@article {866, title = {MODULAR AND BRANCHED STRUCTURE OF INDIVIDUALIZED INTELLIGENT E-LEARNING MATERIALS FOR SCIENCE AND TECHNOLOGY SUBJECT COURSE}, journal = {Problems of Education in the 21st Century}, volume = {57}, year = {2013}, month = {December/2013}, pages = {Discontinuous}, type = {Original article}, chapter = {16-24}, abstract = {E-learning and online education offers important opportunities for educators as well as for students. Traditional e-materials, as they are known today, do not allow the recognition of different parameters, such as: learning differences, prior knowledge, learning capabilities, learning environment, styles of learning, etc. Because e-materials are structured in such a way they cannot be successfully adapted for learners who consequently cannot control their own learning (Berge, 2002; Picciano, 2000; Saba, 2002). Such a result offers, among others, a highly anti-motivational effect. The preparation of modern e-materials therefore requires a thorough preparation in terms of content and design, which has to be (mostly) based on pedagogical and didactic theories. Modern e-materials, which can also be named educational e-materials, are usually accessible online (internet-based training (IBT), web-based training (WBT), online education, etc.), they enable and encourage self-learning, they are flexible, dynamic, interactive, use different types of media, individualized and adapted to the user{\textquoteright}s needs. Mostly the latter characteristic will receive special attention in the following research. }, keywords = {individualized e-learning, intelligent system, metadata}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/13.57.16 }, url = {http://oaji.net/articles/2014/457-1420056537.pdf}, author = {Kosta Dolenc and Igor Pesek and Boris Aber{\v s}ek} } @article {753, title = {INTEGRATION OF DESIGN, MODELING AND VISUALIZATION IN SLOVENIAN PRIMARY EDUCATION}, journal = {Problems of Education in the 21st Century}, volume = {46}, year = {2012}, month = {October/2012}, type = {Original article}, chapter = {36-42}, abstract = {A human being perceives the world spatially, he detects and properly processes distances, size of objects, their shapes and all that is linked to our perceptions of the world. Humans{\textquoteright} sensors provide the information about the world around and brain translates this information into thoughts, into ideas. The whole process is completely natural. In the past, due to technological limitations, the human attempted to generalize these ideas and convert them into a form so that he could "record" it on a flat medium, like on paper for example, and because of that he consequently had to develop the ability to "read{\textquotedblright} these records. The term spatial perception was introduced and after that it was established that not everyone has it. To possess spatial perception an abstract way of thinking and higher cognitive abilities are needed. This paper presents an integration of design, three dimensional (3D) modeling and visualization program SketchUp in Design and technology curriculum into Slovenian primary schools. Emphasis is given to the analysis of the past and current condition and situation and on the incorporation of the program into the primary school curriculum. With the strategy assigned in such a way, the abilities that are connected with technological activities are strengthened, spatial intelligence is developed and assimilated. With such an approach two of the key European competences: 1. Mathematical competence and 2. Basic competences in science and technology and digital literacy, are acquired and reinforced.}, keywords = {competence, design and technology, spatial intelligence}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/12.46.36}, url = {http://oaji.net/articles/2014/457-1413727915.pdf}, author = {Kosta Dolenc and Boris Aber{\v s}ek} }