The need for online remote working from home significantly increased due to the COVID-19 pandemic. This unexpected crisis forced individuals and organizations to rapidly transition from face-to-face training to remote learning at home. This switch happened overnight and was not optional but necessary. Employees had to adapt to new online learning techniques, seeking to preserve the same level of learning as working from the office. The study participants were male and female remote workers in the United States aged 18 and over. A questionnaire focused on evaluating online training in the workplace and a survey measuring two types of attitudes related to the transfer of training and technology integration while taking online training courses that were distributed online. The study collected a total of 50 responses from participants for analysis. According to the study results, employees noted some positive features of remote learning, such as flexibility, self-paced learning opportunities, and faster content absorption. Areas employees identified for improvement were closely related to the causes of complaints, such as network and technology issues, using a learning management system (LMS), instructions for using an LMS or course management system (CMS), face-to-face tech support, distractions, and suitable workspace at home. The study's results revealed a need to design and improve an effective emergency remote training system that maintains remote learning similar to traditional classroom training and opportunities for non-co-located workers to prepare for future emergencies.

The health industry in Canada, as well as in other industrial countries, has been in the process of reform for many years. While such reform has been attributed to fiscal necessity due to increased health costs, the underlying causes are far more complex. Demographic changes, new technologies, expanded health care procedures and medications, increased demand and the globalization of health services have all contributed to the change and complexity of the industry. Health reform varies from country to country. In Canada, with a publicly funded health industry, the main reform method has been regionalization. This decentralized reform method arranges health services under a regional corporate management structure. The primary objective of this study was to assess the effects of health reform on the educational development of health-care managers in British Columbia, a western province of Canada. The study had a two-fold approach; to ascertain how health reform had changed the skill needs of health-care managers, and whether e-learning could benefit health management education. The key research questions that guided the study were: How might recent changes in the health industry have affected the learning needs and priorities of health-care managers? What factors might hinder attempts to meet any learning needs and priorities of health-care managers? and What benefits might e-learning provide in overcoming hindrances to effective health management education? / A combination of quantitative (survey closed questions) and qualitative (survey open-ended questions, interviews and stakeholder feedback) methods was employed in this study. Overall, this study is described as productive social theory research, in that it addressed a recognized change in learning needs for health-care managers following a period of health reform, a socially significant phenomenon in the health industry. Relying on such tools as a survey, interviews, and stakeholder discussions, data was collected from over five hundred health-care managers. The data collected in this study provided valuable insight into the paradigm shift occurring in the educational needs of these managers. The study found that health reform had expanded the management responsibilities of healthcare managers and increased the complexity of service delivery. Restructuring of the health industry decreased the number of managers, support systems, and career opportunities for managers and increased the manager’s workload, communication problems and the need for new knowledge and skills. In addressing the learning needs of health-care managers, the study found there were limitations in health management educational opportunities available to health-care managers. The findings also show that current health management education was focused on senior managers leaving the majority of industry leaders with limited learning opportunities to upgrade their knowledge and skills at a time of great organizational change. / In addition, a classroom format dominated the learning delivery options for many managers. A list of fourteen management skills was used in the survey instrument to ascertain what new skills were needed by health-care managers following thirteen years of health reform. The findings show that of the fourteen skills, twenty-nine percent of health-care managers had no training and fifty-seven percent received their training through in-service, workshops and seminars. Irrespective of gender, age, working location and education the data showed that healthcare managers were mainly receiving training in change and complexity and people skills with less training occurring in planning and finances. Using the same fourteen skills, health-care managers priorized their immediate learning needs, listing the top three, as: evidence-based management, change and complexity and financial analysis. While evidence-based management and financial analysis could be attributed to the introduction of a corporate management structure in the health industry, change and complexity was an anomaly as managers were already receiving training in this skill. Health industry stakeholders believed this anomaly was due to continued uncertainties with ongoing health reform and/or a need for increased social interaction during a time of organizational change. In addressing the many learning needs of health-care managers a new health management education strategy was proposed for the province which included the need for an e-learning strategy. / The e-learning approach being proposed in this study is an integration of skill training and knowledge sharing directly blended into the workflow of the managers, using a variety of learning technologies. To support this idea, the study found that the majority of health-care managers were not only familiar with e-learning, they also felt they had the computer and Internet skills for more learning delivered in this manner. While a strong need for face-to-face learning still remained, a blended e-learning strategy was proposed for skill training, one that would accommodate the learning needs of managers in rural and remote areas of the province. Knowledge sharing technologies were also proposed to improve the flow of information and learning in small units to both newcomers and experts in the industry. Since this would be a new strategy for the province, attention to quality and costs were identified as essential in the planning. The study found that after years of health reform a new health management educational strategy was needed for the health industry of British Columbia, one that would incorporate a number of learning technologies. Such a change in educational direction is needed if the health industry wishes to provide their leaders with a responsive learning environment to adapt to ongoing organizational change.

Bendrai nuotolinio švietimo sistemos analizei buvo naudojami norminių aktų, Lietuvos ir užsienio šalių mokslininkų darbų, publikuotų periodinėje spaudoje, ir įvairių Internetinių šaltinių, bibliotekinio tyrimo ir lyginamosios analizės metodai. Virtualioms mokymosi terpėms analizuoti buvo naudojami lyginamosios analizės ir eksperimentiniai tyrimo metodai. Virtualių universitetų koncepcijų tyrimui buvo taikoma sisteminė analizė, o virtualaus universiteto informacinei sistemai projektuoti, buvo naudotas koncepcinio modeliavimo metodas. Sistemos testavimui taikytas eksperimentinis metodas, o rezultatams apibendrinti – vertinamasis tyrimo metodas. / Modern Internet technologies have allowed new learning methods to appear for the realisation of which e-learning information technologies are created. While organizing distance learning the problems of selecting and integrating these technologies surface. That has motivated to conduct research on e-learning information technologies. It can be stated that the especially important task today is to create such infrastructure of the Virtual University that enables to merge both various distance learning methods and various learning environments used for creating distance courses as well as to conform to e-learning standards. This work introduces: • the formulation of the requirements for the distance education information system; • the concept of the distance education information system and selected technologies for its implementation have been designed; • the architecture of two different application servers that enables to use different information technologies in a single information system have been offered. It is scalable, it does not depend on the platform and has a unified identification mechanism; • the unified system that enables to manage education processes, educational programmes, e-courses created in various virtual learning media and other resources as well as to administer the activities of students and lecturers. The system created is open, multiplatform and adapted for various information technologies and different application servers, supports various... [to full text]

Modern Internet technologies have allowed new learning methods to appear for the realisation of which e-learning information technologies are created. While organizing distance learning the problems of selecting and integrating these technologies surface. That has motivated to conduct research on e-learning information technologies. It can be stated that the especially important task today is to create such infrastructure of the Virtual University that enables to merge both various distance learning methods and various learning environments used for creating distance courses as well as to conform to e-learning standards. This work introduces: · the formulation of the requirements for the distance education information system; · the concept of the distance education information system and selected technologies for its implementation have been designed; · the architecture of two different application servers that enables to use different information technologies in a single information system have been offered. It is scalable, it does not depend on the platform and has a unified identification mechanism; · the unified system that enables to manage education processes, educational programmes, e-courses created in various virtual learning media and other resources as well as to administer the activities of students and lecturers. The system created is open, multiplatform and adapted for various information technologies and different application servers, supports various... [to full text] / Šiuolaikinės internetinės technologijos leido atsirasti naujiems mokymo metodams, kurių realizavimui kuriamos e. mokymosi informacinė technologijos. Organizuojant nuotolines studijas, iškyla šių technologijų pasirinkimo ir derinimo problemos. Tai paskatino atlikti e. mokymosi informacinių technologijų tyrimą.

La thèse porte sur un après-coup singulier au cours duquel quatre enseignants évoquent l’itinéraire qu’ils ont suivi pour développer des activités technologiques à l’école élémentaire. Ces activités sont décrites à la fois par le discours prescriptif des programmes, par les références sociotechniques de référence (J.L. Martinand 1982) mais aussi par les enseignants eux-mêmes. Leur mise en place est marquée par des questions de conception préalable d’objets porteurs de solutions techniques appropriées à un projet de fabrication. C’est dans le contexte théorique de l’approche clinique du rapport au savoir que je m’attache à comprendre une de ses modalités qui est le rapport au savoir technologique. C’est ce rapport singulier, lié à l’économie de la polyvalence des maîtres du premier degré, mais aussi du cadre sociétal où se déploient les techniques, que j’ai choisi d’explorer au travers d’entretiens cliniques. En choisissant une perspective clinique qui privilégie les phénomènes inconscients, je m’efforce d’étudier les mouvements d’intériorisation, d’identification et de distance à l’objet technologique d’enseignement. La mise en place de ces activités, constitue selon moi, un évènement professionnel qui mobilise les ressources créatrices de l’enseignant, mais éclaire dans le même temps des éléments psychiques déposés en lui au cours de son histoire et restés en suspens ou énigmatiques. Ce processus décrit ici pourrait permettre, pour peu qu’il soit élaboré, de renforcer le soi professionnel et les capacités de changement individuel ou collectif. / The present thesis aims at presenting a unique approach where four teachers evoke the itinerary they have followed to develop technological activities in primary schools. These activities are described by the description of the programs, by social-technical references (J.L. Martinand 1982) but also by the teachers themselves. Their setting up is linked to preliminary questions of conception and also to the research of technical solutions. My aim is to understand one of the modalities of the clinical approach of the relation to the knowledge, that is to say, the relation to the technological knowledge. By clinical interviews I chose to discover this single relation which is linked to the economy of the flexibility of primary school teachers, but also to the social law where these techniques are displayed. By choosing a clinical view that favours unconscious phenomena, I am trying to study the motion of expression, identification, and the distance to the technological object of teaching. In my opinion, the presentation of these activities, like others, constitutes a professional event that mobilizes the creative resources of the teacher, but also enlightens the psychic elements in him that remained in suspense or enigmatic. This process described here could be, if it is developed, renforce the professional identity and the abilities of individual or collective change.

This thesis focuses on the use of artificial intelligence in photojournalism. Its goal is to explore which tasks could be performed by this technology and how it could streamline journalist's work. The research method is grounded theory that was formulated based on findings from research - practices of pressrooms and their attitudes towards technologies. The initial part of the paper therefore examines specific tools and tasks that artificial intelligence could do in practice. This is done by collecting data from representatives of the largest Czech media houses, technology journalists, press agencies and representatives of photo banks. Secondary sources for research were academic work as well as popular-science resources. From these areas, the discussion proceeds to investigation and analysis of findings about the possibilities of working with images, from managing photo archives and video archives and automatic data retrieval, to machine vision or even generating of an original illustration photo based on selected parameters. This provides a foundation for further discussion on a set of upcoming tools that could make journalists' job easier, especially with regard to the ever-increasing demand for speed, accuracy and quality of news reporting. With that, the paper proceeds to analyse management...

Esta pesquisa tem como objetivo descrever de que modo está sendo promovida a aprendizagem de idiomas, mais especificamente de língua francesa, através de aplicativos para smartphones. Os aplicativos, isto é, as aplicações de software possuem uma infinidade de objetivos e são usadas atualmente em diversos contextos, podendo funcionar como um acesso às redes sociais ou como uma plataforma para a aprendizagem. A m-learning (mobile-learning) consiste na aprendizagem por meio de TIMS (Tecnologias da Informação Móveis e Sem fio) representadas pelos tablets e os smartphones. As TIMS surgem para complementar as já conhecidas TIC (Tecnologias da Informação e Comunicação), isto é, os computadores, televisores, rádio e etc., e a m-learning para complementar a e-learning (eletronic-learning), a aprendizagem via TIC. Estima-se que hoje existam cerca de 7 bilhões de telefones celulares ativos em todo mundo nas mãos de uma população mundial de 7,1 bilhões e a penetração dos smartphones no Brasil já chega a 64% da população (CONSUMER BAROMETER WITH GOOGLE, 2016). No ensino-aprendizagem de línguas adicionais, a utilização de TIC já é um campo bastante discutido, entretanto, no caso das TIMS, apesar da popularização dos dispositivos móveis, as pesquisas ainda são muito recentes. Contudo, a criação de aplicativos voltados a aprendizagem de idiomas não deixa de aumentar, assim como o seu público. De modo a propiciar um debate sobre o futuro da aprendizagem móvel entre professores de línguas, linguistas e desenvolvedores de aplicativos para dispositivos móveis, este trabalho buscou relatar e analisar alguns dentre os aplicativos mais populares presentes na Google Play Store para dispositivos móveis voltados à aprendizagem de língua francesa. Com a presença de QrCodes e printscreens da tela de um smartphone MotoX, sistema Android 5.1, sete aplicativos que se anunciavam como cursos de francês foram descritos e avaliados tanto pelos fatores ligados à didática quanto aos relativos à interface; são eles o Mondly, Duolingo, Memrise, Mosalingua, Babbel, Busuu e Le Bon Mot. Foram analisadas as atividades presentes na primeira lição de cada aplicativo selecionado, evidenciando e comparando o construto e a metodologia anunciada na Google Play Store ao que realmente é desenvolvido durante a utilização de cada aplicativo. Em um segundo momento, a partir da utilização dos aplicativos, foram analisadas questões ligadas à interface e usabilidade dos aplicativos, isto é, a presença e o funcionamento de recursos de imagem, áudio e vídeo em cada aplicativo, as dificuldades em relação ao uso da plataforma, etc. A partir desta descrição e desta análise minuciosa, pode-se concluir que apesar dos aplicativos serem, de uma forma geral, inovadores quanto às questões ligadas à interface, com uma boa usabilidade, no quesito didático-metodológico se anunciam como seguidores do método comunicativo na Google Play Store, mas utilizam abordagens tradicionais e estruturalistas. Nota-se, desse modo, a persistência de um ensino focado somente na repetição e na aprendizagem de vocabulário que, apesar de acompanhado de plataformas e interfaces bem construídas, não correspondem às necessidades comunicativas dos aprendizes do século XXI. / This research aims to describe how language learning, specifically French, is being promoted through mobile applications.Applications, that is, software that can be installed in MICT (Mobile Information and Communication Technologies), possess lots of goals and are currently used in various contexts. Furthermore, they can function as access to social networks or as platforms for learning. The M-learning (mobile-learning) is the learning through MICT, such as smartphones and tablets. MICT come to complement the already known ICT (Information and Communication Technologies), for instance, desktop computers, televisions and radio, and m-learning to complement e-learning (electronic-learning), i.e. learning via ICT. It is estimated that currently there are about 7 billion active mobile phones worldwide at the hands of a world population of 7.1 billion people, and smartphone penetration within Brazil already reaches 62% of its population (CONSUMER BAROMETER WITH GOOGLE, 2016) In the process of teaching and learning additional languages, the use of ICT is already a widely discussed field. As for MICT, despite the popularization of mobile devices, research is still relatively recent. However, the creation of applications aimed at language learning is increasing, as is its audience. As to endorse a joint debate on the future of mobile learning among language teachers, linguists, and mobile application developers, this work attempted to report and analyze some of the most popular applications on mobile devices related to French-language learning, which are available on Google Play Store. With this aim, a MotoX smartphone with Android 5.1 system was used as a support and seven applications (Mondly, Duolingo, Memrise, Mosalingua, Babbel, Busuu and Le Bon Mot), advertised as French courses, were described and evaluated regarding didactic and interface aspects. QR codes and print screens of the analysis are presented throughout this work to facilitate future reference and queries. The activities in the first lesson of each selected application were analyzed evidencing and comparing the construct and the methodology announced in Google Play Store with what is actually developed during the use of the application. In a second moment, from the use of the applications, questions related to the interface and usability of the applications were analyzed, such as the presence and operation of image, audio and video resources in each application and the difficulties regarding the use of the platform. From this description and analysis, it is noticed that the applications are, in general, innovative in the questions of interface and usability. However, in the didactic-methodological aspect, they are traditional and structuralist, although they were advertised as communicative in the Google Play Store. On theses apps, it is noticed a teaching method focused only on repetition and learning of vocabulary which, although accompanied by well-constructed platforms and interfaces, does not correspond to the communicative needs of the learners of the 21st century.

La ricerca è stata condotta in una realtà organizzativa multinazionale, con lo scopo di comprendere quale sia il ruolo giocato dalle Nuove Tecnologie (NT) nel processo di integrazione tra Knowledge Management (KM) e Formazione. Queste due aree, infatti, potrebbero reciprocamente supportarsi nella capitalizzazione della conoscenza prodotta in azienda. Il primo studio ha esplorato la cultura organizzativa attraverso l’analisi delle comunicazioni sull’intranet. Con il secondo studio sono stati approfonditi vissuti e rappresentazioni dei membri dell’organizzazione; sono state condotte interviste etno-narrative ai responsabili dell’area Formazione, del KM ed ai Facilitatori delle Comunità di Pratica (CoP) per far emerge le pratiche d’uso delle NT. Nel terzo studio è stato indagato il costrutto della partecipazione alle CoP Virtuali, strumento indispensabile per rendere capillari le attività del KM. Il questionario compilato dai membri di alcune delle CoP aziendali ha mostrato come l’influenza di un fattore soggettivo e di uno sociale favoriscano la partecipazione alle attività. Dagli studi è emerso che la creazione di spazi prossimali di apprendimento riconosciuti e di un ambiente per la social collaboration consentirebbero il passaggio ad un sistema integrato ed un cambiamento nella cultura d’uso. Risulta fondamentale anche l’apporto di alcune figure chiave interne all’azienda, unito ad interventi di educazione all’uso. / Aim of the research, conducted in a multinational organization, is understanding the role played by New Technologies (NT) in the process of integration of Knowledge Management (KM) and Learning. These two areas, in fact, could support reciprocally in the capitalization of the knowledge produced in the company. The first study explores the organizational culture through the analysis of communication on the intranet. The second study looks at organization’s members experiences and representations. Ethno-narrative interviews were conducted to the training and KM areas managers, and to Communities of Practice’s (CoPs) Facilitators, to understand the NT’s practices of use. The third study investigates the construct of participation in Virtual CoPs, an essential tool to make widespread KM activities. The questionnaire completed by members of some Company’s CoPs showed how one subjective and one social factors encourage participation in activities. These studies show that the creation of spaces of recognized proximal learning and a social collaboration environment can enable the transition to an integrated system, and a change in the culture of usage. It is also essential the contribution of some key figures within the Company, combined with education to usage.

Esta pesquisa tem como objetivo descrever de que modo está sendo promovida a aprendizagem de idiomas, mais especificamente de língua francesa, através de aplicativos para smartphones. Os aplicativos, isto é, as aplicações de software possuem uma infinidade de objetivos e são usadas atualmente em diversos contextos, podendo funcionar como um acesso às redes sociais ou como uma plataforma para a aprendizagem. A m-learning (mobile-learning) consiste na aprendizagem por meio de TIMS (Tecnologias da Informação Móveis e Sem fio) representadas pelos tablets e os smartphones. As TIMS surgem para complementar as já conhecidas TIC (Tecnologias da Informação e Comunicação), isto é, os computadores, televisores, rádio e etc., e a m-learning para complementar a e-learning (eletronic-learning), a aprendizagem via TIC. Estima-se que hoje existam cerca de 7 bilhões de telefones celulares ativos em todo mundo nas mãos de uma população mundial de 7,1 bilhões e a penetração dos smartphones no Brasil já chega a 64% da população (CONSUMER BAROMETER WITH GOOGLE, 2016). No ensino-aprendizagem de línguas adicionais, a utilização de TIC já é um campo bastante discutido, entretanto, no caso das TIMS, apesar da popularização dos dispositivos móveis, as pesquisas ainda são muito recentes. Contudo, a criação de aplicativos voltados a aprendizagem de idiomas não deixa de aumentar, assim como o seu público. De modo a propiciar um debate sobre o futuro da aprendizagem móvel entre professores de línguas, linguistas e desenvolvedores de aplicativos para dispositivos móveis, este trabalho buscou relatar e analisar alguns dentre os aplicativos mais populares presentes na Google Play Store para dispositivos móveis voltados à aprendizagem de língua francesa. Com a presença de QrCodes e printscreens da tela de um smartphone MotoX, sistema Android 5.1, sete aplicativos que se anunciavam como cursos de francês foram descritos e avaliados tanto pelos fatores ligados à didática quanto aos relativos à interface; são eles o Mondly, Duolingo, Memrise, Mosalingua, Babbel, Busuu e Le Bon Mot. Foram analisadas as atividades presentes na primeira lição de cada aplicativo selecionado, evidenciando e comparando o construto e a metodologia anunciada na Google Play Store ao que realmente é desenvolvido durante a utilização de cada aplicativo. Em um segundo momento, a partir da utilização dos aplicativos, foram analisadas questões ligadas à interface e usabilidade dos aplicativos, isto é, a presença e o funcionamento de recursos de imagem, áudio e vídeo em cada aplicativo, as dificuldades em relação ao uso da plataforma, etc. A partir desta descrição e desta análise minuciosa, pode-se concluir que apesar dos aplicativos serem, de uma forma geral, inovadores quanto às questões ligadas à interface, com uma boa usabilidade, no quesito didático-metodológico se anunciam como seguidores do método comunicativo na Google Play Store, mas utilizam abordagens tradicionais e estruturalistas. Nota-se, desse modo, a persistência de um ensino focado somente na repetição e na aprendizagem de vocabulário que, apesar de acompanhado de plataformas e interfaces bem construídas, não correspondem às necessidades comunicativas dos aprendizes do século XXI. / This research aims to describe how language learning, specifically French, is being promoted through mobile applications.Applications, that is, software that can be installed in MICT (Mobile Information and Communication Technologies), possess lots of goals and are currently used in various contexts. Furthermore, they can function as access to social networks or as platforms for learning. The M-learning (mobile-learning) is the learning through MICT, such as smartphones and tablets. MICT come to complement the already known ICT (Information and Communication Technologies), for instance, desktop computers, televisions and radio, and m-learning to complement e-learning (electronic-learning), i.e. learning via ICT. It is estimated that currently there are about 7 billion active mobile phones worldwide at the hands of a world population of 7.1 billion people, and smartphone penetration within Brazil already reaches 62% of its population (CONSUMER BAROMETER WITH GOOGLE, 2016) In the process of teaching and learning additional languages, the use of ICT is already a widely discussed field. As for MICT, despite the popularization of mobile devices, research is still relatively recent. However, the creation of applications aimed at language learning is increasing, as is its audience. As to endorse a joint debate on the future of mobile learning among language teachers, linguists, and mobile application developers, this work attempted to report and analyze some of the most popular applications on mobile devices related to French-language learning, which are available on Google Play Store. With this aim, a MotoX smartphone with Android 5.1 system was used as a support and seven applications (Mondly, Duolingo, Memrise, Mosalingua, Babbel, Busuu and Le Bon Mot), advertised as French courses, were described and evaluated regarding didactic and interface aspects. QR codes and print screens of the analysis are presented throughout this work to facilitate future reference and queries. The activities in the first lesson of each selected application were analyzed evidencing and comparing the construct and the methodology announced in Google Play Store with what is actually developed during the use of the application. In a second moment, from the use of the applications, questions related to the interface and usability of the applications were analyzed, such as the presence and operation of image, audio and video resources in each application and the difficulties regarding the use of the platform. From this description and analysis, it is noticed that the applications are, in general, innovative in the questions of interface and usability. However, in the didactic-methodological aspect, they are traditional and structuralist, although they were advertised as communicative in the Google Play Store. On theses apps, it is noticed a teaching method focused only on repetition and learning of vocabulary which, although accompanied by well-constructed platforms and interfaces, does not correspond to the communicative needs of the learners of the 21st century.

<p>Развој&nbsp; проширене&nbsp; и&nbsp; виртуелне&nbsp; реалности&nbsp; у&nbsp; последњих неколико година створио је могућности за укључивање и примену ових технологија на свим нивоима образовања. Бројна истраживања истичу да&nbsp; имерзивне&nbsp; технологије&nbsp; могу&nbsp; позитивно&nbsp; утицати&nbsp; на исходе&nbsp; учења&nbsp; и&nbsp; мотивисаност&nbsp; ученика.&nbsp; Такође, географија&nbsp; се&nbsp; често&nbsp; издваја&nbsp; као&nbsp; предмет&nbsp; који посебно&nbsp; може&nbsp; да&nbsp; искористи&nbsp; те&nbsp; потенцијале&nbsp; за унапређење&nbsp; и&nbsp; осавремењавање&nbsp; наставне&nbsp; праксе. Међутим,&nbsp; поставља&nbsp; се&nbsp; питање&nbsp; спремности наставника&nbsp; и&nbsp; студената&nbsp; географије&nbsp; (наставног усмерења)&nbsp; да&nbsp; организују&nbsp; наставу&nbsp; са&nbsp; мобилним&nbsp; и имерзивним&nbsp; технологијама.&nbsp; Притом,&nbsp; неопходно&nbsp; је свеобухватно&nbsp; сагледати&nbsp; позитивне&nbsp; и&nbsp; негативне факторе који утичу или могу утицати на интеграцију ових технологија у географско образовање. Сходно<br />наведеном,&nbsp; ова&nbsp; дисертација&nbsp; разматра&nbsp; како,&nbsp; када&nbsp; и зашто користити проширену и виртуелну реалност у настави и учењу географије.</p> / <p>Razvoj&nbsp; proširene&nbsp; i&nbsp; virtuelne&nbsp; realnosti&nbsp; u&nbsp; poslednjih nekoliko godina stvorio je mogućnosti za uključivanje i primenu ovih tehnologija na svim nivoima obrazovanja. Brojna istraživanja ističu da&nbsp; imerzivne&nbsp; tehnologije&nbsp; mogu&nbsp; pozitivno&nbsp; uticati&nbsp; na ishode&nbsp; učenja&nbsp; i&nbsp; motivisanost&nbsp; učenika.&nbsp; Takođe, geografija&nbsp; se&nbsp; često&nbsp; izdvaja&nbsp; kao&nbsp; predmet&nbsp; koji posebno&nbsp; može&nbsp; da&nbsp; iskoristi&nbsp; te&nbsp; potencijale&nbsp; za unapređenje&nbsp; i&nbsp; osavremenjavanje&nbsp; nastavne&nbsp; prakse. Međutim,&nbsp; postavlja&nbsp; se&nbsp; pitanje&nbsp; spremnosti nastavnika&nbsp; i&nbsp; studenata&nbsp; geografije&nbsp; (nastavnog usmerenja)&nbsp; da&nbsp; organizuju&nbsp; nastavu&nbsp; sa&nbsp; mobilnim&nbsp; i imerzivnim&nbsp; tehnologijama.&nbsp; Pritom,&nbsp; neophodno&nbsp; je sveobuhvatno&nbsp; sagledati&nbsp; pozitivne&nbsp; i&nbsp; negativne faktore koji utiču ili mogu uticati na integraciju ovih tehnologija u geografsko obrazovanje. Shodno<br />navedenom,&nbsp; ova&nbsp; disertacija&nbsp; razmatra&nbsp; kako,&nbsp; kada&nbsp; i zašto koristiti proširenu i virtuelnu realnost u nastavi i učenju geografije.</p> / <p>In&nbsp; recent&nbsp; years,&nbsp; the&nbsp; development&nbsp; of&nbsp; augmented&nbsp; and&nbsp; virtual&nbsp; reality&nbsp; has&nbsp; created&nbsp; opportunities&nbsp; for&nbsp; integration and use of these technologies at all levels of&nbsp; education.Numerous&nbsp; studies&nbsp; showed&nbsp; that&nbsp; immersive&nbsp; technologies have the potential to improve student learning outcomes and&nbsp; motivation.&nbsp; Geography&nbsp; is&nbsp; also&nbsp; often&nbsp; indicated&nbsp; as&nbsp; a subject&nbsp; that&nbsp; can&nbsp; utilize&nbsp; these&nbsp; potentials&nbsp; to&nbsp; improve&nbsp; and modernize&nbsp; teaching&nbsp; practice.&nbsp; However,&nbsp; the&nbsp; integration raises the question of the readiness of geography pre- and in-service&nbsp; teachers&nbsp; to&nbsp; organize&nbsp; classes&nbsp; with&nbsp; mobile&nbsp; and immersive technologies. Also, a comprehensive overlook regarding the positive and negative factors that influence or&nbsp; may influence the integration of these technologies in geographic&nbsp; education&nbsp; is&nbsp; necessary.&nbsp; Accordingly,&nbsp; this dissertation&nbsp; examines&nbsp; how,&nbsp; when,&nbsp; and&nbsp; why&nbsp; to&nbsp; use augmented and virtual reality in geography teaching and&nbsp; learning.</p>