The paper discusses the processes of implementation of digital platforms, a special group of network media, in the filed of education. The effects of platform mechanisms on established learning concepts, especially the notion of education as a common good, are critically considered. Special attention is given to the implications of ''pandemic pedagogy'' conditioned by the appearance of the disease COVID-19 on the reconfiguration of previous practices and educational institutions. The paper points to the fruitfulness of the interdisciplinary dialogue of media studies and sociology of education in the analysis of the dynamics and transformation of modern educational systems.

The aim of this chapter is to enable marketing managers to gain basic knowledge of the capabilities of the latest data management technology, big data, which has the potential of digitally storing huge amounts of data, processing and utilizing the results of processing different types of data, as well as data of different formats in real-time. Due to the enormous potential of implementing the big data, there are also tremendous expectations in terms of the direct financial benefits of its implementation. Realizing all these expectations is a very complex task, which is set to marketing and other managers. The knowledge and skills of managers acquired by education will greatly help to understand the benefits of faster adoption and implementation of new data management paradigms. This chapter emphasizes the differences between the big data concept and conventional data processing technologies, as well as the benefits and potentials that this concept offers, especially when it comes to the process of making quick marketing decisions or making decisions in a reasonably short time.

The attainment of reading and basic mathematical skills is one of the most important academic goals in early grades of elementary school. A plethora of studies has shown the importance of these skills to future academic achievements and professional career. The goal of this study was to determine the correlation of reading and mathematics in third-grade elementary school students in Canton Sarajevo. An additional goal was to determine if there are differences in the proportion of academic underachievement in relation to the student’s gender. The sample for this study consisted of 70 third-grade students (33 girls, 37 boys, mean age- 103,1 months, SD- 5,6 months) attending two elementary schools in Canton Sarajevo. Results of this study indicated that reading and mathematics share 25% of the variance in the scores. The cor[1]relation between reading and mathematics was r = 0,50, p<0,01. There were more boys in the category of academic underachievement in both, reading and mathematics. However, statistically significant differences in the distribution of students were present only for reading and not for mathematics. Identification of cognitive factors that contribute to reading attainment and mathematical skills will help teachers create better intervention programs. The article ends with some recommendations for teachers on how to improve these academic skills in their students><0,01. There were more boys in the category of academic underachievement in both, reading and mathematics. However, statistically significant differences in the distribution of students were present only for reading and not for mathematics. Identification of cognitive factors that contribute to reading attainment and mathematical skills will help teachers create better intervention programs. The article ends with some recommendations for teachers on how to improve these academic skills in their students

The aim of this study was to determine metric characteristics of the Test of Gross Motor Development (TGMD 3). The study included 146 children from Bosnia and Herzegovina, aged 3-10,4 (6,80 ± 2,23 years; 46,6% male; 53,4% females). Based on the obtained research results it can be concluded that Test of Gross Motor Development (TGMD-3) has satisfactory reliability and internal consistency for children aged 3 to 10 years. Mutual correlations confirm the homogenity of the scale. Based on results of Kolmogorov-Smirnov test, Test of Gross Motor Development is not sensitive for subjects included in this study. The obtained results of the confirmatory factor analysis of this model show a partial agreement of the assumed model with the data ( h2 = 108.17, df = 64, h2 / df = 1.69, TLI = 0.86, CFI = 0.72, NFI = 0.72., RMSEA = 0.07 CI = 0.04-0.09). The data was analyzed with the SPSS 20 software (with the AMOS package). The limitations in the research are the respondents, because due to the epidemiological situation caused by COVID 19, a convenience sample of respondents was selected. Key words: Motor development, TGMD 3, childhood, reliability, confirmatory factor analysis.

We are all online. We rarely leave our homes - only when necessary, even though, at times, the prescribed measures allow us to do so. Our daily routines are embedded in video calls and performed online. Household members are forced to stay together now more than ever, but at the same time, all of them need space to study and work. A sudden transition from classrooms to Zoom rooms is forcing us to rethink the entire educational system: New educational grammar is needed! The need for additional insulation inside apartments has become a reality. A wardrobe turns into a study, and nature becomes our balcony. How aware are we of the current changes in our living spaces? Can we use architecture to establish a dialogue with contemporary issues and events, and provide critical solutions that would make the spaces we live in better? New spatial grammar is needed! The Covid-19 pandemic and rapid digitalisation have impacted architecture that has traditionally been a very slow discipline which uses specific tools with manual designing and thinking processes. Architectural education has seen demand-driven changes in the learning process through the years. Following the switch from the system inherited from the socialist period to the Bologna system, the impact of the pandemic has called for the need to conform to changes in teaching methods and understanding of space.