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Za diplomsko delo bom ilustrirala in oblikovala knjižico, ki bo služila kot pripomoček pri logopedski terapiji. Raziskovala bom področje logopedije, potek logopedske terapije in ciljne publike terapije. Nato bom skušala poiskati najprimernejše oblikovalske rešitve za tovrstno oblikovalsko zahtevo preko analize sestavnih delov knjižice, ki bo služila kot omenjeni pripomoček. I will illustrate and design a tool that will be used for speech therapy. I will focus my research to the field of speech pathology, to the process od speech pathology therapy and the target audience of said therapy. I'll try to find the most suitable design solutions for this type of design demand through the analysis of the components of the booklet that will serve as the described tool.

V magistrskem delu smo raziskali in preizkusili pristop CLIL s konkretnim instrumentarijem pri pouku likovne umetnosti. V teoretičnem delu magistrskega dela smo se osredotočili na pristop CLIL, njegov pomen za poučevanje ter pregledali dosedanje raziskave na tem področju. Pozornost smo namenili tudi pouku likovne umetnosti in poiskali stičišče, kjer se lahko pristop CLIL in pouk likovne umetnosti srečata. V praktičnem delu smo razvili instrumentarij za uporabo pristopa CLIL, ki bo v pomoč tako učiteljem razrednega pouka, ki bodo poučevali tuji jezik pri pouku likovne umetnosti, kot učiteljem tujega jezika, ki bodo vključevali tuji jezik pri pouku likovne umetnosti na razredni stopnji osnovne šole. Instrumentarij smo oblikovali po treh glavnih kriterijih. Predstavili smo tipične cilje, konkretne dejavnosti pri pouku likovne umetnosti in pripomočke, ki bi jih učitelji razrednega pouka ali tujega jezika lahko uporabljali pri pristopu CLIL. V tretjem razredu osnovne šole smo izvedli 5 učnih enot pouka likovne umetnosti v tujem jeziku. Učenci so po izvedbi instrumentarija izrazili pozitivna stališča do pristopa CLIL. Iz refleksij izvajalca je razvidno, da so učenci čez izvedbo dosegli večino zastavljenih učnih ciljev tujega jezika. Po mnenju učiteljice razrednega pouka in analize likovnih del otrok so učenci v večini dosegli tudi cilje likovne umetnosti. Tako izvajalec kot učiteljica menita, da je pristop zanimiv, ker je podkrepljen z različnimi vizualnimi pripomočki in demonstracijami, tako da lahko učenci sledijo učni enoti pouka likovne umetnosti v tujem jeziku. In the master's thesis we explored and tested the CLIL approach with specific instruments in the teaching of fine arts. In the theoretical part we focused on the CLIL approach, its importance for teaching, and reviewed up-to-date research made in this field. The focus was on fine arts lessons and the integration of the CLIL approach in the foreign language talk. In the practical part we developed the CLIL approach instruments which may help primary school teachers who teach a foreign language in fine arts classes, and foreign language teachers who will include a foreign language in fine arts classes at the primary school level. The instruments were designed based on three main criteria. We presented typical goals, specific activities used in fine art classes, and tools that primary school teachers or foreign language teachers might use in the implementation of CLIL approach in fine arts lessons. 5 fine arts lessons in English as a foreign language were taught with one class of the eight year olds. The evaluation shows that pupils accepted the CLIL approach positively. The reflection of their teacher and the evaluation of the external teacher show that the majority of the foreign language objectives were achieved. According to the primary school teacher's opinion and the analysis of children's art products most of the goals of the fine art lessons were accomplished. The student teacher finds the approach interesting because it is supported by a variety of visual aids, demonstrations and body language that help students follow the unit of fine art in a foreign language.

Magistrsko delo z naslovom Čustva – tipna slikanica in didaktični pripomoček za slepe in slabovidne otroke, je sestavljeno tako iz teoretičnega kot praktičnega dela. V teoretičnem delu smo najprej opredelili slepoto in slabovidnost, nato smo opisali čute slepih in slabovidnih, dotaknili smo se tudi čustev, iger in branja slepih in slabovidnih. Prav tako pa smo opisali tipne slikanice in predstavili tehnike za njihovo izdelavo. V praktičnem delu smo izdelali tipno slikanico z avtorsko zgodbo na temo čustev. V pomoč tej temi pa smo izdelali še didaktični pripomoček, ki branje tipne slikanice obogati. Namen izdelave magistrskega dela je bil pridobitev pripomočka, ki pomaga otroku pri opismenjevanju v brajici, saj je le-teh na tržišču zelo malo. Prav tako je bil namen pripomočka pomoč pri razvijanju in treningu tipa in vida otrok z ostankom vida in slabovidnih otrok ter spoznavanje čustev. Master’s thesis titled Emotions – Tactile Picture Book and a didactic Tool for blind and partially-sighted Children is composed of a theoretical as well as practical part. Blindness and visual impairment were defined in the theoretical part, after that senses of blind and visually impaired were described. Emotions, games and reading of blind and visually impaired people were touched on, too. The tactile picture books and techniques of their manufacture were explicated as well. The tactile picture book with an authorial story, in which emotions are the subject of discussion, was manufactured in the practical part. The didactic accessory, which enriches the reading of the picture book, was made to see it through the subject. The purpose of master’s thesis was to achieve an accessory which helps children in literacy development in Braille because of its lack on the market. The purpose of the accessory was in aid of processing and training of touch and eyesight for children with remained eyesight and partially-sighted children as well as recognition of emotions.

Videoigre so trenutno najpomembnejši medij v zabavni industriji 21. stoletja. Njihova pot je bila tlakovana s številni težavami in neprilikami, zlasti v splošni družbeni recepciji, saj jih je strokovna in splošna javnost dolgo časa (in jih ponekod še) obravnavala kot nekoristne, občasno celo škodljive. Slednje seveda ni absolutno res, ni pa tudi popolnoma ovrgljivo. Videoigre so prav tako kot drugi mediji izjemno širok pojem, med njimi najdemo tako estetsko izjemno dovršene umetniške naslove, najdemo pa tudi take, ki so moralno dejansko na meji spornosti, saj prinašajo nesmiselno nasilje in ponižujoče oblike spolnosti ter seksizma. V 21. stoletju smo pričeli prevzemati tudi nove načine učenja, ki jih prinašajo spremembe vzgojno-izobraževalnega sistema in novosti, ki jih s sabo nosi sodobna didaktika kot znanstvena disciplina. Tradicionalni frontalni pouk se zdi zapostavljen, večkrat celo negativno obravnavan, v osredje pa se vedno bolj postavlja eksperimentalne učne metode, med njimi tudi učenje z videoigrami, ki je v tujini ponekod že ustaljena praksa. V magistrskem delu se ukvarjamo z videoigrami kot didaktičnim pripomočkom pri pouku slovenskega jezika in književnosti. Ker so ponekod še zmerom izrazito negativno obravnavane, smo pridodali teoretičen del, ki se ukvarja zlasti s teorijo videoiger (slednje so v tekstu sinonimno imenovane kot igre), njihovo javno podobo in koristnostjo pri motiviranju ter poučevanju. Preučili smo izbrane posamezne adaptacije priznanih del v videoigre (Božanska komedija, Bartolov Alamut, določene pravljice) in tematsko ter motivno sorodna dela, ki jih lahko uporabimo za razširjanje klasično podane snovi (kakor zaznavamo v primeru romana To noč sem jo videl in videoigre Valiant Hearts). Ukvarjamo se tudi z didaktičnimi igrami, namenjenimi učenju jezika in njihovi prihodnosti v slovenskih aplikacijah/igrah, ki bi lahko služila za promoviranje slovanskih jezikov in spodbujanje učenja slovenščine kot tujega jezika, zato bi bilo smiselno načrte za takšno aplikacijo/igro umestiti tudi v Resolucijo o nacionalnem programu za jezikovno politiko po letu 2018. Zavedamo se vseh omejitev, ki bi jih tovrstno eksperimentalno poučevanje prineslo, zlasti problemov s finančnega vidika, vseeno pa poučevanje s pomočjo videoiger vidimo kot izjemno sofisticirano in spodbudno obliko pouka v prihodnosti slovenskega vzgojno-izobraževalnega procesa. Video games are currently the most important medium in the entertainment industry of the 21st century. Their path has been paved with numerous difficulties and inconveniences, especially in the general social reception, because for a long period they were (and in some cases still are) regarded as useless, occasionally even harmful, by both the professional and general public. Of course the latter is not absolutely true, but it is also not completely refutable. Just like other media, video games are a very broad concept. Among them we can find artistic titles with highly sophisticated aesthetics, but there are also those that morally border on controversy, as they deliver senseless violence and degrading forms of sexuality and sexism. In the 21st century, we began to incorporate new learning techniques, brought by the changes in the education system and the innovations that accompany modern didactics as a scientific discipline. Instead of traditional lecture-style instruction, which seems to be neglected and often even perceived negatively, experimental teaching methods are gaining prominence, which includes learning with video games, a common practice in many places abroad. The master thesis addresses video games as a didactic aid for teaching Slovene language and literature. Because games are occasionally still treated exceedingly negatively, we have added a theoretical part which specifically addresses the theory of video games (synonymously referred to as games in the text), their public image, and their practicality in motivating and teaching. We have analyzed selected individual videogame adaptations of acclaimed works (The Divine Comedy, Bartol's Alamut, certain fairytales) and works related by themes and motives, which can be used for spreading conventionally delivered material (as observed in the case of the novel To noč sem jo videl and the videogame Valiant Hearts). We also examine didactic games, intended for language learning, and their future in Slovene applications/games, which could serve to promote Slavic languages and encourage the learning of Slovene as a foreign language. Thus it would be sensible to submit a plan for such an application/game in the Resolution on the National Programme for Language Policy after the year of 2018. We are aware of all limitations that this kind of experimental teaching would result in, particularly the problems from the financial perspective, however we still view teaching with video games as an exceedingly sophisticated and stimulating form of learning in the future of the Slovene educational process.

Diplomska naloga predstavlja empirično delo o uvajanju tabličnega računalnika v proces pouka. Osnovni namen naloge je preučiti, kako uporaba tabličnega računalnika vpliva na značilnosti pouka. Za osvetlitev tega problema smo se osredotočili na učence in učitelje iz dveh srednjih šol, ki so sodelovali v pilotnem projektu Inovativna pedagogika 1:1 v luči kompetenc 21. stoletja, kjer so uvajali tablični računalnik v proces pouka. Z deskriptivno kavzalo-neeksperimentalno metodo smo s pomočjo ankete in lestvico stališč želeli ugotoviti, kako uporaba tabličnega računalnika vpliva na pripravo in izvajanje pouka, kako vpliva na medosebne in delovne odnose, na motivacijo, na uspeh in aktivnost učencev ter skušali ugotoviti, kaj predstavlja uporaba tabličnega računalnika učiteljem. Cilj naloge je bil, ugotoviti subjektivne predstave učinkov uvedbe tabličnega računalnika pri pouku. Analiza rezultatov je pokazala, da prihaja do sprememb v izobraževalnem procesu, kar se tiče metodičnih postopkov, vendar pa ne vpliva na ostale značilnosti pouka. Tako ni prišlo do sprememb pri motivaciji učencev, ni se povečala učenčeva aktivnost pri pouku ter se ni izboljšal uspeh učencev zaradi uporabe tabličnega računalnika pri pouku. S preverjanjem hipotez smo ugotovili, da izkušnje učiteljev, ki so jih pridobili z uporabo tabličnega računalnika pri pouku niso odvisne od tega, ali so učitelji predhodno že uporabljali tablični računalnik pridobljene izkušnje učiteljev, ki so jih pridobili z uporabo tabličnega računalnika pri pouku se ne razlikujejo glede na splošno naklonjenost učiteljev k digitalizaciji pouka med učitelji, ki so izboljšali svoje digitalne kompetence in tistimi, ki jih niso, ne obstajajo razlike v uporabi tabličnega računalnika pri pouku. Rezultati so tudi pokazali, da se mnenja med učitelji in učenci glede aktivnosti učencev pri pouku razlikujejo ter da uporaba tabličnega računalnika pri pouku ne vpliva na uspeh učencev. This empirical diploma thesis analyzes the implementation of tablet computers in the learning process. The main purpose of the thesis was to examine in what way the use of tablet computers changes the learning process. To highlight the issue, the study focused on students and teachers of two secondary schools who took part in the pilot project Innovative pedagogy 1:1 in the light of 21st century competences where tablet computers were implemented in the learning process. Based on a descriptive causal non-experimental method, a questionarre and an attitude scale were used to determine how the use of tablet computers influences lesson preparation and implementation, how it affects interpersonal and work relationships, motivation, academic performance, student participation, and to determine the teachers' attitude about the use of tablet computers. The aim of the thesis was to establish the subjective perceptions of the effects of using tablet computers in class. The analysis showed that the use of tablet computers changes the learning process in terms of methodical procedures but it does not change other characteristics of the learning process. By using tablet computers in class, the student motivation did not improve also, the student participation and their achievement did not increase. By testing the hypothesis we determined that the experiences the teachers acquired by using tablet computers in class do not depend on whether the teachers previously used tablet computers or not also, the experiences that the teachers acquired by using tablet computers in class do not differ considering the general preference of teachers towards digitalisation of the learning process furthermore, there are no differences in using tablet computers among teachers who improved their digital competences and those who did not. The results also showed that opinions of teachers and students related to student participation differ and that the use of tablet computers in class does not influence student performance.

V diplomski nalogi sta predstavljena razvoj in implementacija aplikacije za mobilni operacijski sistem Android, razvita v programskem jeziku Java. Aplikacija generira kodiran signal za dekodirno vezje, ki lahko krmili do 9 servomotorjev hkrati, na enem izhodnem avdiokanalu. Poleg funkcionalnosti generiranja kodiranega signala je razvit tudi modul, ki lahko krmili robotsko roko z dvema sklepoma in dvigajočim se pisalom. Razvita aplikacija omogoča spreminjanje nastavitev večine parametrov in se tako lahko prilagodi različni strojni opremi in situacijam. V delu sta poleg razvoja in implementacije aplikacije opisana tudi zgradba in delovanje dekodirnega vezja. Predstavljene so metode in uporabljena teorija, tehnologije in orodja. The thesis describes a process of development and implementation of the app for mobile operating system Android which was developed in Java programming language. App generates an encoded signal for a decoding circuit which is able to drive up to nine servo motors simultaneously with one output audio channel. Beside generating an encoded signal, we developed a module to control a robotic arm with two joints and a lift able pen. The developed app allows to alter majority of parameters, which makes app more adaptable to work with different hardware and in different situations. The thesis, beside the app development, describes design of the circuit and how it works, used methods and theory behind, used in the app development and used technologies and tools as well.