Recently in pedagogical literature more and more attention to adult education and whole life studies is given. After beginning of the Movement, searches was started for new ways how to wake up a teacher for refusing authoritarianism, dictatorship working methods, changing attitude to work, knowing children psychology, evolution singularities, improving relations with colleagues and pupils, to feel self value, dignity, national self-respect, being self-sufficient educator. Ph. D. M.Lukšienė about 1991 education reform was writing: “the most important member of changeover – teacher […]. We will not get to feet without growing and educating person. […]. Education and all school system with all nurture meaning institutions appear with very important role”. Educator perfection is not distinguishable from school perfection, it means youth generation future depends on that too. Big part of the professional perfection takes pedagogical and personal self-help, which is not all the time stimulated by internal motivation and positive emotions. Usually educator is improving himself only as much as it is a needed for qualification enhance. There are cases, when certificates are bought and methodical meetings are only formality. Plus, not every time organized region events satisfy educators’ needs. I am primary school teacher, so I will examine my colleagues – primary school teachers’ pedagogical self-help singularity and specificity. In my work there will be pedagogical self-help... [to full text]

Urgency of the work. The conception of learning recently varies, because varying of learning. Learning is treating like training oneself, social skills development and training of cognitive validities (Dalin, Rolff ir Kleekamp, 1999; Teresevičienė, Oldroyd ir Gedvilienė, 2004). Contemporary culture of leraning is prescriptived like students‘ freedom to choose the ways, sources, environment of lerning, self-communion and evolutive of selfhood. New conception of the learning is changing rules and bearring of learning, emphasizes the variety of learning environment and sources, self-dependent cognitive student’s activity – it means the learning on the basics of competencies. Subject of Investigation: Clildrens‘ Self-Contained Learning Culture in Homes‘ Environment. Target of the Work: the work is aimed to substantiate theoretically and to investigate empirically children’s self-contained learning dispersion in homes’ environment through the adults’ educational culture representations. Tasks: 1. To sift theoretical (sociological, pedagogical, psychological, philosophical) literature and to substantiate the modern learning culture conception, children’s and adults’ learning cultures point of interaction and the internal. 2. To do the empirical, educational researche and to inquire children’s self-contained learning dispersion in homes’ environment and to estimate the internals of adults’ representations. 3. To investigate educational significance for the children’s... [to full text]

Pedagogues are the basic supplies that help to reach good resulte in educational system. The guality of teaching usually judged by that how effectively pedagogues give educational services. There is a direct connection between pedagogue’s competence and educational services – the higher level of competence is the better guality of service is reached. The educational system should be coustantly changing and improving as economic, social, technological and low conditions are also changing all the time. It is necessary for our teacher to learn how to work in new conditions. Therefore it is important both to teach and to learn. This research work was done with the aim to investigate the peculiarities of pedagogues’s learning motivation, to reveal it’s main short comings, inner and outer problems and also to suggest possible solutions. The final work consists of 3 parts: the first part includes learning motivation conception examined in different the oretical aspects. The second part presents the analysis of pedagogues’ motivation as the factor of constant learning. The third part shows the results of the research and their exhaustive analysis. The received data has shown that unfavourable learning conditions, expectations which haven’t come true don’t encourage pedagogues to learn but having eliminated the established shortcomings pedagogues’ motivation will improve.

Magistriniame darbe rašoma apie ViPS lokalaus video paskaitų įrašymo įrankį, ir jo standartizavimo galimybes. Atliekama egzistuojančių sistemų apžvalga ir analizė, įvertinamos kokybinės ir funkcinės galimybės. Pateikiama informaciją tiek apie platformos architektūrą, tiek apie pačio įrankio realizavimo detales, funkcinius ir nefunkcinius reikalavimus, testavimo metodus. Apžvelgiamos e.mokymosi technologijų specifikacijos, tokios kaip IMS LD, AICC, LOM, SCORM. Įvertinamos ir ažvelgiamos SCORM standarto realizavimo galimybės bei diegimo rezultatas. / In this master thesis main topic is distace learning. It‘s another learning method more confortable, but makes a little bit difficulties, when the intent is to deliver information ant to make distance learning equal to the traditional. The main problem of distance learning is the presentation of the learning material. Lecturers and other people are trying to make learning process easier and more effective. It‘s characteristics depends on the tools, software and hardware, witch is used to represent and deliver learning material. In this work we will know more about video presentation system ViPS and it‘s additional tool for local video lectures recording, when there is not internet. Presented information is about the value tools give us and requirements for it‘s functionality, architecture and results. Finally we will know more about distance learning standards, it‘s advantages and disadvanages and of course the possibility of implementation of the most suitable standart for the ViPS local recoding tool.

Šiame darbe analizuojama suaugusiųjų užsienio kalbos kompetencijos svarba šiandienos visuomenėje. Aptariami probleminiai klausimai ir pristatomos užsienio kalbos kompetencijos raiškos fiksavimo galimybės. Pristatomas mokymosi aplanko metodas kaip galimybė spręsti užsienio kalbos kompetencijos raiškos fiksavimo problemą neformaliajame suaugusiųjų mokymesi. Tyrimo klausimas: Kaip fiksuoti neformaliai besimokantiesiems užsienio kalbos kompetencijos raišką? Tyrimo objektas: Užsienio kalbos kompetencijos fiksavimas neformaliame švietime Tyrimo problema: Neformaliajame suaugusiųjų mokymesi egzistuoja užsienio kalbos kompetencijos raiškos fiksavimo problema. Tiriamojo darbo tikslas: Sukuriant užsienio kalbos kompetencijos raiškos fiksavimo priemonę, įvertinti jos taikymo galimybes neformaliame suaugusiųjų mokymesi. Tyrimo uždaviniai: Atskleisti komunikavimo užsienio kalba kompetencijos ypatumus; apibrėžti mokymosi strategijų sampratas bei atskleisti jų svarbą plėtojant komunikavimo užsienio kalba kompetenciją; apibūdinti aplanko metodą bei jo taikymą; sukurti savianalize paremtą priemonę, leidžiančią suaugusiesiems fiksuoti užsienio kalbos kompetencijos raišką; įvertinti šios priemonės taikymo galimybes mokantis užsienio kalbos neformaliai. Tyrimo metodai: Remiantis Charles (1999) pedagoginių tyrimų tipologija pasirinktas veiklos tyrimo tipas. Tokia tyrimo metodologija pasirinkta atsižvelgiant į tyrimo problematiškumą... [toliau žr. visą tekstą] / Relevance of the Subject: Portfolio-based foreign language learning in non - formal education. It is a new trend of this learning method in Lithuania and in European Union. Problem of The Research Paper: Adult learners face the problem of the foreign language competence registration in non-formal learning. Subject of The Research Paper: The development of the foreign language competence. The Research Question: How should the development of the foreign language competence in non-formal adult learning be registered? Objectives of the Research Paper: to reveal the peculiarities of the foreign language communication competence; to define the conception of learning strategies and reveal their importance in developing the foreign language competence; to describe the portfolio method and its implementation opportunities; to create an instrument based on self-analysis which provides opportunities to register the development of the foreign language competence; to consider the implementation opportunities in non-formal foreign language learning. Main conclusions of the Research Paper are: The designed instrument based on self-analysis allowed students to register the language learning competence development. With the help of this instrument major characteristics of the foreign language competence development were revealed. It was also disclosed that the foreign language learning competence is developed through learning strategies. ... [to full text]

Šokio mokymosi motyvacijos veiksniai paauglystėje Mokslo paskirtis – ne tik kurti, kaupti ir skleisti mokslo žinias bei kultūros vertybes, įtvirtinti nacionalinės kultūros savitumą, bet ir ugdyti kūrybišką, atsakingą asmenybę, gebančią diskutuoti ir abejoti, kritiškai ir laisvai mąstyti, ne tik prisitaikyti prie nuolatinės kaitos, bet daryti jai įtaką naujomis idėjomis ir darbais. Viena iš sėkmingo mokymosi paskatų yra mokymosi motyvacija. Motyvacija – tai veiksmų bei elgesio žadinimas ir skatinimas, vykstantis žmogaus psichikoje. Jei norime žinoti, kodėl besimokantysis vienaip ar kitaip elgiasi, turime ištirti jo motyvaciją. Jeigu norime keisti elgesį, turime keisti ir jo motyvus – vidines priežastis, dėl kurių kas nors daroma arba vienaip ar kitaip elgiamasi (Jovaiša, 1987). Motyvai, būdami vidine mokymosi bei išmokimo paskata, sukelia kryptingą aktyvumą. Be motyvacijos, nėra nei mokymosi tradicine prasme, nei mokymosi pagal programas. Motyvacijos reikia, be jos prastėja rezultatai. Deja, mokantis dažnai jos stinga, tai yra blogų rezultatų priežastis (Kaluinaitė, 2007). Mokytojui svarbu žinoti mokymosi motyvus, kad galėtų juos reguliuoti, valdyti. Motyvacija svarbus dalykas, nes ji gali būti ir tikslas, ir priemonė, siekiant mokymo tikslų. Kodėl paauglystėje silpnėja mokymosi motyvai, kodėl šiame amžiuje dingsta spontaniškas vaikų kūrybingumas? Todėl, kad kinta jų mąstymas, veiklos pobūdis ir jos vertinimas. Svarbu ne tik tai, kad mokiniai nesugeba mokytis. Tikroji... [toliau žr. visą tekstą] / The purpose of science is not only to create, collect and disseminate science news and cultural values, to consolidate the originality of national culture but also to develop creativeness, a responsible person, able to discuss and doubt, to think critically and free, not only to adjust to permanent changes, but also to influence those changes with new ideas and works. One of the incentives of successful learning is a motivation of learning. The motivation is a stimulation and encouragement of actions and behavior, proceeding in a human psyche. If you want to find out, why a pupil behaves in one way or another, you should examine his motivation. If you want to change his behavior, you should also change his motives – the internal reasons why something is made one way or another (Jovaiša, 1987). The motivation, being the internal stimulus of study and learning, causes purposeful activity. There is no any learning in additional sense, nor learning by programs, if the motivation is absent. The motivation is necessary, because the results decline if there is no motivation. Unfortunately, very often there is a lack of motivation while learning and this is the reason for poor results (Kaluinaitė, 2007). In order to control and handle the motives of learning, it is very important for the teacher to know them. The motivation is very important, because it may be a target and an instrument to pursue educational goals. Why learning motives weaken during the adolescence? Why children’s... [to full text]

Due to rapid changes in society (economic and social) the number of socially and pedagogically neglected children is increasing in Lithuania, schools are not appropriately prepared to accept children that got into asocial environment and create favourable conditions for their adaptation and education, because little resources are allocated for them, there is a shortage of qualified specialists; schools are not provided with proper technical education means, which guarantee successful functioning of integrated education system; there is not enough information, prepared references and prevention means in order to eliminate the reasons of ineffectual learning. Thus the assessment of state of Lithuanian general education schools is purposeful in order to correct and optimize the process of education, highlighting and determining the reasons of ineffectual learning. Purpose of the work: to explain the reasons of ineffectual learning at general education schools and the influence of family for ineffectual learning. Tasks of the work: • To survey various scientific pedagogical, psychological literature with reference to the problem being examined. • To reveal the reasons of ineffectual learning of pupils (4-10 grades). • To analyze the influence of family for ineffectual learning of pupils. • To prepare references for parents, whose children confront with troubles in learning and for pedagogues, who work with pupils experiencing failures in learning. Methods of the research:... [to full text]

The purpose of this work was to clear the aspect, the motivation and problems of succeeding learning of pedagogues from pre-school institutions of Utena region. To this end was formed the questionnaire according to it were evaluated the mentioned aspects. 100 pedagogues of pre-school institutions of Utena region took part in the survey, all are women. It was determined, that the bigger part of pedagogues understands the succeeding learning as the raising qualification in the seminars and studies on correspondence in the University. But it emerged few opinions, that the succeeding studies are also the occupations of educators in methodical groups and the cooperation with the parents of pupils. Not all pedagogues perceive what this succeeding learning means. It was cleared, that the most important factors of luck in pedagogue’s work is his knowledge, abilities and attitude towards the worth. The less importance, on the opinion of pedagogues, has the cooperation with parents and the succeeding learning. However, many pedagogues during the last five years were learning, the most important form was improving qualification. Very few pedagogues retrained, more continued their studies in higher level. The main motivation of learning and studying together was the desire to be professional and not to be behind. It especially was characteristic for the young specialists. Whereas the fear to loose a job was not a very actual aspect, it was more typical for the senior pedagogues, as... [to full text]

Darbas parašytas besimokančios visuomenės sampratą nagrinėjant šiuose kontekstuose: švietimo ir mokslo sistemos, t.y. aukštojo mokslo ir mokymosi visą gyvenimą, besimokančių regionų ir besimokančios ekonomikos kontekste. Taikant analitinį, aprašomąjį bei lyginamąjį metodus, nagrinėjami Lietuvos ypatumai, problemos, stabdantys Lietuvos kaip besimokančios visuomenės plėtojimą. Darbe teigiama, kad didelis aukštojo mokslo siekiančiųjų skaičius nėra Lietuvos kaip besimokančios visuomenės sėkmės rodiklis ir neužtikrina konkurencingumo, o mokymasis visą gyvenimą priklauso ne tik nuo valstybės politikos mokslo atžvilgiu, bet ir nuo gyventojų motyvacijos, darbdavių požiūrio, pilietinės visuomenės stiprumo. Darbe taip pat teigiama, kad besimokančių regionų kūrimasis priklauso nuo socialinio kapitalo faktoriaus: visuomenės socialinių ryšių stiprumo, pasitikėjimo, bendruomeniškumo, o taip pat kad tinklais ir partnerystėmis pagrįsta inovacijų sistema, ypač vertinant žmogiškųjų išteklių veiksnį, gali sąlygoti Lietuvai didesnį konkurencinį pranašumą. / The focus of this paper is the notion of a learning society in Lithuania. Lithuania, as a EU member, is in the process of implementation of a Lisbon strategy, which declared the goal of creation the knowledge society until the year 2010. The main task is to identify the peculiarities and problems that impede the creation and development of a learning society in Lithuania. The different aspects have been analyzed: primarily, the higher education system and the notion of lifelong learning, then the conception of a learning region in Lithuania, and finally the creation of a learning economy with effective innovation systems. It is claimed that Lithuania, being an educated country with high percentage of students enrolment, is not competitive enough, and that lifelong learning depends not only on the policy of a government, but on the motivation of the citizens, the approach of the employers and a strength of a civil society. It is also claimed that the spontaneous creation of learning regions lies in the social capital (trust, social capabilities). An interactive and systemic innovation system based on the partnerships and networks, with a strong value of a human factor, can guarantee a better competitive advantage.

Magistro darbo objektas – e-mokymasis smulkiajame ir vidutiniame versle. Darbo tikslas – Ištirti ar smulkiajame ir vidutiniame versle vykdomas nuolatinis profesinis tobulinimas e-mokymosi pavidalu. Pagrindiniai uždaviniai: pristatyti Lietuvos švietimo sistemą ir nustatyti e-mokymosi vietą joje; identifikuoti e-mokymosi sampratą bei e-mokymosi būdus; įvertinti informacinių technologijų panaudojimą mokymosi procese; apibrėžti smulkaus ir vidutinio verslo e-mokymosi poreikius nuolatiniame profesiniame ugdyme; pateikti e-mokymosi smulkiam ir vidutiniam verslui privalumus ir trūkumus; ištirti ar smulkus ir vidutinis verslas panaudoja e-mokymąsi ir jo produktus. Pagrindiniai tyrimo metodai – tai teorinėje dalyje panaudotos literatūros bei praktiniame tyrime panaudotos anketinės apklausos paštu analizė ir sintezė bei palyginimas su nuotolinio mokymosi paslaugų teikėjų poreikių tyrimo apžvalga. Įgyvendinant išsikeltus uždavinius, darbe buvo identifikuota e-mokymosi samprata bei įvardyti e-mokymosi būdai. Prieita išvados, kad e-mokymasis – tai lankstus mokymosi būdas, paremtas informacinėmis ir komunikacinėmis technologijomis, apimantis visų įmanomų elektroninių ar interaktyvių informavimo priemonių naudojimą, leidžiantis studijuoti patogioje vietoje, patogiu laiku ir priimtina sparta. Pažymima, kad e-mokymusi tam tikromis sąlygomis laikoma: mokymasis nuotoliniuose kursuose, savišvieta, mišrus mokymasis, mokymasis virtualiose bendruomenėse, žinių valdymas, tinklinis mokymasis... [toliau žr. visą tekstą] / This work names “e-learning in small and medium enterprises” (SMEs). The author of workshop is Mindaugas Juktonis. The main intent of this work – e-learning in the small and medium business enterprises (SMEs). The basic goal of the workshop – to analyze if in SMEs continuing vocational training e-learning environment used is. The goals of this work are: to introduce the system of education in Lithuania and identify e-learning’s place in this system; to define e-learning’s definition and categories of e-learning; to identify needs e-learning in SMEs; to take measure on use of information technologies in learning process; to give advantages and weaknesses of e-learning in SMEs; and to carry out a survey of e-learning’s and it’s products use in SMEs. The writing presents theoretical and practical parts. The main methods of investigation are analysis and synthesis of literature in theoretical part and questionnaire in practical part and investigation of the needs of the conveyors of distance learning. The first section of theoretical part includes definition and categories of e-learning. The second section includes definition of small and medium business enterprises (SMEs); impact of information technologies to the learning process; identified needs of SMEs in e-learning and delivered advantages and weaknesses of e-learning in SMEs. Practical part of writing includes investigation; which objective is to define implementation of e-learning in SMEs. It also includes methodology and... [to full text]