at our schools. The only problem here would be the current Cisco equipment (switches, routers), which is not sufficient.
Any Additional comments

Finally, I would like to thank Matthias and other people who have really done well in us getting a good idea of the traditional German quality vocational education.