Title Primjena autorskih alata u oblikovanju digitalnih nastavnih sadržaja Title (english) Application of authoring tools in the design of digital teaching content Author Patricija Srbić Mentor Mario Dumančić (mentor)Mentor Nataša Rogulja (sumentor)Committee member Mario Dumančić (predsjednik povjerenstva)Committee member Nataša Rogulja (član povjerenstva)Committee member Marko Gregurić (član povjerenstva) Granter University of Zagreb Defense date and country 2023-07-14, Croatia Scientific / art field, SOCIAL SCIENCES Scientific / art field, SOCIAL SCIENCES Abstract Danas se u školama proces učenja i poučavanja sve više provodi uz pomoć digitalnih tehnologija upotrebom raznih aplikacija i sadržaja, čiji odabir i primjena ovise o kompetencijama učitelja i tehnološkoj opremljenosti učionica ili nastavnog okruženja. IKT vještine i kompetencije učitelji stječu tijekom svog studiranja i u sklopu cjeloživotnog obrazovanja. Suvremena nastava podrazumijeva integraciju IKT-a s nastavnim metodama i strategijama, na učenicima zanimljiv i kreativan način, radi učinkovitog i smislenog usvajanja znanja.
U ovom diplomskom radu opisan je proces oblikovanja digitalnog sadržaja u formi multimedijske instruktivne poruke, iz predmeta Matematika za 1., 2. i 3. razred osnovne škole, u skladu s načelima kognitivne teorije multimedijskog usvajanja znanja: načelo multimedija, načelo prostorne povezanosti, načelo vremenske usklađenosti, načelo koherentnosti, načelo modaliteta, načelo zalihosnosti, načelo signalizacije, načelo individualnih razlika, načelo animacije i interaktivnosti (Mayer, 2001, 2005, 2009, 2014). U sklopu diplomskog rada provelo se istraživanje radi ispitivanja učinkovitosti multimedijske instruktivne poruke za ponavljanje i usvajanje osnovnih matematičkih pojmova. Istraživanje je provedeno na uzorku od 17 učenika 2. razreda Osnovne škole Davorina Trstenjaka u Zagrebu. Rezultati su pokazali nedovoljnu razinu predznanja učenika iz predmeta Matematika za 1. i 2. razred osnovne škole, što je negativno utjecalo na zapamćivanje i razumijevanje prikazanog matematičkog sadržaja za 3. razred osnovne škole. Iako je digitalni nastavni sadržaj razvijen prema empirijski utvrđenim načelima kognitivnih teorija na području multimedije, pokazalo se kako ne može u cijelosti zamijeniti predmetno okruženje i nadoknaditi nedovoljnu razinu predznanja učenika, već ih potaknuti, motivirati i inspirirati u procesu usvajanja znanja.
Abstract (english) Today, the learning and teaching process in schools is increasingly being conducted with the help of digital technologies, using various applications and content. The selection and implementation of these tools depend on the teachers’ competencies and the technological equipment of the classrooms or educational environment. Teachers acquire ICT skills and competencies during their studies and as a part of lifelong learning. Modern education involves integrating ICT with teaching methods and strategies in an interesting and creative way for learners, to ensure effective and meaningful knowledge acquisition.
This thesis describes the process of designing digital content in the form of a multimedia instructional message, for the subject Mathematics for the 1st, 2nd and 3rd grades of elementary school, in accordance with the principles of the Cognitive Theory of Multimedia Learning: multimedia principle, spatial contiguity principle, temporal contiguity principle, coherence principle, modality principle, redundancy principle, signaling principle, individual differences principle, animation and interactivity principle (Mayer, 2001, 2005, 2009, 2014). As part of this thesis, research was conducted to test the effectiveness of a multimedia instructional message for repetition and acquisition of basic mathematical concepts. The research was conducted on a sample of 17 learners from 2nd grade of Davorin Trstenjak Elementary School in Zagreb. The results showed an insufficient level of prior knowledge of the learners in Mathematics for the 1st and 2nd grade of elementary school, which negatively affected the retention and understanding of the presented mathematical content for the 3rd grade of elementary school. Although the digital teaching content was developed according to empirically established principles of cognitive theories in the field of multimedia, it was shown that it cannot completely replace the subject environment and compensate for the insufficient level of prior knowledge of learners. However, it can encourage, motivate and inspire them in the process of acquiring knowledge.
Keywords
digitalne tehnologije
multimedijska instruktivna poruka
kognitivna teorija multimedijskog usvajanja znanja
Authorware
Keywords (english)
digital technologies
multimedia instructional message
cognitive theory of multimedia learning
Authorware
Language croatian URN:NBN urn:nbn:hr:147:926328 Study programme Title: Integrated Undergraduate and Graduate University Programme of Study of Primary Teacher Education and Integrated Undergraduate and Graduate University Programme of Study for Primary Teacher Education with English and German Language Type of resource Text File origin Born digital Access conditions Open access Terms of use Created on 2023-07-20 07:46:55
