Cooperation on distance of eating habits and nutrition

Huub Schoot, Jelle van den Bos, Andrea Premik Banič
Windesheim, University, Agnieten College, Gimnazija Jožeta Plečnika Ljubljana
[email protected], [email protected], [email protected]

Predstavitev

Povzetek

Projekt sodelovanja med učitelji iz Nizozemske in Slovenije se je začel v Zwolle oktobra 2011. Učitelji predmetnega področja biologija so s svojimi učnimi skupinami sodelovali na daljavo v okviru tematskega sklopa o prehranjevalnih navadah in prehrani. Glede na različna izhodišča obeh šol (nizozemski osnovnošolski učenci in slovenski srednješolci) so bile naloge in uporaba informacijsko-komunikacijske tehnologije (v nadaljevanju IKT) na različni zahtevnostni stopnji.
Cilj sodelovalnega projekta z uporabo IKT je bil osveščati učence in dijake o njihovih prehranjevalnih navadah in spoznati metodeza iskanje kakovostne prehrane. Nadalje so lahko spoznali tudi razlike med najstniki v različnih državah in kulturah. Učenci in dijaki iz obeh držav naj bi narediti poročilo, kaj in koliko so pojedli v eni od preteklih sobot. Morali bi poročati o vsem, kar so pojedli in izračunati tudi prehranjevalne vrednosti použite hrane.
Osveščanje o prehranjevalnih navadah je potekalo skozi dnevniške zapise učencev in dijakov, ki so pri tem uporabljali različne IKT programe (Word, Excell) odvisno od njihove starosti.  Nizozemski učenci so uporabljali posebej za te namene izdelan program, slovenski dijaki pa so poleg uporabe posebnega programa za izračun vrednosti prehrane, izvedli še določene eksperimente. Ob zaključku so svoje ugotovitve znali prikazati v grafični obliki, jih primerjati in drug drugemu predstaviti.

Učenci, dijaki in učitelji niso imeli težav z  IKT orodji pri učenju v razredu in doma.
Učenci in dijaki so v okviru glavnega produktnega cilja morali primerjati svoje prehranjevalne navade. Produktne ciljie so ovrednotili v skupnem poročilu, ki je nastalo iz rezultatov njihovih individualnih nalog. Procesne cilje pa so realizirali s pomočjo sodelovanja pri izdelavi skupinskega poročila. Da bi lahko uspešno zaključili celotno nalogo, so se morali med seboj pogovarjati o podatkih, ki so jih zbrali učenci in dijaki obeh partnerskih držav.    
Vse načrtovane naloge so bile v Sloveniji zaključene v novembru 2010, medtem ko se v Nizozemski zaradi ne dovolj prožnega letnega načrta projekt še ni zaključil.
Najtežji del pri uprabi IKT je bilo komuniciranje na daljavo, ki pa je seveda bilo neizbežno za načrtovani projekt.

Ključne besede

načrtovanje, sodelovanje na daljavo,  uporaba IKT

Abstract

In October 2011 collaboration between teachers from Holland and Slovenia in Zwolle started. Biology teachers have taken part with working groups studying eating habits and nutrition. According to the different starting point (primary school pupils from Holland and secondary school students from Slovenia), the tasks and the use of information and communication technology (ICT) were on different level of difficulty.
The goal of this project with the use of ICT was to make pupils conscious about their eating habits and to learn the methods of finding a qualitative nutrition. Moreover, they could find out the differences between teenagers in different countries and cultures. Students from both countries should make a report on what and how much they ate during one Saturday. They should report on everything they ate and calculate the nutrition’s value. Eating habits conscience was taking place through the diary notes of pupils and students who used different applications of ICT (Word, Excell) depending on their age. Dutch pupils used a specially designed program for identification of eating habits. Slovenian students used program for calculation of nutrition values and they carried out experiments. In the end they could represent their results on the diagrams and compare them to each other.
Product goals were to have students to compare their eating habits. The product goals were evaluated by the group report based on their individual assignments. Process goals were realised by cooperating in making a group’s report. To finish the complete assignment successfully they needed to communicate on data of the students in the partner country.
Pupils, students and teachers didn’t have problems with the use of ICT for learning in the class and at home. Product goals were to have students to compare their eating habits. The product goals were evaluated by the group report based on their individual assignments. Process goals were realised by cooperating in making a group’s report. To finish the complete assignment successfully they needed to communicate on data of the students in the partner country.
 All of scheduled tasks in Slovenia were accomplished in November 2010, but in Holland the year plan wasn’t flexible enough and the projects hasn’t finished yet.
The most difficult part of the use of ICT was the communication at the distance which was of course inescapable for the planned project.

Key words

planning, collaboration on distance, ICT use