January 2014
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126 Reads
Contemporary university courses in the process of implementation of principles based on the Bologna Declaration is between traditional and contemporary paradigm of high education. Integrating of new valid forms is possible to actualize in readiness to change in relationships within academic community that still has intention of centralization in form but with no essence and purposefulness of educational work. Those changes happen in conceptions, goals and tasks, curriculums and programs, education of new teaching staff, organization and managing, financing and legal regulations and other segments streaming towards standardization and adaption of universities to needs of society and time with a special accent on creation of assumptions for continual lifetime education and professional development. In relation to this, methodic organization of teaching in which a special accent is put on teaching aids, didactic media and teaching technology is of existential value to sustainability of contemporary university courses. Results acquired through analytic descriptive method and survey method as a variant of analytic descriptive method and through apposite instruments for self evaluation of university teaching staff shows that contemporary university teaching is dominated by combining of teaching aids, that laptop and projector are dominant didactic media that characterize contemporary university courses.