A New World of Learning
The Rector, University of Rijeka
Exponential development of information and communication technologies is changing the world of learning. As a consequence of exponential exposure to media and information flows, our brains are adapting and new skills are arising. This especially occurs with the new generation of people who encounter media and information tools at the earliest stages of life. Although many of us are aware of such changes, there is very little research-based information to explain them. In recent years, evidence was presented demonstrating neuroplastic basis of human brain adaptation, although neuroplastic mechanisms are still poorly understood. Today's schools and universities are still analogue, whereas the students can be said to be digital. The educational system does not properly recognize the skills of the new generations and does not respond to their needs. New aspects of social evolution suggest that we should also think not only of adapting our learning skills, but also our social skills. These skills should be integrated into all learning processes, from preschool education to lifelong learning. The aim of this editorial is to facilitate discussion within the medical profession about the arising new world of learning.
Does the Academia Instigate Excellence?
Department of Education; Faculty of Humanities and Social Sciences; University of Rijeka
Although university missions, strategies and procedures claim to foster excellence as one of the main principles in higher education, this presentation will introduce research results which indicate that the professional development of junior researches is not dominantly driven by the principle of excellence. The research results on professional socialization of junior researches in Croatia refer to situations of instigating intellectual egalitarianism and stifling excellence during academic career.
Combination for Success: Metacognition and Motivation
University of Rijeka
Metacognition involves two essential components: the knowledge of cognition (one’s own cognitive processes, task demands, and the procedures necessary to perform a task) and the regulation of cognition and action (the planning of learning, monitoring learning activities, and evaluating those activities and learning outcomes). Metacognition is proposed to be an important determinant of effective problem solving, and high level of metacognition was related to high ability or giftedness. Furthermore, metacognitive knowledge and control always intervene in creative problem solving. It was found that extended metacognitive instruction had positive impact on students’ creative thinking abilities. However, the motivation determines whether the high cognitive capacity and creative potentials will develop in expertise and result in success. The sources of motivation are different, from valuing the task and flow experience, to personal goals, self-efficacy and grit or perseverance of effort. The dynamic interplay of student metacognition and motivation will be discuss, as well as the teacher’s role in encouraging metacognitive development and enhancing motivation in their students.
Educational Change in Croatia: Mantra, Illusion or Reality
Centre for Educational Research and Development; Institute for Social Research; Zagreb-Croatia.
This keynote concentrates on challenges facing educational change and implementation of new national curriculum reform in Croatia.