Digitalni dijalog kao reinženjering u sistemu hibridnog učenja

REZIME Generacije učenika 21. veka odrastaju uz digitalne tehnologije. Digitalne uređaje kao što su mobilni telefoni, tablet i laptop računari oni koriste svakodnevno, u međusobnoj komunikcaciji, za zabavu, za prikupljanje raznih informacija, ali i za učenje. Protok informacija je daleko brži, a nastavnik i udžbenik odavno nisu jedini izvori školskog gradiva. U takvoj atmosferi su kreativnost na času i pažnja učenika prepušteni isključivo ličnoj inicijativi, kreativnosti i entuzijazmu nastavnika. Od produkata savremenih informacionih tehnologija se očekuje da u tom smislu unaprede neposrednu nastavu i prilagode je zahtevu vremena. Digitalni dijalog, kao relativno nov koncept podrške tradicionalnoj nastavi predstavlja jedno od mogućih rešenja. On upravo predstavlja koncept tehnološke podrške za ostvarivanje asimetričnog partnerstva, koje počiva na odgovarajućoj komunikaciji između učenika i nastavnika. Međutim, brojni eksperimenti i pojedinačna iskustva primene digitalnog dijaloga u nastavi, od uvođenja digitalnih klikera do interneta inteligentnih uređaja, govore da se njegovi puni efekti mogu očekivati tek nakon sprovedenog reinženjeringa procesa postojećeg sistema. Redizajniranje neposredne nastave implicira stvaranje novog sitema za učenje – hibridni sistem baziran na digitalnom dijalogu. Ovaj rad predstavlja jedno od istraživanja dometa digitalnog dijaloga u nastavi. Najpre su ispitivane mogućnosti za realizaciju digitalnog dijaloga u praksi: pedagoški, tehnički i bezbedonosni zahtevi. Na osnovu tih rezultata izrađen je konceptualni okvir za analizu i projektovanje procesa i postavljena osnova za razvoj novog, efikasnijeg sistema kroz reinženjering postojećeg sistema hibridnog učenja. U istraživanju su analiza i modelovanje obavljeni korišćenjem standarda IDEF0. Evaluacija rezultata je obavljena sprovođenjem eksperimentalnog istraživanja, merenjem efekata primene digitalnog dijaloga na dva odeljenja 3. razreda srednje elektrotehničke škole u Nišu, kroz tromesečni klasifikacioni period. Rezultati istraživanja su potvrdili početne hipoteze. Pokazalo se da savremene informacione tehnologije omogućavaju da se primenom BYOD koncepta formira informacioni sistem za digitalni dijalog u učionici. Takođe je dokazano da se primenom digitalnog dijaloga u nastavi ostvaruje znatno viši stepen intrakcije obrazovnih subjekata uz mogućnost da se istovremeno digitalno dokumentuje čitav nastavni proces u realnom vremenu.ABSTRACT Generations of 21st century students grow up with digital technologies. They use digital devices such as mobile phones, tablets and laptops everyday, in communication, for entertainment, for gathering various information, but also for learning. The flow of information is much faster, and the teacher and textbook for a long time are not the only sources of school material. In such an atmosphere, creativity is on the time and attention of students, left exclusively to personal initiative, creativity and enthusiasm of teachers. The products of modern information technologies are expected to improve immediate teaching in this respect and adapt them to the demand of time. Digital dialogue, as a relatively new concept of support for traditional teaching, is one of the possible solutions. It is precisely the concept of technological support for achieving an asymmetrical partnership, based on appropriate communication between students and teachers. However, numerous experiments and individual experiences of applying digital dialogue in teaching, from the introduction of digital clickers to the internet of things, say that its full effects can only be expected after a reengineering process of the existing system has been carried out. Redesigning immediate teaching implies the creation of a new learning environment - a hybrid system based on digital dialogue. This paper represents one of the research of the range of digital dialogue in teaching. First, the possibilities for realization of digital dialogue in practice, pedagogical, technical and security requirements were examined. On the basis of these results, a conceptual framework for the analysis and design of the process was developed and the basis for the development of a new, more efficient system was developed through the reengineering of the existing hybrid learning system. In the research, the analysis and modeling were performed using the IDEF0 standard. Evaluation of the results was carried out by conducting experimental research, measuring the effects of the application of digital dialogue in two departments of the third grade of the secondary electrical school in Nis through the three-month classification period. The results of the study were confirmed by the initial hypothesis. Modern information technology has proven to enable the use of the BYOD concept to form an information system for digital dialogue in the classroom. It has also been proven that by using digital dialogue in teaching, a significantly higher level of intra-educational subject is realized, while simultaneously digital documentation of the whole teaching process in real time