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hr:implications
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hr:implications [2012/07/09 16:34] jpetrovic [Principi instrukcijskog dizajna] |
hr:implications [2023/06/19 18:03] (trenutno) |
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| - 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]] | - 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 - Individualne razlike poput predznanja i spoznajnog kapaciteta znatno utječu na ishode učenja. [[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]] |
hr/implications.1341844466.txt.gz · Zadnja izmjena: 2023/06/19 17:49 (vanjsko uređivanje)
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