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hr:implications [2012/07/09 16:34]
jpetrovic [Principi instrukcijskog dizajna]
hr:implications [2012/07/09 16:39] (trenutno)
Redak 50: Redak 50:
   - 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 - (diagramsimages or other) enable easier meaningful integration and assimilation of new knowledge into existing knowledge. [[instructional_design:​Elaboration theory]] +  - Synthesizers - Materijali za sintezu znanja poput dijagramaslika 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.txt · Zadnja izmjena: 2012/07/09 16:39 (vanjsko uređivanje)