University of Ostrava Pedagogical Faculty Information and Communication Technology in Education Proceedings Rožnov pod Radhoštěm Czech Republic 10th – 12th September 2013 Edited by: Jana Kapounová Kateřina Kostolányová © Jana Kapounová, Kateřina Kostolányová ISBN 978-80-7464-324-8 Programme Committee Jana Kapounová, University of Ostrava, Czech Republic – chairperson Mario Barajas, University of Barecelona, Spain Philip Barker, University of Teesside, United Kingdom Matilda Drozdová, Department of InfoComm Networks, Žilina, Slovakia Thomas Lee Hench, Delaware County Community College, USA Ivan Kalaš, Comenius Univesity, Slovakia Elżbieta Kawecka, Centre for Informatics and Technology in Education, Poland František Koliba, Silesian University, Czech Republic P. A. M. Kommers, University of Twente, the Netherlands Kateřina Kostolányová, University of Ostrava, Czech Republic Dana Kričfaluši, University of Ostrava, Czech Republic Josef Malach, University of Ostrava, Czech Republic Martin Malčík, University of Ostrava, Czech Republic Jiří Mareš, Charles University, Faculty of Medicine, Czech Republic Erika Mechlová, University of Ostrava, Czech Republic Eva Milková, University of Hradec Králové, Czech Republic Váckav Nýdl, University of South Bohemia, Czech Republic Tomáš Pitner, Masaryk University, Czech Republic Petra Poulová, University of Hradec Králové, Czech Republic Eugenia Smyrnova-Trybulska, University of Silesia, Poland Jana Šarmanová, University of Ostrava, Czech Republic Milan Turčáni, Constantine the Philosopher University, Slovakia Jiří Vaníček, University of South Bohemia, Czech Republic Václav Vrbík, University of West Bohemia, Czech Republic Organizational committee Kateřina Kostolányová – chairperson Romana Franková Reviewers Barajas Mario, University of Barecelona, Spain Bílek Martin, University of Hradec Králové, Czech Republic Czeczotková Blanka, University of Ostrava, Czech Republic Horký Emil, University of Ostrava, Czech Republic Hubálovský Štěpán, University of Hradec Králové, Czech Republic Javorčík Tomáš, University of Ostrava, Czech Republic Juřičková Radka, University of Ostrava, Czech Republic Kapoun Pavel, University of Ostrava, Czech Republic Kapounová Jana, University of Ostrava, Czech Republic Kommers P. A. M., University of Twente, the Netherlands Kostolányová Kateřina, University of Ostrava, Czech Republic Magdin Martin, Constantine the Philosopher University, Slovakia Mechlová Erika, University of Ostrava, Czech Republic Michalík Petr, University of West Bohemia, Czech Republic Mlčková Marie, Charles University in Prague, Czech Republic Nýdl Václav, University of South Bohemia, Czech Republic Oujezdský Aleš, University of Ostrava, Czech Republic Prextová Tatiana, University of Ostrava, Czech Republic Smyrnova-Trybulska Eugenia, University of Silesia, Poland Šarmanová Jana, University of Ostrava, Czech Republic Takács Ondřej, University of Ostrava, Czech Republic Telnarová Zdeňka, University of Ostrava, Czech Republic Turčáni Milan, Constantine the Philosopher University, Slovakia Vaníček Jiří, University of South Bohemia, Czech Republic Veřmiřovský Jan, University of Ostrava, Czech Republic Vrbík Václav, University of West Bohemia, Czech Republic Contents PLENARY LECTURES Learning Transversal Skills with ICT-enhanced Attribute Blocks 9 Barajas Mario, Trifonova Anna ICT as a Pathway to Inquiry Based Science Education 11 Barajas Mario Proč je přínos e-learningu u jednotlivých studentů odlišný? 14 Mareš Jiří English-Czech Inter-Language Interference in Translations of Technical Texts 31 Svobodová Diana PROCEEDINGS Can Blogging Activities and Peer-Reviewing Improve Learning Outcomes? 37 Bejdová Veronika, Kubincová Zuzana, Homola Martin Using Bobrovo environment by teachers and their students 47 Bezáková Daniela, Hrušecká Andrea, Hrušecký Roman Inquiry Based Science Education and ICT 57 Bílek Martin Approach to Teaching Information System – One Year After 66 Buřita Ladislav ICT in the Project-based Education of Physics 76 Dimitrova Vesselina, Dimitrova Neli, Lustig František Application Knowledge of Modeling and Simulation in teaching of Engineering 82 Dvořák Karel Mind Maps in Programming 90 Havelková Hana Data Visualization with gnuplot in Climate Change Education 98 Hollan Jan, Miléř Tomáš, Svobodová Jindřiška ICT in technical subjects 103 Hrbáček Jiří, Kučera Martin, Hodis Zdeněk, Dosedla Martin Educational Games for Safe Electronic Communication 112 Javorčík Tomáš, Kapoun Pavel Educaching 121 Kapounová Jana, Kapoun Pavel, Jiří Šrámek Simulation of Personalised eLearning 131 Kostolányová Kateřina, Takács Ondřej 5 The impact of digital media on changes in education – research report 138 Krajewska Jowita The evolution of cloud platforms for learning 143 Leipert Jiří Easy to use remote experiments WITHOUT laboratory systems 148 Lustig František Contribution of Computer Simulations for the Science Instruction: Analysis of 154 Design and Results of Research Studies Machková Veronika, Bílek Martin Programmed Learning 1954–2013: 60 years of inspiration for teaching and learning 167 in the world Malach Antonín, Malach Josef From Behaviorism to Generativism: Changes of Theoretical Principles of ICT 178 Applications in Teaching and Learning Malach Josef, Malčík Martin, Mechlová Erika Testing in the Information and Computer Literacy Course 194 Nagyová Ingrid Personalisation on educational using of museum exposition supported by ICT 200 Najbrt Lukáš Innovation in education and innovative learning activities with ICT 207 Neumajer Ondřej Creation of Educational Video Tutorials 213 Oujezdský Aleš The application of a systems approach in teaching 221 Pálušová Mária, Exnar Zdislav To Trust Digital Media in the Process of Education 227 Perzycka Elżbieta Software and Hardware Used in Education for Teachers and Students 234 Pokorná Erika, Šujanová Jana Personalized eLearning – YES or NO 242 Poulová Petra, Šimonová Ivana Some Aspects of ICT Integration into Education 252 Rosman Pavel Usage of information technology in inclusive education at universities 261 Sehnalová Vladimíra Infrastructure of clinical cases for medical education 268 Schwarz Daniel, Harazim Hana, Štourač Petr, Komenda Martin, Dušek Ladislav 6 Data Warehouses in Education 274 Šarmanová Jana Foreign Language Teaching and Learning: Learners´Experience Reflecting 284 Individual Learning Styles Šimonová Ivana Web based dynamic modeling by means of PHP and JavaScript – part II 294 Válek Jan, Sládek Petr Towards a New IT Primary Curricula: Implementing Basics of Computer Science 303 Vaníček Jiří Interactive white boards in science education of pupils with mild mental handicaps 313 Veřmiřovská Martina, Veřmiřovský Jan 7 8 LEARNING TRANSVERSAL SKILLS WITH ICT-ENHANCED ATTRIBUTE BLOCKS Mario Barajas and Anna Trifonova Faculty of Pedagogy, University of Barcelona Passeig Vall Hebrón, 171, 08035 Barcelona, Spain {mbarajas; trifonova}@ub.edu Abstract Tangible and manipulative objects are often used in teaching, especially for small children. Physical objects and toys attract children’s attention, motivate exploration and are associated with play, free time and imagination. Children learn easily through interaction with objects as they are actively involved in the manipulation. Physical objects might stimulate the sensor- motor abilities, preoperational and concrete operational abilities of children (in accord with Piaget’s Cognitive Development Theory). Thus physical objects and toys might stimulate learning across several domains, including language, fine motor, gross motor, social- emotional, and cognitive development (Guyton 2011). Physical objects have been the basis for many structured teaching materials, stimulating specific fundamental skills, such as mathematical or logical ones (Boggan 2010, Drews 2007). Examples of such teaching materials are Pattern blocks, Attribute blocks (also called Logic blocks), Base-10 block, Fraction strips, Geoboards, etc. Herby, we present Block Magic1 – a smart technologies system which enhances the traditional attribute blocks with ICT (see www.blockmagic.eu). Block Magic is based on the structured teaching material developed by Dienes (Dienes 1974) which consist of 48 plastic or wooden blocks each distinct by at least one attribute from the other blocks in the set. The attributes are colour, (red, yellow, blue); shape (square, circle, triangle, rectangle); thickness, (thick, thin) and size (small, big). Our system is an “intelligent” version of the Dienes’ logic blocks. Each block is equipped with a RFID sensor for automatic identification of the blocks. The child manipulates the blocks and places them over a small board, which is an RFID reader device, i.e. an antenna that reads the blocks identifiers and communicates them to the software. On the other hand, Block Magic allows assisting the learner through a formative feedback and automatic scaffolding in the knowledge construction. The software suggests to the learner the exercises/games to be played and provides instructions and corrections triggered by the child’s activities. The software analyses student’s interactions and adapts the set of exercises with the goal of maximising students learning. Magic aims to trigger creative, mathematical, logical, language, strategic and social skills in pre-school and primary school children (Trifonova 2012). Two types of learning activities are designed – a single play mode in which one child plays with one Block Magic system and a social play mode in which a small group of children collaborates in solving the exercises