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--- hr:learning_theories:cognitive_load_theory [2014/01/18 23:23]
djuric [Općenito]
+++ hr:learning_theories:cognitive_load_theory [2014/01/18 23:29]
djuric [Što je teorija kognitivnog opterećenja (cognitive load theory)?]
@@ Redak 4: / Redak 4: @@
   * "//instrukcijski dizajni koji zanemaruju radno pamćenje **(working memory)** vjerojatno će varirati u djelotvornosti//"((Sweller, J. Implications of Cognitive Load Theory for Multimedia Learning. In [[http://books.google.hr/books?id=duWx8fxkkk0C&pg=PA22&dq=Instructional+designs+that+ignore+working+memory+limitations+are+likely+to+be+random+in+their+effectiveness&hl=hr&ei=6ySHTaz9LI7CswbUqcmNAw&sa=X&oi=book_result&ct=result&resnum=1&ved=0CCgQ6AEwAA#v=onepage&q=Instructional%20designs%20that%20ignore%20working%20memory%20limitations%20are%20likely%20to%20be%20random%20in%20their%20effectiveness&f=false|Mayer, Richard E. The Cambridge handbook of multimedia learning. Cambridge University Press, p22. 2005.]])).
 ===== Što je teorija kognitivnog opterećenja (cognitive load theory)? =====
-Sweller u svojoj teoriji prepoznaje [[http://www.istheory.yorku.ca/informationprocessingtheory.htm|Teoriju procesiranja informacija]] **(Information processing theory)** predstavljenu 1950-ih od strane [[http://www.lifecircles-inc.com/Learningtheories/IP/GAMiller.html|Georgea Millera]] i nalazi kako je ljudsko radno pamćenje **(working memory)** ograničenog trajanja(([[http://www.ncbi.nlm.nih.gov/pubmed/14432252|Peterson, L. and Peterson, M. Short-term retention of individual verbal items. Journal of Experimental Psychology, 58, 193–198. 1959.]])) te kapaciteta 7±2(([[http://cogprints.org/730/1/miller.html|Miller, G. A. The magical number seven, plus or minus two: Some limits on our capacity for processing information. Psychological Review, 63, 81–97. 1956.]])) ili čak 4±1 čestica(([[ftp://ftp.cis.upenn.edu/pub/cse140/public_html/2002/Cowan.pdf|Cowan, N. The magical number 4 in short-term memory: A reconsideration of mental storage capacity. Behavioral and Brain Sciences, 24,87–114. 2001.]])). Navedena brojka se smanjuje do dvije ili tri čestice ako trebaju biti izvršene manipulacije tim česticama(([[http://institute.nsta.org/scipack_research/instruct_design_advanced_learners_establishing_connections_etrd7.pdf|van Gog, T., Ericsson, K., Rikers, R. and & Paas, F. Instructional design for
+Sweller u svojoj teoriji koristi [[http://www.istheory.yorku.ca/informationprocessingtheory.htm|Teoriju procesiranja informacija]] **(Information processing theory)** koju je 1950-ih predstavio [[http://www.lifecircles-inc.com/Learningtheories/IP/GAMiller.html|George Miller]] i utvrđuje kako je ljudsko radno pamćenje **(working memory)** ograničenog trajanja(([[http://www.ncbi.nlm.nih.gov/pubmed/14432252|Peterson, L. and Peterson, M. Short-term retention of individual verbal items. Journal of Experimental Psychology, 58, 193–198. 1959.]])) i kapaciteta 7±2(([[http://cogprints.org/730/1/miller.html|Miller, G. A. The magical number seven, plus or minus two: Some limits on our capacity for processing information. Psychological Review, 63, 81–97. 1956.]])) ili čak 4±1 čestica(([[ftp://ftp.cis.upenn.edu/pub/cse140/public_html/2002/Cowan.pdf|Cowan, N. The magical number 4 in short-term memory: A reconsideration of mental storage capacity. Behavioral and Brain Sciences, 24,87–114. 2001.]])). Navedena brojka se smanjuje za dvije ili tri čestice ako česticama treba manipulirati(([[http://institute.nsta.org/scipack_research/instruct_design_advanced_learners_establishing_connections_etrd7.pdf|van Gog, T., Ericsson, K., Rikers, R. and & Paas, F. Instructional design for
-advanced learners: Establishing connections between the theoretical frameworks of cognitive load and deliberate practice. Educational Technology Research & Development, 53(3), 73-81. 2005.]])). Sweller predlaže kako postoje evolucijski razlozi za to te da takvo radno pamćenje **(working memory)** može biti efikasnije od nekog većeg.(([[http://users.cdli.ca/bmann/0_ARTICLES/CogLoad_Sweller04.pdf|Sweller, J. Instructional design consequences of an analogy between evolution by natural selection and human cognitive architecture. Instructional Science 32, no. 1: 9–31. 2004.]]))
+advanced learners: Establishing connections between the theoretical frameworks of cognitive load and deliberate practice. Educational Technology Research & Development, 53(3), 73-81. 2005.]])). Sweller tvrdi kako postoje evolucijski razlozi za to te da takvo radno pamćenje **(working memory)** može biti efikasnije od nekog većeg.(([[http://users.cdli.ca/bmann/0_ARTICLES/CogLoad_Sweller04.pdf|Sweller, J. Instructional design consequences of an analogy between evolution by natural selection and human cognitive architecture. Instructional Science 32, no. 1: 9–31. 2004.]]))
@@ Redak 12: / Redak 12: @@
   * "//kognitivnu konstrukciju koja pripaja više elemenata informacija u jedan element sa specifičnom funkcijom//" (([[http://www.uky.edu/~gmswan3/544/Cognitive_Load_&_ID.pdf|Paas, F., A. Renkl, and J. Sweller. Cognitive load theory and instructional design: Recent developments. Educational Psychologist 38, no. 1: 1–4. 2003.]])).
-Važnost radnog pamćenja **(working memory)** u procesu učenja je sljedeća: da bi bilo dohvaćeno dugoročno skladište informacija **(long-term memory storage)**, informacija prvo mora biti dohvaćena i obrađena pomoću radnog pamćenja **(working memory)**. Nakon dobivanja nove sheme (verbalne, slikovne, izgovorene ili napisane(([[http://books.google.hr/books?id=ymJ9o-w_6WEC&printsec=frontcover&dq=Mayer,+Richard+E.+Multim%C3%A9dia+learning&hl=hr&ei=XMNrTeSmG43ItAbaprn3DA&sa=X&oi=book_result&ct=result&resnum=1&ved=0CCcQ6AEwAA#v=onepage&q&f=false|Mayer, Richard E. Multimédia learning, p21. Cambridge University Press, 2001.]]))) ona može biti daljnje produžena i poboljšana pomoću vježbe i konačno, automatizirana (primjerice, operacija čitanja). Ako je shema automatizirana, svjesni napor potreban za izvršavanje zadataka, bit će smanjen.(([[http://www.cmu.edu/teaching/trynew/sweller-visualinstructionaldesign.pdf|Sweller, J. Visualisation and instructional design. In Proceedings of the International Workshop on Dynamic Visualizations and Learning, 1501–1510, 2002.]]))
+Važnost radnog pamćenja **(working memory)** u procesu učenja je sljedeća: da bi bilo dohvaćeno dugoročno skladište informacija **(long-term memory storage)**, informacija prvo mora biti dohvaćena i obrađena pomoću radnog pamćenja **(working memory)**. Nakon dobivanja nove sheme (verbalne, slikovne, izgovorene ili napisane(([[http://books.google.hr/books?id=ymJ9o-w_6WEC&printsec=frontcover&dq=Mayer,+Richard+E.+Multim%C3%A9dia+learning&hl=hr&ei=XMNrTeSmG43ItAbaprn3DA&sa=X&oi=book_result&ct=result&resnum=1&ved=0CCcQ6AEwAA#v=onepage&q&f=false|Mayer, Richard E. Multimédia learning, p21. Cambridge University Press, 2001.]]))) ona može biti daljnje produžena i poboljšana pomoću vježbe i konačno, automatizirana (primjerice, operacija čitanja). Ako je shema automatizirana, svjesni napor potreban za izvršavanje zadataka bit će smanjen.(([[http://www.cmu.edu/teaching/trynew/sweller-visualinstructionaldesign.pdf|Sweller, J. Visualisation and instructional design. In Proceedings of the International Workshop on Dynamic Visualizations and Learning, 1501–1510, 2002.]]))
  Prema teoriji kognitivnog opterećenja **(cognitive load theory)**, pri procesu učenja, kognitivno opterećenje je nametnuto radnom pamćenju **(working memory)**. Kako bi učenje bilo djelotvorno, količina nametnutog opterećenja ne smije nadmašiti raspoloživi kapacitet. Prema teoriji kognitivnog opterećenja **(cognitive load theory)** postoje tri tipa kognitivnog opterećenja((The earlier versions of the theory (1988-1998) included only two types of the cognitive load: extraneous and intrinsic. Germane cognitive load was introduced in [[http://www.scribd.com/doc/47751/Sweller-Cognitive-Load-Theory-and-Instructional-Design|Sweller, J., van Merriënboer, J. J. G. and Paas, F. G. W. C. Cognitive architecture and instructional design. Educational Psychology Review, 10, 251–296. 1998.]])):

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