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HOW DO ENTREPRENEURS LEARN?
Klimanová, Dobromila ; Lukeš, Martin (advisor) ; Jarošová, Eva (referee)
The overall aim of this study is to provide insight into entrepreneurial learning behavior and activities which could possibly serve as a model for others regardless of whether they pursue entrepreneurial career or not. As there is limited literature on entrepreneurial learning, the first part focuses on providing overview of existing literature on learning theory and the study of entrepreneurship. Based on this theory propositions about entrepreneurial learning behavior were formed. Second part is focused on empirical testing and analysis of the data identified by the research. The research is grounded upon interviews and survey of 25 entrepreneurs managing growing start-ups from Slovakia and Czech Republic. Based on the research findings suggestions are formulated with regards to effective learning behavior.
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Analysis of the educational portals in the Czech Republic.
Kotrč, Tomáš ; Šedivá, Zuzana (advisor) ; Marešová, Zdena (referee)
Bachelor's thesis focuses on Czech e-learning portals that provide links or directly create training courses for the training of specialists in the field of information technology. The aim of the work is to select an e-learning portal, whose products are most appropriate for the training of IT specialists. Selection of the portal has been carried out on the basis of the analysis and selection according to established criteria. The work is divided into theoretical and practical part. In the theoretical part there are described issues of e-learning (definition of the concept of e-learning, its historical development, types, advantages and disadvantages of the use of, trends, etc.). The practical part consists of setting criteria of the e-learning portal, the methods of analysis of the portal according to the following criteria and the resulting evaluation and determination of the recommendation.
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M-learning - mobile applications in education
Studnička, Michal ; Šedivá, Zuzana (advisor) ; Kopecká, Jana (referee)
Thanks to the rapid expansion of wide range of mobile devices that allow to consume and create diverse type of content, learning now can be more effective than ever before. The aim of the thesis is to bring in to the issue in general and define mobile learning theoretical background from which work draws further. In the practical part is the objective analysis of available applications, which can be used in education in corporate environment. That is achieved by selecting the applications, their description and analysis, which is created by using multicriteria evaluation of selected applications. The output is recommendation on what to look for when selecting applications for mobile learning, what applications are suitable and for what reasons.
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Learning organization: case of law office
Rösslerová, Lucie ; Mildeová, Stanislava (advisor) ; Exnarová, Anna (referee)
This thesis focuses on the concept of learning organizations. The aim of this work is to introduce readers to this concept and to explain basic theoretical background, which will be subsequently applied to a practical example. All work can be divided thematically into two parts. The first part will be devoted to the theory of learning organization, introduction to basic concepts and disciplines on which the principle of a learning organization is built. The second section will discuss the practical side. Selected law office will be subjected to analysis. The results will assess the level of the learning organization, which the law office reaches. Following will be recommended steps to achieve a higher level if possible.
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Developing qualification in informatics using hybrid learning
Šedivá, Zuzana ; Pour, Jan (advisor) ; Basl, Josef (referee) ; Nový, Ivan (referee) ; Carda, Antonín (referee)
Dissertation focuses on issues of ICT skills in relation to the development of hybrid forms of teaching (education), its potential application in developing skills, education and practice. The work focuses mainly on methodological issues and approaches to capacity, information and communication technologies to effectively deploy and use in improving skills of future and current workforce. The main goal of the thesis is based on the results of surveys and analysis of statistical data suggest methodological solutions for qualifying projects respecting the development of the newly defined needs of computer science, or other qualification, taking account of new technologies in ICT. The analytical part is devoted to a comprehensive view on the issue of education in computer science. The classification of roles and professions in computer science is defined, the knowledge domain and analytical conclusions followed with the application of job classification and specified uses. Concepts in project management qualification are analyzed and unified. Surveys of the current situation in the management skills of ICT professionals in the world and the CR are also presented and analyzed. There are identified trends in improving the management skills of projects in connection with the development and promotion of ICT technologies and tools. The application part is devoted to methodological design solutions and builds upon the results of the analysis. There are the major components of the methodology defined and the qualifying phase of the project at the conceptual level designed. The following are classified ICT tools supporting the educational processes in the project management skills. The final part of the doctoral thesis is focused on the evaluation of proposals processed and experience of implementing new approaches and technologies in education in computer science. This section summarizes and evaluates the results of the surveys carried out consecutively evaluated experiences are associated with implementations of qualifying projects using ICT technologies.
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The influence of experiential methods to change attitudes of participans
VOJÁČEK, Antonín
This thesis represents possibilities, impacts and liabilities which arise from participants? influencing of experience courses by techniques of experience pedagogy. In the first part of the thesis basic concepts of experience pedagogy are determined. Concepts are principle of experienced pedagogy, its goals, techniques and instruments used to reach the goals. My thesis is dealing with the principle of willingness, comfort zone, Kolb?s learning cycle, the state of Flow, reflection and challenges. In the second part the term position and consequently items which serve to changes throughout the usage of techniques of experience pedagogy are defined.
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Student´s learning styles
BICANOVÁ, Michaela
The main topics of this thesis are students? learning styles. The text is divided into theoretical and practical parts. The former deals with the students? learning styles in a theoretical way. Basic idea is mapping of the fundamental concepts of pedagogical educational process and the definition outline of the main concept of a learning style. The text deals with the possibilities of influencing a learning style from the student?s part, as well as from the teacher?s or other external ones. There are defined and described the types of learning styles, its diagnostics, potentials of influence and possible changes in the former part of this thesis. The latter, practical-based, part focuses at comparison of learning styles of secondary vocational schools (finished by the leaving exam) students and grammar schools students. In the process of qualitative research there are two aims set and two hypotheses pertaining to each of these aims. The first aim is to find out which learning style students prefer regarding the school type they attend. There are two hypotheses pertaining to this aim. The first one presumes that secondary vocational school students prefer the strategic style, whereas the second hypothesis presumes that grammar schools students prefer the in-depth learning style. The second aim is to discover what intelligence skills students use regarding the school type. Again, there are two hypotheses pertaining to this aim. The first one presumes that secondary vocational school students tend to use the interpersonal intelligence skills in the learning process, whereas the second hypothesis presumes that grammar school students prefer to use the logical and mathematic skills in the learning process. The information detected by the questionnaire research is graphically demonstrated in diagrams with comments. The findings about confirmation or disproval of the hypotheses are summarized in the discussion and conclusion parts.
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