SLOVENSKI UČNI KROGI – DO E-KOMPETENC V DOMAČEM JEZIKU S PRIDIHOM MEDNARODNOSTI
Slovenian learning circles - towards e-competences in mother tongue with an international touch
Merita Korenica
Osnovna šola Trnovo
Povzetek
Projekt Slovenski učni krogi (SUK) je nastal po vzoru mednarodnega Global Teenager Project, le da poteka v materinščini in je osredotočen na lokalno skupnost in Slovenijo. Ker spodbuja zavedanje, da je vsako lokalno vprašanje tudi globalno in vsako globalno vprašanje tudi lokalno, ohranja mednarodni vidik. SUK smo v letu 2012 izvedli dvakrat, vsakokrat pa so sodelovale osnovne in srednje šole. Izkušnje so zelo pozitivne, saj je delo pri projektu pomagalo graditi odnose med učenci oziroma dijaki, med učitelji ter med učenci oziroma dijaki in učitelji. Projekt tudi krepi sodelovanje vsake od udeleženih šol z njenim okoljem, izboljšuje poznavanje domovine, spodbuja zavedanje o lokalnih in širših problematikah, uvaja učence in dijake v raziskovalno delo ter spodbuja konstruktivno reševanje problemov in kritično razmišljanje. Čeprav je IKT pri tem predvsem sredstvo za komuniciranje, raziskovanje, predstavitve izdelkov in evalvacijo, projekt pri udeležencih hkrati razvija spretnosti uporabe znanih in novih naprav in aplikacij. Odlika projekta je tudi jasna in preizkušena struktura, kjer vsaka faza spodbuja določene ključne kompetence. Seveda projekt spremljajo tudi izzivi, od preobremenjenosti udeležencev preko tehničnih težav z IKT do problema vrednotenja dela posameznih učencev oziroma dijakov, a se že veselimo nove izvedbe SUK v letu 2013.
Ključne besede: sodelovalno projektno delo, IKT, Slovenija, okolje (lokalno in širše), evalvacija.
Abstract
The Slovenian Learning Circles (SLC) project is based on the Global Teenager Project, except that it is carried out in mother tongue and focused on the local community and the country. By encouraging awareness that every local issue is also global and vice versa, the project maintains an international aspect. It started in 2012 with two learning circles involving middle and secondary schools. The experience has been overwhelmingly positive, because the project work has helped building relations among the pupils/students, the teachers and between the pupils/students and the teachers. The project also strengthens the cooperation of each participating school with its local community, improves knowledge about the home country, encourages awareness of local and wider problems, introduces pupils/students to research and fosters constructive problem-solving and critical thinking. While ICT is involved primarily as a tool for communication, research, presentation of results and evaluation, the project also develops participants' skills in using known and new devices and applications. Another strong point of the project lies in its firm and well-tested structure, whereby each phase helps developing certain key competences. Naturally, the project is also facing some challenges, ranging from the participants' lack of time through technical problems with ICT to the issue of evaluating individual pupil's/student's contribution, but we are looking forward to the new edition of SLC in 2013.
Keywords: cooperative project work, ICT, Slovenia, community (local and wider), evaluation.
