Slijede razlike između dviju inačica stranice
Starije izmjene na obje strane Starija izmjena Novija izmjena | Starija izmjena | ||
hr:implications [2012/07/09 16:17] jpetrovic [Humanist dimension of learning] |
hr:implications [2023/06/19 18:03] (trenutno) |
||
---|---|---|---|
Redak 42: | Redak 42: | ||
- Polazište učenja uvijek je iskustvo, no različiti ljudi bolje uče korištenjem različitih stilova učenja. Jedna od podjela razlikuje 4 stila učenja koji nastaju kao kombinacija apstraktnog/konkretnog iskustva/konceptualizacije. [[learning_theories:Experiential learning]] | - Polazište učenja uvijek je iskustvo, no različiti ljudi bolje uče korištenjem različitih stilova učenja. Jedna od podjela razlikuje 4 stila učenja koji nastaju kao kombinacija apstraktnog/konkretnog iskustva/konceptualizacije. [[learning_theories:Experiential learning]] | ||
- | ===== Instructional design principles ===== | + | ===== Principi instrukcijskog dizajna ===== |
- | - Modality principle - learning will be enhanced if presenting textual information in an auditory format, rather than in visual format, when it is accompanied with other visual information like a graph, diagram or animation. [[learning_theories:Cognitive theory of multimedia learning]] | + | - Modality principle - Predstavljanje tekstualne informacije za učenje u zvučnom umjesto pisanom formatu rezultirat će uspješnijim učenjem ukoliko je takva informacija popraćena drugim vizualnim prikazima poput grafova, dijagrama ili animacija. [[learning_theories:Cognitive theory of multimedia learning]] |
- | - Redundancy principle - capacity of both human information channels can unnecessarily be overloaded by redundant information presented through both channels. [[learning_theories:Cognitive theory of multimedia learning]] | + | - Redundancy principle - Kapacitet ljudskih informacijskih kanala može biti nepotrebno preopterećen ukoliko je ista (redundantna) informacija prezentirana putem oba kanala. [[learning_theories:Cognitive theory of multimedia learning]] |
- | - Spatial contiguity principle - information processing is easier when two related visual information sources are closer to one other. [[learning_theories:Cognitive theory of multimedia learning]] | + | - Spatial contiguity principle - Procesiranje informacije je jednostavnije kada su dva povezana izvora informacija smještena jedan blizu drugoga. [[learning_theories:Cognitive theory of multimedia learning]] |
- | - Temporal contiguity principle - simultaneous presentation of related information should be most similar to the way human mind operates and has provided good experimental results, same as presenting related multi-modal information with very short time differences. [[learning_theories:Cognitive theory of multimedia learning]] | + | - Temporal contiguity principle - Prezentiranje povezanih informacija različite modalnosti (zvučne i vizualne) u bliskim vremenskim trenutcima omogućiti će bolje rezultate učenja, budući da je takav način njihovog predstavljanja sličan načinu na koji djeluje ljudski um. [[learning_theories:Cognitive theory of multimedia learning]] |
- | - Coherence principle - extraneous material that may be interesting or motivating but is irrelevant and generally wastes learning resources. [[learning_theories:Cognitive theory of multimedia learning]] | + | - Coherence principle - Materijal za učenje koji je zanimljiv i motivirajući, ali ne nosi nikakvu konkretnu ili poželjnu informaciju, nepotrebno troši spoznajne resurse. [[learning_theories:Cognitive theory of multimedia learning]] |
- | - Individual differences principle - emphasizes influence of prior knowledge and cognitive capacity to results of learning. [[learning_theories:Cognitive theory of multimedia learning]] | + | - Individual differences principle - Individualne razlike poput predznanja i spoznajnog kapaciteta znatno utječu na ishode učenja. [[learning_theories:Cognitive theory of multimedia learning]] |
- | - Signaling effect - presents the increase in the learning outcomes due to promotion of attention to relevant information. [[learning_theories:Cognitive theory of multimedia learning]] | + | - Signaling effect - Vođenje pažnje na bitne informacije u materijalu za učenje imati će pozitivan učinak na ishod učenja. [[learning_theories:Cognitive theory of multimedia learning]] |
- | - Segmenting effect - means that learning should be more efficient if a continued animation or narration could be split into more smaller parts. [[learning_theories:Cognitive theory of multimedia learning]] | + | - Segmenting effect - Učenje će biti uspješnije ukoliko se kontinuirana animacija ili naracija razdijeli na više kraćih segmenata. [[learning_theories:Cognitive theory of multimedia learning]] |
- | - Worked examples effect - presenting worked examples before asking students to try to solve one [[learning_theories:Cognitive theory of multimedia learning]] | + | - Worked examples effect - Prezentiranje riješenih/razrađenih primjera prije nego se od učenika traži da sam riješi koji imati će pozitivan efekt na njegov ishod učenja. [[learning_theories:Cognitive theory of multimedia learning]] |
- | - Synthesizers - (diagrams, images or other) enable easier meaningful integration and assimilation of new knowledge into existing knowledge. [[instructional_design:Elaboration theory]] | + | - Synthesizers - Materijali za sintezu znanja poput dijagrama, slika ili sažetaka omogućuju jednostavniju smislenu integraciju i asimilaciju novog znanja u postojeće predznanje. [[instructional_design:Elaboration theory]] |
- | - Concept maps - visual representation of the relationships between concepts. [[instructional_design:Concept mapping]] | + | - konceptne mape - Sredstvo za vizualizaciju veza među konceptima. [[instructional_design:Concept mapping]] |
- | - Present topic with gradually increasing complexity. [[instructional_design:Elaboration theory]], [[learning_theories:Cognitive theory of multimedia learning]] | + | - Prezentacija teme sa postupnim povećanjem kompleksnosti. [[instructional_design:Elaboration theory]], [[learning_theories:Cognitive theory of multimedia learning]] |
- | - Advance organizers - introductory material presented before the learning material at a higher level of abstraction, generality, and inclusiveness. [[learning_theories:Assimilation theory]] | + | - Advance organizers - Materijal koji na višoj razini apstrakcije učeniku pomaže u smještavanju novog materijala koji će učiti u njegovo postojeće predznanje. [[learning_theories:Assimilation theory]] |
- | - See also: [[instructional_design:Case-Based Learning]], [[instructional_design:Simulation-Based Learning]], [[instructional_design:Goal Based Scenarios]], [[instructional_design:Problem-Based Learning]], [[instructional_design:Inquiry-Based Learning]], [[instructional_design:Incidental Learning]] | + | - Također: [[instructional_design:Case-Based Learning]], [[instructional_design:Simulation-Based Learning]], [[instructional_design:Goal Based Scenarios]], [[instructional_design:Problem-Based Learning]], [[instructional_design:Inquiry-Based Learning]], [[instructional_design:Incidental Learning]] |
Redak 66: | Redak 66: | ||
- Učenici bi u okviru obrazovnog procesa trebali biti pozvani na ostvarenje svojih potencijala. Ljudi, mjesta učenja, politika, programi i procesi vezani uz obrazovanje trebali biti maksimalno //pozivajući//. [[instructional_design:Invitational learning]] | - Učenici bi u okviru obrazovnog procesa trebali biti pozvani na ostvarenje svojih potencijala. Ljudi, mjesta učenja, politika, programi i procesi vezani uz obrazovanje trebali biti maksimalno //pozivajući//. [[instructional_design:Invitational learning]] | ||
- | ===== Connectivist dimension of learning ===== | + | ===== Konektivistička dimenzija učenja ===== |
- | - Since knowledge is nowadays rapidly growing and changing, the process of learning should not be focused on acquiring more knowledge into or from each of available information sources, but on connecting to them and maintaining those connections. [[learning_paradigms:Connectivism]] | + | - Budući da se znanje danas brzo mijenja i raste, proces učenja ne bi trebao biti usredotočen na usvajanje više znanja u ili iz nekog od njegovih izvora, nego ostvarivanje i održavanje veza s takvim izvorima. [[learning_paradigms:Connectivism]] |