smiljana gartner | University of Maribor (original) (raw)

Papers by smiljana gartner

INTED proceedings, Mar 1, 2024

Revija za elementarno izobraževanje

The post-COVID period drastically accelerated the development and increased use of artificial int... more The post-COVID period drastically accelerated the development and increased use of artificial intelligence. These changes have not been limited to industry but have begun to be introduced into education. The digital literacy of all involved in education must also incorporate ethical considerations related to the application of AI in education. The article presents the ethical codes of AI and analyse the four basic building blocks of an ethical attitude towards AI in education (autonomy, privacy, trust and responsibility). Understanding the concepts of AI and their ethical implications is a condition for acting in accordance with them and for their introduction in education.

2023 12th Mediterranean Conference on Embedded Computing (MECO)

The article analyses the process of integration of street children into the street life in two di... more The article analyses the process of integration of street children into the street life in two different social and cultural settings: Makeevka, East Ukraine and Lusaka, Zambia. The study was designed as a mixed method approach and included 139 respondents from the street and 9 case studies of local NGOs. The process of integration was analyzed through 4 stages: acculturation, placement, interaction and identification. Results show the process of integration to be highly individualized. On the basis of these findings, a conceptual scheme for the development of an individualized approach to the resocialization of street children is outlined.

Encyclopedia of Business and Professional Ethics, 2019

Za la!je razumevanje nekaterih vidikov dru!benih sprememb, problemov in porazdelitve mo"i v ... more Za la!je razumevanje nekaterih vidikov dru!benih sprememb, problemov in porazdelitve mo"i v konkretnih dru!bah in dr!avah ter za mo!ne re#itve, upravi"itve ali zavrnitve le-teh je potrebna jasna in natan"na konceptualizacija temeljnih pojmov, ki so del tako podro"ja politi"ne filozofije kot podro"ja etike. Metafizi"ni problemi omenjenih pojmov lahko namre" nastajajo ali zaradi nejasnosti razumevanja ali zaradi tolik#nih dru!benih sprememb, da jih je potrebno prekonceptualizirati. Izhajajo" iz tega in ob dokazani predpostavki, da je partikularizem najprepri"ljivej#a teorija v etiki, je bilo zastavljeno vpra#anje, ali obstaja mo!nost u"inkovite uporabe le-te tudi na drugih podro"jih prakti"nega mi#ljenja oz. politi"ne znanosti. Na podlagi opredelitve predmeta je (i) s filozofske perspektive podana konceptualna analiza in problematizacija klju"nih dr!avljanskih vrlin (avtonomija, lojalnost, toleranca), ki omogo&...

Concepts in general are not ahistorical or metahistorical phenomena and this is especially true o... more Concepts in general are not ahistorical or metahistorical phenomena and this is especially true of the highly normative notion of tolerance. This chapter explores the concept of tolerance in relation to the individual, groups in general and some monotheistic religious groups in particular, and looks at the historical dimensions of the concept from the 17th century until 19th century (with the stress on Forst's four historical-systematic types of tolerance and on some other crucial positions in the Enlightenment period). Konceptov, predvsem normativnih konceptov, kot je toleranca, ne bi smeli dojemati kot ne-zgodovinskih ali meta-zgodovinskih. To je razlog, da smo se v članku najprej lotili konceptualne analize, kjer smo raziskali relacije, ki se vzpostavijo v odnosu do tolerance, in sicer med konceptom toleranca in med posameznikom, med skupinami na splošno in med nekaterimi monoteistično religioznimi skupinami. Drugi del članka je sestavljen iz zgodovinske analize, kjer smo predstavili zgodovinsko dimenzijo tega koncepta od 17. do 19. stoletja, s poudarkom na štirih Forstovih zgodovinsko-sistematičnih tipih tolerance in na nekaterih odločilnih točkah v obdobju razsvetljenstva.

If the classical argument from skepticism is true, then we cannot claim that we know some-thing a... more If the classical argument from skepticism is true, then we cannot claim that we know some-thing and this also affects our ordinary claims about life, nature and us. DeRose proposes the New Contextualist Solution. Shiffer argues against DeRose’s explanation about the strength of the epistemic position. He also finds contextualist’s claim that in knowledge sentences without indexical terms the skeptical paradox arises, problematic. In this paper, I am trying to argue that we should look at examples in which the same object, different persons and different stan-dards of knowing are involved. In that case it is hard to agree either with Shiffer’s or with DeRose’s solutions. Key words knowledge, skepticism, attributors contextualism, epistemic standards, new contextualist solution, indexical and non-indexical terms

It is impossible to train teachers without classroom and students. In most cases training begins ... more It is impossible to train teachers without classroom and students. In most cases training begins with the learning of the theory, continues with the preparation and testing in the controlled environment, and then practical observation of the lecturer. The process ends with training lectures performed by the student lecturer. This process requires presence of student lecturers and students observers in the classroom. It is hard to put student lecturers into the classroom and expect authentic behavior of tutees. A large number of "foreign" people among tutees (e.g. primary and secondary school children, university students...) change the observed environment. In our effort to minimize the disturbance effect we set the test classroom where only: remote control camera was present; teaching trainee; and pupils' teacher. Didactical expert and students lecturers who used to be present inside the classroom are now in the remote location. A different attitude of students was noted in this occasion. In our case pupils were more relaxed and more cooperative with the lecturer. Initial pilot test was success. This test was a part of the project where we want to exchange video stream across different teacher training facilities in Europe. We wanted to provide the training ground for student teachers to receive cross cultural information about teaching procedures in other participating countries. In the article the pilot project and future topics for research are presented. Legal and ethical obstacles are also addressed in the article because we want to know where the observation limits are.

2015 38th International Convention on Information and Communication Technology, Electronics and Microelectronics (MIPRO), 2015

Online learning or web-assisted learning has become common over the past decade. Various studies ... more Online learning or web-assisted learning has become common over the past decade. Various studies have established that it is appropriate for learning in the areas of technology, natural sciences and skills. The arts and humanities are more reluctant to use the new technology, since it seems less naturally suited to their disciplines. Is it possible that the arts and humanities can not find such an approach effective, or does it require a mental change on the part of the of lecturers? We tested three different approaches to acquiring student feedback: (1) the traditional classroom lecture, (2) studying with documents from Moodle, and (3) studying with interactive multimedia learning materials. In our research (in the course The Basics of Philosophical Thought) we have discovered that students who are digital natives still perceive traditional classroom lectures as more useful in the sense of understanding the reading materials than the other two approaches. This was evident in the students' homework, grades and survey analysis but not in time management. Given assembled data, we suggest that the optimal approach would be to provide e-learning materials prior to the lectures because this would allow students to participate actively in the lectures. If we use online interactive multimedia learning materials, most students still require live communication, which is not always feasible when online learning is the whole method. The online multimedia study approach could therefore be effective in the analytical philosophy course, but it would require a huge mental change on the part of all stakeholders.

2005 6th International Conference on Information Technology Based Higher Education and Training, 2005

... July 7 9, 2005, Juan Dolio, Dominican Republic ITHET 6th Annual International Conference S2... more ... July 7 9, 2005, Juan Dolio, Dominican Republic ITHET 6th Annual International Conference S2B-7 ... 1 Marjan Krana Ph.D., University of Maribor, Center for Computer Science and Multimedia in Education, marjan.krasna@uni-mb.si 2 Smiljana Gartner, M. Sc., University of ...

2019 42nd International Convention on Information and Communication Technology, Electronics and Microelectronics (MIPRO), 2019

To assess the ICT competences most frequently tests or work assignments are used. Tests are more ... more To assess the ICT competences most frequently tests or work assignments are used. Tests are more reliable because they are conducted in the controlled environment, but they are also time limited and stressful and consequently not entirely encouraging surrounding for competences' assessment. Work assignments are usually more time consuming, done outside the controlled environment, hence less reliable. Initial intention of our team was to prepare alternative type of tests of the IT competences using the concept of escape rooms. In our experiment, person or two cooperate solving IT problems to gain “freedom” at the end, i.e. to unlock the escape room. In this environment, the stress is inherent but with fun components. Participants do not feel the context as a test environment and the stress of failure is less evident. Each participant in the experiment can learn his or her IT weak points. It takes around one hour to find the way out of the room and another half for discussion. Participants are asked to complete the survey before the entrance into the IT escape room and this survey is later used in the discussion, which is the base for the qualitative analysis. One of the conclusions from our analysis is that it is not easy to prepare the suitable assignments and clues to solve them. Additionally, we discovered that there are problems of understanding of the IT terminology hence the help clues, which are perfectly understandable to the ICT specialist, are generally not suitable for experiment's participants.

Synthesis Philosophica, 2006

If the classical argument from skepticism is true, then we cannot claim that we know something an... more If the classical argument from skepticism is true, then we cannot claim that we know something and this also affects our ordinary claims about life, nature and us. DeRose proposes the New Contextualist Solution. Shiffer argues against DeRose's explanation about the strength of the epistemic position. He also finds contextualist's claim that in knowledge sentences without indexical terms the skeptical paradox arises, problematic. In this paper, I am trying to argue that we should look at examples in which the same object, different persons and different standards of knowing are involved. In that case it is hard to agree either with Shiffer's or with DeRose's solutions.