TY  - CONF
AU  - Miljković, Jovan R.
AU  - Grozdić, Vukašin B.
AU  - Ljujić, Bojan G.
PY  - 2023
UR  - http://reff.f.bg.ac.rs/handle/123456789/4577
AB  - Pitanje kvaliteta obrazovanja se postavlja na svim nivoima obrazovanja, naročito na najvišim, pošto je u njih
uloženo najviše resursa, a očekivanja od stručnjaka, naročito doktora nauka, su najveća. Tendencije su, kako
evropske, tako i srpske obrazovne politike, povećanje broja doktora nauka, pa ne iznenađuje što su naučna
stremljenja usmerena upravo na doktorske studije. U radu, sledeći kvalitativnu istraživačku paradigmu, a u
okviru nje deskriptivnu i komparativnu metodu, putem analize sadržaja, pokušano je da se dobije odgovor na
dva istraživačka pitanja: kakvi su uslovi obezbeđeni dokumentima politike za uspostavljanje doktorskih škola na
univerzitetima u Srbiji, kao i kakva su iskustva u primeni ovog modela na univerzitetima u Evropi? Rezultati
istraživanja ukazuju na to da su doktorske škole, kao model primenljive na prilike u Srbiji, a da nose potencijal
obezbeđivanja ekonomičnijeg, efektivnijeg i kvalitetnijeg sticanja opštih istraživačkih kompetencija.
PB  - Univerzitet u Beogradu – Filozofski fakultet Institut za pedagogiju i andragogiju
PB  - Pedagoško društvo Srbije
C3  - U potrazi za kvalitetnim obrazovanjem i vaspitanjem: izazovi i moguća rešenja
T1  - Kako obrazovati naučni podmladak? Model doktorskih škola
EP  - 127
SP  - 123
UR  - https://hdl.handle.net/21.15107/rcub_reff_4577
ER  - 

@conference{
author = "Miljković, Jovan R. and Grozdić, Vukašin B. and Ljujić, Bojan G.",
year = "2023",
abstract = "Pitanje kvaliteta obrazovanja se postavlja na svim nivoima obrazovanja, naročito na najvišim, pošto je u njih
uloženo najviše resursa, a očekivanja od stručnjaka, naročito doktora nauka, su najveća. Tendencije su, kako
evropske, tako i srpske obrazovne politike, povećanje broja doktora nauka, pa ne iznenađuje što su naučna
stremljenja usmerena upravo na doktorske studije. U radu, sledeći kvalitativnu istraživačku paradigmu, a u
okviru nje deskriptivnu i komparativnu metodu, putem analize sadržaja, pokušano je da se dobije odgovor na
dva istraživačka pitanja: kakvi su uslovi obezbeđeni dokumentima politike za uspostavljanje doktorskih škola na
univerzitetima u Srbiji, kao i kakva su iskustva u primeni ovog modela na univerzitetima u Evropi? Rezultati
istraživanja ukazuju na to da su doktorske škole, kao model primenljive na prilike u Srbiji, a da nose potencijal
obezbeđivanja ekonomičnijeg, efektivnijeg i kvalitetnijeg sticanja opštih istraživačkih kompetencija.",
publisher = "Univerzitet u Beogradu – Filozofski fakultet Institut za pedagogiju i andragogiju, Pedagoško društvo Srbije",
journal = "U potrazi za kvalitetnim obrazovanjem i vaspitanjem: izazovi i moguća rešenja",
title = "Kako obrazovati naučni podmladak? Model doktorskih škola",
pages = "127-123",
url = "https://hdl.handle.net/21.15107/rcub_reff_4577"
}

Miljković, J. R., Grozdić, V. B.,& Ljujić, B. G.. (2023). Kako obrazovati naučni podmladak? Model doktorskih škola. in U potrazi za kvalitetnim obrazovanjem i vaspitanjem: izazovi i moguća rešenja
Univerzitet u Beogradu – Filozofski fakultet Institut za pedagogiju i andragogiju., 123-127.
https://hdl.handle.net/21.15107/rcub_reff_4577

Miljković JR, Grozdić VB, Ljujić BG. Kako obrazovati naučni podmladak? Model doktorskih škola. in U potrazi za kvalitetnim obrazovanjem i vaspitanjem: izazovi i moguća rešenja. 2023;:123-127.
https://hdl.handle.net/21.15107/rcub_reff_4577 .

Miljković, Jovan R., Grozdić, Vukašin B., Ljujić, Bojan G., "Kako obrazovati naučni podmladak? Model doktorskih škola" in U potrazi za kvalitetnim obrazovanjem i vaspitanjem: izazovi i moguća rešenja (2023):123-127,
https://hdl.handle.net/21.15107/rcub_reff_4577 .

TY  - CONF
AU  - Ljujić, Bojan
AU  - Miljković, Jovan
AU  - Grozdić, Vukašin
PY  - 2023
UR  - http://reff.f.bg.ac.rs/handle/123456789/5759
AB  - The invention of ChatGPT constitutes the most significant stride in the field of artificial
intelligence (AI) in recent years. It was launched in November 2022 as an open-source
chatbot able to generate human-like texts while engaging in deep learning (Deng & Lin,
2022; Eke, 2023). Developed to impact every aspect of society (Zhai, 2023), ChatGPT
has quickly become the subject of educational endeavors (Mhlanga, 2023b) as well
as controversies, dividing the education community into dystopians and optimists
(Mhlanga, 2023a; Sejnowski, 2023). The debate has focused on the issue of academic
writing, offering different views on how this AI tool might influence phenomena such
as intellectual property (Bjork, 2023; Hill-Yardin et al., 2023), plagiarism (Yu, 2023),
authenticity, originality and creativity in learning (Rahman & Watanobe, 2023), and
critical and analytical thinking (Mhlanga, 2023a; Rudolph et al., 2023, Shidiq, 2023).
Namely, education actors should respect ethical principles (Eke, 2023) and incorporate
them into the inevitable educational use of ChatGPT in order to uphold equity and
responsibility in education (Cohen, 2023; A. A. Jadhav & A. N. Jadhav, 2023; Kasneci,
2023).
PB  - Institute for Educational Research
C3  - Towards a more equitable education: from research to change
T1  - ChatGPT and Academic Writing in Higher Education
EP  - 109
SP  - 104
UR  - https://hdl.handle.net/21.15107/rcub_reff_5759
ER  - 

@conference{
author = "Ljujić, Bojan and Miljković, Jovan and Grozdić, Vukašin",
year = "2023",
abstract = "The invention of ChatGPT constitutes the most significant stride in the field of artificial
intelligence (AI) in recent years. It was launched in November 2022 as an open-source
chatbot able to generate human-like texts while engaging in deep learning (Deng & Lin,
2022; Eke, 2023). Developed to impact every aspect of society (Zhai, 2023), ChatGPT
has quickly become the subject of educational endeavors (Mhlanga, 2023b) as well
as controversies, dividing the education community into dystopians and optimists
(Mhlanga, 2023a; Sejnowski, 2023). The debate has focused on the issue of academic
writing, offering different views on how this AI tool might influence phenomena such
as intellectual property (Bjork, 2023; Hill-Yardin et al., 2023), plagiarism (Yu, 2023),
authenticity, originality and creativity in learning (Rahman & Watanobe, 2023), and
critical and analytical thinking (Mhlanga, 2023a; Rudolph et al., 2023, Shidiq, 2023).
Namely, education actors should respect ethical principles (Eke, 2023) and incorporate
them into the inevitable educational use of ChatGPT in order to uphold equity and
responsibility in education (Cohen, 2023; A. A. Jadhav & A. N. Jadhav, 2023; Kasneci,
2023).",
publisher = "Institute for Educational Research",
journal = "Towards a more equitable education: from research to change",
title = "ChatGPT and Academic Writing in Higher Education",
pages = "109-104",
url = "https://hdl.handle.net/21.15107/rcub_reff_5759"
}

Ljujić, B., Miljković, J.,& Grozdić, V.. (2023). ChatGPT and Academic Writing in Higher Education. in Towards a more equitable education: from research to change
Institute for Educational Research., 104-109.
https://hdl.handle.net/21.15107/rcub_reff_5759

Ljujić B, Miljković J, Grozdić V. ChatGPT and Academic Writing in Higher Education. in Towards a more equitable education: from research to change. 2023;:104-109.
https://hdl.handle.net/21.15107/rcub_reff_5759 .

Ljujić, Bojan, Miljković, Jovan, Grozdić, Vukašin, "ChatGPT and Academic Writing in Higher Education" in Towards a more equitable education: from research to change (2023):104-109,
https://hdl.handle.net/21.15107/rcub_reff_5759 .

TY  - CONF
AU  - Miljković, Jovan
AU  - Grozdić, Vukašin
AU  - Ljujić, Bojan
PY  - 2023
UR  - http://reff.f.bg.ac.rs/handle/123456789/5760
AB  - Throughout its modern history, Serbia has struggled with the problem of illiteracy and
the coverage of the entire population with compulsory primary education. The scale of
the problem is evidenced by Table 1, which shows the state in this domain from World
War II to the present day.
After World War II, Serbia attempted to eradicate illiteracy with mass literacy
campaigns (Bondžić, 2002), which did not produce the results envisioned by the state
leadership. Later, during the existence of the FPRY and the SFRY, numerous schools
for the primary education of adults were founded in which the eight-year primary
education was completed in four years, according to a program that “differs from the
program taught to children only in terms of duration” (Medić et al., 2009, p. 29). The
1990s saw a dramatic reduction in the number of schools for the primary education
of adults, from a few dozen that operated in Serbia in the 1970s to only 16 (Medić et
al., 2009, p. 18), while institutions such as workers’, public, and open universities were
”denied the right to engage in formal adult education”.
It is important to emphasize that everyone over the age of 15 who has not completed
primary education can be considered a member of a marginalized social group, with the
most oppressed subgroups being the Roma national minority and prisoners. It is worth
pointing out that the distinctive way of life of the Roma population, in addition to
multiple other social-psychological factors, often serves as an explanation or the stated
reason for the evidently low motivation for education, non-inclusion in the education
system, early abandonment of the educational process, low educational achievements,
and the underestimation of education as a possible way of social promotion and a way of
getting out of poverty” (Medić & Popović, 2008, p. 117). After the democratic changes
(October 5, 2000), reforms were launched in all parts of society, including adult
education. In 2005, the Institute of Pedagogy and Andragogy and its partners launched
the Functional Basic Education of Roma Adults, a systemic project with the status of
a pilot program. The program was active until 2007 and it aimed to raise the general
educational level of Roma adults and support their acquisition of basic education. It
brought numerous changes to the legislation and educational practice and served as the
basis for the development and implementation of a much larger systemic project entitled
the Functional Basic Education of Adults (FBEA), which now constitutes the dominant
concept for the implementation of adult primary education in Serbia. “It is undeniable
that adult education and learning represent a social and individual instrument that
enables people to live better, participate in the process of social change, and develop as
human beings. In other words, this also means that adult education has an economic
value, that it contributes to the participation of adults in socio-political activities, and
that it encourages the development of an authentic inner self and individual needs“ (Kulić & Despotović, 2004, p. 24). This understanding clearly recognizes education as
a prerequisite to equity and primary education is the first and most important step in
this direction.
PB  - Institute for Educational Research
C3  - Towards a more equitable education: from research to change
T1  - The Current State and Perspectives of the Functional Basic Education of Adults in Serbia
EP  - 194
SP  - 188
UR  - https://hdl.handle.net/21.15107/rcub_reff_5760
ER  - 

@conference{
author = "Miljković, Jovan and Grozdić, Vukašin and Ljujić, Bojan",
year = "2023",
abstract = "Throughout its modern history, Serbia has struggled with the problem of illiteracy and
the coverage of the entire population with compulsory primary education. The scale of
the problem is evidenced by Table 1, which shows the state in this domain from World
War II to the present day.
After World War II, Serbia attempted to eradicate illiteracy with mass literacy
campaigns (Bondžić, 2002), which did not produce the results envisioned by the state
leadership. Later, during the existence of the FPRY and the SFRY, numerous schools
for the primary education of adults were founded in which the eight-year primary
education was completed in four years, according to a program that “differs from the
program taught to children only in terms of duration” (Medić et al., 2009, p. 29). The
1990s saw a dramatic reduction in the number of schools for the primary education
of adults, from a few dozen that operated in Serbia in the 1970s to only 16 (Medić et
al., 2009, p. 18), while institutions such as workers’, public, and open universities were
”denied the right to engage in formal adult education”.
It is important to emphasize that everyone over the age of 15 who has not completed
primary education can be considered a member of a marginalized social group, with the
most oppressed subgroups being the Roma national minority and prisoners. It is worth
pointing out that the distinctive way of life of the Roma population, in addition to
multiple other social-psychological factors, often serves as an explanation or the stated
reason for the evidently low motivation for education, non-inclusion in the education
system, early abandonment of the educational process, low educational achievements,
and the underestimation of education as a possible way of social promotion and a way of
getting out of poverty” (Medić & Popović, 2008, p. 117). After the democratic changes
(October 5, 2000), reforms were launched in all parts of society, including adult
education. In 2005, the Institute of Pedagogy and Andragogy and its partners launched
the Functional Basic Education of Roma Adults, a systemic project with the status of
a pilot program. The program was active until 2007 and it aimed to raise the general
educational level of Roma adults and support their acquisition of basic education. It
brought numerous changes to the legislation and educational practice and served as the
basis for the development and implementation of a much larger systemic project entitled
the Functional Basic Education of Adults (FBEA), which now constitutes the dominant
concept for the implementation of adult primary education in Serbia. “It is undeniable
that adult education and learning represent a social and individual instrument that
enables people to live better, participate in the process of social change, and develop as
human beings. In other words, this also means that adult education has an economic
value, that it contributes to the participation of adults in socio-political activities, and
that it encourages the development of an authentic inner self and individual needs“ (Kulić & Despotović, 2004, p. 24). This understanding clearly recognizes education as
a prerequisite to equity and primary education is the first and most important step in
this direction.",
publisher = "Institute for Educational Research",
journal = "Towards a more equitable education: from research to change",
title = "The Current State and Perspectives of the Functional Basic Education of Adults in Serbia",
pages = "194-188",
url = "https://hdl.handle.net/21.15107/rcub_reff_5760"
}

Miljković, J., Grozdić, V.,& Ljujić, B.. (2023). The Current State and Perspectives of the Functional Basic Education of Adults in Serbia. in Towards a more equitable education: from research to change
Institute for Educational Research., 188-194.
https://hdl.handle.net/21.15107/rcub_reff_5760

Miljković J, Grozdić V, Ljujić B. The Current State and Perspectives of the Functional Basic Education of Adults in Serbia. in Towards a more equitable education: from research to change. 2023;:188-194.
https://hdl.handle.net/21.15107/rcub_reff_5760 .

Miljković, Jovan, Grozdić, Vukašin, Ljujić, Bojan, "The Current State and Perspectives of the Functional Basic Education of Adults in Serbia" in Towards a more equitable education: from research to change (2023):188-194,
https://hdl.handle.net/21.15107/rcub_reff_5760 .

TY  - JOUR
AU  - Miljković, Jovan
AU  - Ljujić, Bojan
AU  - Mihajlović, Dubravka
PY  - 2023
UR  - http://reff.f.bg.ac.rs/handle/123456789/4676
AB  - Kreativne industrije su savremeni poslovni i politički koncept nedovoljno naučno elaboriran, koji je postao jedan od najznačajnijih nosilaca privredne delatnosti razvijenih zemalja. Iako ne postoji konsenzus oko toga koje se sve delatnosti ubrajaju u kreativne industrije, postoje jasne naznake da je obrazovanje višeznačno povezano sa njima. Teorijsko istraživanje je realizovano sa ciljem da dobijemo odgovor na istraživačko pitanje: u kakvom su odnosu fenomeni kreativne industrije i obrazovanje? Uz pomoć analize sadržaja relevantnih istraživanja apstrahovane su karakteristike kreativnih industrija, a zatim je korišćenjem komparativne metode ispitivan aktuelan i potencijalni odnos koji postoji između izdvojenih karakteristika kreativnih industrija i obrazovanja. Rezultati istraživanja ukazuju na to da obrazovanje, u svom pojavnom obliku, ima karakteristike kreativnih industrija, kao i da postoji dvostruka veza između ova dva fenomena: (1) obrazovanje kao preduslov za genezu i razvoj kreativnih industrija i (2) kreativne industrije u funkciji obrazovanja. Iz ovakve povezanosti proizilaze najmanje dva, kompleksna pravca praktičnog delovanja usmerena ka susretanju relevantnih fenomena u realnosti: prvi ukazuje na neophodnost optimizacije obrazovanja koje bi dalje podržavalo tokove kreativnih industrija, dok drugi podrazumeva stvaranje i artikulisanje snažnijih stremljenja samih industrija koje bi obrazovanje učinile imanentnijim svojoj prirodi. Ograničenje ovoga rada je u tome što se fenomeni kreativnih industrija i obrazovanja ne sagledavaju u svom totalitetu, već samo u svom pojavnom obliku. Ovim su zapostavljene vrednosne dimenzije proučavanih fenomena, pa se stoga rezultati ovog istraživanja mogu prihvatiti sa rezervom.
AB  - Creative industries represent a contemporary business and political concept which does not
have sufficient scientific elaboration beside the significant role it has within economic affairs in developed countries. Although there is no consensus about which activities should be included in the concept of creative industries, clear indications that education is strongly linked to those are evident. The theoretical research was carried out with the aim of obtaining an answer to the research question: what is the relationship between the phenomena of the creative industry and education? By conducting content analysis of relevant scientific research, the characteristics of creative industries were abstracted, and then, by using the comparative method, the actual and potential relationship between education and selected characteristics of creative industries was examined. The research results indicate that education possesses all the characteristics of creative industries, and that there is a two-sided connection between creative industries and education: (1) education appears as a prerequisite for the genesis and development of creative industries and (2) creative industries support education being recognized as a function of education.
Regarding the abovementioned connection, at least two complex directions of practical action arise,
aimed at meeting relevant phenomena in reality: the first indicates the necessity of optimizing education
that would further support the flows of creative industries, while the second implies the creation and articulation
of stronger aspirations of the industries themselves that would make education more immanent
in its nature. The limitation of this work is that the phenomena of creative industries and education are
not considered in their totality, but only in their apparent form – the value dimension of the relevant
phenomena was neglected, and therefore the results of this research should be regarded with caution.
PB  - Pedagoško društvo Srbije
PB  - Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju
T2  - Nastava i vaspitanje
T1  - Obrazovanje i kreativne industrije
EP  - 236
IS  - 2
SP  - 219
VL  - 72
DO  - 10.5937/nasvas2302219M
ER  - 

@article{
author = "Miljković, Jovan and Ljujić, Bojan and Mihajlović, Dubravka",
year = "2023",
abstract = "Kreativne industrije su savremeni poslovni i politički koncept nedovoljno naučno elaboriran, koji je postao jedan od najznačajnijih nosilaca privredne delatnosti razvijenih zemalja. Iako ne postoji konsenzus oko toga koje se sve delatnosti ubrajaju u kreativne industrije, postoje jasne naznake da je obrazovanje višeznačno povezano sa njima. Teorijsko istraživanje je realizovano sa ciljem da dobijemo odgovor na istraživačko pitanje: u kakvom su odnosu fenomeni kreativne industrije i obrazovanje? Uz pomoć analize sadržaja relevantnih istraživanja apstrahovane su karakteristike kreativnih industrija, a zatim je korišćenjem komparativne metode ispitivan aktuelan i potencijalni odnos koji postoji između izdvojenih karakteristika kreativnih industrija i obrazovanja. Rezultati istraživanja ukazuju na to da obrazovanje, u svom pojavnom obliku, ima karakteristike kreativnih industrija, kao i da postoji dvostruka veza između ova dva fenomena: (1) obrazovanje kao preduslov za genezu i razvoj kreativnih industrija i (2) kreativne industrije u funkciji obrazovanja. Iz ovakve povezanosti proizilaze najmanje dva, kompleksna pravca praktičnog delovanja usmerena ka susretanju relevantnih fenomena u realnosti: prvi ukazuje na neophodnost optimizacije obrazovanja koje bi dalje podržavalo tokove kreativnih industrija, dok drugi podrazumeva stvaranje i artikulisanje snažnijih stremljenja samih industrija koje bi obrazovanje učinile imanentnijim svojoj prirodi. Ograničenje ovoga rada je u tome što se fenomeni kreativnih industrija i obrazovanja ne sagledavaju u svom totalitetu, već samo u svom pojavnom obliku. Ovim su zapostavljene vrednosne dimenzije proučavanih fenomena, pa se stoga rezultati ovog istraživanja mogu prihvatiti sa rezervom., Creative industries represent a contemporary business and political concept which does not
have sufficient scientific elaboration beside the significant role it has within economic affairs in developed countries. Although there is no consensus about which activities should be included in the concept of creative industries, clear indications that education is strongly linked to those are evident. The theoretical research was carried out with the aim of obtaining an answer to the research question: what is the relationship between the phenomena of the creative industry and education? By conducting content analysis of relevant scientific research, the characteristics of creative industries were abstracted, and then, by using the comparative method, the actual and potential relationship between education and selected characteristics of creative industries was examined. The research results indicate that education possesses all the characteristics of creative industries, and that there is a two-sided connection between creative industries and education: (1) education appears as a prerequisite for the genesis and development of creative industries and (2) creative industries support education being recognized as a function of education.
Regarding the abovementioned connection, at least two complex directions of practical action arise,
aimed at meeting relevant phenomena in reality: the first indicates the necessity of optimizing education
that would further support the flows of creative industries, while the second implies the creation and articulation
of stronger aspirations of the industries themselves that would make education more immanent
in its nature. The limitation of this work is that the phenomena of creative industries and education are
not considered in their totality, but only in their apparent form – the value dimension of the relevant
phenomena was neglected, and therefore the results of this research should be regarded with caution.",
publisher = "Pedagoško društvo Srbije, Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju",
journal = "Nastava i vaspitanje",
title = "Obrazovanje i kreativne industrije",
pages = "236-219",
number = "2",
volume = "72",
doi = "10.5937/nasvas2302219M"
}

Miljković, J., Ljujić, B.,& Mihajlović, D.. (2023). Obrazovanje i kreativne industrije. in Nastava i vaspitanje
Pedagoško društvo Srbije., 72(2), 219-236.
https://doi.org/10.5937/nasvas2302219M

Miljković J, Ljujić B, Mihajlović D. Obrazovanje i kreativne industrije. in Nastava i vaspitanje. 2023;72(2):219-236.
doi:10.5937/nasvas2302219M .

Miljković, Jovan, Ljujić, Bojan, Mihajlović, Dubravka, "Obrazovanje i kreativne industrije" in Nastava i vaspitanje, 72, no. 2 (2023):219-236,
https://doi.org/10.5937/nasvas2302219M . .

TY  - JOUR
AU  - Ljujić, Bojan
AU  - Leković, Biljana
PY  - 2022
UR  - http://reff.f.bg.ac.rs/handle/123456789/3814
AB  - Predmet ovog rada jeste sagledavanje upotrebe muzičkih sadražaja sa Interneta u kontekstu slobodnog vremena i njegove funkcionalizacije u smeru obrazovanja. Teorijskom problematizacijom ove teme bavićemo se iz interdisciplinarne vizure, objedinjujući andragoško-muzikološke kompetencije. U tom smislu, nastojaćemo da postojeća teorijska i empirijska istraživanja, čiji rezultati potvrđuju da se obrazovanje javlja kao činilac korišćenja slobodnog vremena, dalje razradimo i upotpunimo konkretnim primerima, tj. studijama slučaja (među kojima su konkretne medijske pojave – na primer, muzičke video ili kompjuterske igre, aplikacije, blogovi i sl.; ali i raznovrsne muzičke prakse koje se realizuju putem Interneta – kreiranje, izvođenje muzike ili volontiranje i sl.). U radu ćemo krenuti od sledećih teorijskih platformi koje će predstavljati osnovu za ispitivanje karakteristika i funkcija muzičkih sadržaja sa Interneta u kontekstu slobodnog vremena: najpre ćemo ispitati posebne karakteristike slobodnog vremena – teškoća prepoznavanja, multipli karakter, hijerarhijska organizovanost i međusobna različitost i disparatnost; potom ćemo nastojati da predočimo osnovne funkcije slobodnog vremena (odmor, zabava i razvoj ličnosti), kao i da sagledamo obrazovne intenzitete, sfere i konkretne sadržaje slobodnog vremena; na kraju, muzičke sadržaje sa Interneta postavićemo u okvire teorije „ozbiljnog slobodnog vremena.“
AB  - The subject of this paper is to consider the use of music content from the
Internet in the context of free time and its functionalisation in education. The paper
will deal with the theoretical problematisation of this topic from an interdisciplinary
point of view, uniting andragogico-musicological competencies. In that sense, we will
try to further elaborate and supplement the existing theoretical and empirical research,
the results of which confirm that education appears as a factor in the use of free time,
with concrete examples, that is, case studies (including specific media phenomena
– for example, music video or computer games, applications, blogs, and others; but
also various music practices that are realised via the Internet – creating, performing
music or volunteering, and others.). The authors start from the following theoretical
platforms which will be the basis for examining the characteristics and functions of
music content from the Internet in the context of free time: first there will be examined
special characteristics of free time – difficulty of recognising it, its multiple character,
hierarchical organisation and mutual diversity; then the basic functions of free time will
be looked at (leisure, entertainment and personal development), as well as educational
intensities, spheres and specific content of leisure; in the end, music content from the
Internet will be established within the theory of “serious leisure”.
PB  - Akademija umetnosti u Novom Sadu
T2  - Zbornik radova Akademije umetnosti
T1  - Muzički sadržaji sa interneta: obrazovni aspekti u kontekstu slobodnog vremena
T1  - Music Content from the Internet: Educational Aspects in the Context of Leisure
EP  - 253
IS  - 1
SP  - 237
VL  - 10
DO  - 10.5937/ZbAkU2210237L
ER  - 

@article{
author = "Ljujić, Bojan and Leković, Biljana",
year = "2022",
abstract = "Predmet ovog rada jeste sagledavanje upotrebe muzičkih sadražaja sa Interneta u kontekstu slobodnog vremena i njegove funkcionalizacije u smeru obrazovanja. Teorijskom problematizacijom ove teme bavićemo se iz interdisciplinarne vizure, objedinjujući andragoško-muzikološke kompetencije. U tom smislu, nastojaćemo da postojeća teorijska i empirijska istraživanja, čiji rezultati potvrđuju da se obrazovanje javlja kao činilac korišćenja slobodnog vremena, dalje razradimo i upotpunimo konkretnim primerima, tj. studijama slučaja (među kojima su konkretne medijske pojave – na primer, muzičke video ili kompjuterske igre, aplikacije, blogovi i sl.; ali i raznovrsne muzičke prakse koje se realizuju putem Interneta – kreiranje, izvođenje muzike ili volontiranje i sl.). U radu ćemo krenuti od sledećih teorijskih platformi koje će predstavljati osnovu za ispitivanje karakteristika i funkcija muzičkih sadržaja sa Interneta u kontekstu slobodnog vremena: najpre ćemo ispitati posebne karakteristike slobodnog vremena – teškoća prepoznavanja, multipli karakter, hijerarhijska organizovanost i međusobna različitost i disparatnost; potom ćemo nastojati da predočimo osnovne funkcije slobodnog vremena (odmor, zabava i razvoj ličnosti), kao i da sagledamo obrazovne intenzitete, sfere i konkretne sadržaje slobodnog vremena; na kraju, muzičke sadržaje sa Interneta postavićemo u okvire teorije „ozbiljnog slobodnog vremena.“, The subject of this paper is to consider the use of music content from the
Internet in the context of free time and its functionalisation in education. The paper
will deal with the theoretical problematisation of this topic from an interdisciplinary
point of view, uniting andragogico-musicological competencies. In that sense, we will
try to further elaborate and supplement the existing theoretical and empirical research,
the results of which confirm that education appears as a factor in the use of free time,
with concrete examples, that is, case studies (including specific media phenomena
– for example, music video or computer games, applications, blogs, and others; but
also various music practices that are realised via the Internet – creating, performing
music or volunteering, and others.). The authors start from the following theoretical
platforms which will be the basis for examining the characteristics and functions of
music content from the Internet in the context of free time: first there will be examined
special characteristics of free time – difficulty of recognising it, its multiple character,
hierarchical organisation and mutual diversity; then the basic functions of free time will
be looked at (leisure, entertainment and personal development), as well as educational
intensities, spheres and specific content of leisure; in the end, music content from the
Internet will be established within the theory of “serious leisure”.",
publisher = "Akademija umetnosti u Novom Sadu",
journal = "Zbornik radova Akademije umetnosti",
title = "Muzički sadržaji sa interneta: obrazovni aspekti u kontekstu slobodnog vremena, Music Content from the Internet: Educational Aspects in the Context of Leisure",
pages = "253-237",
number = "1",
volume = "10",
doi = "10.5937/ZbAkU2210237L"
}

Ljujić, B.,& Leković, B.. (2022). Muzički sadržaji sa interneta: obrazovni aspekti u kontekstu slobodnog vremena. in Zbornik radova Akademije umetnosti
Akademija umetnosti u Novom Sadu., 10(1), 237-253.
https://doi.org/10.5937/ZbAkU2210237L

Ljujić B, Leković B. Muzički sadržaji sa interneta: obrazovni aspekti u kontekstu slobodnog vremena. in Zbornik radova Akademije umetnosti. 2022;10(1):237-253.
doi:10.5937/ZbAkU2210237L .

Ljujić, Bojan, Leković, Biljana, "Muzički sadržaji sa interneta: obrazovni aspekti u kontekstu slobodnog vremena" in Zbornik radova Akademije umetnosti, 10, no. 1 (2022):237-253,
https://doi.org/10.5937/ZbAkU2210237L . .

TY  - CONF
AU  - Ljujic, Bojan
AU  - Miljković, Jovan
PY  - 2022
UR  - http://reff.f.bg.ac.rs/handle/123456789/4584
AB  - Univerziteti za treće doba, iako nisu jedini provajderi obrazovanja namenjenog starijoj
populaciji, predstavljaju značajni stub obrazovanja ove osobene ciljne grupe. Posle više od tri
decenije osnivanja prvog univerziteta za treće doba u Srbiji, zakonomernosti dinamike razvoja
sistema obrazovanja odraslih deluju i u ovom delu njegovog podsistema. Shodno društvenim
promenama, menja se broj institucija koje se svrstavaju u kategoriju univerziteta za treće doba,
ponuda njihovih programa, kao i geografska rasprostranjenost ovih institucija, a time i dostupnost
njihove obrazovne ponude starijoj populaciji.Namera ovoga rada je da utvrdikarakteristike
obrazovne ponudeuniverziteta za treće doba: njihovu distribuciju na teritoriji Republike Srbije,
programsku orijentaciju, organizacione oblike realizacije obrazovne aktivnosti i načine na koje su
prilagođeni ciljanoj populaciji. U metodološkom pogledu, istraživanje se oslanja na kvalitativnu
istraživačku paradigmu, u okviru koje je primenjena multipla studija slučaja kao model
istraživanja, a kao metoda korišćena je analiza sadržaja, tačnije, analiza sadržaja veb sajtova
obrazovne ponude univerziteta za treće doba. Rezultati istraživanja ukazuju na nedovoljnu i
nejednaku distribuciju univerziteta za treće doba, ograničeni raspon obrazovnog sadržaja koji se
nudi starima u različitim delovima Srbije, kao i na tradicionalne oblike realizacije nastave
(uglavnom kursevi i ređe individualna nastava). Obrazovna ponuda je uglavnom prilagođena
potrebama starije populacije kroz manja finansijska sredstva potrebna za participaciju u programu,
u nekim slučajevima i mogućnost plaćanja na rate, kao i realizaciju nekih programa u
prepodnevnim časovima. Rezultati istraživanja otvaraju pitanja načina stimulisanja povećanja
broja univerziteta za treće doba, njihove dalje programske i organizacione diverzifikacije, kao i
načina na koje bi se mogle otkloniti potencijalne barijere za participaciju starih, odnosno, većeg
prilagođavanja karakteristika obrazovne ponude potrebama starije populacije.
AB  - Universities for the third age, although not being the exclusive providers of education
intended for elderly, represent an important pillar of education referring this particular target
group. After more than three decades of the establishment of the first university for the third age
in Serbia, the developmental dynamics of the adult education system regulative is also evident in
this particular subsystem. In accordance with social changes, the number of institutions classified
as universities for the third age, the offer of their programs, as well as the geographical distribution
of these institutions, and thus the availability of their educational offer to the older population, are
changing. The purpose of this work is to determine the characteristics of the educational offer of
universities for the third age: their distribution on the territory of the Republic of Serbia, program
orientation, organizational forms of realization of educational activities and ways in which they
are adapted to the target population. In terms of methodology, the research relies on a qualitative
research paradigm, within which a multiple case study was applied as a research model, and
content analysis was used as a method, more precisely, content analysis of the websites of the
university's educational offer for the third age. The research results indicate insufficient and
unequal distribution of universities for older persons, limited range of educational content offered
to older persons in different parts of Serbia, as well as traditional forms of teaching (mainly courses
and less frequently individual teaching). The educational programme on offer is mainly adapted
to the needs of the older population through smaller financial resources required for participation
in the programme, in some cases the possibility of paying in instalments, as well as the realization
of some programmes in the morning hours. The results of the research open up issues of how to
stimulate the increase in the number of universities for the third age, their further programmatic
and organizational diversification, as well as ways in which potential barriers to the participation
of older persons could be removed, that is, greater adjustment of the characteristics of the
educational programme on offer to the needs of the older population.
PB  - Gerontološko društvo Srbije
C3  - 11. Međunarodni Gerontološki kongres - Gerontologija: mogućnosti i perspektive u post KOVID-19 svetu/11th International Gerontological Congress - Gerontology: opportunities and perspectives in the post COVID-19 world
T1  - Obrazovna ponuda univerziteta za trece doba
T1  - Educational Offer of the Universities for the Third Age
EP  - 54
SP  - 53
UR  - https://hdl.handle.net/21.15107/rcub_reff_4584
ER  - 

@conference{
author = "Ljujic, Bojan and Miljković, Jovan",
year = "2022",
abstract = "Univerziteti za treće doba, iako nisu jedini provajderi obrazovanja namenjenog starijoj
populaciji, predstavljaju značajni stub obrazovanja ove osobene ciljne grupe. Posle više od tri
decenije osnivanja prvog univerziteta za treće doba u Srbiji, zakonomernosti dinamike razvoja
sistema obrazovanja odraslih deluju i u ovom delu njegovog podsistema. Shodno društvenim
promenama, menja se broj institucija koje se svrstavaju u kategoriju univerziteta za treće doba,
ponuda njihovih programa, kao i geografska rasprostranjenost ovih institucija, a time i dostupnost
njihove obrazovne ponude starijoj populaciji.Namera ovoga rada je da utvrdikarakteristike
obrazovne ponudeuniverziteta za treće doba: njihovu distribuciju na teritoriji Republike Srbije,
programsku orijentaciju, organizacione oblike realizacije obrazovne aktivnosti i načine na koje su
prilagođeni ciljanoj populaciji. U metodološkom pogledu, istraživanje se oslanja na kvalitativnu
istraživačku paradigmu, u okviru koje je primenjena multipla studija slučaja kao model
istraživanja, a kao metoda korišćena je analiza sadržaja, tačnije, analiza sadržaja veb sajtova
obrazovne ponude univerziteta za treće doba. Rezultati istraživanja ukazuju na nedovoljnu i
nejednaku distribuciju univerziteta za treće doba, ograničeni raspon obrazovnog sadržaja koji se
nudi starima u različitim delovima Srbije, kao i na tradicionalne oblike realizacije nastave
(uglavnom kursevi i ređe individualna nastava). Obrazovna ponuda je uglavnom prilagođena
potrebama starije populacije kroz manja finansijska sredstva potrebna za participaciju u programu,
u nekim slučajevima i mogućnost plaćanja na rate, kao i realizaciju nekih programa u
prepodnevnim časovima. Rezultati istraživanja otvaraju pitanja načina stimulisanja povećanja
broja univerziteta za treće doba, njihove dalje programske i organizacione diverzifikacije, kao i
načina na koje bi se mogle otkloniti potencijalne barijere za participaciju starih, odnosno, većeg
prilagođavanja karakteristika obrazovne ponude potrebama starije populacije., Universities for the third age, although not being the exclusive providers of education
intended for elderly, represent an important pillar of education referring this particular target
group. After more than three decades of the establishment of the first university for the third age
in Serbia, the developmental dynamics of the adult education system regulative is also evident in
this particular subsystem. In accordance with social changes, the number of institutions classified
as universities for the third age, the offer of their programs, as well as the geographical distribution
of these institutions, and thus the availability of their educational offer to the older population, are
changing. The purpose of this work is to determine the characteristics of the educational offer of
universities for the third age: their distribution on the territory of the Republic of Serbia, program
orientation, organizational forms of realization of educational activities and ways in which they
are adapted to the target population. In terms of methodology, the research relies on a qualitative
research paradigm, within which a multiple case study was applied as a research model, and
content analysis was used as a method, more precisely, content analysis of the websites of the
university's educational offer for the third age. The research results indicate insufficient and
unequal distribution of universities for older persons, limited range of educational content offered
to older persons in different parts of Serbia, as well as traditional forms of teaching (mainly courses
and less frequently individual teaching). The educational programme on offer is mainly adapted
to the needs of the older population through smaller financial resources required for participation
in the programme, in some cases the possibility of paying in instalments, as well as the realization
of some programmes in the morning hours. The results of the research open up issues of how to
stimulate the increase in the number of universities for the third age, their further programmatic
and organizational diversification, as well as ways in which potential barriers to the participation
of older persons could be removed, that is, greater adjustment of the characteristics of the
educational programme on offer to the needs of the older population.",
publisher = "Gerontološko društvo Srbije",
journal = "11. Međunarodni Gerontološki kongres - Gerontologija: mogućnosti i perspektive u post KOVID-19 svetu/11th International Gerontological Congress - Gerontology: opportunities and perspectives in the post COVID-19 world",
title = "Obrazovna ponuda univerziteta za trece doba, Educational Offer of the Universities for the Third Age",
pages = "54-53",
url = "https://hdl.handle.net/21.15107/rcub_reff_4584"
}

Ljujic, B.,& Miljković, J.. (2022). Obrazovna ponuda univerziteta za trece doba. in 11. Međunarodni Gerontološki kongres - Gerontologija: mogućnosti i perspektive u post KOVID-19 svetu/11th International Gerontological Congress - Gerontology: opportunities and perspectives in the post COVID-19 world
Gerontološko društvo Srbije., 53-54.
https://hdl.handle.net/21.15107/rcub_reff_4584

Ljujic B, Miljković J. Obrazovna ponuda univerziteta za trece doba. in 11. Međunarodni Gerontološki kongres - Gerontologija: mogućnosti i perspektive u post KOVID-19 svetu/11th International Gerontological Congress - Gerontology: opportunities and perspectives in the post COVID-19 world. 2022;:53-54.
https://hdl.handle.net/21.15107/rcub_reff_4584 .

Ljujic, Bojan, Miljković, Jovan, "Obrazovna ponuda univerziteta za trece doba" in 11. Međunarodni Gerontološki kongres - Gerontologija: mogućnosti i perspektive u post KOVID-19 svetu/11th International Gerontological Congress - Gerontology: opportunities and perspectives in the post COVID-19 world (2022):53-54,
https://hdl.handle.net/21.15107/rcub_reff_4584 .

TY  - CONF
AU  - Miljković, Jovan
AU  - Manić, Ljiljana
AU  - Ljujić, Bojan
PY  - 2022
UR  - http://reff.f.bg.ac.rs/handle/123456789/4583
AB  - Načini na koje obavljamo različite delatnosti u savremenom svetu u potpunosti su
determinisani primenom novih tehnologija. Tehnologija nudi potporu i olakšanje, ali sa sobom
nosi bezbedonosne rizike pred kojima nema nedodirljivih, već samo kategorije ljudi koje su na
njih više osetljive. Empirijsko istraživanje koje smo sproveli imalo je za predmet obrazovanje
starih osoba kao činioca bezbednosti na Internetu, a osnovni istraživački cilj kojim smo se vodili
ticao se ispitivanja odnosa između određenih bio-socio-obrazovnih obeležja starih osoba, sa jedne
strane, i njihovih percepcija, navika i iskustava iz domena bezbedne upotrebe Interneta, sa druge.
U istraživanju smo primarno bili fokusirani na opštu populaciju starih osoba u Republici Srbiji, iz
koje je selektovan prigodan uzorak istraživanja koji su činile osobe stare 65 godina i više.
Primenom kvantitativne metodologije istraživanja došli smo do rezultata koji su rasvetlili našu
nameru inkorporiranu u definisan predmet i cilj istraživanja. U radu su izloženi rezultati
istraživanja koji pokazuju da su korisnici Interneta među starijom populacijom većinom
viskoobrazovani muškarci iz gradskih sredina, kao i da korisnici uglavnom pristupaju Internetu
svakodnevno više puta, a procenjuju da se dobro snalaze u korišćenju kompjutera. Ovi korisnici
Interneta uglavnom nisu imali bezbedonosnih problema prilikom njegovog korišćenja, a od pretnji
se ili štite antivirus programima, ili se uopšte ne štite. Oni koji su imali bezbedonosne probleme,
uglavnom ističu remećenje rada uređaja usled prodora kopjuterskih virusa i nedozvoljeno
preuzimanje ličnih podataka od strane drugih osoba. Među starima koji aktivno koriste Internet
podjednako su zastupljene osobe koje nemaju dovoljno ili uopšte nemaju znanja o bezbednom
korišćenju Interneta i one koje ova znanja poseduju u određenoj meri, a iskazana je njihova želja
da povećaju nivo svojih znanja i veština iz domena bezbednosti na Internetu kroz različite
obrazovne intervencije. Ispitanici koji ne koriste Internet, ne koriste ni kompjuter, a prema
njihovim izjavama internet uglavnom ne koriste jer ne znaju kako da ga koriste i/ili ne osećaju
potrebu za tim. Ovi ispitanici smatraju da upotreba Interneta može biti opasna, najviše zbog
mogućnosti nedozvoljenog preuzimanja njihovih ličnih podataka od strane drugih lica. Rezultati
do kojih smo došli nesumnjivo upućuju na relevantnost negovanja obrazovne prakse kroz koju bi
stare osobe, bilo da su aktivni korisnici Interneta ili to nisu, mogle da probude svest o intenziviranoj
potrebi za korišćenjem Interneta u savremenom svetu, a sa time unaprede i njenu faktičku
aktualizaciju, uz neizbežno akcentovanje obrazovnog intervenisanja usmerenog ka razvoju znanja
i veština iz domena bezbednog korišćenja Interneta.
AB  - The ways in which we perform various activities in the contemporary world are completely
determined by the application of new technologies. Technology offers support and relief, but it
also carries the security risks that influence everyone, and particular categories of people that are
more vulnerable to these risks. The subject of the empirical research we conducted was elderly
education as a factor of safety on the Internet, and the main research goal we were guided by was
the examination of the relationship between certain bio-socio-educational characteristics of older
persons, on one hand, and their perceptions, habits and experiences referring to safe Internet use,
on the other. In this research, we were primarily focused on the general population of older persons
in the Republic of Serbia, from which an appropriate research sample consisting of persons aged
65 years and older was selected. By applying a quantitative research methodology, we achieved
results that shed light on our intention incorporated into the defined subject and goal of the
research. Within the paper, we presented research results indicating that majority of elderly
Internet users are higher educated men from urban areas, as well as that Internet users generally
access the Internet several times a day, perceiving themselves as proficient computer users. Elderly
Internet users generally had no security problems when using it, and they either protect themselves
from threats by applying antivirus programs, or they don't protect themselves at all. Those who
have had security problems, mostly point to disruption of device operation due to computer viruses
breakthrough and unauthorized download of personal data by other persons. Among elderly who
actively use the Internet, there is an equal distribution concerning people who do not have
sufficient knowledge about the safe use of the Internet or possess no knowledge at all, and those
who possess this knowledge to a certain extent, and who desire to increase the level of their
knowledge and skills in the domain of security on the Internet through various educational
interventions. Respondents who do not use the Internet do not use a computer either, and according
to their statements, they generally do not use the Internet because they do not know how to use it
and/or do not feel the need for it. These respondents believe that using the Internet can be
dangerous, mostly due to the possibility of unauthorized downloading of their personal data by
other persons. The results we obtained clearly point to the relevance of fostering an educational
practice through which older persons, whether they are active Internet users or not, could create awareness of the intensified need for using the Internet in the contemporary world, and thereby
improve its actualization, with the inevitable accentuation of educational interventions aimed at
developing knowledge and skills in the domain of safe use of the Internet.
PB  - Gerontološko društvo Srbije
C3  - 11. Međunarodni Gerontološki kongres - GERONTOLOGIJA: MOGUĆNOSTI I PERSPEKTIVE U POST KOVID-19 SVETU/11th International Gerontological Congress - GERONTOLOGY: OPPORTUNITIES AND PERSPECTIVES IN THE POST COVID-19 WORLD
T1  - Obrazovanje starih i bezbednost na Internetu
T1  - Elderly Education and Safety on the Internet
EP  - 53
SP  - 51
UR  - https://hdl.handle.net/21.15107/rcub_reff_4583
ER  - 

@conference{
author = "Miljković, Jovan and Manić, Ljiljana and Ljujić, Bojan",
year = "2022",
abstract = "Načini na koje obavljamo različite delatnosti u savremenom svetu u potpunosti su
determinisani primenom novih tehnologija. Tehnologija nudi potporu i olakšanje, ali sa sobom
nosi bezbedonosne rizike pred kojima nema nedodirljivih, već samo kategorije ljudi koje su na
njih više osetljive. Empirijsko istraživanje koje smo sproveli imalo je za predmet obrazovanje
starih osoba kao činioca bezbednosti na Internetu, a osnovni istraživački cilj kojim smo se vodili
ticao se ispitivanja odnosa između određenih bio-socio-obrazovnih obeležja starih osoba, sa jedne
strane, i njihovih percepcija, navika i iskustava iz domena bezbedne upotrebe Interneta, sa druge.
U istraživanju smo primarno bili fokusirani na opštu populaciju starih osoba u Republici Srbiji, iz
koje je selektovan prigodan uzorak istraživanja koji su činile osobe stare 65 godina i više.
Primenom kvantitativne metodologije istraživanja došli smo do rezultata koji su rasvetlili našu
nameru inkorporiranu u definisan predmet i cilj istraživanja. U radu su izloženi rezultati
istraživanja koji pokazuju da su korisnici Interneta među starijom populacijom većinom
viskoobrazovani muškarci iz gradskih sredina, kao i da korisnici uglavnom pristupaju Internetu
svakodnevno više puta, a procenjuju da se dobro snalaze u korišćenju kompjutera. Ovi korisnici
Interneta uglavnom nisu imali bezbedonosnih problema prilikom njegovog korišćenja, a od pretnji
se ili štite antivirus programima, ili se uopšte ne štite. Oni koji su imali bezbedonosne probleme,
uglavnom ističu remećenje rada uređaja usled prodora kopjuterskih virusa i nedozvoljeno
preuzimanje ličnih podataka od strane drugih osoba. Među starima koji aktivno koriste Internet
podjednako su zastupljene osobe koje nemaju dovoljno ili uopšte nemaju znanja o bezbednom
korišćenju Interneta i one koje ova znanja poseduju u određenoj meri, a iskazana je njihova želja
da povećaju nivo svojih znanja i veština iz domena bezbednosti na Internetu kroz različite
obrazovne intervencije. Ispitanici koji ne koriste Internet, ne koriste ni kompjuter, a prema
njihovim izjavama internet uglavnom ne koriste jer ne znaju kako da ga koriste i/ili ne osećaju
potrebu za tim. Ovi ispitanici smatraju da upotreba Interneta može biti opasna, najviše zbog
mogućnosti nedozvoljenog preuzimanja njihovih ličnih podataka od strane drugih lica. Rezultati
do kojih smo došli nesumnjivo upućuju na relevantnost negovanja obrazovne prakse kroz koju bi
stare osobe, bilo da su aktivni korisnici Interneta ili to nisu, mogle da probude svest o intenziviranoj
potrebi za korišćenjem Interneta u savremenom svetu, a sa time unaprede i njenu faktičku
aktualizaciju, uz neizbežno akcentovanje obrazovnog intervenisanja usmerenog ka razvoju znanja
i veština iz domena bezbednog korišćenja Interneta., The ways in which we perform various activities in the contemporary world are completely
determined by the application of new technologies. Technology offers support and relief, but it
also carries the security risks that influence everyone, and particular categories of people that are
more vulnerable to these risks. The subject of the empirical research we conducted was elderly
education as a factor of safety on the Internet, and the main research goal we were guided by was
the examination of the relationship between certain bio-socio-educational characteristics of older
persons, on one hand, and their perceptions, habits and experiences referring to safe Internet use,
on the other. In this research, we were primarily focused on the general population of older persons
in the Republic of Serbia, from which an appropriate research sample consisting of persons aged
65 years and older was selected. By applying a quantitative research methodology, we achieved
results that shed light on our intention incorporated into the defined subject and goal of the
research. Within the paper, we presented research results indicating that majority of elderly
Internet users are higher educated men from urban areas, as well as that Internet users generally
access the Internet several times a day, perceiving themselves as proficient computer users. Elderly
Internet users generally had no security problems when using it, and they either protect themselves
from threats by applying antivirus programs, or they don't protect themselves at all. Those who
have had security problems, mostly point to disruption of device operation due to computer viruses
breakthrough and unauthorized download of personal data by other persons. Among elderly who
actively use the Internet, there is an equal distribution concerning people who do not have
sufficient knowledge about the safe use of the Internet or possess no knowledge at all, and those
who possess this knowledge to a certain extent, and who desire to increase the level of their
knowledge and skills in the domain of security on the Internet through various educational
interventions. Respondents who do not use the Internet do not use a computer either, and according
to their statements, they generally do not use the Internet because they do not know how to use it
and/or do not feel the need for it. These respondents believe that using the Internet can be
dangerous, mostly due to the possibility of unauthorized downloading of their personal data by
other persons. The results we obtained clearly point to the relevance of fostering an educational
practice through which older persons, whether they are active Internet users or not, could create awareness of the intensified need for using the Internet in the contemporary world, and thereby
improve its actualization, with the inevitable accentuation of educational interventions aimed at
developing knowledge and skills in the domain of safe use of the Internet.",
publisher = "Gerontološko društvo Srbije",
journal = "11. Međunarodni Gerontološki kongres - GERONTOLOGIJA: MOGUĆNOSTI I PERSPEKTIVE U POST KOVID-19 SVETU/11th International Gerontological Congress - GERONTOLOGY: OPPORTUNITIES AND PERSPECTIVES IN THE POST COVID-19 WORLD",
title = "Obrazovanje starih i bezbednost na Internetu, Elderly Education and Safety on the Internet",
pages = "53-51",
url = "https://hdl.handle.net/21.15107/rcub_reff_4583"
}

Miljković, J., Manić, L.,& Ljujić, B.. (2022). Obrazovanje starih i bezbednost na Internetu. in 11. Međunarodni Gerontološki kongres - GERONTOLOGIJA: MOGUĆNOSTI I PERSPEKTIVE U POST KOVID-19 SVETU/11th International Gerontological Congress - GERONTOLOGY: OPPORTUNITIES AND PERSPECTIVES IN THE POST COVID-19 WORLD
Gerontološko društvo Srbije., 51-53.
https://hdl.handle.net/21.15107/rcub_reff_4583

Miljković J, Manić L, Ljujić B. Obrazovanje starih i bezbednost na Internetu. in 11. Međunarodni Gerontološki kongres - GERONTOLOGIJA: MOGUĆNOSTI I PERSPEKTIVE U POST KOVID-19 SVETU/11th International Gerontological Congress - GERONTOLOGY: OPPORTUNITIES AND PERSPECTIVES IN THE POST COVID-19 WORLD. 2022;:51-53.
https://hdl.handle.net/21.15107/rcub_reff_4583 .

Miljković, Jovan, Manić, Ljiljana, Ljujić, Bojan, "Obrazovanje starih i bezbednost na Internetu" in 11. Međunarodni Gerontološki kongres - GERONTOLOGIJA: MOGUĆNOSTI I PERSPEKTIVE U POST KOVID-19 SVETU/11th International Gerontological Congress - GERONTOLOGY: OPPORTUNITIES AND PERSPECTIVES IN THE POST COVID-19 WORLD (2022):51-53,
https://hdl.handle.net/21.15107/rcub_reff_4583 .

TY  - CHAP
AU  - Ljujić, Bojan
PY  - 2022
UR  - http://reff.f.bg.ac.rs/handle/123456789/3812
AB  - Predmet ovog teorijsko-empirijskog, kvalitativnog istraživanja bila je percepcija studenata o pohađanom onlajn obrazovanju na Filozofskom fakultetu Univerziteta u Beogradu od proglašenja pandemije virusa COVID-19. Ciljem istraživanja bili smo fokusirani na ispitivanje načina na koji studenti percipiraju tehnološku spremnost odraslih učesnika u onlajn obrazovanju. Uzorak istraživanja je činilo 17 studanata 4. godine sa studijske grupe za andragogiju. Rezultati istraživanja ukazuju na to da su i studenti i nastavnici mahom nespremni u kontekstu primene savremenih tehnoloških veština u onlajn obrazovanju. Dobijeni rezultati ukazali su na aktuelan problem i potencijalna rešenja koja bi mogla da budu usmerena ka andragoškom osvešćivanju učesnika u onlajn obrazovanju odraslih o ljudskoj suštini savremenih tehnologija u skladu sa kojom one ne bi trebalo da budu barijere obojene pritiskom pandemijske krize, već podrška u praktičnom onlajn obrazovnom radu.
PB  - Univerzitet u Beogradu, Filozofski fakultet, Institut za pedagogiju i andragogiju
PB  - Pedagoško društvo Srbije
T2  - Obrazovanje u vreme krize i kako dalje
T1  - Tehnološka spremnost odraslih učesnika na izazove onlajn obrazovanja uslovljene pandemijom virusa COVID-19
EP  - 266
SP  - 259
UR  - https://hdl.handle.net/21.15107/rcub_reff_3812
ER  - 

@inbook{
author = "Ljujić, Bojan",
year = "2022",
abstract = "Predmet ovog teorijsko-empirijskog, kvalitativnog istraživanja bila je percepcija studenata o pohađanom onlajn obrazovanju na Filozofskom fakultetu Univerziteta u Beogradu od proglašenja pandemije virusa COVID-19. Ciljem istraživanja bili smo fokusirani na ispitivanje načina na koji studenti percipiraju tehnološku spremnost odraslih učesnika u onlajn obrazovanju. Uzorak istraživanja je činilo 17 studanata 4. godine sa studijske grupe za andragogiju. Rezultati istraživanja ukazuju na to da su i studenti i nastavnici mahom nespremni u kontekstu primene savremenih tehnoloških veština u onlajn obrazovanju. Dobijeni rezultati ukazali su na aktuelan problem i potencijalna rešenja koja bi mogla da budu usmerena ka andragoškom osvešćivanju učesnika u onlajn obrazovanju odraslih o ljudskoj suštini savremenih tehnologija u skladu sa kojom one ne bi trebalo da budu barijere obojene pritiskom pandemijske krize, već podrška u praktičnom onlajn obrazovnom radu.",
publisher = "Univerzitet u Beogradu, Filozofski fakultet, Institut za pedagogiju i andragogiju, Pedagoško društvo Srbije",
journal = "Obrazovanje u vreme krize i kako dalje",
booktitle = "Tehnološka spremnost odraslih učesnika na izazove onlajn obrazovanja uslovljene pandemijom virusa COVID-19",
pages = "266-259",
url = "https://hdl.handle.net/21.15107/rcub_reff_3812"
}

Ljujić, B.. (2022). Tehnološka spremnost odraslih učesnika na izazove onlajn obrazovanja uslovljene pandemijom virusa COVID-19. in Obrazovanje u vreme krize i kako dalje
Univerzitet u Beogradu, Filozofski fakultet, Institut za pedagogiju i andragogiju., 259-266.
https://hdl.handle.net/21.15107/rcub_reff_3812

Ljujić B. Tehnološka spremnost odraslih učesnika na izazove onlajn obrazovanja uslovljene pandemijom virusa COVID-19. in Obrazovanje u vreme krize i kako dalje. 2022;:259-266.
https://hdl.handle.net/21.15107/rcub_reff_3812 .

Ljujić, Bojan, "Tehnološka spremnost odraslih učesnika na izazove onlajn obrazovanja uslovljene pandemijom virusa COVID-19" in Obrazovanje u vreme krize i kako dalje (2022):259-266,
https://hdl.handle.net/21.15107/rcub_reff_3812 .

TY  - JOUR
AU  - Miljković, Jovan
AU  - Ljujić, Bojan
PY  - 2022
UR  - http://reff.f.bg.ac.rs/handle/123456789/3976
AB  - Cilj ovog rada je da se utvrdi i opiše doprinos Dimitrija Matića konstituisanju i
razvoju obrazovanja odraslih u Srbiji u XIX veku. U radu je korišćena istorijska metoda, a
u okviru nje analiza sadržaja primarnih i sekundarnih izvora. Rezultati istraživanja ukazuju
na izuzetan doprinos Matića razvoju institucionalnog obrazovanja odraslih u uspostavljanju
mreža čitaonica u Srbiji, (re)osnivanju nedeljnih (povtornih) škola, konstituisanju
učiteljskih zborova i obnavljanju učiteljskih tečajeva. Identifikovani su i doprinosi na polju
uspostavljanja legislative obrazovanja odraslih i na polju kreiranja institucionalnih, kadrovskih,
programskih i finansijskih preduslova za funkcionisanje institucija obrazovanja
odraslih. Ustanovili smo da postoje osnove da se dovede u pitanje uspeh funkcionisanja
pojedinih andragoških institucija koje je uspostavio Matić, što ne umanjuje njegov značaj
u pionirskim naporima u razvijanju obrazovanja odraslih.
AB  - The work was written with the goal of determining and describing the contribution
of Dimitrije Matić to establishing and developing adult education in Serbia in the
19th century. We employed the historical method and within it an analysis of content,
discourse and narrative of primary and secondary sources. The results of the research
demonstrate the exceptional contribution of Matić to the development of institutional
adult education through the establishment of a network of reading rooms in Serbia, the
(re)opening of adult schools, the constitution of school boards, and the renewal of teacher
education. We identified contributions in the sphere of instituting adult education legislature
and the creation of institutional, staff, program and financial prerequisites for
the operation of adult education institutions. We identified the bases for questioning
the success of the functioning of certain andragogical institutions established by Matić,
which doesn’t undermine his importance in the pioneering endeavours of developing
adult education.
PB  - Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju
T2  - Andragoške studije
T1  - Doprinos Dimitrija Matića obrazovanju odraslih u Srbiji u XIX veku
T1  - The Contribution of Dimitrije Matić to Adult Education in Serbia in the 19th Century
EP  - 26
IS  - 1
SP  - 9
VL  - 28
DO  - 10.5937/AndStud2201009M
ER  - 

@article{
author = "Miljković, Jovan and Ljujić, Bojan",
year = "2022",
abstract = "Cilj ovog rada je da se utvrdi i opiše doprinos Dimitrija Matića konstituisanju i
razvoju obrazovanja odraslih u Srbiji u XIX veku. U radu je korišćena istorijska metoda, a
u okviru nje analiza sadržaja primarnih i sekundarnih izvora. Rezultati istraživanja ukazuju
na izuzetan doprinos Matića razvoju institucionalnog obrazovanja odraslih u uspostavljanju
mreža čitaonica u Srbiji, (re)osnivanju nedeljnih (povtornih) škola, konstituisanju
učiteljskih zborova i obnavljanju učiteljskih tečajeva. Identifikovani su i doprinosi na polju
uspostavljanja legislative obrazovanja odraslih i na polju kreiranja institucionalnih, kadrovskih,
programskih i finansijskih preduslova za funkcionisanje institucija obrazovanja
odraslih. Ustanovili smo da postoje osnove da se dovede u pitanje uspeh funkcionisanja
pojedinih andragoških institucija koje je uspostavio Matić, što ne umanjuje njegov značaj
u pionirskim naporima u razvijanju obrazovanja odraslih., The work was written with the goal of determining and describing the contribution
of Dimitrije Matić to establishing and developing adult education in Serbia in the
19th century. We employed the historical method and within it an analysis of content,
discourse and narrative of primary and secondary sources. The results of the research
demonstrate the exceptional contribution of Matić to the development of institutional
adult education through the establishment of a network of reading rooms in Serbia, the
(re)opening of adult schools, the constitution of school boards, and the renewal of teacher
education. We identified contributions in the sphere of instituting adult education legislature
and the creation of institutional, staff, program and financial prerequisites for
the operation of adult education institutions. We identified the bases for questioning
the success of the functioning of certain andragogical institutions established by Matić,
which doesn’t undermine his importance in the pioneering endeavours of developing
adult education.",
publisher = "Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju",
journal = "Andragoške studije",
title = "Doprinos Dimitrija Matića obrazovanju odraslih u Srbiji u XIX veku, The Contribution of Dimitrije Matić to Adult Education in Serbia in the 19th Century",
pages = "26-9",
number = "1",
volume = "28",
doi = "10.5937/AndStud2201009M"
}

Miljković, J.,& Ljujić, B.. (2022). Doprinos Dimitrija Matića obrazovanju odraslih u Srbiji u XIX veku. in Andragoške studije
Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju., 28(1), 9-26.
https://doi.org/10.5937/AndStud2201009M

Miljković J, Ljujić B. Doprinos Dimitrija Matića obrazovanju odraslih u Srbiji u XIX veku. in Andragoške studije. 2022;28(1):9-26.
doi:10.5937/AndStud2201009M .

Miljković, Jovan, Ljujić, Bojan, "Doprinos Dimitrija Matića obrazovanju odraslih u Srbiji u XIX veku" in Andragoške studije, 28, no. 1 (2022):9-26,
https://doi.org/10.5937/AndStud2201009M . .

TY  - JOUR
AU  - Ljujić, Bojan
AU  - Miljković, Jovan
PY  - 2022
UR  - http://reff.f.bg.ac.rs/handle/123456789/3743
AB  - Rad je nastao kao rezultat empirijskog, kvalitativnog istraživanja koje je sprovedeno sa ciljem da se sagleda i shvati doprinos primene filma kao obrazovnog medija u visokoškolskoj nastavi u domenima ostvarivanja obrazovnih ishoda, emocionalnog i kognitivnog pobuđivanja i angažovanja studenata, podsticanja refleksivnosti i samorefleksivnosti u odnosu sa filmom kao specifičnim nosiocem obrazovnog sadržaja, koji se dešavaju u virtuelnim obrazovnim okruženjima. Prigodan uzorak je činilo dvanaest studenata koji su 2017/2018. akademske godine pohađali predmet onlajn obrazovanje odraslih, a koji su bili intenzivno angažovani u aktivnostima iz tematske celine kursa koja se odnosila na teorije učenja i onlajn obrazovanje odraslih. Konkretan nastavni materijal pomenute jedinice učenja bio je film „Rašomon“ režisera Akire Kurosave iz 1950. godine. U dve istraživačke faze: diskusiona faza, koja je ujedno bila i faza prikupljanja podataka, i faza analize narativa, diskursa i sadržaja, kao i grupisanja i tematske analize podataka dobijenih diskusijom, došli smo do rezultata koji istovremeno mogu da se shvate kao svojevrsne praktične obrazovne implikacije, a koji nedvosmisleno govore o tome da upotreba filma kao obrazovnog medija podstiče: emocionalno i kognitivno pobuđivanje studenata, imalo ono pozitivan ili negativan predznak; istrajnost studenata u realizaciji zadatka i konačnom ostvarenju obrazovnih ciljeva; introspektivnost, koja dalje definiše kvalitet saznajnih uvida, refleksiju i samorefleksiju usmerenu ka ostvarivanju konkretnih obrazovnih ciljeva predefinisanih jedinicama učenja.
AB  - This paper is the result of empirical, qualitative research conducted with the aim of studying and gaining an understanding of the benefits of using film as an educational medium in higher education in terms of achieving educational outcomes, providing students with emotional and cognitive stimulation and engagement, and encouraging reflection and self-reflection through a relationship with film as a specific carrier of educational content, which occur in virtual learning environments. The convenience sample consisted of twelve students who attended the course Online Adult Education in 2017-18, and who were intensively engaged in activities that were part of the course’s thematic unit Theories of Learning and Online Adult Education. The instructional material used as part of this unit was Akira Kurosawa’s film Rashomon (1950). Through two research phases: the discussion phase, which was also the phase of data collection, and the phase of narrative, discourse and content analysis, as well as the grouping of the data obtained through discussion and their thematic analysis, we arrived at results which can also be understood as practical educational implications, and which unequivocally indicate that the use of film as an educational medium encourages: the emotional and cognitive stimulation of students, whether positive or negative; students’ perseverance in carrying out assignments and the eventual achievement of learning objectives; introspection, which further defines the quality of learning insights, reflection and self-reflection aimed at attaining concrete learning objectives predefined by learning units.
AB  - Данная работа является результатом эмпирического, качественного исследования, проведенного с целью осознания и понимания роли фильма как образовательного средства в высшем образовании в области образовательных результатов, эмоционального и когнитивного возбуждения и вовлеченности студентов, поощрения рефлексии и самореф- лексии в отношении фильма как особого носителя образовательного содержания, происходящего в виртуальных образовательных средах. Соответствующая выборка состояла из двенадцати студентов, которые в течение 2017/2018 учебного года посещали предмет Онлайн-обучение взрослых и активно участвовали в мероприятиях в рамках тематического блока курса, связанного с теориями обучения и онлайн-обучением взрослых. Конкретным учебным материалом в рамках упомянутой учебной единицы стал фильм «Расёмон» режиссера Акиры Куросавы 1950 года. Через два этапа исследования: этап обсуждения, который был одновременно этапом сбора данных и этап анализа нарратива, дискурса и содержания, а также группировки и тематического анализа данных, полученных в ходе обсуждения, мы пришли к результатам, которые можно понимать как практические образовательные последствия, и которые однозначно утверждают, что использование фильма как средства обучения способствует: эмоциональному и познавательному возбуждению студентов, независимо от того, имеет ли оно положительное или отрицательное значение; настойчивости студентов в реализации поставленной задачи и окончательном достижении учебных целей; интроспективности, которая дополнительно определяет качество когнитивных результатов, рефлексии и саморефлексии, направленных на достижение конкретных образовательных целей, заранее определенных учебной программой.
PB  - Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju
PB  - Pedagoško društvo Srbije
T2  - Nastava i vaspitanje
T1  - Upotreba filma kao obrazovnog medija u visokoškolskoj nastavi
T1  - Using Film as an Educational Medium in Higher Education
T1  - Использование фильма как образовательного средства в высшем образовании
EP  - 80
IS  - 1
SP  - 67
VL  - 71
DO  - https://doi.org/10.5937/nasvas2201067L
ER  - 

@article{
author = "Ljujić, Bojan and Miljković, Jovan",
year = "2022",
abstract = "Rad je nastao kao rezultat empirijskog, kvalitativnog istraživanja koje je sprovedeno sa ciljem da se sagleda i shvati doprinos primene filma kao obrazovnog medija u visokoškolskoj nastavi u domenima ostvarivanja obrazovnih ishoda, emocionalnog i kognitivnog pobuđivanja i angažovanja studenata, podsticanja refleksivnosti i samorefleksivnosti u odnosu sa filmom kao specifičnim nosiocem obrazovnog sadržaja, koji se dešavaju u virtuelnim obrazovnim okruženjima. Prigodan uzorak je činilo dvanaest studenata koji su 2017/2018. akademske godine pohađali predmet onlajn obrazovanje odraslih, a koji su bili intenzivno angažovani u aktivnostima iz tematske celine kursa koja se odnosila na teorije učenja i onlajn obrazovanje odraslih. Konkretan nastavni materijal pomenute jedinice učenja bio je film „Rašomon“ režisera Akire Kurosave iz 1950. godine. U dve istraživačke faze: diskusiona faza, koja je ujedno bila i faza prikupljanja podataka, i faza analize narativa, diskursa i sadržaja, kao i grupisanja i tematske analize podataka dobijenih diskusijom, došli smo do rezultata koji istovremeno mogu da se shvate kao svojevrsne praktične obrazovne implikacije, a koji nedvosmisleno govore o tome da upotreba filma kao obrazovnog medija podstiče: emocionalno i kognitivno pobuđivanje studenata, imalo ono pozitivan ili negativan predznak; istrajnost studenata u realizaciji zadatka i konačnom ostvarenju obrazovnih ciljeva; introspektivnost, koja dalje definiše kvalitet saznajnih uvida, refleksiju i samorefleksiju usmerenu ka ostvarivanju konkretnih obrazovnih ciljeva predefinisanih jedinicama učenja., This paper is the result of empirical, qualitative research conducted with the aim of studying and gaining an understanding of the benefits of using film as an educational medium in higher education in terms of achieving educational outcomes, providing students with emotional and cognitive stimulation and engagement, and encouraging reflection and self-reflection through a relationship with film as a specific carrier of educational content, which occur in virtual learning environments. The convenience sample consisted of twelve students who attended the course Online Adult Education in 2017-18, and who were intensively engaged in activities that were part of the course’s thematic unit Theories of Learning and Online Adult Education. The instructional material used as part of this unit was Akira Kurosawa’s film Rashomon (1950). Through two research phases: the discussion phase, which was also the phase of data collection, and the phase of narrative, discourse and content analysis, as well as the grouping of the data obtained through discussion and their thematic analysis, we arrived at results which can also be understood as practical educational implications, and which unequivocally indicate that the use of film as an educational medium encourages: the emotional and cognitive stimulation of students, whether positive or negative; students’ perseverance in carrying out assignments and the eventual achievement of learning objectives; introspection, which further defines the quality of learning insights, reflection and self-reflection aimed at attaining concrete learning objectives predefined by learning units., Данная работа является результатом эмпирического, качественного исследования, проведенного с целью осознания и понимания роли фильма как образовательного средства в высшем образовании в области образовательных результатов, эмоционального и когнитивного возбуждения и вовлеченности студентов, поощрения рефлексии и самореф- лексии в отношении фильма как особого носителя образовательного содержания, происходящего в виртуальных образовательных средах. Соответствующая выборка состояла из двенадцати студентов, которые в течение 2017/2018 учебного года посещали предмет Онлайн-обучение взрослых и активно участвовали в мероприятиях в рамках тематического блока курса, связанного с теориями обучения и онлайн-обучением взрослых. Конкретным учебным материалом в рамках упомянутой учебной единицы стал фильм «Расёмон» режиссера Акиры Куросавы 1950 года. Через два этапа исследования: этап обсуждения, который был одновременно этапом сбора данных и этап анализа нарратива, дискурса и содержания, а также группировки и тематического анализа данных, полученных в ходе обсуждения, мы пришли к результатам, которые можно понимать как практические образовательные последствия, и которые однозначно утверждают, что использование фильма как средства обучения способствует: эмоциональному и познавательному возбуждению студентов, независимо от того, имеет ли оно положительное или отрицательное значение; настойчивости студентов в реализации поставленной задачи и окончательном достижении учебных целей; интроспективности, которая дополнительно определяет качество когнитивных результатов, рефлексии и саморефлексии, направленных на достижение конкретных образовательных целей, заранее определенных учебной программой.",
publisher = "Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Pedagoško društvo Srbije",
journal = "Nastava i vaspitanje",
title = "Upotreba filma kao obrazovnog medija u visokoškolskoj nastavi, Using Film as an Educational Medium in Higher Education, Использование фильма как образовательного средства в высшем образовании",
pages = "80-67",
number = "1",
volume = "71",
doi = "https://doi.org/10.5937/nasvas2201067L"
}

Ljujić, B.,& Miljković, J.. (2022). Upotreba filma kao obrazovnog medija u visokoškolskoj nastavi. in Nastava i vaspitanje
Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju., 71(1), 67-80.
https://doi.org/https://doi.org/10.5937/nasvas2201067L

Ljujić B, Miljković J. Upotreba filma kao obrazovnog medija u visokoškolskoj nastavi. in Nastava i vaspitanje. 2022;71(1):67-80.
doi:https://doi.org/10.5937/nasvas2201067L .

Ljujić, Bojan, Miljković, Jovan, "Upotreba filma kao obrazovnog medija u visokoškolskoj nastavi" in Nastava i vaspitanje, 71, no. 1 (2022):67-80,
https://doi.org/https://doi.org/10.5937/nasvas2201067L . .

TY  - CONF
AU  - Ljujić, Bojan
PY  - 2021
UR  - http://reff.f.bg.ac.rs/handle/123456789/3689
AB  - Usled izbijanja pandemije COVID-19 više gotovo da ne postoji društvena delatnost koja se nije preusmerila prema onlajn vidovima realizacije. Jasno je da se među njih ubraja i delatnost obrazovanja uopšte, pa i obrazovanja odraslih. Obrazovanje odraslih se sve više ostvaruje u različitim vidovima onlajn obrazovanja, a jedan od ključnih setova znanja i veština neophodnih učesnicima u obrazovanju odraslih u novonastalom kontekstu obuhvaćen je fenomenom koji nazivamo internet pismenost. Cilj ovog rada je da se u analizi dostupnih istraživanja istaknu bitni konstitutivni elementi fenomena internet pismenosti. Radi boljeg razumevanja ovog, sa aspekta aktuelne situacije, ključnog fenomena, on će biti stavljen u kontekst drugih savremenih vidova pismenosti o kojima se piše u stručnoj literaturi. Takođe, namera nam je da istaknemo glavne andragoške specifičnosti internet pismenosti koje proizilaze iz osnovnih karakteristika pomenutog fenomena, što predstavlja i glavni rezultat ove kratke teorijske analize.
PB  - Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju
PB  - Pedagoško društvo Srbije
C3  - Susreti pedagoga Nacionalni naučni skup: Vaspitanje i obrazovanje u digitalnom okruženju 15. maj 2021, Beograd Zbornik radova
T1  - Internet pismenost kao nužnost u doba krize – andragoške specifičnosti
EP  - 238
SP  - 233
UR  - https://hdl.handle.net/21.15107/rcub_reff_3689
ER  - 

@conference{
author = "Ljujić, Bojan",
year = "2021",
abstract = "Usled izbijanja pandemije COVID-19 više gotovo da ne postoji društvena delatnost koja se nije preusmerila prema onlajn vidovima realizacije. Jasno je da se među njih ubraja i delatnost obrazovanja uopšte, pa i obrazovanja odraslih. Obrazovanje odraslih se sve više ostvaruje u različitim vidovima onlajn obrazovanja, a jedan od ključnih setova znanja i veština neophodnih učesnicima u obrazovanju odraslih u novonastalom kontekstu obuhvaćen je fenomenom koji nazivamo internet pismenost. Cilj ovog rada je da se u analizi dostupnih istraživanja istaknu bitni konstitutivni elementi fenomena internet pismenosti. Radi boljeg razumevanja ovog, sa aspekta aktuelne situacije, ključnog fenomena, on će biti stavljen u kontekst drugih savremenih vidova pismenosti o kojima se piše u stručnoj literaturi. Takođe, namera nam je da istaknemo glavne andragoške specifičnosti internet pismenosti koje proizilaze iz osnovnih karakteristika pomenutog fenomena, što predstavlja i glavni rezultat ove kratke teorijske analize.",
publisher = "Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Pedagoško društvo Srbije",
journal = "Susreti pedagoga Nacionalni naučni skup: Vaspitanje i obrazovanje u digitalnom okruženju 15. maj 2021, Beograd Zbornik radova",
title = "Internet pismenost kao nužnost u doba krize – andragoške specifičnosti",
pages = "238-233",
url = "https://hdl.handle.net/21.15107/rcub_reff_3689"
}

Ljujić, B.. (2021). Internet pismenost kao nužnost u doba krize – andragoške specifičnosti. in Susreti pedagoga Nacionalni naučni skup: Vaspitanje i obrazovanje u digitalnom okruženju 15. maj 2021, Beograd Zbornik radova
Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju., 233-238.
https://hdl.handle.net/21.15107/rcub_reff_3689

Ljujić B. Internet pismenost kao nužnost u doba krize – andragoške specifičnosti. in Susreti pedagoga Nacionalni naučni skup: Vaspitanje i obrazovanje u digitalnom okruženju 15. maj 2021, Beograd Zbornik radova. 2021;:233-238.
https://hdl.handle.net/21.15107/rcub_reff_3689 .

Ljujić, Bojan, "Internet pismenost kao nužnost u doba krize – andragoške specifičnosti" in Susreti pedagoga Nacionalni naučni skup: Vaspitanje i obrazovanje u digitalnom okruženju 15. maj 2021, Beograd Zbornik radova (2021):233-238,
https://hdl.handle.net/21.15107/rcub_reff_3689 .

TY  - CHAP
AU  - Ljujić, Bojan
PY  - 2021
UR  - http://reff.f.bg.ac.rs/handle/123456789/3688
AB  - Рад је продукт теоријско-емпиријског, квалитативног истраживања, чији је предмет мишљење студената, као представника популације одраслих, о онлајн образовању у коме су учествовали у оквиру редовне наставе на Филозофском факултету Универзитета у Београду од проглашења пандемије вируса ковид-19. Испитано је 17 студeната четврте године са студијске групе за андрагогију, у циљу да се испита њихово мишљење о социјално-трансакционој дистанци у онлајн образовању, онлајн образовању као алтернативи традиционалном образовању и улогама учесника у онлајн образовању. Резултати истраживања говоре да онлајн образовање у кризним условима води ка социјално-трансакционом дистанцирању, да се традиционално образовање у кризним условима више преферира у односу на онлајн образовање, као и да кључне улоге учесника махом нису присутне у онлајн образовању које се реализује у условима пандемије. Све наведено
указујe на проблеме, правце унапређења, као и смернице за даља истраживања ка оптимализацији праксе онлајн образовања одраслих.
AB  - The paper is a product of theoretical-empirical, qualitative research which subject was the opinion of students, as representatives of the adult population, on online education in which they participated in regular classes at the Faculty of Philosophy, University of Belgrade, since the proclamation of the COVID-19 virus pandemic. Having in mind the research goal to get insight into
students’ opinions on the mentioned issues, 17 students of the 4th year from the study group for andragogy were examine. The focus was on social-transactional distance in online education, online education as an alternative to traditional education and roles of participants in online education. The results of the research show that online education in crisis conditions leads to social-transactional distancing, that traditional education in crisis conditions is preferred over online
education, and that the key roles of participants are mostly not present in online education realized during pandemic. All of the abovementioned issues point to problems, directions for improvement, as well as guidelines for further research towards optimizing the practice of online adult education.
PB  - Univerzitet u Beogradu - Filozofski fakultet
T2  - Живот у кризним временима – андрагошки погледи: зборник радова
T1  - Онлајн образовање одраслих: када алтернатива постане нужност
EP  - 104
SP  - 91
UR  - https://hdl.handle.net/21.15107/rcub_reff_3688
ER  - 

@inbook{
author = "Ljujić, Bojan",
year = "2021",
abstract = "Рад је продукт теоријско-емпиријског, квалитативног истраживања, чији је предмет мишљење студената, као представника популације одраслих, о онлајн образовању у коме су учествовали у оквиру редовне наставе на Филозофском факултету Универзитета у Београду од проглашења пандемије вируса ковид-19. Испитано је 17 студeната четврте године са студијске групе за андрагогију, у циљу да се испита њихово мишљење о социјално-трансакционој дистанци у онлајн образовању, онлајн образовању као алтернативи традиционалном образовању и улогама учесника у онлајн образовању. Резултати истраживања говоре да онлајн образовање у кризним условима води ка социјално-трансакционом дистанцирању, да се традиционално образовање у кризним условима више преферира у односу на онлајн образовање, као и да кључне улоге учесника махом нису присутне у онлајн образовању које се реализује у условима пандемије. Све наведено
указујe на проблеме, правце унапређења, као и смернице за даља истраживања ка оптимализацији праксе онлајн образовања одраслих., The paper is a product of theoretical-empirical, qualitative research which subject was the opinion of students, as representatives of the adult population, on online education in which they participated in regular classes at the Faculty of Philosophy, University of Belgrade, since the proclamation of the COVID-19 virus pandemic. Having in mind the research goal to get insight into
students’ opinions on the mentioned issues, 17 students of the 4th year from the study group for andragogy were examine. The focus was on social-transactional distance in online education, online education as an alternative to traditional education and roles of participants in online education. The results of the research show that online education in crisis conditions leads to social-transactional distancing, that traditional education in crisis conditions is preferred over online
education, and that the key roles of participants are mostly not present in online education realized during pandemic. All of the abovementioned issues point to problems, directions for improvement, as well as guidelines for further research towards optimizing the practice of online adult education.",
publisher = "Univerzitet u Beogradu - Filozofski fakultet",
journal = "Живот у кризним временима – андрагошки погледи: зборник радова",
booktitle = "Онлајн образовање одраслих: када алтернатива постане нужност",
pages = "104-91",
url = "https://hdl.handle.net/21.15107/rcub_reff_3688"
}

Ljujić, B.. (2021). Онлајн образовање одраслих: када алтернатива постане нужност. in Живот у кризним временима – андрагошки погледи: зборник радова
Univerzitet u Beogradu - Filozofski fakultet., 91-104.
https://hdl.handle.net/21.15107/rcub_reff_3688

Ljujić B. Онлајн образовање одраслих: када алтернатива постане нужност. in Живот у кризним временима – андрагошки погледи: зборник радова. 2021;:91-104.
https://hdl.handle.net/21.15107/rcub_reff_3688 .

Ljujić, Bojan, "Онлајн образовање одраслих: када алтернатива постане нужност" in Живот у кризним временима – андрагошки погледи: зборник радова (2021):91-104,
https://hdl.handle.net/21.15107/rcub_reff_3688 .

TY  - CONF
AU  - Ljujić, Bojan
PY  - 2020
UR  - http://reff.f.bg.ac.rs/handle/123456789/3698
AB  - Proučavanju andragoškog aspekta upotrebe Interneta u slobodnom vremenu, u okviru ovog rada, pristupili smo uz uvažavanje aktuelnog razmatranja Interneta u funkciji obrazovne delatnosti, sagledavanje upotrebe Interneta kao potencijalne dokoličarske aktivnosti i shvatanje obrazovanja kao komponente korišćenja slobodnog vremena odraslih. Cilj empirijskog istraživanja koje je predstavljeno u radu bio je ispitivanje participacije odraslih u dokoličarskom obrazovanju putem Interneta, uz fokusiranje na izraženost obrazovne funkcije upotrebe Interneta u slobodnom vremenu odraslih i intenzitet participacije odraslih u različitim vrstama dokoličarsko-obrazovnih aktivnosti putem Interneta. U ovom deskriptivnom istraživanju sprovedenom tokom 2015. i 2016. godine, učestvovalo je 605 ispitanika iz opšte populacije odraslih u Srbiji. Rezultati istraživanja govore da je obrazovna funkcija upotrebe Interneta u slobodnom vremenu odraslih najizraženija, kao i da odrasli najintenzivnije participiraju u stručnom obrazovanju putem Interneta u slobodnom vremenu. U skladu sa tim, dokoličarsko obrazovanje odraslih bi trebalo učestalije da se sprovodi putem Interneta uz orijentisanje prema stručnom usavršavanju.
PB  - Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju
PB  - Pedagoško društvo Srbije
C3  - Nacionalni naučni skup Susreti pedagoga: Participacija u obrazovanju - pedagoški (p)ogledi, 24.01. i 25.01. 2020., Zbornik radova
T1  - Participacija odraslih u dokoličarskom obrazovanju putem Interneta
EP  - 284
SP  - 276
UR  - https://hdl.handle.net/21.15107/rcub_reff_3698
ER  - 

@conference{
author = "Ljujić, Bojan",
year = "2020",
abstract = "Proučavanju andragoškog aspekta upotrebe Interneta u slobodnom vremenu, u okviru ovog rada, pristupili smo uz uvažavanje aktuelnog razmatranja Interneta u funkciji obrazovne delatnosti, sagledavanje upotrebe Interneta kao potencijalne dokoličarske aktivnosti i shvatanje obrazovanja kao komponente korišćenja slobodnog vremena odraslih. Cilj empirijskog istraživanja koje je predstavljeno u radu bio je ispitivanje participacije odraslih u dokoličarskom obrazovanju putem Interneta, uz fokusiranje na izraženost obrazovne funkcije upotrebe Interneta u slobodnom vremenu odraslih i intenzitet participacije odraslih u različitim vrstama dokoličarsko-obrazovnih aktivnosti putem Interneta. U ovom deskriptivnom istraživanju sprovedenom tokom 2015. i 2016. godine, učestvovalo je 605 ispitanika iz opšte populacije odraslih u Srbiji. Rezultati istraživanja govore da je obrazovna funkcija upotrebe Interneta u slobodnom vremenu odraslih najizraženija, kao i da odrasli najintenzivnije participiraju u stručnom obrazovanju putem Interneta u slobodnom vremenu. U skladu sa tim, dokoličarsko obrazovanje odraslih bi trebalo učestalije da se sprovodi putem Interneta uz orijentisanje prema stručnom usavršavanju.",
publisher = "Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Pedagoško društvo Srbije",
journal = "Nacionalni naučni skup Susreti pedagoga: Participacija u obrazovanju - pedagoški (p)ogledi, 24.01. i 25.01. 2020., Zbornik radova",
title = "Participacija odraslih u dokoličarskom obrazovanju putem Interneta",
pages = "284-276",
url = "https://hdl.handle.net/21.15107/rcub_reff_3698"
}

Ljujić, B.. (2020). Participacija odraslih u dokoličarskom obrazovanju putem Interneta. in Nacionalni naučni skup Susreti pedagoga: Participacija u obrazovanju - pedagoški (p)ogledi, 24.01. i 25.01. 2020., Zbornik radova
Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju., 276-284.
https://hdl.handle.net/21.15107/rcub_reff_3698

Ljujić B. Participacija odraslih u dokoličarskom obrazovanju putem Interneta. in Nacionalni naučni skup Susreti pedagoga: Participacija u obrazovanju - pedagoški (p)ogledi, 24.01. i 25.01. 2020., Zbornik radova. 2020;:276-284.
https://hdl.handle.net/21.15107/rcub_reff_3698 .

Ljujić, Bojan, "Participacija odraslih u dokoličarskom obrazovanju putem Interneta" in Nacionalni naučni skup Susreti pedagoga: Participacija u obrazovanju - pedagoški (p)ogledi, 24.01. i 25.01. 2020., Zbornik radova (2020):276-284,
https://hdl.handle.net/21.15107/rcub_reff_3698 .

TY  - JOUR
AU  - Ljujić, Bojan
AU  - Senić Ružić, Mirjana
PY  - 2020
UR  - http://reff.f.bg.ac.rs/handle/123456789/3048
AB  - Da bi bilo uspešno, onlajn obrazovanje mora biti zasnovano na bogatoj interakciji između svih učesnika u obrazovnom procesu. Interakcija na relaciji studenti-obra-zovni sadržaj značajna je jer u njoj studenti ostvaruju svoju ulogu kreatora onlajn obrazovnih sadržaja. Da bi se sagledao i razumeo doprinos studenata u kontekstu kreiranja sadržaja onlajn obrazovanja, sprovedeno je kvalitativno istraživanje sa studentima druge i četvrte godine osnovnih studija andragogije na Filozofskom fakultetu u Beogradu, u okviru kursa Onlajn obrazovanje odraslih, koji je realizovan putem Moodle LMS. U radu je prikazana jedna nastavna jedinica kao primer dobre prakse pozicioniranja studenata u sam centar onlajn obrazovnog procesa. Rezultati istraživanja potvrđuju da interakcijom sa obrazovnim sadržajima studenti bitno doprinose modifikovanju i produkovanju novih obrazovnih sadržaja, pri čemu su identifikovani bitni andragoški momenti koji virtuelne svetove pretvaraju u virtuelna obrazovna okruženja.
AB  - Online education must be based on a rich interaction between all participants in the educational process in order to be successful. The interaction between students and educational content is important since it enables students actualize their role as creators of online educational content. For the purpose of understanding students' contribution in the context of creating online educational content, a qualitative research with students of the 2nd and the 4th year of basic andragogy studies was conducted at the Faculty of Philosophy in Belgrade within the Online Adult Education course implemented through the Moodle LMS. The paper describes one teaching unit as an example of good practice of positioning students at the very center of the online educational process. Research results confirm that by interacting with educational content students significantly contribute to the modification and production of new educational content. Important andragogical moments that transform virtual worlds into virtual educational environments were identified as a result of this interaction.
PB  - Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd
T2  - Andragoške studije
T1  - Studenti kao kreatori obrazovnog sadržaja u onlajn obrazovanju odraslih
T1  - Students as creators of educational content in online adult education
EP  - 195
IS  - 1
SP  - 179
DO  - 10.5937/AndStud2001179L
ER  - 

@article{
author = "Ljujić, Bojan and Senić Ružić, Mirjana",
year = "2020",
abstract = "Da bi bilo uspešno, onlajn obrazovanje mora biti zasnovano na bogatoj interakciji između svih učesnika u obrazovnom procesu. Interakcija na relaciji studenti-obra-zovni sadržaj značajna je jer u njoj studenti ostvaruju svoju ulogu kreatora onlajn obrazovnih sadržaja. Da bi se sagledao i razumeo doprinos studenata u kontekstu kreiranja sadržaja onlajn obrazovanja, sprovedeno je kvalitativno istraživanje sa studentima druge i četvrte godine osnovnih studija andragogije na Filozofskom fakultetu u Beogradu, u okviru kursa Onlajn obrazovanje odraslih, koji je realizovan putem Moodle LMS. U radu je prikazana jedna nastavna jedinica kao primer dobre prakse pozicioniranja studenata u sam centar onlajn obrazovnog procesa. Rezultati istraživanja potvrđuju da interakcijom sa obrazovnim sadržajima studenti bitno doprinose modifikovanju i produkovanju novih obrazovnih sadržaja, pri čemu su identifikovani bitni andragoški momenti koji virtuelne svetove pretvaraju u virtuelna obrazovna okruženja., Online education must be based on a rich interaction between all participants in the educational process in order to be successful. The interaction between students and educational content is important since it enables students actualize their role as creators of online educational content. For the purpose of understanding students' contribution in the context of creating online educational content, a qualitative research with students of the 2nd and the 4th year of basic andragogy studies was conducted at the Faculty of Philosophy in Belgrade within the Online Adult Education course implemented through the Moodle LMS. The paper describes one teaching unit as an example of good practice of positioning students at the very center of the online educational process. Research results confirm that by interacting with educational content students significantly contribute to the modification and production of new educational content. Important andragogical moments that transform virtual worlds into virtual educational environments were identified as a result of this interaction.",
publisher = "Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd",
journal = "Andragoške studije",
title = "Studenti kao kreatori obrazovnog sadržaja u onlajn obrazovanju odraslih, Students as creators of educational content in online adult education",
pages = "195-179",
number = "1",
doi = "10.5937/AndStud2001179L"
}

Ljujić, B.,& Senić Ružić, M.. (2020). Studenti kao kreatori obrazovnog sadržaja u onlajn obrazovanju odraslih. in Andragoške studije
Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd.(1), 179-195.
https://doi.org/10.5937/AndStud2001179L

Ljujić B, Senić Ružić M. Studenti kao kreatori obrazovnog sadržaja u onlajn obrazovanju odraslih. in Andragoške studije. 2020;(1):179-195.
doi:10.5937/AndStud2001179L .

Ljujić, Bojan, Senić Ružić, Mirjana, "Studenti kao kreatori obrazovnog sadržaja u onlajn obrazovanju odraslih" in Andragoške studije, no. 1 (2020):179-195,
https://doi.org/10.5937/AndStud2001179L . .

TY  - CONF
AU  - Ilić Rajković, Aleksandra
AU  - Senić Ružić, Mirjana
AU  - Ljujić, Bojan
PY  - 2019
UR  - http://reff.f.bg.ac.rs/handle/123456789/3690
AB  - The paper presents a qualitative research in the possibility of using board games as educational media in history teaching. The study included 58 pedagogy students divided in two groups (13 game-designers and 45 evaluators) and a subject teacher. The research was conducted during a course of The History of Schooling in Serbia (Belgrade University). Students were engaged in project-based learning, with the assignment to create board games, to play and evaluate them, and to present their views, through focus groups, on the possibilities of board games application in history teaching. Students-designers pointed out that creating a board game was a challenge that required sophisticated intellectual and emotional engagement, and that they had acquired knowledge of history with understanding and through problem-solving. Students-evaluators argued
that the games had helped them in acquiring and revising the knowledge from a new and unusual
perspective.
PB  - IARTEM – The International Association for Research on Textbooks and Educational Media
C3  - Changing media – changing schools? IARTEM 2017 14th International Conference on Research on Textbooks and Educational Media University Lusófona, Lisbon, Portugal, 27–29 September 2017
T1  - Board games and acquiring knowledge of history: research in university teaching
EP  - 44
SP  - 40
UR  - https://hdl.handle.net/21.15107/rcub_reff_3690
ER  - 

@conference{
author = "Ilić Rajković, Aleksandra and Senić Ružić, Mirjana and Ljujić, Bojan",
year = "2019",
abstract = "The paper presents a qualitative research in the possibility of using board games as educational media in history teaching. The study included 58 pedagogy students divided in two groups (13 game-designers and 45 evaluators) and a subject teacher. The research was conducted during a course of The History of Schooling in Serbia (Belgrade University). Students were engaged in project-based learning, with the assignment to create board games, to play and evaluate them, and to present their views, through focus groups, on the possibilities of board games application in history teaching. Students-designers pointed out that creating a board game was a challenge that required sophisticated intellectual and emotional engagement, and that they had acquired knowledge of history with understanding and through problem-solving. Students-evaluators argued
that the games had helped them in acquiring and revising the knowledge from a new and unusual
perspective.",
publisher = "IARTEM – The International Association for Research on Textbooks and Educational Media",
journal = "Changing media – changing schools? IARTEM 2017 14th International Conference on Research on Textbooks and Educational Media University Lusófona, Lisbon, Portugal, 27–29 September 2017",
title = "Board games and acquiring knowledge of history: research in university teaching",
pages = "44-40",
url = "https://hdl.handle.net/21.15107/rcub_reff_3690"
}

Ilić Rajković, A., Senić Ružić, M.,& Ljujić, B.. (2019). Board games and acquiring knowledge of history: research in university teaching. in Changing media – changing schools? IARTEM 2017 14th International Conference on Research on Textbooks and Educational Media University Lusófona, Lisbon, Portugal, 27–29 September 2017
IARTEM – The International Association for Research on Textbooks and Educational Media., 40-44.
https://hdl.handle.net/21.15107/rcub_reff_3690

Ilić Rajković A, Senić Ružić M, Ljujić B. Board games and acquiring knowledge of history: research in university teaching. in Changing media – changing schools? IARTEM 2017 14th International Conference on Research on Textbooks and Educational Media University Lusófona, Lisbon, Portugal, 27–29 September 2017. 2019;:40-44.
https://hdl.handle.net/21.15107/rcub_reff_3690 .

Ilić Rajković, Aleksandra, Senić Ružić, Mirjana, Ljujić, Bojan, "Board games and acquiring knowledge of history: research in university teaching" in Changing media – changing schools? IARTEM 2017 14th International Conference on Research on Textbooks and Educational Media University Lusófona, Lisbon, Portugal, 27–29 September 2017 (2019):40-44,
https://hdl.handle.net/21.15107/rcub_reff_3690 .

TY  - JOUR
AU  - Ilić-Rajković, Aleksandra
AU  - Senić Ružić, Mirjana
AU  - Ljujić, Bojan
PY  - 2019
UR  - http://reff.f.bg.ac.rs/handle/123456789/2872
AB  - The paper presents qualitative research in creating and using board games as educational media in history teaching. The research was conducted during a course of the History of Schooling in Serbia (Belgrade University), with 58 pedagogy students divided into two groups (13 game-designers and 45 evaluators) and a subject teacher. Students were engaged in project-based learning with the assignment to create, play and evaluate board games. Following these activities, students presented their views on the possibilities of board games application in history teaching within focus groups. Students-designers pointed out that creating a board game was a challenge that required sophisticated intellectual and emotional engagement and that they had acquired knowledge of history through problem-solving. They perceived the teacher as an initiator and facilitator in the learning process. Student-evaluators argued that the games had helped them in acquiring and revising the knowledge from a new and unusual perspective.
PB  - Int Assoc Research Textbooks & Educational Media, Utrecht
T2  - Iartem E-Journal
T1  - Board Games as Educational Media: Creating and Playing Board Games for Acquiring Knowledge of History
IS  - 2
VL  - 11
DO  - 10.21344/iartem.v11i2.582
ER  - 

@article{
author = "Ilić-Rajković, Aleksandra and Senić Ružić, Mirjana and Ljujić, Bojan",
year = "2019",
abstract = "The paper presents qualitative research in creating and using board games as educational media in history teaching. The research was conducted during a course of the History of Schooling in Serbia (Belgrade University), with 58 pedagogy students divided into two groups (13 game-designers and 45 evaluators) and a subject teacher. Students were engaged in project-based learning with the assignment to create, play and evaluate board games. Following these activities, students presented their views on the possibilities of board games application in history teaching within focus groups. Students-designers pointed out that creating a board game was a challenge that required sophisticated intellectual and emotional engagement and that they had acquired knowledge of history through problem-solving. They perceived the teacher as an initiator and facilitator in the learning process. Student-evaluators argued that the games had helped them in acquiring and revising the knowledge from a new and unusual perspective.",
publisher = "Int Assoc Research Textbooks & Educational Media, Utrecht",
journal = "Iartem E-Journal",
title = "Board Games as Educational Media: Creating and Playing Board Games for Acquiring Knowledge of History",
number = "2",
volume = "11",
doi = "10.21344/iartem.v11i2.582"
}

Ilić-Rajković, A., Senić Ružić, M.,& Ljujić, B.. (2019). Board Games as Educational Media: Creating and Playing Board Games for Acquiring Knowledge of History. in Iartem E-Journal
Int Assoc Research Textbooks & Educational Media, Utrecht., 11(2).
https://doi.org/10.21344/iartem.v11i2.582

Ilić-Rajković A, Senić Ružić M, Ljujić B. Board Games as Educational Media: Creating and Playing Board Games for Acquiring Knowledge of History. in Iartem E-Journal. 2019;11(2).
doi:10.21344/iartem.v11i2.582 .

Ilić-Rajković, Aleksandra, Senić Ružić, Mirjana, Ljujić, Bojan, "Board Games as Educational Media: Creating and Playing Board Games for Acquiring Knowledge of History" in Iartem E-Journal, 11, no. 2 (2019),
https://doi.org/10.21344/iartem.v11i2.582 . .

TY  - THES
AU  - Ljujić, Bojan
PY  - 2017
UR  - http://nardus.mpn.gov.rs/handle/123456789/8785
UR  - http://eteze.bg.ac.rs/application/showtheses?thesesId=5313
UR  - http://vbs.rs/scripts/cobiss?command=DISPLAY&base=70036&RID=49488143
UR  - http://reff.f.bg.ac.rs/handle/123456789/77
AB  - Rad je posvećen proučavanju andragoškog aspekta upotrebe Interneta u slobodnom vremenu. U najširem smislu, predmet ovog teorijsko-empirijskog istraţivanja je obrazovanje kao činilac upotrebe Interneta u slobodnom vremenu odraslih, pri čemu smo obrazovanje posmatrali kao determinantu i kao komponentu upotrebe Interneta u slobodnom vremenu odraslih. Razmatrajući obrazovanje kao determinantu upotrebe Interneta u slobodnom vremenu odraslih, naš fokus je bio na sledećim obrazovnim obeleţjima:  obrazovna pripremljenost za upotrebu Interneta;  afinitet prema obrazovanju u slobodnom vremenu;  nivo formalnog obrazovanja;  oblast formalnog obrazovanja; i  zadovoljstvo poznavanjem Interneta i njegovih servisa. Obrazovanje kao komponentu upotrebe Interneta u slobodnom vremenu odraslih posmatrali smo kroz:  upotrebu Interneta kao aktivnosti slobodnog vremena, gde smo bili fokusirani na zastupljenost, dominantnu funkciju i vrednovanje upotrebe Interneta u slobodnom vremenu; i  upotrebu Interneta kao obrazovne aktivnosti slobodnog vremena, pri čemu smo bili usredsređeni na izbor sadrţaja obrazovanja u slobodnom vremenu putem Interneta, preferencije korisničkih servisa Interneta u funkciji obrazovanja, komunikaciju i interakciju u funkciji obrazovanja putem Interneta, kompjutersku igru putem Interneta u funkciji obrazovanja i obrazovne mogućnosti Interneta u odnosu na druge medije...
AB  - This work is dedicated to the study of the andragogical aspect of the Internet use in leisure time. In the broadest sense, the subject of this theoretical-empirical research is education as a factor of the Internet use in leisure time of adults, while education is observed as a determinant and as a component of the Internet use during leisure. Considering education as a determinant of the Internet use in leisure time of adults, our focus was on the following educational characteristics:  Educational preparedness for the use of the Internet;  Affinity towards education in leisure;  Level of formal education;  Field of formal education; and  Satisfaction with knowledge about the use of the Internet and its services. We viewed education as a component of the Internet use in leisure time of adults through:  The use of the Internet as an activity of free time, where we were focused on the frequency, dominant function and the valuation of the Internet use in leisure time; and  The use of the Internet as an educational activity of free time, while focusing on the choice of the educational contetnt on the Internet during leisure time, the preferences towards customer services of the Internet in function of education, communication and interaction in the function of education via the Internet, the computer game on the Internet in function of education and the educational possibilities of the Internet compared to other media...
PB  - Univerzitet u Beogradu, Filozofski fakultet
T1  - Obrazovanje kao činilac upotrebe interneta u slobodnom vremenu odraslih
T1  - Education as a factor of the Internet use in leisure time of adults
UR  - https://hdl.handle.net/21.15107/rcub_nardus_8785
ER  - 

@phdthesis{
author = "Ljujić, Bojan",
year = "2017",
abstract = "Rad je posvećen proučavanju andragoškog aspekta upotrebe Interneta u slobodnom vremenu. U najširem smislu, predmet ovog teorijsko-empirijskog istraţivanja je obrazovanje kao činilac upotrebe Interneta u slobodnom vremenu odraslih, pri čemu smo obrazovanje posmatrali kao determinantu i kao komponentu upotrebe Interneta u slobodnom vremenu odraslih. Razmatrajući obrazovanje kao determinantu upotrebe Interneta u slobodnom vremenu odraslih, naš fokus je bio na sledećim obrazovnim obeleţjima:  obrazovna pripremljenost za upotrebu Interneta;  afinitet prema obrazovanju u slobodnom vremenu;  nivo formalnog obrazovanja;  oblast formalnog obrazovanja; i  zadovoljstvo poznavanjem Interneta i njegovih servisa. Obrazovanje kao komponentu upotrebe Interneta u slobodnom vremenu odraslih posmatrali smo kroz:  upotrebu Interneta kao aktivnosti slobodnog vremena, gde smo bili fokusirani na zastupljenost, dominantnu funkciju i vrednovanje upotrebe Interneta u slobodnom vremenu; i  upotrebu Interneta kao obrazovne aktivnosti slobodnog vremena, pri čemu smo bili usredsređeni na izbor sadrţaja obrazovanja u slobodnom vremenu putem Interneta, preferencije korisničkih servisa Interneta u funkciji obrazovanja, komunikaciju i interakciju u funkciji obrazovanja putem Interneta, kompjutersku igru putem Interneta u funkciji obrazovanja i obrazovne mogućnosti Interneta u odnosu na druge medije..., This work is dedicated to the study of the andragogical aspect of the Internet use in leisure time. In the broadest sense, the subject of this theoretical-empirical research is education as a factor of the Internet use in leisure time of adults, while education is observed as a determinant and as a component of the Internet use during leisure. Considering education as a determinant of the Internet use in leisure time of adults, our focus was on the following educational characteristics:  Educational preparedness for the use of the Internet;  Affinity towards education in leisure;  Level of formal education;  Field of formal education; and  Satisfaction with knowledge about the use of the Internet and its services. We viewed education as a component of the Internet use in leisure time of adults through:  The use of the Internet as an activity of free time, where we were focused on the frequency, dominant function and the valuation of the Internet use in leisure time; and  The use of the Internet as an educational activity of free time, while focusing on the choice of the educational contetnt on the Internet during leisure time, the preferences towards customer services of the Internet in function of education, communication and interaction in the function of education via the Internet, the computer game on the Internet in function of education and the educational possibilities of the Internet compared to other media...",
publisher = "Univerzitet u Beogradu, Filozofski fakultet",
title = "Obrazovanje kao činilac upotrebe interneta u slobodnom vremenu odraslih, Education as a factor of the Internet use in leisure time of adults",
url = "https://hdl.handle.net/21.15107/rcub_nardus_8785"
}

Ljujić, B.. (2017). Obrazovanje kao činilac upotrebe interneta u slobodnom vremenu odraslih. 
Univerzitet u Beogradu, Filozofski fakultet..
https://hdl.handle.net/21.15107/rcub_nardus_8785

Ljujić B. Obrazovanje kao činilac upotrebe interneta u slobodnom vremenu odraslih. 2017;.
https://hdl.handle.net/21.15107/rcub_nardus_8785 .

Ljujić, Bojan, "Obrazovanje kao činilac upotrebe interneta u slobodnom vremenu odraslih" (2017),
https://hdl.handle.net/21.15107/rcub_nardus_8785 .

TY  - JOUR
AU  - Ljujić, Bojan
PY  - 2017
UR  - http://reff.f.bg.ac.rs/handle/123456789/3694
AB  - Iako u svojim začecima internet nije bio primarno obrazovna kompjuterska mreža (ne nastaje sa namerom da se sistematski primenjuje u obrazovanju), vrlo brzo nakon što se pojavio prepoznate su mogućnosti njegove upotrebe u obrazovnoj delatnosti. Ovaj rad posvećen je analizi bitnih hronoloških momenata (prevashodno tehnoloških i socijalnih) koji su bili ključni sa aspekta sveobuhvatnog stavljanja interneta u funkciju obrazovanja generalno, pa i u funkciju obrazovanja odraslih. U tom smislu, u nešto više detalja, analizirali smo nastanak i razvoj interneta kao obrazovne kompjuterske mreže u kontekstu opšteg razvoja informaciono-komunikacionih tehnologija. Sprovodeći pomenutu analizu, primarno smo bili fokusirani na četiri ključna istorijska perioda u razvoju kompjuterskih tehnologija u funkciji obrazovanja. Takođe, namera nam je bila da ukažemo na delatnost međunarodnih institucija koje su pratile, podsticale i podržavale razvoj primene interneta i ostalih informaciono-komunikacionih tehnologija u sferi obrazovanja. U skladu sa tim, istakli smo ključne momente koji se tiču delatnosti ovih organizacija i koji najbolje opisuju njihove zasluge za rastuću upotrebu interneta u sferi obrazovanja generalno i u tom kontekstu obrazovanja odraslih.
AB  - Beside the fact that the Internet was not primarily educational network (it didn’t emerge from the intention to be systematically used in the field of education), shortly after it emerged, possibilities of its application in education were recognised. This paper is dedicated to analysis of the most important chronological moments (technological and social in the first place) that were crucial in sense of comprehensive application of the Internet in service of education in general, but also in service of adult education. Having all mentioned in focus, in more details, we analysed emergence and development of the Internet observed as educational computer network in frame of general development of information and communication technologies. While realising mentioned analysis, our focus was on four historical periods of educational computer technologies. We also intended to emphasize the activities of international institutions that followed, encouraged and supported the development of the Internet use and the use of other information and communication technologies
in the field of education. According to that, we distinguished the main moments referring activities of these organisations which describe in the best manner their contributions to growing application of the Internet in education in general, but also in adult education.
PB  - JU Centar za kulturu Kantona Sarajevo OJ Bosanski kulturni centar Sarajevo i Institut za međunarodnu saradnju Njemačkog saveza visokih narodnih škola (dvv International) Ured za Bosnu i Hercegovinu
T2  - Obrazovanje odraslih - Časopis za obrazovanje odraslih i kulturu
T1  - Upotreba interneta u obrazovanju odraslih: istorijsko-organizaciona perspektiva
T1  - The internet use in adult education: Historical and organisational perspectives
EP  - 52
IS  - 1-2
SP  - 35
VL  - 17
UR  - https://hdl.handle.net/21.15107/rcub_reff_3694
ER  - 

@article{
author = "Ljujić, Bojan",
year = "2017",
abstract = "Iako u svojim začecima internet nije bio primarno obrazovna kompjuterska mreža (ne nastaje sa namerom da se sistematski primenjuje u obrazovanju), vrlo brzo nakon što se pojavio prepoznate su mogućnosti njegove upotrebe u obrazovnoj delatnosti. Ovaj rad posvećen je analizi bitnih hronoloških momenata (prevashodno tehnoloških i socijalnih) koji su bili ključni sa aspekta sveobuhvatnog stavljanja interneta u funkciju obrazovanja generalno, pa i u funkciju obrazovanja odraslih. U tom smislu, u nešto više detalja, analizirali smo nastanak i razvoj interneta kao obrazovne kompjuterske mreže u kontekstu opšteg razvoja informaciono-komunikacionih tehnologija. Sprovodeći pomenutu analizu, primarno smo bili fokusirani na četiri ključna istorijska perioda u razvoju kompjuterskih tehnologija u funkciji obrazovanja. Takođe, namera nam je bila da ukažemo na delatnost međunarodnih institucija koje su pratile, podsticale i podržavale razvoj primene interneta i ostalih informaciono-komunikacionih tehnologija u sferi obrazovanja. U skladu sa tim, istakli smo ključne momente koji se tiču delatnosti ovih organizacija i koji najbolje opisuju njihove zasluge za rastuću upotrebu interneta u sferi obrazovanja generalno i u tom kontekstu obrazovanja odraslih., Beside the fact that the Internet was not primarily educational network (it didn’t emerge from the intention to be systematically used in the field of education), shortly after it emerged, possibilities of its application in education were recognised. This paper is dedicated to analysis of the most important chronological moments (technological and social in the first place) that were crucial in sense of comprehensive application of the Internet in service of education in general, but also in service of adult education. Having all mentioned in focus, in more details, we analysed emergence and development of the Internet observed as educational computer network in frame of general development of information and communication technologies. While realising mentioned analysis, our focus was on four historical periods of educational computer technologies. We also intended to emphasize the activities of international institutions that followed, encouraged and supported the development of the Internet use and the use of other information and communication technologies
in the field of education. According to that, we distinguished the main moments referring activities of these organisations which describe in the best manner their contributions to growing application of the Internet in education in general, but also in adult education.",
publisher = "JU Centar za kulturu Kantona Sarajevo OJ Bosanski kulturni centar Sarajevo i Institut za međunarodnu saradnju Njemačkog saveza visokih narodnih škola (dvv International) Ured za Bosnu i Hercegovinu",
journal = "Obrazovanje odraslih - Časopis za obrazovanje odraslih i kulturu",
title = "Upotreba interneta u obrazovanju odraslih: istorijsko-organizaciona perspektiva, The internet use in adult education: Historical and organisational perspectives",
pages = "52-35",
number = "1-2",
volume = "17",
url = "https://hdl.handle.net/21.15107/rcub_reff_3694"
}

Ljujić, B.. (2017). Upotreba interneta u obrazovanju odraslih: istorijsko-organizaciona perspektiva. in Obrazovanje odraslih - Časopis za obrazovanje odraslih i kulturu
JU Centar za kulturu Kantona Sarajevo OJ Bosanski kulturni centar Sarajevo i Institut za međunarodnu saradnju Njemačkog saveza visokih narodnih škola (dvv International) Ured za Bosnu i Hercegovinu., 17(1-2), 35-52.
https://hdl.handle.net/21.15107/rcub_reff_3694

Ljujić B. Upotreba interneta u obrazovanju odraslih: istorijsko-organizaciona perspektiva. in Obrazovanje odraslih - Časopis za obrazovanje odraslih i kulturu. 2017;17(1-2):35-52.
https://hdl.handle.net/21.15107/rcub_reff_3694 .

Ljujić, Bojan, "Upotreba interneta u obrazovanju odraslih: istorijsko-organizaciona perspektiva" in Obrazovanje odraslih - Časopis za obrazovanje odraslih i kulturu, 17, no. 1-2 (2017):35-52,
https://hdl.handle.net/21.15107/rcub_reff_3694 .

TY  - CHAP
AU  - Ljujić, Bojan
PY  - 2016
UR  - http://reff.f.bg.ac.rs/handle/123456789/3661
AB  - In the past decades the Internet has become the subject of many adult education research
studies, but it is also a tool with which the field of adult education is investigated.
If there is intent to improve the quality of adult education it seems important to ensure
the quality of research in this field in general, but also in that part which is conducted
through the Internet.
The objective of this paper is to analyse quality issues concerning Internet use in adult
education research. The method applied in this theoretical research is content analysis.
This analysis refers to: sampling quality; quality of data; software quality; ethical considerations
that reflect the most on adult education research quality.
The main results of this analysis indicate that the quality of adult educational research
conducted through the Internet depends highly on achieved representativeness of samples,
data validity, the safety of software equipment, and ensured participants’ informed
consent, voluntariness and confidentiality.
PB  - Institute for Pedagogy and Andragogy, Faculty of Philosophy, University of Belgrade
PB  - University of Wurzburg
PB  - Dublin City University
T2  - Contribution of Research to Improvement of Adult Education Quality
T1  - Quality of Adult Education Research Conducted through the Global Computer Network
EP  - 137
SP  - 127
UR  - https://hdl.handle.net/21.15107/rcub_reff_3661
ER  - 

@inbook{
author = "Ljujić, Bojan",
year = "2016",
abstract = "In the past decades the Internet has become the subject of many adult education research
studies, but it is also a tool with which the field of adult education is investigated.
If there is intent to improve the quality of adult education it seems important to ensure
the quality of research in this field in general, but also in that part which is conducted
through the Internet.
The objective of this paper is to analyse quality issues concerning Internet use in adult
education research. The method applied in this theoretical research is content analysis.
This analysis refers to: sampling quality; quality of data; software quality; ethical considerations
that reflect the most on adult education research quality.
The main results of this analysis indicate that the quality of adult educational research
conducted through the Internet depends highly on achieved representativeness of samples,
data validity, the safety of software equipment, and ensured participants’ informed
consent, voluntariness and confidentiality.",
publisher = "Institute for Pedagogy and Andragogy, Faculty of Philosophy, University of Belgrade, University of Wurzburg, Dublin City University",
journal = "Contribution of Research to Improvement of Adult Education Quality",
booktitle = "Quality of Adult Education Research Conducted through the Global Computer Network",
pages = "137-127",
url = "https://hdl.handle.net/21.15107/rcub_reff_3661"
}

Ljujić, B.. (2016). Quality of Adult Education Research Conducted through the Global Computer Network. in Contribution of Research to Improvement of Adult Education Quality
Institute for Pedagogy and Andragogy, Faculty of Philosophy, University of Belgrade., 127-137.
https://hdl.handle.net/21.15107/rcub_reff_3661

Ljujić B. Quality of Adult Education Research Conducted through the Global Computer Network. in Contribution of Research to Improvement of Adult Education Quality. 2016;:127-137.
https://hdl.handle.net/21.15107/rcub_reff_3661 .

Ljujić, Bojan, "Quality of Adult Education Research Conducted through the Global Computer Network" in Contribution of Research to Improvement of Adult Education Quality (2016):127-137,
https://hdl.handle.net/21.15107/rcub_reff_3661 .

TY  - JOUR
AU  - Ljujić, Bojan
PY  - 2015
UR  - http://reff.f.bg.ac.rs/handle/123456789/1982
AB  - Tehnološki razvoj utiče na sve sfere modernog društva. Kompjuterske tehnologije su poslednjih decenija prodrle u sferu obrazovanja odraslih prouzrokujući, između ostalog, promene u samoj prirodi obrazovnih okruženja. Dolazi do nastanka i razvoja novih obrazovnih okruženja koja su određena i fizičkim i virtuelnim elementima, a najčešće ih nazivamo kompjuterskim učionicama. Namera nam je da u ovom radu razmotrimo andragoške specifičnosti obrazovanja u kompjuterskim učionicama, prvenstveno se fokusirajući na uloge učesnika u obrazovanju odraslih (nastavnika i polaznika), samo obrazovno okruženje, organizaciju obrazovanja koje se obavlja u kompjuterskim učionicama i obrazovnu komunikaciju u savremenim obrazovnim okruženjima. Tendencija je da ove specifičnosti posmatramo u kontekstu osavremenjivanja obrazovanja odraslih, tj. prelaska sa tradicionalnih na savremene andragoške paradigme. U tom smislu, u radu smo jednim delom usredsređeni na permanentno usavršavanje učesnika u obrazovanju odraslih, naročito u onom domenu znanja i veština koje se tiču kompjuterske pismenosti.
AB  - Technological progress is impacting all areas of modern society. Computer technologies have in recent decades made inroads into the sphere of adult education, giving rise to, among other things, changes in the very nature of learning environments. New learning environments are coming into being, characterised both by physical and by virtual elements - we often call them computer-assisted classrooms. Our intention in this paper is to consider the unique andragogical aspects of education in computerassisted classrooms, primarily focusing on the roles of the participants in adult education (the teacher and the learner), the educational environment itself, the organisation of education delivered in computer-assisted classrooms and educational communication in modern educational environments. The tendency is for these unique characteristics to be regarded in the context of the modernisation of adult education, that is the shift from traditional to contemporary andragogical paradigms. In this sense, we have partly focused in this paper on the lasting training of participants in adult education, especially in the area of knowledge and skills relating to computer literacy.
PB  - Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd
T2  - Andragoške studije
T1  - Andragoške specifičnosti obrazovanja u kompjuterskoj učionici
T1  - Unique andragogical aspects of education in the computer assisted classroom
EP  - 163
IS  - 2
SP  - 143
UR  - https://hdl.handle.net/21.15107/rcub_reff_1982
ER  - 

@article{
author = "Ljujić, Bojan",
year = "2015",
abstract = "Tehnološki razvoj utiče na sve sfere modernog društva. Kompjuterske tehnologije su poslednjih decenija prodrle u sferu obrazovanja odraslih prouzrokujući, između ostalog, promene u samoj prirodi obrazovnih okruženja. Dolazi do nastanka i razvoja novih obrazovnih okruženja koja su određena i fizičkim i virtuelnim elementima, a najčešće ih nazivamo kompjuterskim učionicama. Namera nam je da u ovom radu razmotrimo andragoške specifičnosti obrazovanja u kompjuterskim učionicama, prvenstveno se fokusirajući na uloge učesnika u obrazovanju odraslih (nastavnika i polaznika), samo obrazovno okruženje, organizaciju obrazovanja koje se obavlja u kompjuterskim učionicama i obrazovnu komunikaciju u savremenim obrazovnim okruženjima. Tendencija je da ove specifičnosti posmatramo u kontekstu osavremenjivanja obrazovanja odraslih, tj. prelaska sa tradicionalnih na savremene andragoške paradigme. U tom smislu, u radu smo jednim delom usredsređeni na permanentno usavršavanje učesnika u obrazovanju odraslih, naročito u onom domenu znanja i veština koje se tiču kompjuterske pismenosti., Technological progress is impacting all areas of modern society. Computer technologies have in recent decades made inroads into the sphere of adult education, giving rise to, among other things, changes in the very nature of learning environments. New learning environments are coming into being, characterised both by physical and by virtual elements - we often call them computer-assisted classrooms. Our intention in this paper is to consider the unique andragogical aspects of education in computerassisted classrooms, primarily focusing on the roles of the participants in adult education (the teacher and the learner), the educational environment itself, the organisation of education delivered in computer-assisted classrooms and educational communication in modern educational environments. The tendency is for these unique characteristics to be regarded in the context of the modernisation of adult education, that is the shift from traditional to contemporary andragogical paradigms. In this sense, we have partly focused in this paper on the lasting training of participants in adult education, especially in the area of knowledge and skills relating to computer literacy.",
publisher = "Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd",
journal = "Andragoške studije",
title = "Andragoške specifičnosti obrazovanja u kompjuterskoj učionici, Unique andragogical aspects of education in the computer assisted classroom",
pages = "163-143",
number = "2",
url = "https://hdl.handle.net/21.15107/rcub_reff_1982"
}

Ljujić, B.. (2015). Andragoške specifičnosti obrazovanja u kompjuterskoj učionici. in Andragoške studije
Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Beograd.(2), 143-163.
https://hdl.handle.net/21.15107/rcub_reff_1982

Ljujić B. Andragoške specifičnosti obrazovanja u kompjuterskoj učionici. in Andragoške studije. 2015;(2):143-163.
https://hdl.handle.net/21.15107/rcub_reff_1982 .

Ljujić, Bojan, "Andragoške specifičnosti obrazovanja u kompjuterskoj učionici" in Andragoške studije, no. 2 (2015):143-163,
https://hdl.handle.net/21.15107/rcub_reff_1982 .

TY  - CHAP
AU  - Kačavenda-Radić, Nada
AU  - Nikolić Maksić, Tamara
AU  - Ljujić, Bojan
PY  - 2014
UR  - http://reff.f.bg.ac.rs/handle/123456789/3693
AB  - Rad je rezultat daljih napora u realizaciji istraživanja Kvalitet i modeli obrazovanja kao činilac (kvaliteta) življenja u slobodnom vremenu i komunikacijama odraslih. Time je ovaj prilog samo segment celine koju čini zbir prethodnih naših radova.
Cilj ovog dela jeste analiza komponenti koje karakterišu kvalitet komunikaciono-medijskog obrazovanja. Dok smo ih u jednom ranije objavljenom radu (Kačavenda-Radić, Nikolić-Maksić i Ljujić, 2011a) samo prepoznali i skicirali, ovde pokušavamo da ih objasnimo i dublje specifikujemo njihovo značenje aplicirano na komunikaciono-medijsko obrazovanje. Početna pozicija i u ovom članku je humanistički orijentisana, a kvalitetu komunikaciono-medijskog obrazovanja pristupa se u kontekstu složene paradigme kvaliteta življenja savremenog čoveka. Komponente kvaliteta komunikaciono-medijskog obrazovanja su razlučene i objašnjene na osnovu mogućnosti razvoja ljudskih potencijala i samoostvarenja kao najvišeg smisla obrazovanja uopšte. Specifikovali smo i analizirali osam sledećih komponenti koje karakterišu kvalitet komunikaciono-medijskog obrazovanja: vrednosna obojenost – poželjna preferencija sa kognitivnim, motivacionim i emocionalnim aspektom; razvoj potencijala i samoostvarivanje ličnosti; okvir mogućnog (društveno-kulturna uslovljenost, istoričnost, klasnost i sl, naučno-tehnološka, obrazovno-tehnološka, te komunikaciono-tehnološka i medijska uslovljenost, strategijska usmerenost); relativnost i promenljivost; kontinuiranost i trajnost; razvojnost u kvantitativnom i kvalitativnom smislu; različitost po opštosti i uporedivost stepena; označenost stvarnim i virtuelnim svetom.
Analiza je pokazala da svaka izdvojena komponenta na različite načine profiliše kvalitet komunikaciono-medijskog obrazovanja. Ipak, zajednička odlika je da se one međusobno samoodređuju te nalaze u interakcijskim, interferirajućim i uzročno-posledičnim odnosima. Pored toga, svaka od njih predstavlja izvor i resurs mnogobrojnih i različitih indikatora čijom specifikacijom se postiže dalja konkretizacija i razumevanje komunikaciono-medijskog obrazovanja. Takođe, uzimajući u obzir hronološko-vertikalni tok i sadašnju horizontalnu različitost u razvijenosti komunikaciono-medijskog obrazovanja, zapaža se da su pojedine komponente prisutne različitim intenzitetom u formiranju komunikaciono-medijskog obrazovanja u vremenskoj i prostornoj dimenziji.
AB  - This paper is a result of further efforts concerning realization of research project Quality and models of education as a factor (of quality) of life in leisure and communications of adults. Thereby,
this enclosure is only a segment of a totality consisting of summation of our previous papers. The aim of the paper is the analysis of components that characterize the quality of communication and media education. Since we have only recognized and have sketched them in one of our previous researches (Kačavenda-Radić, Nikolić-Maksić i Ljujić, 2011a), here we tend to explain them and specify their meaning in a deeper manner applied on communication and media education. Starting position in this paper is humanist orientation, and we approach the problem of communication and media education quality within the context of complex paradigm of quality of life of contemporary man. Components of communications and media education quality are being distinguished and explained on the basis of the possibility of human potentials and self actualization as the highest value in education in general. We specified and analyzed eight following components that characterize the quality of communication and media education: marked by value – it is desirable preference with cognitive, motivational and emotional aspects; potentials development and self-realization of personality; a possibility framework (social and cultural dependence, historicity, class dependence, etc., scientific and technological, educational, technological and communication technology and media dependence, strategic orientation); relativity and variability; continuity and permanence; developmental aspect in quantitative and qualitative terms; the diversity of the generality and comparability of degrees; marked by real and virtual world. The analysis showed that each component separately specifies the quality of communications and media education in different ways. However, a common feature is that they are mutually self-defined and found in the process of mutual interaction, interference and causal relationship. In addition, each of them represents a resource and a source of numerous and various indicators whose specification is achieved by further concretization and understanding of communications and media education. Also, taking into account the chronological flow of vertical
and horizontal diversity present in the development of communications and media education, it can be observed that some of the components are present in different intensity in the formation of communications and media education within the temporal and spatial dimension.
PB  - Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju
T2  - Modeli procenjivanja i strategije unapređivanja kvaliteta obrazovanja odraslih u Srbiji
T1  - Komponente kvaliteta komunikaciono-medijskog obrazovanja
T1  - Components of Communication and Media Education Quality
EP  - 92
SP  - 69
UR  - https://hdl.handle.net/21.15107/rcub_reff_3693
ER  - 

@inbook{
author = "Kačavenda-Radić, Nada and Nikolić Maksić, Tamara and Ljujić, Bojan",
year = "2014",
abstract = "Rad je rezultat daljih napora u realizaciji istraživanja Kvalitet i modeli obrazovanja kao činilac (kvaliteta) življenja u slobodnom vremenu i komunikacijama odraslih. Time je ovaj prilog samo segment celine koju čini zbir prethodnih naših radova.
Cilj ovog dela jeste analiza komponenti koje karakterišu kvalitet komunikaciono-medijskog obrazovanja. Dok smo ih u jednom ranije objavljenom radu (Kačavenda-Radić, Nikolić-Maksić i Ljujić, 2011a) samo prepoznali i skicirali, ovde pokušavamo da ih objasnimo i dublje specifikujemo njihovo značenje aplicirano na komunikaciono-medijsko obrazovanje. Početna pozicija i u ovom članku je humanistički orijentisana, a kvalitetu komunikaciono-medijskog obrazovanja pristupa se u kontekstu složene paradigme kvaliteta življenja savremenog čoveka. Komponente kvaliteta komunikaciono-medijskog obrazovanja su razlučene i objašnjene na osnovu mogućnosti razvoja ljudskih potencijala i samoostvarenja kao najvišeg smisla obrazovanja uopšte. Specifikovali smo i analizirali osam sledećih komponenti koje karakterišu kvalitet komunikaciono-medijskog obrazovanja: vrednosna obojenost – poželjna preferencija sa kognitivnim, motivacionim i emocionalnim aspektom; razvoj potencijala i samoostvarivanje ličnosti; okvir mogućnog (društveno-kulturna uslovljenost, istoričnost, klasnost i sl, naučno-tehnološka, obrazovno-tehnološka, te komunikaciono-tehnološka i medijska uslovljenost, strategijska usmerenost); relativnost i promenljivost; kontinuiranost i trajnost; razvojnost u kvantitativnom i kvalitativnom smislu; različitost po opštosti i uporedivost stepena; označenost stvarnim i virtuelnim svetom.
Analiza je pokazala da svaka izdvojena komponenta na različite načine profiliše kvalitet komunikaciono-medijskog obrazovanja. Ipak, zajednička odlika je da se one međusobno samoodređuju te nalaze u interakcijskim, interferirajućim i uzročno-posledičnim odnosima. Pored toga, svaka od njih predstavlja izvor i resurs mnogobrojnih i različitih indikatora čijom specifikacijom se postiže dalja konkretizacija i razumevanje komunikaciono-medijskog obrazovanja. Takođe, uzimajući u obzir hronološko-vertikalni tok i sadašnju horizontalnu različitost u razvijenosti komunikaciono-medijskog obrazovanja, zapaža se da su pojedine komponente prisutne različitim intenzitetom u formiranju komunikaciono-medijskog obrazovanja u vremenskoj i prostornoj dimenziji., This paper is a result of further efforts concerning realization of research project Quality and models of education as a factor (of quality) of life in leisure and communications of adults. Thereby,
this enclosure is only a segment of a totality consisting of summation of our previous papers. The aim of the paper is the analysis of components that characterize the quality of communication and media education. Since we have only recognized and have sketched them in one of our previous researches (Kačavenda-Radić, Nikolić-Maksić i Ljujić, 2011a), here we tend to explain them and specify their meaning in a deeper manner applied on communication and media education. Starting position in this paper is humanist orientation, and we approach the problem of communication and media education quality within the context of complex paradigm of quality of life of contemporary man. Components of communications and media education quality are being distinguished and explained on the basis of the possibility of human potentials and self actualization as the highest value in education in general. We specified and analyzed eight following components that characterize the quality of communication and media education: marked by value – it is desirable preference with cognitive, motivational and emotional aspects; potentials development and self-realization of personality; a possibility framework (social and cultural dependence, historicity, class dependence, etc., scientific and technological, educational, technological and communication technology and media dependence, strategic orientation); relativity and variability; continuity and permanence; developmental aspect in quantitative and qualitative terms; the diversity of the generality and comparability of degrees; marked by real and virtual world. The analysis showed that each component separately specifies the quality of communications and media education in different ways. However, a common feature is that they are mutually self-defined and found in the process of mutual interaction, interference and causal relationship. In addition, each of them represents a resource and a source of numerous and various indicators whose specification is achieved by further concretization and understanding of communications and media education. Also, taking into account the chronological flow of vertical
and horizontal diversity present in the development of communications and media education, it can be observed that some of the components are present in different intensity in the formation of communications and media education within the temporal and spatial dimension.",
publisher = "Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju",
journal = "Modeli procenjivanja i strategije unapređivanja kvaliteta obrazovanja odraslih u Srbiji",
booktitle = "Komponente kvaliteta komunikaciono-medijskog obrazovanja, Components of Communication and Media Education Quality",
pages = "92-69",
url = "https://hdl.handle.net/21.15107/rcub_reff_3693"
}

Kačavenda-Radić, N., Nikolić Maksić, T.,& Ljujić, B.. (2014). Komponente kvaliteta komunikaciono-medijskog obrazovanja. in Modeli procenjivanja i strategije unapređivanja kvaliteta obrazovanja odraslih u Srbiji
Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju., 69-92.
https://hdl.handle.net/21.15107/rcub_reff_3693

Kačavenda-Radić N, Nikolić Maksić T, Ljujić B. Komponente kvaliteta komunikaciono-medijskog obrazovanja. in Modeli procenjivanja i strategije unapređivanja kvaliteta obrazovanja odraslih u Srbiji. 2014;:69-92.
https://hdl.handle.net/21.15107/rcub_reff_3693 .

Kačavenda-Radić, Nada, Nikolić Maksić, Tamara, Ljujić, Bojan, "Komponente kvaliteta komunikaciono-medijskog obrazovanja" in Modeli procenjivanja i strategije unapređivanja kvaliteta obrazovanja odraslih u Srbiji (2014):69-92,
https://hdl.handle.net/21.15107/rcub_reff_3693 .

TY  - JOUR
AU  - Ljujić, Bojan
AU  - Nikolić Maksić, Tamara
PY  - 2014
UR  - http://reff.f.bg.ac.rs/handle/123456789/3685
PB  - Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju
T2  - Andragoške studije
T1  - Prikaz knjige Bojana Škorc: Kreativnost u interakciji – Psihologija stvaralaštva
EP  - 218
IS  - 1
SP  - 213
UR  - https://hdl.handle.net/21.15107/rcub_reff_3685
ER  - 

@article{
author = "Ljujić, Bojan and Nikolić Maksić, Tamara",
year = "2014",
publisher = "Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju",
journal = "Andragoške studije",
title = "Prikaz knjige Bojana Škorc: Kreativnost u interakciji – Psihologija stvaralaštva",
pages = "218-213",
number = "1",
url = "https://hdl.handle.net/21.15107/rcub_reff_3685"
}

Ljujić, B.,& Nikolić Maksić, T.. (2014). Prikaz knjige Bojana Škorc: Kreativnost u interakciji – Psihologija stvaralaštva. in Andragoške studije
Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju.(1), 213-218.
https://hdl.handle.net/21.15107/rcub_reff_3685

Ljujić B, Nikolić Maksić T. Prikaz knjige Bojana Škorc: Kreativnost u interakciji – Psihologija stvaralaštva. in Andragoške studije. 2014;(1):213-218.
https://hdl.handle.net/21.15107/rcub_reff_3685 .

Ljujić, Bojan, Nikolić Maksić, Tamara, "Prikaz knjige Bojana Škorc: Kreativnost u interakciji – Psihologija stvaralaštva" in Andragoške studije, no. 1 (2014):213-218,
https://hdl.handle.net/21.15107/rcub_reff_3685 .

TY  - CHAP
AU  - Ljujić, Bojan
PY  - 2013
UR  - http://reff.f.bg.ac.rs/handle/123456789/3712
AB  - U savremenom društveno-tehnološkom kontekstu u kome je dominantan uticaj informacionih i komunikacionih tehnologija, obrazovna delatnost dobija nove dimenzije. Promene su najočiglednije u sferi obrazovnih okruženja u čijim se okvirima obrazovni rad sve više zasniva na primeni kompjuterskih tehnologija. U tom smislu, sve se češće ističe značaj kompjuterske pismenosti kao jedne od veština koja je neophodna sa aspekta normalnog funkcionisanja u sferi obrazovanja, ali i u društvu generalno. U okviru ovog rada teži se sagledavanju načina na koji studenti percipiraju sopstvenu kompjutersku opismenjenost, kao i specifičnost obrazovne interakcije u kompjuterskim učionicama. Rezultati našeg istraživanja mogli bi da doprinesu optimizaciji onog dela visokoškolskog obrazovanja koje se odvija u tehnološki obogaćenim okruženjima, kao i kreiranju obrazovanja koje je po meri studenata kao centralnih figura u obrazovnom procesu.
PB  - Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju
PB  - Pedagoško društvo Srbije
T2  - Nacionalni naučni skup Januarski susreti pedagoga "Pedagog između teorije i prakse", Beograd 31. januar 2013. godine, Zbornik radova
T1  - Kompjuterska pismenost studenata i procena značaja interakcije u kompjuterskim učionicama
EP  - 210
SP  - 205
UR  - https://hdl.handle.net/21.15107/rcub_reff_3712
ER  - 

@inbook{
author = "Ljujić, Bojan",
year = "2013",
abstract = "U savremenom društveno-tehnološkom kontekstu u kome je dominantan uticaj informacionih i komunikacionih tehnologija, obrazovna delatnost dobija nove dimenzije. Promene su najočiglednije u sferi obrazovnih okruženja u čijim se okvirima obrazovni rad sve više zasniva na primeni kompjuterskih tehnologija. U tom smislu, sve se češće ističe značaj kompjuterske pismenosti kao jedne od veština koja je neophodna sa aspekta normalnog funkcionisanja u sferi obrazovanja, ali i u društvu generalno. U okviru ovog rada teži se sagledavanju načina na koji studenti percipiraju sopstvenu kompjutersku opismenjenost, kao i specifičnost obrazovne interakcije u kompjuterskim učionicama. Rezultati našeg istraživanja mogli bi da doprinesu optimizaciji onog dela visokoškolskog obrazovanja koje se odvija u tehnološki obogaćenim okruženjima, kao i kreiranju obrazovanja koje je po meri studenata kao centralnih figura u obrazovnom procesu.",
publisher = "Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju, Pedagoško društvo Srbije",
journal = "Nacionalni naučni skup Januarski susreti pedagoga "Pedagog između teorije i prakse", Beograd 31. januar 2013. godine, Zbornik radova",
booktitle = "Kompjuterska pismenost studenata i procena značaja interakcije u kompjuterskim učionicama",
pages = "210-205",
url = "https://hdl.handle.net/21.15107/rcub_reff_3712"
}

Ljujić, B.. (2013). Kompjuterska pismenost studenata i procena značaja interakcije u kompjuterskim učionicama. in Nacionalni naučni skup Januarski susreti pedagoga "Pedagog između teorije i prakse", Beograd 31. januar 2013. godine, Zbornik radova
Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju., 205-210.
https://hdl.handle.net/21.15107/rcub_reff_3712

Ljujić B. Kompjuterska pismenost studenata i procena značaja interakcije u kompjuterskim učionicama. in Nacionalni naučni skup Januarski susreti pedagoga "Pedagog između teorije i prakse", Beograd 31. januar 2013. godine, Zbornik radova. 2013;:205-210.
https://hdl.handle.net/21.15107/rcub_reff_3712 .

Ljujić, Bojan, "Kompjuterska pismenost studenata i procena značaja interakcije u kompjuterskim učionicama" in Nacionalni naučni skup Januarski susreti pedagoga "Pedagog između teorije i prakse", Beograd 31. januar 2013. godine, Zbornik radova (2013):205-210,
https://hdl.handle.net/21.15107/rcub_reff_3712 .

TY  - JOUR
AU  - Nikolić Maksić, Tamara
AU  - Ljujić, Bojan
PY  - 2013
UR  - http://reff.f.bg.ac.rs/handle/123456789/3691
PB  - Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju
T2  - Andragoške studije
T1  - Prikaz knjige Dr Fred Newman i dr Phyllis Goldberg: Vodič za stalni lični rast i razvoj – Let’s Develop!
EP  - 222
IS  - 1
SP  - 219
UR  - https://hdl.handle.net/21.15107/rcub_reff_3691
ER  - 

@article{
author = "Nikolić Maksić, Tamara and Ljujić, Bojan",
year = "2013",
publisher = "Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju",
journal = "Andragoške studije",
title = "Prikaz knjige Dr Fred Newman i dr Phyllis Goldberg: Vodič za stalni lični rast i razvoj – Let’s Develop!",
pages = "222-219",
number = "1",
url = "https://hdl.handle.net/21.15107/rcub_reff_3691"
}

Nikolić Maksić, T.,& Ljujić, B.. (2013). Prikaz knjige Dr Fred Newman i dr Phyllis Goldberg: Vodič za stalni lični rast i razvoj – Let’s Develop!. in Andragoške studije
Univerzitet u Beogradu - Filozofski fakultet - Institut za pedagogiju i andragogiju.(1), 219-222.
https://hdl.handle.net/21.15107/rcub_reff_3691

Nikolić Maksić T, Ljujić B. Prikaz knjige Dr Fred Newman i dr Phyllis Goldberg: Vodič za stalni lični rast i razvoj – Let’s Develop!. in Andragoške studije. 2013;(1):219-222.
https://hdl.handle.net/21.15107/rcub_reff_3691 .

Nikolić Maksić, Tamara, Ljujić, Bojan, "Prikaz knjige Dr Fred Newman i dr Phyllis Goldberg: Vodič za stalni lični rast i razvoj – Let’s Develop!" in Andragoške studije, no. 1 (2013):219-222,
https://hdl.handle.net/21.15107/rcub_reff_3691 .

TY  - CHAP
AU  - Kačavenda-Radić, Nada
AU  - Ljujić, Bojan
PY  - 2013
UR  - http://reff.f.bg.ac.rs/handle/123456789/3683
AB  - Participation in extracurricular activities at school is one way in which child exercises
his right to play which is later, in part, modified into the right of the adult to
an adequate choice of leisure activities. The role and significance of extracurricular
activities is irreplaceable in training young people to use their leisure time in a well
thought-out and organised manner. Properly directed extracurricular activities, as
part of the activities carried out during one’s leisure time, could have a strong bearing
on developing the use of leisure time in and out of school. The reflection of this influence
is surely evident not only in youth, but also later in life.
The subject of our paper was the relationship between leisure time use in adulthood
(factual and value) on the one hand, and extracurricular activities engaged in
during the previous period of education. The aim is to establish whether, to what
extent and how participation in the free activities organised at school interferes educational
preparedness for leisure time use during adulthood.
The results we obtained imply some interesting conclusions. We found the confirmation
of the complex role played by the school, teachers and the community at
large in the interrelationship between extracurricular activities engaged in in youth
and the adequate utilisation of leisure in adulthood.
PB  - Faculty of Philosophy, University of Belgrade, Serbia
PB  - Institute for Pedagogy and Andragogy, University of Belgrade, Serbia
PB  - Faculty of Adult Education and HRD, University of Pécs, Hungary
T2  - Contemporary Issues of Education Quality
T1  - Extracurricular Activities As Stimuli Of The Leisure In Adulthood
EP  - 234
SP  - 221
UR  - https://hdl.handle.net/21.15107/rcub_reff_3683
ER  - 

@inbook{
author = "Kačavenda-Radić, Nada and Ljujić, Bojan",
year = "2013",
abstract = "Participation in extracurricular activities at school is one way in which child exercises
his right to play which is later, in part, modified into the right of the adult to
an adequate choice of leisure activities. The role and significance of extracurricular
activities is irreplaceable in training young people to use their leisure time in a well
thought-out and organised manner. Properly directed extracurricular activities, as
part of the activities carried out during one’s leisure time, could have a strong bearing
on developing the use of leisure time in and out of school. The reflection of this influence
is surely evident not only in youth, but also later in life.
The subject of our paper was the relationship between leisure time use in adulthood
(factual and value) on the one hand, and extracurricular activities engaged in
during the previous period of education. The aim is to establish whether, to what
extent and how participation in the free activities organised at school interferes educational
preparedness for leisure time use during adulthood.
The results we obtained imply some interesting conclusions. We found the confirmation
of the complex role played by the school, teachers and the community at
large in the interrelationship between extracurricular activities engaged in in youth
and the adequate utilisation of leisure in adulthood.",
publisher = "Faculty of Philosophy, University of Belgrade, Serbia, Institute for Pedagogy and Andragogy, University of Belgrade, Serbia, Faculty of Adult Education and HRD, University of Pécs, Hungary",
journal = "Contemporary Issues of Education Quality",
booktitle = "Extracurricular Activities As Stimuli Of The Leisure In Adulthood",
pages = "234-221",
url = "https://hdl.handle.net/21.15107/rcub_reff_3683"
}

Kačavenda-Radić, N.,& Ljujić, B.. (2013). Extracurricular Activities As Stimuli Of The Leisure In Adulthood. in Contemporary Issues of Education Quality
Faculty of Philosophy, University of Belgrade, Serbia., 221-234.
https://hdl.handle.net/21.15107/rcub_reff_3683

Kačavenda-Radić N, Ljujić B. Extracurricular Activities As Stimuli Of The Leisure In Adulthood. in Contemporary Issues of Education Quality. 2013;:221-234.
https://hdl.handle.net/21.15107/rcub_reff_3683 .

Kačavenda-Radić, Nada, Ljujić, Bojan, "Extracurricular Activities As Stimuli Of The Leisure In Adulthood" in Contemporary Issues of Education Quality (2013):221-234,
https://hdl.handle.net/21.15107/rcub_reff_3683 .