ࡱ> 9 ~xbjbjJ?jl:::::::T8888$\l5t^22222,xzzzzzz$ ɡlQ:22"::22"""B:2:2x"x"X">'BX::2 P/nj8@!f05r5X"5"t::::UNIVERSITY WITHOUT PAPER Jusuf `ehanovi Faculty of Economics and Tourism  Mijo Mirkovi , Pula / Polytechnic College of Rijeka 52100 Pula, Preradovieva 1/1, e-mail:  HYPERLINK "mailto:Jusuf.Sehanovi@ptpo.hr" Jusuf.Sehanovi@iptpo.hr, Croatia Nevenka Tatkovi Teacher Training College / Faculty of Philosophy, Pula 52100 Pula, I. M. Ronjgova 1, Croatia Miroslav }ugaj Faculty of Organization and Computer Science (Informatics) 42000 Vara~din, Pavlinska 2; e-mail:  HYPERLINK "mailto:mzugaj@foi.hr" mzugaj@foi.hr, Croatia Abstract. The concept of offices without paper originated during the 1980s. The primary idea behind this notion was that the application of computers and computer networking would decrease the amount of paper used in office work. Today, this same concept is understood as the computerization of all office work. In a similar vein universities without paper represents the promotion and employment of information and communication technology (ICT) in the overall scheme of activities in post-secondary institutions. ICT influences all aspects of human life, which includes both education and post-secondary institutions. It makes it possible for any type of information to be accessible to anyone, a condition that necessitates changes in methods of learning, choice and presentation of curriculum, ways of learning, etc. The task of the teacher is for them to adapt their teaching to the changes brought about ICT. The objective of this article is to illustrate some of the aspects of employing ICT in the process of post-secondary education, which leads to the creation of universities without paper. Consequently, the article will deal with the influence of ICT on the efficiency of post-secondary institutions in the Republic of Croatia (RC) from the aspect of the demands placed before them by the information society. Keywords. Computerization, post-secondary education, university without paper, universities with open doors and windows, intelligent briefcase. 1. Introduction Education today is conceived as the foundation of human rights, universal human value and as a contribution to the national and economic development of society. It is also increasingly viewed as a means of achieving national development and prosperity. Education must serve society as an instrument for its creation and promotion, as well as for the broadening of knowledge and scientific cognition [2]. Simultaneously, an ever-increasing number of people are in a dilemma over whether the current system of education is fulfilling these objectives and if so, what changes must be made in education. The basic objective of this article is to call attention to the need for permanent computerization of post-secondary institutions as an assurance that the development of Croatian society keeps in step with the advanced world. University without paper is a syntagm of this endeavour. On account of the realization of this established objective, the article deals with some of the aspects generated by plans for the computerization Republic of Croatia (RC), attained levels of computer infrastructure, universities with open doors and windows, intelligent briefcase, curriculum and teaching methods, organization and administration, and the financing of post-secondary organizations. The authors of this article have engaged in the issue of computerization of post-secondary institutions for a considerable amount of time already, and have propagated their views at a number of conferences and meetings in Croatia and abroad. They have also published several articles on the same subject. The state of plans and the approach to computerization in Croatia In the last few years, The Republic Croatia has accepted more programs, strategies, laws etc. which treat on state and segments in development. Among them a) Development Strategy of Republic Croatia in the 21.st Century (in which there was a project assignment: Information and communication technologies) and b) Croatian Technology Innovation Development Program. The need of informatization in the whole Croatian society is mentioned in all these materials. Although investments in informatization are high [1], a number of positive reasons promote informatization. (a) The Strategy part titled Information and communication Technology refers to higher education as well (education for professional work on IKT, education in the group of technical, natural, bio technical, biomedical, societal-humanist faculties, art academies, lifelong education education for occupation changes, education for acquiring skills, post graduate specialist education) and scientific work (IKT support for science, research for IKT improvement, science in the society of knowledge), with recommendations how to achieve planned goals. IKT vies on higher education roles (and scientific, research work) presumes: choosing the teaching material and models of undergraduate education plans from IKT suitable to each group of faculties, direction of long life education on IKT usage in specialised trainings that could grow to postgraduate specialists studies, that science should choose, shape and transfer existing knowledge fund to wider public that is crucial for progress [12]. (b) The Croatian Technology Innovation Development Program offered by the Croatian Ministry of Science and Technology, that treat research and education in a wider sense accentuates: continuous communication and expert research resources cooperation, from innovators individuals, technology centres parks, public institutions, private institutions, faculties to universities are unavoidable in technical system creation and technology development precondition; the needs of changes in education, faculty programs and adjusting to research and entrepreneurship, other to train academic individuals for hard market games where only efficiency and profit is required; continuous learning, education, additional education. It is stated that the crucial item of innovation technology policy is how to assimilate it into a high quality and efficient system [11]. 3. Information infrastructure Three distinct levels of academic information infrastructures are in existence in the Republic of Croatia: 1) state level, 2) university and polytechnic level and 3) college level. (1) The main informatics institutional infrastructure of post-secondary and scientific subjects in the Republic of Croatia is CARNet (Croatian Academic and Research Network). As the mission of CARNet is to ensure an information infrastructure, knowledge and necessary resource for individuals and organizations that wish to build and incorporate Croatia into the information society, it is logical that the academic community and CARNet are active partners in this process. The shaping and constructing of an information society is understood as the process of creating a wide-spread, effective and highly accessible information infrastructure, which is comprised of not only computer and information mediums, but of regulation laws, content, and support systems. CARNets information infrastructure consists of the CARNet network and services at the national level (registration area, CERT, CIX, NTP). In order to support Croatias path towards becoming part of the information society, CARNet endeavours to instruct its users about new technology by means of: A series of educational projects. Educational centres. Organization of Internet conferences [10]. (2) Universities, taking into consideration the position of its members, activities and associations, have a positive view of computerization and, for the most part, recommend their incorporation. Only recently, through the assistance of resources obtained through credit, have universities been able to offer informatics programmes (connecting universities to information networks through the installation of fibre optic cables). The relationship between polytechnic schools and its members is direct, so that investing in computerization is planned and achieved at that level. It should be mentioned that public scientific institutions are outside the domain of universities. (3) Although its activities are significant for all of the Republic of Croatia, CARNets main functions are turned towards academic and scientific communities. The role of all academic and scientific communities, which also applies to those in Croatia, is the creation, installation and use of new technologies. This is the fundamental reason behind why all academic and scientific communities must have the most advanced forms of information and communication technology (ICT) at their disposal. It must be emphasized that the activities of CARNet are precisely directed towards higher education institutions and scientific institutes. The acquiring of computer equipment and programmes, the employment of systems engineers, the appointing of coordinators, education and other important elements, are accomplished in relation to CARNet and its members (post-secondary institutions and scientific institutes), so that the state of computerization, in this view, is a result of CARNets activities and its involvement with its members. However, the current state of affairs is unsatisfactory and points out the need for: Each student and teacher, at all times and at all places (whether that be at home or at school, in a library, etc.), to be supplied with free use of the Internet: All post-secondary institutions to have at its disposal computer networking in all classrooms. All post-secondary institutions own adequate ICT equipment and programmes. All post-secondary institutions to have a systems engineer employed (most already have) for the purpose of maintaining and servicing all computer-related equipment. All post-secondary institutions to have a data engineer employed (in place of the current CARNet coordinator volunteer), for the purpose of creating a data base, implementing interdisciplinary lectures and exercises, putting long distance learning lectures and teleconferencing into operation, etc. Post-secondary institutions to have a contract with an established computer company which will escort and follow the school by offering its support in a number of areas (creation of software, creation and maintenance of Web sites and web information systems, virtual groups, virtual subject libraries, staff training, assistance in the creation of e-lecture literature, repairing hardware, acquiring new computer programmes and equipment, etc.). Post-secondary institutions to automate (i.e. computerize) all libraries, as well as all administrative, evidentiary and similar activities, etc [8]. In addition to these needs, some studies on the use ICT at post-secondary institutions have suggested that: Post-secondary institutions and scientific institutes do not have, both in terms of quantity and quality, adequate or modern ICT equipment (software and hardware). ICT equipment is rarely accessible to students on a full-time (38% of cases) or part-time (46% of cases) basis. The teachers level of knowledge of modern ICT is low (in some cases even lower than the level of the students they are teaching) [8]. A great number of students do not own their own computer [5], or do not have constant access to one (67-78 %, dependant on the area researched), not to mention the fact that an unsatisfactory number of students use the Internet (25-29%) [7]. 4. Universities with open doors and windows Under the heading universities without doors or windows it should be understood that the authors wish to refer to post-secondary institutions as places where lifelong education is realized (recurrent education), where education evolves through different levels and degrees, where self-education is possible, as well as long-distance learning, etc. Access to this type of institution is open and physical (door) as well as virtual, through networks and the Internet (window). One of the fundamental preconditions for the creation of this type of post-secondary institution is the introduction of intelligent briefcases that is, ensuring that each student and faculty member (teacher) is adequately equipped with a portable computer (laptop computer). According to the type of study, each intelligent briefcase should be filled with: A curriculum of their study. Service information (college/ university acts, conditions of study, teacher information, etc.). Required programmes. Digitalized course literature. Various addresses (e-mail, www and others). Communication equipment (Internet) and others. Upon hearing the idea of intelligent briefcases, most listeners first reaction is to ask And where will the money necessary for the purchase of laptop computers for students and teachers come from? However, the interest shown by those people whose attention was drawn to this idea convinces us that this problem is not at all insurmountable. Here are just a few of the possible solutions to the issue of financing such an enterprise: The state exemption from customs and taxes, favourable financing, etc. Increased business for retailers in the computer market. Banks increased income from financing, promotion of e-banking. Telecommunication organizations increased use of the Internet and mobile telephones. Companies with e-marketing and e-business dealings increased purchases and sales, other transactions, data base searches, etc. Educational institutions surrounding demands, competition, and of course. Students and teachers. Although poor financial standing is always a problem related to most students, they could partially participate in the financing of their computers, especially if they are informed of this responsibility while still in high school. Nevertheless, studies have shown that the number of students who own a personal computer have risen over the last three years. Still, the very fact of each student and teacher owning a computer will not result in the desired effect if the following do not occur: Implementation of new curriculum (developmental curriculum) Application of an information infrastructure at all post-secondary institutions Setting up of new organizations Modernize administration Creation of a new archetype of teacher and student 5. New programme content and new methods of teaching A modern, quality and diverse education system, adapted to meet the needs of both the individual and the community, is not only a necessary prerequisite for entry into the information society, but just as importantly it is a lever for Croatias further development. The creators of curriculum must define their field of expertise and anticipate their educational value in the light of actual needs. In many cases this means a transition from the realization of the contents of their existing teaching subject to mastering multi-subject fields. Teaching programmes must have their focus turned towards the students more than ever. The curriculum, as well as the students and teachers, must ensure greater efficiency and better supervision over the process of teaching and learning. The important elements needed before the creation of new curriculum should be: Knowledge production from the students instead of passive memorizing of information. A partnership between teachers and students in the learning process. Curriculum based on teamwork. Possible application of various approaches to learning. Deliberation and consultation in creating the basic curriculum. Realistic and important (for life) curriculum. Suitable methods of evaluation [4]. The demands placed before post-secondary institutions for success in the information society are shown in table 1. Table 1. Demands before post-secondary institutions in the information society [9] Post-secondary Institutions (to the present day) Post-secondary Institutions in the information society Curriculum based on group learning of content Realization of programme contents Testing according to norms Occasional evaluating (marks) of students Competitive learning Classrooms Teacher as a presenter of knowledge Memorizing facts Isolation of reading skills Books as tools Personal plans for learning Learning by means of testing Individual testing Continual advancement of the student Cooperative learning Centres for learning, virtual classrooms Teachers as trainers, a source of inspiration, and helpers in learning Contemplation, problem solving skills and determining meaning Communication and writing skills Advanced technology as tools From table 1 it is evident that teachers must both direct and steer knowledge towards students. In order for that to be so, they must master new pedagogical and technological skills and learn how to employ them in their teaching. Teachers and students alike must accept and embrace lifelong learning as the path they must take. Teachers must abandon the practice of teaching all students in the same manner that is through the frontal method. They must offer an individual style of working with all their students [6]. If teachers continue to instruct as if they were machines, then it is all too likely that machines will replace them. Furthermore: Teachers and students must know how to work with computers. Teachers and students must know at least two to three foreign languages. Each teacher must, with the aid of a computer, prepare and carry out their classes, hold tests and consultations, prepare interdisciplinary multimedia classes (with the objective of producing a final product- what does the student become after graduating?). Students must acquire knowledge and skills which they will be able to successfully employ in unclear (uncertain) situations. In the teaching process, more emphasis must be placed on familiarity with procedures and skills, in place of making content dependent on educational programmes. Teachers and students alike must be effective and efficient participants in the education process. Learning demands active creation which: Is based on the students understanding and the education process. Unfolds in interesting surroundings. Is built on educational partnership in various situations. Is shaped in the social and cultural context in which it is accomplished. The effectiveness of the education process is measures the capabilities of the teacher and students: To differentiate and procure key information. To efficiently use existing knowledge. To interpret and analyse information. To replace outdated skills for newer ones. To produce new knowledge, etc. [8]. 6. New organization and administration The progress of ICT and its broadening application in both everyday life and the world of business and production, as well as its influence on changes in organization puts it in the position of the deciding factor in organization today. Our bustling surroundings are marked by ever-increasing uncertainty, and it is becoming more difficult to predict the future. Owning to these reasons, the flexibility of any organization has become an imperative demand. This refers to each organization, including the organization of post-secondary institutions. Computerization, as has been argued so far, demands radical and prompt changes in the organization of post-secondary institutions. Successful informatization should be understood as a powerful mean in new education mode. It implicates revision of teaching plans and continual professional improvement for teachers and school managers. This type of reform process should solve fundamental issues, such as the working organization of the school system, so that students and teachers are able to put ICTs potential to full use. In an information society post-secondary institutions must be decentralized, emphasize quality, be oriented towards the individual (teachers and students), must be directed towards interdependence, communication, integration and order. The application of ICT negates the class and semester system of work with clearly defined time units. The working hours of post-secondary institutions, teachers and students in this new order would be 24 hours a day, 365 days a year. The time has arrived when life and profession are integrated. The organizational structure of educational institutions must be in harmony with the possibilities extended by ICT. It cannot be rigid, inflexible it must be a teaching organization. Only teaching organizations based on knowledge, information and communication as their fundamental resource can successfully complete the missions of post-secondary institutions in an information society. The role of the individual in organizations founded on acquiring knowledge, which never stop being organizations that learns, is as equally important as the teamwork which imposes itself as a necessity in the solving of complex, multidimensional problems which demand multidisciplinary approaches, especially at post-secondary institutions. Post-secondary institutional administrations must develop new, encouraging and imaginative methods of work and activity in order to arouse greater levels of creativity and knowledge in all participants in the education process. Moreover, when compared to the process of reforming teaching programmes, as well as the reorganization of universities and faculties, the modernization of educational administrations becomes absolutely crucial. Their functions must be directed towards management by means of the objectives of each and every element of the faculties as a system. 7. Financing It is a fact that if energy is not introduced into a system then a state of destructive entropy sets in. This is something that the bearers of educational policies must constantly have in mind. Currently, financing of post-secondary institutions in the Republic of Croatia is insufficient, so it is not surprising that the system of post-secondary education here has not achieved its desired results. According to some studies on budget investments in science (measured in dollars per person), Croatian investments are 11 times smaller than the average amount of money invested per person in the countries of the European Union [3]. Indeed, the Republic of Croatia finances the existing capacities of post secondary institutions (student population, financial administration and related services), but not the programmes which have been established to teach indispensable and capable experts. The situation is similar with long-term scientific research projects. This state of affairs has not resulted in action regarding discussions revolving around higher education and science. 8. Conclusion It is an undisputable fact that the computerization of post-secondary institutions must be a long-term plan that is implemented efficiently and effectively. The advantages of using ICT in teaching are multiple. Firstly, they are psychological, informational, social, technological and practical. They change the role of the teacher and the student. They reduce (or altogether eliminate) the differences between various forms of studying (full-time, part-time, intercollegiate, interstate, studying abroad or far from home, etc.). Successful computerization of post-secondary institutions contributes a significant increase in the quality of education, as well as increasing the speed of transmitting information between teachers and students. It also introduces various methods for communicating and learning, provides a great amount of free literature at the disposal of its users, such as magazine articles and other forms of information which can be used during studies. Computerization must be integrated into the education system, which implies changes in the conception of objectives, methods of implementing the education process, organization of post-secondary institutions and other important elements. Computerization can be approached moderately, as long as the designated objectives are not hindered or restrained from being realized. The aforementioned proposals must begin to be introduced soon, but not before the following tasks are achieved: Reorganization of universities, colleges and other post-secondary institutions. Set in motion the innovative potentials of all teachers and students. Train university and college administrators so that they will be capable of leading these institutions entry into the information society. Modernize curriculum, integrating both the content and the teachers of these programmes, all in the goal of creating a final, quality product [9] Very simply, we must immediately begin, and to great extents, on the plan of computerizing all post-secondary institutions. Informatics is like running fast in order to stay in one place, and running very fast if you want to go forward. University without paper, universities with open doors and windows and the intelligent briefcase could greatly help us in our cause, but the key factor in staying in the race are financial resources provided by our government and other sources for science and higher education. Bibliography Brumec, J. (1997): Strateako planiranje informacijskih sustava, Zbornik radova 8. Meunarodnog simpozija  Informa-cijski sustavi  97 , FOI, Vara~din, str. 213-227. Delors, J . (1998): U enje blago u nama, Educa, Zagreb, str. 1. Frlan, I.: ak 14 posto doktora znanosti godinama bez znanstvenog rada, Glas Istre, Pula, 17. velja e 2003, str. 4. Grey, A. (1999): Informacijsko doba in izobra~evanje: Izziv i odziv (Vpliv informacijskih in komunikacijskih tehnologij na izobre~evalni sistem in u no prakso), Organizacija, letnik 32, br. 8-9, str. 419-428 Posjedovanje i koriatenje osobnih ra unala u kuanstvima u Republici Hrvatskoj, www.mzt.hr/ mzt/hrv/most/most-25/most-252.htm, 27.10.1999. Suaac, D., Marijana Zeki (1994): Internet  na in za postizanje svjetske kvalitete obrazovanja, Zbornik radova V. meunarodnog simpozija  Informacijski sustavi  94 , FOI, Vara~din, str. IV-1: IV-19. `ehanovi, J., I. `ehanovi (2000): Informatics knowledge and computer possession by first year students of economics, Zbornik posvetovanja z medjunarodno udele~bo 19. posvetovanja organizatorjev dela  Management v novem tiso letju, FOV, Kranj, str. 281-287. `ehanovi, J., Nevenka Tatkovi (2000): Internet  na in obrazovanja, Zbornik radova Meunarodnog znanstvenog kolokvija  Nastavnik i suvremena obrazovna tehnologija , Filozofski fakultet, Rijeka, str. 88-95. `ehanovi, J., Nevenka Tatkovi, M. }ugaj (2002):  The intelligent academic briefcase , Zbornik konference z mednarodno udele~bo, 21. znanstvena konferenca o razvoju Organizacijskih ved, FOV, Kranj, Portoro~, str 1025-1029.  HYPERLINK "http://www.carnet.hr" www.carnet.hr/djelatnosti, velja a 2003.  HYPERLINK "http://www.mzt.hr/mzt/hrv/djelatnosti/tehnolog/tehno_program.htm" www.mzt.hr/mzt/hrv/djelatnosti/tehnolog/tehno_program.htm, Program hrvats-kog inovaciskog tehnologijskog razvitka, velja a 2003  HYPERLINK "http://www.vlada.hr" www.vlada.hr, Hrvatska u 21. stoljeu, velja a 2003. 2468TV #$&T V ^ _ a E9:=g CJmH sH  aJmH sH mH sH CJmHnHsHtH 6CJ]jB*Uph 5CJ\0J>*B*phjB*UphjB*Uph B*phCJ CJmHsH5\6246XlU V \] $ h`a$$a$$a$~x]CDE:=3fgN$ & F/ ^`a$ & F0T^TT`T$`a$$ & Fa$$a$$h`ha$23##5#J#u#v#&&**$^a$$h`ha$$ & Fa$ $h^`ha$h`h$a$$h^ha$$`a$$a$g 23o#p#r#s#//////1112;2<2=2>222222"3(>]>>C?C@CBCCC D D D D DD@DADxDGIIIIJ)KNNNNNNOZZ]]֭ 5CJ\CJ5CJ\mHnHsHtH 5CJ\ CJmHsHCJmHnHsHtHaJmH nH sH tH 5\CJCJOJQJaJmH sH CJOJQJmH sH B*&+'+++v,-c///f0g0 1{12222"3#3q6 h^h`$ & Fa$$^a$$a$$ & Fa$$ & Fa$$ & F h^a$ $ & F^a$q6r6667#7O7~7799:9999T::!;9;:;<<+=,=$a$$ & F a$$ & Fa$$h^ha$$h`ha$$ & Fa$$a$,=h====&>'>(>]>^>AABZBxBBBCCCDCmCCCC D$a$$ & F"a$$h`ha$ $h^h`a$$a$$ & F!a$ DDD@DADxDyDzDDDDEw4 aaaa$ & F h0$If`0a$k$$Ifl0#L064 la$If $$Ifa$ $$Ifa$$a$ E$E/ESETEeEfEEEEEEEFFBFFFFG$ & F $If^a$ $$Ifa$$ h0$If`0a$$ & F h0$If`0a$GGGG GIIIJJJJJ)KK~~~||~$ & F&a$$h`ha$$a$k$$Ifl0#L064 laKGLLLLLM*B*CJmHphsH0J>*B*CJph B*ph CJmHsH$CJOJQJ^JaJmHnHsHtH5\CJmHnHsHtHCJAjfhhhi iRjjk^mtnp rslu vwbx$ & F hXX]^X`a$$ & F hXX^X`a$ & F hXX^X`$a$^$^a$ $h^`ha$xpzppppppppppppppppppttt0t2tBtDtVt\tlunuuuuuu v vvvvw w$wwwwwwxxxdx~x»¡»»¡» CJmHsHjB*CJUphCJ0J>*B*CJphjB*CJUph B*CJphjB*CJUph0J>*B*phjJB*Uph B*phjB*Uph\ \mH sH mH sH 4bxdxfxhxjxlxpxtxvx|x~x^^^$a$$a$ >1h. 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