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--- hr:instructional_design:elaboration_theory [2014/01/16 16:21]
iburic [Što je teorija razrade?]
+++ hr:instructional_design:elaboration_theory [2023/06/19 18:03] (trenutno)
@@ Redak 31: / Redak 31: @@
 ===== Kritike =====
-Prva kritika teorije razrade odnosi se na činjenicu da je ona više model ili dizajn postupaka nego teorija učenja.  Predloženo je (([[http://carbon.ucdenver.edu/~bwilson/elab.html|Wilson, Brent, and Peggy Cole. A critical review of elaboration theory. Educational Technology Research an Development 40, no. 3: 63-79. September 1992.]])) da teoriju razrade treba preoblikovati u skup načela koji su više povezani sa samim procesom učenja.
+Teoriju razrade se kritiziralo da je više model ili dizajn postupaka nego teorija učenja.  Predloženo je (([[http://carbon.ucdenver.edu/~bwilson/elab.html|Wilson, Brent, and Peggy Cole. A critical review of elaboration theory. Educational Technology Research an Development 40, no. 3: 63-79. September 1992.]])) da teoriju razrade treba preoblikovati u skup načela koji su više povezani sa samim procesom učenja.
 Ostale kritike ove teorije javljaju se zbog ** razlikovanja između samo tri različite vrste znanja ** (teorije, postupaka i koncepata). Takvo razlikovanje predstavlja pojednostavljen opis ograničenja dizajna, ali postoje istraživanja (([[http://rer.sagepub.com/content/61/3/315.abstract|Alexander, Patricia A., Diane L. Schallert, and Victoria C. Hare. Coming to Terms: How Researchers in Learning and Literacy Talk About Knowledge. Review of Educational Research 61, no. 3: 315 -343. Fall 1991.]]))(([[http://books.google.hr/books?id=GHc-AQAAIAAJ&q=Mind+over+machine:+The+power+of+human+intuition+and+expertise+in+the+era+of+the+computer&dq=Mind+over+machine:+The+power+of+human+intuition+and+expertise+in+the+era+of+the+computer&hl=hr&ei=hTN2TeWDEofZsgbgyqiUBQ&sa=X&oi=book_result&ct=result&resnum=1&ved=0CCcQ6AEwAA|Dreyfus, H. L., & Dreyfus, S. E. Mind over machine: The power of human intuition and expertise in the era of the computer. New York: The Free Press. 1986.]]))(([[http://books.google.hr/books?id=2sRC8vcDYNEC&printsec=frontcover&dq=Understanding+computers+and+cognition:+A+new+foundation+for+design&hl=hr&ei=9zN2TcPeLs_1sgbL-NyDBQ&sa=X&oi=book_result&ct=result&resnum=1&ved=0CCcQ6AEwAA#v=onepage&q&f=false|Winograd, T., & Flores, F. Understanding computers and cognition: A new foundation for design. Norwood NJ: Ablex. 1986.]])) koja su pronašla drugačije i brojnije kategorije znanja.
-Još jedna kritika ova teorije temelji se na pretpostavci da je većina generalnih pojmova uvijek najbliža učenikovom prvotnom shvaćanju, ali se pokazala neutemeljenom od strane Wilsona i Colea(([[http://carbon.ucdenver.edu/~bwilson/elab.html|Wilson, Brent, and Peggy Cole. A critical review of elaboration theory. Educational Technology Research an Development 40, no. 3: 63-79. September 1992.]])), osobito u slučaju neodređenih domena učenja.
+Još jedna kritika ova teorije proizlazi iz njene pretpostavke da su najopćenitiji pojmovi uvijek najbliži učenikovom prvotnom shvaćanju, što se pokazala neutemeljenim od strane Wilsona i Colea(([[http://carbon.ucdenver.edu/~bwilson/elab.html|Wilson, Brent, and Peggy Cole. A critical review of elaboration theory. Educational Technology Research an Development 40, no. 3: 63-79. September 1992.]])), osobito u slučaju slabo definiranih područja učenja.
 ===== Ključne riječi i najvažnija imena =====
@@ Redak 57: / Redak 57: @@
 [[http://www.springerlink.com/content/5767wv8842k78q2g/|Reigeluth, Charles M. Elaborating the elaboration theory. Educational Technology Research and Development 40, no. 3: 80-86. September 1992.]]
-[[http://http://ac.els-cdn.com/S1877050910005053/1-s2.0-S1877050910005053-main.pdf?_tid=516d213a-62ad-11e3-b36e-00000aab0f01&acdnat=1386798408_439cfe4992cfb31135f1b53d494fc094|Hamidi, Farideh, Khoshbakht, Maryam, Abdolmaleki, Shobo. Application of reigeluth instruction design model in virtual education. Procedia Computer Science no. 3: 796-800. 2011.]]
+[[http://search.ebscohost.com/login.aspx?direct=true&db=pbh&AN=6950219&site=ehost-live|Bell B. Adaptive guidance: Enhancing self-regulation, knowledge, and performance in technology based training. Personnel Psychology, 55(2), 267-306. 2002]]
+[[http://search.ebscohost.com/login.aspx?direct=true&db=heh&AN=76445970&site=ehost-live| Bingham C. Learning Sequences: Their Existence, Effect, and Evolution. Academy Of Management Journal, 55(3), 611-641. 2012]]

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