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Assessment is among the inevitable components of a curriculum and directs students’ learning. E- assessment, as prepared and administered with the use of ICT, provides opportunities to make the process easier in some aspects, but also brings certain challenges. This paper presents an e- assessment framework from a student perspective. Our study lasted for one academic year and incorporated a total of 631 students’ responses to questionnaires conducted three times in two different mathematics courses. The courses are compulsory for undergraduate informatics students. The research included a three-step factor analysis: two exploratory factor analyses and a confirmatory factor analysis. It yielded a model of a student perspective on e-assessment consisting of four factors: Transparency and fairness of assessment, Formative and summative assessment and feedback, Meaningful use of technology in assessment and Difficulty of learning outcomes. The students’ opinion about the use of e-assessment was generally positive. The students appreciated the student-centred approach based on sound pedagogical alignment of all teaching and learning elements with assessment. They found it important that technology should not distract students during assessment tasks and considered cheating in a controlled e-assessment environment to be no more frequent than in face- to-face assessment.

The aim of this half-day face-to-face workshop, organized in cooperation of three universities, is twofold. First, it will provide a platform for sharing of experiences, research and challenges related to the link between learning analytics (LA) and learning design (LD). Second, the workshop will enable participants to engage with an innovative, free-to-use LD tool (learning-design.eu), and create advanced learning analytics on LD using the tool. Participants will be invited to work collaboratively on LD of their own courses, reflect on the LA generated by the LD tool and improve the course LD accordingly. This will also contribute to the further development of the concept and tool, based on a pre-established research protocol. Participants will take away recommendations for improvement of their own courses, as well as know-how on how to use an innovative LD tool at their own institutions. Ahead of the workshop, if interested, participants will be invited to apply for a short presentation (5-10 minutes). They will also be asked to consider their courses and particular learning outcome(s) which could be redesigned at the workshop.

There are different ways games can enrich teaching and learning. The two basic approaches are gamification and game-based learning (GBL). If a teaching and learning process is implemented as a game, it is considered GBL. But when game-like elements enrich only some aspect of a teaching and learning process, it is gamification. This paper presents the case study: Who wants to be a millionaire? (WWTBM) implemented as GBL. In most cases, a quiz is just an example of gamification. In the case study presented in this paper, WWTBM was used in form of well-known TV show but for a special audience. The case study was implemented at the University of Zagreb, Faculty of Organization and Informatics (FOI) as a part of the professional development training for FOI’s teachers. The training covered many topics related to applying innovative teaching and learning strategies and methods, such as flipped classroom, work-based learning, project-based learning, and laboratory-based learning. The topics were delivered as separate workshops, based on the teach as you preach principle. The training was organized as a joint venture of three projects: Erasmus+ RAPIDE and two projects, DIP2Future and Study4Career, funded by the European Social Fund. The workshop related to using games in teaching and learning was implemented in two steps: (1) the participants were asked to watch a WWTBM video (asynchronous) before the workshop, and (2) the video was analyzed in the synchronous hybrid (face-2-face and online) part of the workshop. The duration of the WWTBM video was 43 minutes. The host and the quiz contestant were the same person (the GBL workshop author). The video was recorded in FOI’s video studio using chroma key features to achieve visual authenticity of the WWTBM in the postproduction. The visual elements of the real- life TV WWTBM show were complemented with authentic sound elements. All questions in the show were related to gamification and GBL. The idea was to introduce the viewers to the topic’s content gradually. The questions were not answered right after they were presented – the drama and uncertainty characteristic of the actual TV show were also present. The viewers were motivated to think together with the contestant and play the game and learn. The contestant elaborated his reasoning, which helped the viewers understand the content. In addition, some explanations were given by the host. The contestant could use three jokers. The final question was created to summarize the topic: if the viewers were able to answer it correctly before the contestant, it could be concluded that they achieved the goal of the show: to learn about the topic and have fun. The workshop participants valuated the video using 15 questions during the synchronous session. They underestimated the time the author needed to create the video, declared that they successfully answered the final question, answered the control questions correctly, evaluated positive and negative aspects of the show, recognized the basic elements of a game in the show, and strongly agreed that the video was successful. Finally, it would be of utmost importance to collect data from the teachers on whether they were motivated by the training to use game-based elements and other innovative strategies in their teaching.

This paper presents a study conducted within an international project to investigate the experiences of higher education (HE) teachers with the shift to digital teaching during the COVID-19 pandemic. The study was based on a survey conducted among HE teachers (n = 167) in autumn 2021 in four European countries: Spain, Portugal, Finland and Croatia. Analysis of Variance (ANOVA) was used to investigate the differences in responses with respect to the country and the study field, with more significant differences found among the countries than among the study fields. The results will contribute to a MOOC for teachers’ professional development.

Zbog pandemije COVID-a obrazovne institucije diljem svijeta (pa tako i u Republici Hrvatskoj) privremeno su zatvorile svoje zgrade i učionice. To je rezultiralo brzim prelaskom na učenje i poučavanje na daljinu te online vrednovanje. Veliki izazov je u hibridnom ili potpuno online modelu osigurati i održati kvalitetnu nastavu matematike, posebno prilikom uvođenja novih koncepata koji su studentima zahtjevni. Posebno je zahtjevna priprema, organizacija i provođenje online vrednovanja koje mora udovoljavati stručnim i metodičkim zahtjevima, ali i biti vjerodostojno. Kritički ispitujemo ulogu učenja na daljinu i online vrednovanja u stjecanju znanja, vještina i stavova. Zalažemo se za konstrukciju cjelovitog programa vrednovanja s pomno pripremljenim skupom metoda vrednovanja, ali i njegovu evaluaciju prema sveobuhvatnom okviru. U tu svrhu odabrali smo takozvani Model korisnosti vrednovanja koji su uveli Van der Vleuten i Schurwith (2005). Spomenuti model sadrži 5 kriterija: pouzdanost, valjanost i prihvatljivost vrednovanja, utjecaj vrednovanja na učenje, te troškovi modela vrednovanja. Fokus našeg rada je na pouzdanosti koju vrlo općenito shvaćamo kao razinu točnosti odluka za prolaz i neuspjeh. Analizu pouzdanosti provodimo na razini ispita, ali i na razini cijelog programa vrednovanja za pojedini predmet. Preciznije, konstruiramo kompozitni indeks za program vrednovanja na razini cijelog predmeta na dva načina. Taj kompozitni indeks predstavlja moguću mjeru pouzdanosti cijelog programa vrednovanja. Za testiranje modela koristili smo analitike učenja dostupne u sustavu za upravljanje e-učenjem (Moodle) za posljednjih nekoliko akademskih godina. Podatke o rezultatima vrednovanja analizirali smo uz pomoć statistika testa u Moodleu te odredili koeficijent interne konzistentnosti (tzv. Crombach alpha) na razini pojedinog dijela u planu vrednovanja (npr. za kolokvij) koje smo zatim težinski usrednjili. Statistike testa u Moodleu, omogućavaju upotrebu i drugih parametra kvalitete ispitnih zadataka na razini testa, ali i na razini pojedinog pitanja.

Technology can support teaching and learning processes in many ways. In particular, e-assessment can provide a meaningful upgrade to standard approaches. We will present a model of a student perspective on e-assessment in mathematics in higher education. The focus of our presentation will be on e-assessment supported by a Learning Management System (LMS). Within our mathematics courses paper-based assessments were replaced with computer-based ones. E-assessment questions were individualized, taken from a systematized online question bank, in which questions are organized according to a taxonomy of learning outcomes. E-assessments were conducted in a controlled online environment. We collected 631 students' responses to questionnaires on three occasions, in two different mathematics courses during one academic year. The research included two exploratory factor analyses and a confirmatory factor analysis. It yielded a model of a student perspective on e-assessment, consisting of four factors: Transparency and fairness of assessment, Formative and summative assessment and feedback, Meaningful use of technology in assessment and The difficulty of learning outcomes.

In this paper we present a systematic literature review of studies related to digital maturity of schools. The focus is on the identification of the most significant papers from the field of digital maturity of schools, essential elements of digital maturity frameworks and their validation, as well as the connection with other sectors related to the school. The analysis shows that ICT infrastructure is an important but not sufficient element for digital transformation. Digital transformation is also influenced by digital competences of schools’ employees, use of ICT in teaching and learning and administration, and the strategic approach to digital transformation.

Tijekom pandemije je veliki izazov osigurati i održati kvalitetnu nastavu matematike i drugih predmeta koji su studentima konceptualno zahtjevni, u hibridnom ili potpuno online modelu. Posebno je zahtjevna priprema, organizacija i provođenje online vrednovanja koja moraju udovoljavati stručnim i metodičkim zahtjevima, ali i biti vjerodostojna. Principi kojima se vodimo u dizajnu nastave i online vrednovanja su jasna veza vrednovanja s planiranim ishodima učenja predmeta, upotreba kompleksnih i/ili problemskih zadataka strukturiranih pomoću prikladne taksonomije u velike baze zadataka i pitanja (tako da svaki student dobije “svoje zadatke”). Uz nabrojeno, razumno su odabrane i druge mjere za prevenciju i sprečavanje varanja na (online) ispitima.

We present a comprehensive learning design (LD) concept and tool, motivated by the needs identified by higher education (HE) practitioners. The concept and tool aim at implementing contemporary research findings and theory to support balanced LD planning (BDP). The student-centered BDP concept and tool provide innovation to LD planning by strongly focusing on learning outcomes (LOs) and student workload, aligning study program and course level LOs, ensuring constructive alignment and assessment validity, enhancing LD by using learning analytics, and enabling flexible use in different contexts and pedagogical approaches. The ongoing work has been done according to design science methodology, with positive first feedback from HE practitioners. We identify areas for further research and improvement, including testing the BDP tool in real-world HE contexts and its integration with learning management systems. This could help close the gap between intended (often innovative) LDs and their implementation in real teaching and learning environments.

The purpose of this paper is to explore the motivation and expectations of stakeholders (students, teachers, and employers) related to their participation in simulated work-integrated learning (WIL) taking place in a form of work- related projects in an academic environment. Analysis is based on data gathered from 49 students, four teachers and six employers who participated in WIL within four different units of study in Information and Communication Technologies (ICT) at the University of Zagreb, Faculty of Organization and Informatics (FOI), Croatia. The findings of this research revealed that student learning, student career development and increasing quality of learning and teaching are common motivational factors for stakeholders’ participation in WIL. Additional factors pertinent to respective stakeholders’ motivation and expectations are also detected. The results of this study can help higher education institutions (HEIs) in the organization of WIL practices to increase motivation and meet expectations of all stakeholders.

Assessment is one of the central components of a curriculum and guides students' learning. E- assessment involves the use of ICT to present and deliver assessment tasks, receive and record students' answers, as well as to provide feedback to students. E-assessment has been used considerably more in many higher education institutions since the onset of the COVID-19 pandemic and therefore our aim is to explore the specifities of e-assessment in mathematics. We will present the benefits and downsides of e- assessment in mathematics in higher education. Our study focused on students' perspectives on e- assessment supported by a Learning Management System (LMS) in mathematics courses. It incorporated 631 students' responses to questionnaires conducted three times and it lasted for one academic year. We used descriptive statistics for close-ended questions and qualitative analysis for open-ended questions. The students' perspectives on e- assessment were generally positive. The students appreciated the student-centered approach based on sound pedagogical alignment of all teaching and learning elements with assessment. However, they found it important that technology should not distract them during assessment tasks. Finally, they did not find that there was more cheating and plagiarism in e- assessment in comparison to on-campus face-to-face assessments.

The assessment should be constructed and analysed holistically. The role of assessment should be critically examined in acquisition of knowledge, skills and attitudes. We postulate two aspects: 1. The complete assessment programme with carefully prepared assessment set should be considered. 2. Assessment programme should be evaluated according to an overarching framework. According to (Van der Vleuten & Schuwirth, 2005) the utility framework for assessment depends on 5 factors: Validity (the most frequent quality criterion), Reliability (the accuracy of pass and fail decisions), Educational impact, Acceptability and Cost of assessment. Our aim is to use learning analytics to support evaluation of assessment set according to the utility framework.

Due to the COVID{;19 pandemic the educational institutions around the world have been temporarily closed by their governments which resulted in rapid transition to remote learning and online assessment. We critically examine it's role in acquisition of knowledge, skills and attitudes. We advocate construction of the complete assessment programme with carefully prepared assessment set, but also its evaluation according to an overarching framework. For that purpose we have chosen the so-called utility framework introduced by Van der Vleuten & Schurwith, 2005. We will present the utility framework which consists of five elements (validity, reliability, educational impact, acceptability and costs). The focus will be on the reliability which we broadly understand as the accuracy of pass and fail decisions. More precisely, we will introduce and analyse several approaches for construction of the composite index for the assessment programme on the course level as a possible measure of the reliability. To do that, we use data available in the learning management system for past two academic years.

This invited lecture covers a choice of research within the field of learning analytics, as well as the applications in educational systems which includes the strategic decision-making (national) but also the analysis of the examples at the study programme and course level. I propose some research questions for future research.

TEM Journal; Vol 6, No 4, 2017. ISSN 2217-8309, The paper describes and interprets differences among social network structures in the private sector, politics (local administration) and non-governmental organisations (NGO) in Croatia. Social network analysis (SNA) methodology was used to examine networks in three sectors, which were found to differ in terms of centrality measures and substructures. In the private sector network, centrality values of network members were related to their respective positions in the organisational hierarchy. In the politics network, centrality measures values of members were influenced both by hierarchy and by the number of same-party members. In the NGO network, all members had high centrality values. Substructure sizes were low in the private sector and high in the NGO sector; in the politics network, they were dependent on the number of same-party members.

Strategic planning using the balanced scorecard (BSC) is a usual activity in many higher education institutions (HEIs). In BSC, goals are deployed into BSC perspectives. In non- profit HEIs, those perspectives are (from bottom to top): the finance perspective, the learning and growth perspective, the internal processes perspective, the costumers perspective and the mission perspective. In terms of profit HEIs (ex. private universities), the finance perspective is at the top of the map (instead of the mission perspective). In the literature, we can also find totally new BSC perspectives that are adjusted to the particular HEI’s needs. Nevertheless, when HEI’s administration selects a specific strategic map design, it places strategic goals into the map and connects them with respect to the existence of the influences between goals. In theory, a goal from a particular perspective can influence on any other goal from the same perspective, as well as to any goal from any perspective that is above its perspective. After the strategic map of goals is created, there is often a request to prioritize strategic goals in the strategic map in to determine the most crucial goals. In this paper, we present several possible ways to prioritize BSC goals. Three of them are the direct applications of three methods: the analytic hierarchy process (AHP), the analytic network process (ANP) and the PageRank centrality. Additionally, we propose an integrated approach. The main disadvantage of applying the AHP is that influences between goals are not included in goals’ priorities calculations. The main disadvantage of the ANP is that many BSC goals will weigh 0.0 because the graph that is associated with the BSC strategic map of goals is almost always reducible. This issue can be solved by applying the PageRank centrality. The procedure of this method ensures that the original BSC map will become irreducible. However, applying the ANP or PageRank does only consider the influences between goals in BSC map. It does not include the importance of each goal for the HEI into consideration. To ensure both, we proposed and applied the integrated approach which combines the AHP with PageRank centrality. In this paper, all these concepts are applied and demonstrated on the case of the BSC strategic map of goals of the Faculty of organization and informatics, University of Zagreb and can be applied for other HEIs’ strategic maps of goals.

Agencija za znanost i visoko obrazovanje (AZVO) tijekom 2017. godine provela je anketu o zapošljivosti diplomanada na nacionalnoj razini u okviru projekta SKAZVO – Unapređenje sustava osiguravanja i unapređenje kvalitete visokog obrazovanja. Cilj je provođenja ankete o zapošljivosti diplomanada bio prikupljanje podataka o generaciji studenata koji su diplomirali na visokim učilištima u Republici Hrvatskoj 2016. godine, o njihovu zadovoljstvu pripremom za tržište rada u okviru visokih učilišta te o prijelazu iz sustava visokog obrazovanja na tržište rada i prvom zaposlenju. Rezultati analize prikupljenih podataka predstavljaju temelj za unapređenje sustava visokog obrazovanja i poticanje aktivnosti usmjerenih boljoj povezanosti s tržištem rada. Ovo izvješće donosi kratak opis anketnog upitnika i strukture ispitanika te osnovne rezultate deskriptivne statistike. Osim zbirnog izvješća pripremljena su i pojedinačna izvješća za visoka učilišta kako bi mogli dobiti detaljniji uvid u strukturu zapošljivosti svojih diplomanada.

Strategic decision making about education and open and distance education (ODE) issues requires analytic approach supported by a suitable method. The Analytic Network Process (ANP) meets all the requirements of decision making in higher education (HE), but it is very rarely used in practice because of its weaknesses. The weaknesses are related to the complexity of the method and demand on resources in the process of implementation. An upgraded ANP method that combines the ANP with the Social Network Analysis (SNA), which diminishes some of the weaknesses of the original ANP, is presented in this paper.

Rapid diffusion of Information and Communication Technologies (ICT) in all professional and personal areas require digital maturity from schools. In order to assess this aspect of school, a concept of digitally mature school has been developed and translated into different frameworks. In this paper, we describe development methodology of Framework for Digitally Mature Schools (FDMS) in Croatia. The FDMS, together with the accompanying instrument and software, represents a unique and comprehensive tool set for the assessment of digital maturity of a school. The FDMS recognized five areas divided into 38 elements that are described on five digital maturity levels in the form of a rubric.

Digital technologies in educational institutions have the potential to be one of the main catalysts of quality education. The purpose of this paper is to analyse digital maturity frameworks, to describe the irdevelopment methodologies and to propose a Digital Maturity Framework for Higher Education Institutions (DMFHEI). The methodology for framework development consists of five main steps: literature search and data extraction ; two focus group analyses ; applying theQ-sorting method ; reviews by two experts ; and a summary of results. Results presented in this paper show that the DMFHEI has recognised seven areasthatcan bedivided into 43 describable elements.

Digital competences should be considered in teacher education but also in the field of teacher professional development. Technological Pedagogical Content Knowledge (TPACK) framework represents teacher knowledge for technology integration and is represented by seven domains. Survey of Preservice Teachers’ Knowledge of Teaching and Technology (SPTKTT) is one of the inventories developed to measure TPACK framework. Authors of the inventory have found empirical support for all seven domains of TPACK framework by the use of exploratory factor nalysis. Aim of this study is to validate SPTKTT inventory in the context of Croatian educational system by the use of exploratory and confirmatory factor analysis. Results showed that structure of SPTKTT inventory consists of nine factors, while confirmatory factor analysis confirmed that three factors which refers to Content Knowledge domain fall under the one single factor. Internal consistency of the inventory shows high reliability.

This workshop presents the developed maturity model for supporting graduates early careers within HEIs taking into account diversity of student body. The final model was developed based on the case study research at four HEIs in Europe, inputs from different higher education stakeholders (teaching and non- teaching staff, students, alumni, employers, policy makers etc.) and testing at four HEIs in Croatia.

MOOCs were initially designed as stand-alone products but blended learning programs have been developed to utilize the benefits of MOOCs. This paper presents case study research of incorporating a MOOC into traditionally delivered course with specific goals of giving students opportunity to experience learning in virtual environment and helping part-time students in achieving particular learning outcomes. Benefits and obstacles of such an effort were researched in a case study where part of the traditionally delivered learning was replaced with a MOOC at a compulsory graduate level course. Students were asked to choose between completing a MOOC and taking project-based activity to work towards the final grade. While going through the MOOC, it was required from students to keep a learning diary to showcase the understanding of the content but also to provide insight for qualitative analysis based on a set of questions that the students were required to answer. The case study research was based on qualitative analysis of the learning diaries and on quantitative review of achieved results. Qualitative analysis of the answers to open ended questions showed that students’ overall feedback has been positive. Students were generally satisfied with this form of learning, despite some difficulties, such as language barrier or sufficient prior knowledge or required workload. Most appreciated characteristics of MOOCs were self-paced learning and the option to assess knowledge on regular basis, especially among part-time students.

Learning analytics should go beyond data analysis and include approaches and algorithms that are meaningful for learner performance and that can be interpreted by teacher and related to learning outcomes. Assessment analytics has been lagging behind other research in learning analytics. This holds true especially for peer- assessment analytics. In this paper we present a mathematical model for peerassessment based on the use of scoring rubrics for criteriabased assessment. We propose methods for the calculation of the final grade along with reliability measurues of peerassessment. Modeling is motivated and driven by the identi- fied peer-assessment scenarios. Use of peer- assessment based on a sound model provides benefits of the deeper learning while addressing the issues of validity and reliability.

This paper gives a brief overview of the changes within higher education system during the last few decades. Further, the paper brings critical analysis of approaches to strategic decision-making and strategic planning in higher education and most importantly, it brings examples of strategic problems and possible strategic decisions as well as strategic decision evaluation possibilities within higher education and the corresponding impact evaluation within Croatian HE institutions.

The aim of learning analytics is to use available data from different systems and data bases in order to support students and teachers in learning and teaching processes. In order to ensure that main groups of users get what they need the most by using learning analytics, there is an imperative to develop feasible needs analysis methodology as well as to perform the needs analysis according to it. There are far less research and prediction about the role and implementation of learning analytics in pretertiary education (schools) than in higher education. The research presented in this paper was performed in primary and secondary schools in Croatia. Final results are presented in form of most relevant questions posed by students and teachers that learning analytics system supposed to answer.

Strategic decision making implementation is still an important problem in higher education (HE). The shift in research moved from goals and activities towards recognizing decision making methods used for decision making (DM) and evaluation of the strategy implementation. The purpose of this paper is to investigate which decision making methods and methodologies are used in the decision making processes in higher education, especially strategic decision making problems connected to the implementation of e-learning. In order to achieve this goal we reviewed 40 research papers. Results show diversity of methods, methodologies and approaches used in the strategic decision making in HE which proves complexity of the topic. We summarize them in four phases and also recommend methods that can be successfully applied based on the literature review presented in this paper and authors’ practical experiences.

Five European Union targets until 2020 include the necessity to increase the share of population having completed tertiary education (at least 40% of 30-34–year-olds completing third level education), to raise the employment rates (75% of the 20-64 year-olds to be employed) but also to reduce the poverty and social exclusion. In order to achieve those goals, higher education institutions should pay attention to improve their practices focused on widening access, to support retention for all students, especially for those underrepresented and unprivileged, as well as to enhance the employment capability of their graduates. This should be done, not only through the provision of support services, but integrating that support into strategy development, curriculum design and delivery and different extra- curricular activities. This paper brings the preliminary results from case studies research conducted at four higher education institutions in Europe that differ in their size, funding, government and support they provide for students from their access through the whole study period. Case studies research was conducted at: University of Belgrade, Faculty of Organizational Sciences (Serbia), University of Edinburgh (UK), Vienna University of Economics and Business (Austria) and University West (Sweden). The preliminary results of this study provide insight into good practices supporting student retention and employment capabilities within higher education institution. The initial list of practices will serve for further development of the strategic framework with accompanying maturity model, as a guidance tool for higher education institution striving to improve the maturity of their practices related to student support.

We investigate and advocate a geometrical approach to learning analytics with a focus on peer assesment. Also, we present a case study for course improvement.

Postavlja se pitanje utječe li uopće tehnologija na poučavanje i poboljšava li učenje i poučavanje ili ne. Ovo pitanje se postavlja još od čuvene debate o medijima R.E. Clarka (1983) i R. Kozme (1994). U ovom radu se diskutira o situacijama kada je utjecaj tehnologije najveći.

Dokaz je važan katalizator u razvoju apstraktnog i logičkog razmišljanja. To su poželjne osobine svih studenata, a ne samo matematičara. Vođeni ovakvim razmišljanjem, počeli smo se baviti ovom temom, s naglaskom na prenosti koje imaju studenti na Fakuletu organizacije i informatike Sveučilišta u Zagrebu. Proveli smo istraživanje u dva navrata te smo analizirali dobivene podatke u svrhu uočavanja studentskih prepreka i problema sa dokazima.

U članku se opisuje kako je moguće poboljšati i unaprijediti nastavu matematike u skladu s nastavnim programom i studijem informatike, ishodima učenja predmeta Matematika 2, strategijom e-učenja Fakulteta organizacije i informatike i strategijom e-učenja Sveučilišta u Zagrebu.

U ovom radu su istraženi stavovi prema matematici i korištenju novih tehnologija studenata prve godine Informacijskih i poslovnih sustava na Fakultetu organizacije i informatike. Konfirmatorna faktorska anliza pokazala je da je stav prema e-učenju novi faktor koji se razlikuje od pouzdanja u sposobnost upotrebe tehnologije i kao takav treba naći svoje mjesto u teoretskom modelu stavova prema matematici.

Learning outcomes are considered to be a key tool for student-centered teaching and learning. They can be successfully implemented in teaching and learning mathematics on higher educational level and together with appropriate level of technology enhanced learning can provide the framework for successful learning process even for students that have not been primarily interested in mathematics. One of the most prominent goals of mathematics in non- mathematics major study programs is providing students with mathematical modelling skills. In this respect assessment methods should be carefully chosen and implemented in concrete learning context to take into account problem posing and problem solving. This paper describes the way in which rubrics can be used in a mathematical course in order to assure the fulfillment of the learning outcome concerning mathematical modeling and problem solving. Problem posing out of the real world context confirmed to be hard task for students.

This paper presents the methodology for strategic decision making in higher education (HE). The methodology is structured as a cycle of strategic decision making with four phases, and it is focused on institutional and national perspective, i.e. on decision making that takes place at institutions of HE and relevant national authorities, in case HEIs are public. Case study of e-learning implementation in HE is presented. E-learning refers to technology enhanced learning, blended learning, open and distance learning as well as massive online courses (MOOCs) delivered by HEIs.

Learning analytics deals with the data that occurs from students' interaction with ICT: collecting data, analyzing and reporting can influence learning and teaching. Application of learning analytics for analyzing assessment has lagged behind other areas of application. We argue here for the need for learning analytics for assessment with a special focus on peer and self-assessment. All forms of assessment should encourage deep learning. Reliability and validity of peer assessment will be discussed. In this context, a case study will be presented.

Learning analytics is focused on the educational challenge of optimizing opportunities for meaningful learning. Assessment deeply influences learning, but at the same time data about assessment are rarely considered and utilized by learning analytics. Current approaches to analysis and reasoning about peerassessment lack rigor and appropriate measures of reliability assessment. Our paper addresses these issues with a geometrical model based on the taxicab geometry and the use of the scoring rubrics. We propose and justify measures for calculation of the final grade in peer-assessment and related inter-rater and intra-rater reliability measures. We present and discuss a geometrical model for two important peer-assessment scenarios.

The diffusion of innovation (DOI) is critical for any organization and especially nowadays for higher education institutions (HEIs) in the light of vast pressure of emerging educational technologies as well as of the demand of economy and society. DOI takes into account the initial and the implementation phase. The conceptual model of DOI in higher education (HE), where e- learning is considered as innovation, will be elaborated in the poster.

Due to the high unemployment rate of young people, there is a strong emphasis on the issues/policies regarding the employability of young people on level of the European Union. Additionally, the enhancement of graduates’ employability is one of the criteria for the majority of university rakings. Accordingly, at the level of the European Higher Education Area (EHEA), strengthening the potential employability of young people was set as one of the key development priorities. The closer cooperation between education, businesses, entrepreneurial sector, employment services and other stakeholders became one of the strategic goals until 2020, in order to ensure better graduates’ employability. In that context, not only the quality of study program, but also the support activities and services available to students are of great importance. The goals of this research are to explore how different elements of student support system are currently organized at European universities and to develop a strategic framework with the accompanying maturity model for supporting higher education graduates’ early careers in the field of information and communication technologies (ICT). This paper presents the research steps in the development of strategic framework with accompanying maturity model, following the design science principles.

Dokumentom se želi ukazati na trenutačno stanje u sustavu visokog obrazovanja u Republici Hrvatskoj vezano uz osiguravanje pristupačnosti i uvjeta studiranja za studente s invaliditetom, na probleme u svakodnevnom životu studenata s invaliditetom u Hrvatskoj te, uz jedinstvene standarde pristupačnosti, definirati konkretne smjernice, nositelje odgovornosti i resurse potrebne za poduzimanje odgovarajućih mjera u praksi.

Students that are in the process of secondary school education are interested in finding accurate information about post secondary education options. High schools and institutions of post secondary education, such as universities, colleges and polytechnics, are looking for good communication channels and tools that will inform better choices and decisions regarding continuing education. Towards that end, partners from Canada and Croatia are exploring the potential of using a Canadian YMCA Didactic Tool (Graduate Pursuit) in the Croatian School system. This didactic tool provides information about possibilities for continuing education and students can become more familiar with the terms from the academic environment. An initial step was to identify similarities and differences in the Canadian and Croatian secondary school systems in order to identify adjustments required to be incorporated in the content of the Graduate Pursuit Cards. The research and exploration of the applicability of the tool was tested with a sample representative group of 101 secondary school students, from three different secondary schools in Croatia. Undergraduate and graduate university students and assistants, all volunteers, have provided mentoring to this work with participating high schools. All volunteers attended a brief on-line training about the tool and how to implement it in a classroom. After using the tool, students and volunteers discussed the benefits of career planning and decision making choices regarding continuing education. Students found peer discussions useful for their future plans and decision making.

The main objective of the paper is to present results of a research on pupils' perspectives on fulfillment of preconditions for implementation of e-learning in primary schools in Croatia. Survey was completed by 1302 pupils from five urban and five rural primary schools in five geographical regions in Croatia. Prerequisites, which are investigated in the research, were obtained as a result of a qualitative analysis of sources on the introduction of e-learning in primary schools. These results can serve as an input into the process of strategic planning and decision making on implementation of e-learning in primary education in Croatia.

"A problem is only a problem (as mathematicians use the word) if you don’t know how to go about solving it. A problem that has no “surprises” in store, and can be solved comfortably by routine or familiar procedures (no matter how difficult!) it is an exercise "(A. Schoenfeld). Problem solving has been studied very thoroughly from Polya’s time till today. It plays an important role in mathematics and should have a prominent role in the mathematics education. On the other hand, there is little or no research on implementing problem solving into e-learning. We are going to give a brief overview of problem solving from Polya’s time till today in two directions. In the first are characteristics of good problem solving process – what is good problem and teaching process? In the second are skills of good problem solver – what are the adequate patience level, confidence, willingness and attitude towards problem solving? Then we will present our first steps in dealing with problem solving through e-learning. Our idea was to expose students to greater number of problem tasks (that they didn’t expect in the beginning of the semester) with an opportunity to get the feedback and discussion with teacher through e-learning. We wanted to research three things: how many students would use this way of problem solving, whether this extra engagement would yield better results for similar tasks in mid-term tests, and students attitude towards problem solving. We came to conclusion that students cannot become successful problem solvers overnight. Helping students to become successful problem solvers should be a long-term goal, so effort should be made to reach this goal in every mathematical topic and in every lesson.

Two tests, a questionnaire and a few questions in each mid-term test were given to second and third year undergraduate students at the Faculty of organization and informatics (FOI) of the University of Zagreb. The data were analyzed to identify and clarify the importance of logic in education of non-mathematicians and their understanding of counterexample as a method of disproving mathematical statements.

Learning outcomes are considered to be a key tool for student-centered teaching and learning. They can be successfully implemented in teaching and learning mathematics on higher educational level and together with appropriate level of technology enhanced learning can provide the framework for successful learning process even for students that have not been primarily interested in mathematics. The aim is to present the case study of implementation of learning outcomes and e-learning in several mathematical courses at the Faculty of Organization and Informatics of the University of Zagreb. First of all, there are examples of mathematical courses in the first year since the first study year is crucial for retaining students. Further, there are mathematical courses taught at higher years of undergraduate study and the first year of graduate study. Again, educational process is appropriately supported by ICT and executed through blended e-learning, as well as the use of social software.

Information technologies are an integral part of a contemporary society which bases its progress on knowledge being one goal of education. Beside acquiring knowledge, skills and routines, the goal of education is to create a complete individual who can rationally and timely make decisions, purposefully react in new situations and be trained for life-long learning. In order to accomplish all this, it is necessary to make educational process more creative, contemporary and adjusted to new generations of computer literate pupils who demand quicker and more frequent interactions, a lot of information at the same time, generations who quickly acquire rules of computer games. Computer games meeting pedagogical criteria should become an integral part of learning. Teaching with mathematical computer games, which fulfil pedagogical criteria, influences pupils’ motivation, learning, retention and forgetting. This paper provides a review of literature in this field and determines whether the use of mathematical computer games contributes to more efficient realisation of educational goals at all level of education. Furthermore, considering prior research we have attempted to establish whether the use of mathematical games for teaching has an impact on the formation of a positive attitude of pupils of different ages toward the subject of mathematics, their motivation and knowledge acquisition when compared to learning without computer games. Finally, we have analysed different research methods concerning this issue and assessed the impact of pedagogically designed mathematical computer games on the realisation of educational goals and quality improvement of teaching and learning.

It is very usual to talk today about technology supported learning or e-learning. But there are very limited number of research answering the question if technology really enhances learning and quality of teaching as well as achievements of learning outcomes. Let us emphasize that we advocate approach to teaching and learning is based on the paradigm that pedagogy precedes technology and that setting educational goals comes before looking for appropriate ICT tools or other media. The dilemma about the appropriate usage and influence of media on learning is not something new. There was the great “media debate” started in the 1990s by Richard Clark and Robert Kozma, when Clark (Clark, 1983) presented the analogy of technology’s role in learning as having no more effect than a grocery truck contributes to the quality of the produce it carries and Kozma (Kozma, 1994) stressed that the usage of computer technology is the most effective when it supports active engagement within the curriculum. In our paper we will analyse literature that deals with the question from the ttitle, further we will present our own teaching and learning experience and results of qualitative and quantitative survey we performed.

This paper explores Critical Success Factors(CSFs) for successful implementation of the next generation of ePortfolio systems in academic institutions. CSFs are revised, based on the current ePortfolio literature, and updated based on our exploratory field research. In addition, relationship between CSFs and maturity levels is identified and discussed.

Universities under conditions of massification are expected to meet requirements of diverse group of students, changing needs of employers, state, labor market and society as well as to fight competition in globalized educational market (2). Students’ needs are resulting from differentiated student populations in situation when universities move from an elite basis to a mass system of education. At the same time we witnessed a considerable waste of resources and talents. For example in Croatia only 10-15% of students graduate on time and annual graduation rates have never reached 50%. Along with this, mathematics is generally viewed as a “hard” subject and obstacle for access and retention and teachers of mathematics perceived as not ready and trained for new challenges. One of the prevailing strategies is avoidance of mathematics by study programs designers, decision makers when setting enrollment criteria and finally by students whenever they can. On the other hand teacher of mathematics are often insisting on traditional well established way in choosing mathematical content to teach in non-mathematical studies, teaching and learning methods, not distinguishing mathematical approaches and goals for different study programs and finally blaming students not to study hard enough. Therefore it is essential to share example of good practice among teachers of mathematics in higher education how to deal with it. Even there is no one universal formula, there are many teaching methods for teaching and learning mathematics available that incorporate activities that encourage student participation and change student attitudes towards mathematics. In many cases it means to incorporate real-world problems students could relate to and to see the value of mathematics in their personal experiences. Further, thoughtfully applied technology supported teaching and learning of mathematics (1) enhances learning mathematics and cooperative learning of mathematics in problem-based approach stimulate deeper mathematical understanding. Finally, to help students to learn mathematics institutions of higher education establish Mathematics Learning and Support Centers, introduce bridging courses and peer-to-peer support. References: 1.Divjak B., (2011). Chapter: Implementation of learning outcomes in mathematics for non-mathematics major by using e-learning in the book: Teaching Mathematics Online: Emergent Technologies and Methodologies ; Editor(s): A. A. Juan ; M. A. Huertas ; S. Trenholm ; C. Steegmann. 2.The European Higher Education Area: Perspectives on a Moving Target. (2009). Editor(s): B.M. Kehm ; J. Huisman ; B.Stensaker. Sense Publishers.

Two tests and a questionnaire were given to second and third year undergraduate students at the Faculty of organization and informatics (FOI) of the University of Zagreb. The data were analyzed to identify and clarify some of the pedagogical roles of proof in education of non-mathematicians.