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Interdisciplinary Integration
No full textV sodobni družbi je vse pomembnejše razvijanje temeljnih vsebin računalništva in informatike že v zgodnjem obdobju izobraževanja. Prispevek obravnava medpredmetno povezovanje računalništva in informatike v sklopu projekta B-RIN z drugimi področji v prvem razredu osnovnošolskega izobraževanja, s poudarkom na trajnostnem učenju. Učenci se učijo preko dejavnosti, ki so zasnovane v obliki igre, saj sta izkustveno učenje in sodelovalni pristop ključna za smiselno razvijanje kritičnega mišljenja in ustvarjalnosti. Prispevek izpostavlja pomen celostnega pristopa k učenju, od samega učiteljevega načrtovanja dejavnosti do uporabe inovativnih didaktičnih pristopov k povezavi zastavljenih ciljev ter pomen aktivne vključenosti učencev. Medpredmetno povezovanje računalništva in informatike v zgodnjem izobraževanju omogoča razvoj ključnih kompetenc za vseživljenjsko učenje in vzgaja snovalce, in ne le uporabnikov digitalnih orodij. Predstavljen bo primer dejavnosti, v katero smo vključili cilje različnih predmetov, in sicer slovenščine, matematike in likovne umetnosti, ki smo jih realizirali preko pravljice in radijske igre Volk in sedem kozličkov. Namen prispevka je raziskati možnosti vključevanja računalništva in informatike v zgodnje izobraževanje in predstaviti konkreten praktičen primer, kako lahko inovativni didaktični pristopi podprejo medpredmetno povezovanje in razvoj trajnostnih kompetenc učencev. Raziskava temelji na pregledu literature ter izvedeni dejavnosti v praksi in evalvaciji le-te, vključno s predlogi učencev in z našimi opažanji. Ključne ugotovitve kažejo, da so dejavnosti v okviru projekta B-RIN odlična možnost za medpredmetno povezovanje, s pomočjo katerih lahko učenci dosežejo cilje različnih predmetov poleg ciljev, ki jih dosegajo s projektom.In today’s society, it is increasingly important to develop core computer science and informatics concepts from the early stages of education. This paper examines the interdisciplinary integration of computer science and informatics through the B-RIN project in the first grade of primary school, with a focus on sustainable learning. Learning activities are designed as playful experiences, as experiential learning and collaboration are key to fostering critical thinking and creativity. The article emphasizes a holistic approach to teaching, from lesson planning to the implementation of innovative didactic strategies that align objectives across subjects and promote active student involvement. Integrating computer science in early education helps develop essential lifelong learning competencies and supports the cultivation of digital creators rather than mere users. A practical example is presented that combines objectives from the Slovenian language, mathematics, and visual arts, implemented through the fairy tale and radio play The Wolf and the Seven Little Goats. The aim is to explore ways of incorporating computer science into early education and to present an example of how interdisciplinary learning and innovative teaching can support sustainable competencies in young learners. The research is based on a literature review, classroom implementation, and evaluation of the activity, including feedback from students and teacher observations. Key findings show that B-RIN activities offer strong potential for interdisciplinary teaching and help students achieve goals across multiple subjects alongside those of the project
»Popolna negacija volje do življenja«
No full textThe author examines Arthur Schopenhauer’s concept of quietism: a philosophical stance that advocates detachment and negation of the will-to-live, as outlined in Schopenhauer’s The World as Will and Representation (1969). Schopenhauer, influenced by a Vedic philosophy that emphasizes ontological pessimism, perceives life as marked by suffering due to the will’s ceaseless striving. His ethical response to suffering, quietism, advocates withdrawal and stillness to transcend suffering. Employing a phenomenological approach, this author evaluates quietism in light of contemporary trauma research and psychological evidence, alongside Friedrich Nietzsche’s critique of Schopenhauer. Findings from mindfulness and exposure therapy studies suggest that complete withdrawal is unsustainable and detrimental to psychological well-being, which is contrasted with Schopenhauer’s radical negation of the will. Nietzsche’s philosophy of the will to power, though born from Schopenhauer’s Vedic-inspired ontology, emphasizes engagement with one’s suffering-filled life and transformation through it, thereby presenting a more dynamic, life-affirming alternative to Schopenhauer’s pessimistic withdrawal. The author concludes that while Schopenhauer’s insights into suffering are profound, his quietism is incomplete, thereby necessitating integration with active engagement and ethical responsibility to address human challenges effectively.Avtor preučuje Schopenhauerjev koncept kvietizma: filozofsko stališče, ki zagovarja odmaknjenost in zanikanje volje do življenja, kot je opisano v Schopenhauerjevem delu Svet kot volja in predstava (2008). Schopenhauer, na katerega je vplivala vedska filozofija, ki poudarja ontološki pesimizem, življenje dojema kot zaznamovano s trpljenjem zaradi nenehnega prizadevanja volje. Njegov etični odziv na trpljenje, kvietizem, zagovarja umik in mirnost za preseganje trpljenja. Avtor s fenomenološkim pristopom ocenjuje kvietizem v luči sodobnih raziskav travme in psiholoških dokazov ter Nietzschejevo kritiko Schopenhauerja. Ugotovitve študij čuječnosti in terapije izpostavljenosti kažejo, da je popoln umik nevzdržen in škodljiv za psihično dobro počutje, kar je v nasprotju s Schopenhauerjevim radikalnim zanikanjem volje. Nietzschejeva filozofija volje do moči, čeprav izhaja iz Schopenhauerjeve vedsko navdihnjene ontologije, poudarja vključevanje v lastno življenje, polno trpljenja, in preobrazbo skozi to, s čimer predstavlja dinamičnejšo, življenjsko potrjujočo alternativo Schopenhauerjevemu pesimističnemu umiku. Avtor zaključuje, da so Schopenhauerjevi vpogledi v trpljenje sicer globoki, vendar je njegov kvietizem nepopoln, zato je za učinkovito reševanje človeških izzivov potrebna integracija aktivnega vključevanja in etične odgovornosti
Razvoj kompetenc alumnov
No full textLifelong learning is essential for the professional and personal development of alumni and for adapting to the challenges of the modern labour market. The aims of the study were to explore the lifelong learning needs of alumni and to identify the key content areas and competences they would like to develop, with a particular focus on green and digital skills and preferred lifelong learning formats and delivery modes. A qualitative study was conducted with semi-structured interviews in three focus groups (n = 19). The thematic analysis revealed five themes: (1) lifelong learning needs(2) key areas of lifelong learning(3) formats and delivery modes of lifelong learning(4) the role of the alumni cluband (5) suggestions for improvement. The results provide a basis for the development of targeted micro-credentials to better support alumni in strengthening their skills and successfully integrating into today’s labour market.Vseživljenjsko učenje je ključno za profesionalni in osebni razvoj alumnov ter prilagajanje izzivom sodobnega trga dela. Raziskali smo potrebe alumnov po vseživljenjskem učenju in identificirali ključna vsebinska področja ter kompetence, ki jih želijo razvijati, s posebnim poudarkom na zelenih in digitalnih kompetencah ter načinih, oblikah in organizacijski strukturi vseživljenjskega učenja. Izvedena je bila kvalitativna raziskava s pomočjo polstrukturiranih intervjujev v treh fokusnih skupinah (n = 19). S tematsko analizo smo identificirali pet tem: (1) potrebe po vseživljenjskem učenju(2) ključna vsebinska področja vseživljenjskega učenja(3) načini, oblike in organizacijska struktura vseživljenjskega učenja(4) vloga alumni kluba(5) predlogi za izboljšave. Rezultati ponujajo temelje za razvoj ciljno usmerjenih mikrodokazil, ki bodo podpirala alumne pri krepitvi kompetenc in uspešnem vključevanju v sodobno delovno okolje
Pojasnjevalni izrazi v zakonodajnih dokumentih Evropske unije
No full textThis study examines code glosses, i.e. a category of metadiscourse that clarifies or exemplifies content, in the EU’s legislative corpus, using the English and Croatian DGT Translation Memory parallel corpus (Steinberger et al., 2012). Code glosses enhance coherence and reader comprehension by reformulating or elaborating arguments, which is especially useful in legal texts, yet their use in such texts remains understudied compared to the academic genre. Employing Sketch Engine for automated extraction and manual analysis, the research reveals nuanced differences in the frequency and form of code glosses between English and Croatian legislative texts (in Croatian code glosses are used slightly less, but certain code glosses, such as colons, are used more frequently), reflecting the tendency to keep the structure of the original text in translations. These findings contribute to a better understanding of cross-linguistic textual adaptation in legislative contexts. Future work will explore other metadiscourse categories and their impact on reader comprehension in legal contexts.Študija se posveča rabi pojasnjevalnih izrazov (code glosses) kot kategoriji metadiskurza, ki pojasnjuje ali ponazarja vsebino, v zakonodajnem korpusu EU, in sicer z uporabo vzporednega korpusa DGT Translation Memory za angleščino in hrvaščino (Steinberger idr., 2012). Pojasnjevalni izrazi povečujejo kohezijo in razumljivost besedila z reformulacijo ali dodatno razlago argumentov, kar je še posebej uporabno v pravnih besedilih, čeprav je njihova uporaba v teh besedilih manj raziskana kot v akademskem diskurzu. Z uporabo orodja Sketch Engine za samodejno ekstrakcijo in ročno analizo raziskava razkriva niančne razlike v pogostosti in obliki pojasnjevalnih izrazov med angleškimi in hrvaškimi zakonodajnimi besedili. Rezultati kažejo, da so v hrvaščini ti izrazi nekoliko redkejši, vendar se določene vrste, npr. dvopičja, pojavljajo pogosteje, kar odraža težnjo po ohranjanju strukture izvirnega besedila v prevodih. Ugotovitve prispevajo k poglobljenemu razumevanju jezikovnosistemske prilagoditve besedil v zakonodajnem kontekstu
Exploring the Effects of Multimodal User Interfaces in Autonomous Vehicles
No full textThis short paper presents a study design created to explore how multimodal user interfaces (UIs) influence comfort, user experience, and overall well-being in fully autonomous vehicles. The study uses a motion-based driving simulator equipped with real vehicle components to provide realistic driving conditions. Participants are asked to complete two trials: a baseline trial and one with either a simple or extended multimodal UI combining auditory, tactile, and speech-based feedback. Driving scenarios include lane changes, emergency braking, V2X and V2V communication, and road surface variations. Data collection integrates physiological measures (EGG, EDA, PPG), self-assessment questionnaires on motion sickness (MSAQ) and user experience (UEQ), and performance on a reading comprehension task simulating non-driving activities. The paper provides some initial data about the participants’ demographics and their user experience with the UI, and gives an insight into the planned nest steps in terms of analysis and results application. The findings from this study will provide an insight into the potential of multimodal HMI design to enhance safety, comfort, and user acceptance in autonomous vehicles