1. E-learning in Rikard Katalinić Jeretov Primary School Opatija Dragica Rade, B. Sc. Fredi Glavan, B. Sc.

2. E-learning in Rikard Katalinić Jeretov Primary School During the school year 2010/2011 there were two e-courses in Rikard Katalinić Jeretov Primary School. Course 1: Title: E-learning on Safe and Positive Enviroment in Rikard Katalinić Jeretov Primary School Mentor and Course Designer: Fredi Glavan, B. Sc. Network access: https://moodle.carnet.hr Course 2: Title: Implementation of E-learning in Eco-Program in Rikard Katalinić Jeretov Primary School Mentor and Course Designer: Dragica Rade, B. Sc. Network access: https://moodle.carnet.hr

3. E-learning These two courses have been a part of the implementation of e- learning in the school. Certificates in organising, mentoring and translating e-learning courses our teachers got in their professional development in the area of e- learning: Fredi Glavan, B. Sc.   E-Learning Academy (ELA), 2005, certificate “Cretificate in Course Design”   E-Learning Academy (ELA), 2009, certificate “E-Learning Management”   SRCE Zagreb, acknowlegment for successful mastering of education “Online Tutoring”, 2004 Dragica Rade, B. Sc.   E-Learning Academy (ELA), 2009, certificate “E-Learning Management”

4. E-learning E-learning or online learning has enabled access to remote sources of knowledge and has enabled communication and collaboration at a distance. In primary school, e-learning can not be implemented through obligatory subjects, but could be partially introduced through elective programs (e.g. ICT), in extra-curricular activities and the specific programs implemented in the school (Eco-Program, Stop Violence). The objective for introducing e-learning is to increase the quality of teaching and extra-curricular activities and special programs that are conducted at the School.

5. LMS (Learning Management System) Moodle Moodle is used to create e-courses for distance learning. Moodle is an open source system, designed to develop electronic educational content and teaching at the distance. CARNet allows all members of the academic and school community the free use of this program and the support for this system. E-course is closed and safe for students because students' access is made by using their electronic identity in the HUSO system - CARNet electronic identity (AAI@EduHr).

6. Project Stop Violence Among Children! The project was started as a continuous effort to change attitudes, levels of tolerance towards violence, encourage cooperation and respect, and prevent further violent behavior among children. It is in accordance with the national program to stop and prevent violence. In the school year 2004/2005 the School fulfilled 7 requirements of the project and received the status of School Without Violence. This recognition has obliged us to work continuously and responsibly on the project to reach our goal – to create safe and stimulating school for every student. Project E-learning on Safe and Positive Enviroment in Rikard Katalinić Jeretov Primary School was realized due to implementation of similar programs in the institution in the past (Stop Violence Among Children, the CAP program-Child Assault Prevention, Life Skills Training for 6 th and 7 th grades, Debate, and Combating Trafficking of Human Beings)

7. Eco-school Rikard Katalinić Jeretov Primary School belongs to the first generation of international Eco-schools in Croatia. This year we received the gold certificate, which means the School has a permanent status of an international Eco-School. Eco-school involves all students, parents, teachers and school personnel with the support and assistance of the Eco ‐ school godparents (the Town of Opatija, Opatija Tourist Board, Komunalac Ltd. and Parkovi Ltd.). The aim of the program is to raise environmental consciousness to a higher level. One way of raising consciousness can be accomplished by participation in the e-courses, studying the matter and participation in the discussions.

8. Student activities 1.Getting to know each other The course involved students who were not in the same class and may not know each other well. This was an opportunity to get acquainted, to write their own interests, hobbies, activities and the like. 2.Reading the text Students had to study first the materials on the topic assigned (text, presentations, audio or video, web page links, etc.) 3.Discussing the text The aim of discussions was to exchange thoughts on the materials studied, to deepen the understanding and promote the problem solving. The debate took place exclusively through Forum topics published by the mentor. It was important to students to express their views clearly and to respect others' opinions.

9. The courses structure The course has been divided into topics. The central part contained topics with a certain content and discussions.

10. Participants of the e-course The Project was carried out for the first time during the school year 2010/2011. It involved 20 students, from 7 th and 8 th grade. Students were selected from Eco and GLOBE groups for the Eco-course, and in the course ‘’Stop Violence’’ the participants were the class councillors. After getting through initial difficulties, the students actively participated in debates, expressed opinions, suggested solutions and made conclusions. Most of the students were interested to continue the course this school year.

11. Eco-School e-course topics Topic 1: The work of the Eco-Schools in the past 12 years Discussion 1: suggestions for improvement of Eco-School Topic 2: Separating waste Discussion 2: Are we a drop in the sea? Topic 3: Healthy eating Discussion 3: Meals at school and at home Topic 4: GLOBE program–GLOBE measurements and activities of GLOBE groups Discussion 4: Accuracy of GLOBE data and the purpose of measuring Topic 5: GLOBE program–Projects on the National festival Discussion 5: What can we learn through the GLOBE project? Topic 6: Motor fuel for car Discussion 6: Advantages and disadvantages of car operating fuel

12. Example: Eco-School course topics 1. Introduction: Dobriša Cesarić’s poem „Slap“ (Waterfall) 2. Ann’s story - separation of waste Ann goes to eighth grade. Her school has the status of Eco-School. Therefore, she recognizes the need for separation of solid wastes. When she criticized her parents that they are not very environmentally conscious, it was decided to separate the paper at least. Thus, the waste paper was collected and thrown into separate containers for paper. One morning, while walking to school, she noticed a garbage truck. She was immensely disappointed when she saw that in the end of all waste that had already been separated ended up in the same place. She wondered if she was stupid to try to separate the waste. Are people right where they do not care for the environment or is it not so? What do you think about it? 3. Debate: Are we a drop in the ocean?

13. Eco-School example course topics Students answered and proposed solutions to the following questions: 1. Why do I have to be environmentally conscious when other people around me are not? Perhaps they will make fun of me? 2. How can we personally contribute to save the environment? 3. How worthy are we? 4. Are we really just a drop in the sea and no matter how hard we try, we can not change anything? 5. Or is it closer to the truth this beautiful verse by Dobriša Cesarić "The dream of the waterfall is to shine, and my drop of water helps to weave it! “where each of our activity is valuable because if there would be no environmentally conscious people the situation would be even worse. Students’ responses: Maybe we cannot fight as individuals against those who do not care. But maybe we can "push" elder to say things and to be our voice. (Katarina) At home I separate garbage as much as I can and will suggest making an Eco-Island in Veprinac. (Antonio) My opinion is that, regardless of the actions of others, we should continue to separate waste and that this process is worthy. Old habits die hard, but the progress is visible. (Dorotea)

14. Activities in the course Stop Violence! Themes disscused on forum : Kids are not violent Ivan’s story Book 1 Your expectations Public mocking Getting to know each other (Socialising) Course activities also included the publication of video clips (integrated into the course content), which were later commented. This form for stimulating the activity proved to be much better than the published text.

15. Discussion example Stop Violence! We started with the statement “Children are not violent.“ This chapter will be created from your conclusions that will appear during the discussions in the forums. So, the text of the chapter you create yourselves. Questions and expectations: 1. What is the definition of violence and what kinds of violence there are (cyberbulling, family,..)? 2. Were there any cases of it during this school year in our school? 3. Who is the professional who deals with violence problems at school? 4. How does the violence start? 5. Who is a bully? 6. What is being done about violence in schools? 7. What kind of punishment receives a student who starts a physical fight, and what kind of punishment receives a bullied student? 8. If we are victims of bullying, we can always put our letter in the mailbox of trust. Does anyone control that mailbox? 9. Why there are no school uniforms in our school? Therefore, all children will be the same, regardless of their parents’ income. 10. What are the methods of discovering suppressed violence (violence without marks)? 11. How to punish a bully? (After a bully is discovered he suppresses his violence better and bullies the victim harder.) 12. How to protect a child which has confessed his problems to social services? (How to study and socialize under the protection?)

16. Public mocking The story Professor: "OK, Lindsay, you're next." Linsay: "Today, I’ll talk about Patty. Patty’s best features are: she is stupid. Just stupid. All she does is disgusting. It’s disgusting to watch her eat and watch her ​​ face. Look at her. Greasy hair and dirty fingers. Her dad has no money. That’s why she wears that nasty pink sweater. Everybody hates her, even professors who should love her. Get a life!" We have learned that: Everyone has a right to think on one’s own. Everyone sees one the same phenomenon with one’s own eyes and experiences it with one’s own emotions. Everyone prefers praise to criticism. Moreover, criticism must be put in a way that it is understood only as a different opinion, not as an accusation.

17. Future of e-learning in our school We came to the conclusion that one should proceed with the project design of e-learning courses for students of our school. Conducting these activities in the school is justified because we believe that the students of the school will accept this way of education, as an elective supplement to the School Curriculum.

18. Conclusion Online learning helps us learn without paper, deepen our friendships and use additional sources of knowledge. Online team work helps us preserve our environment and we hope to make at least a small step in changing the behaviour of people towards the waste. We believe that this course did not only raise the environmental consciousness of students, but it enabled them to do the work better and in a more interesting way, as well as the ability to freely express their opinions and ideas.

19. Thank you for your attention!