Page 46 - Spodbujanje učinkovitega učenja: zbornik povzetkov strokovne konference
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ina Plešec Gasparič Kako s posnetkom učne ure vzpodbujati miselno aktivnost učencev
Univerza v Ljubljani pri njihovem samostojnem učenju na daljavo?
romina.plesec@pef.uni-lj.si
Milena Valenčič Zuljan V prispevku bomo obravnavali didaktično načelo aktivnosti in podali nekatere
Univerza v Ljubljani možnosti, kako ga lahko upoštevamo pri pripravi posnetka učne ure. Nedavna
milena.valencic@pef.uni-lj.si situacija ob uvedbi karantene zaradi koronavirusa je pred učitelje postavila izziv
poučevanja na daljavo. Mnogi učitelji so se odločili, da bodo poučevali s pomočjo
Zbornik povzetkov strokovne posnetkov, ki so jih za učence objavljali v spletnih učilnicah ali v drugih spletnih
konference Spodbujanje okoljih. Eno od temeljnih vprašanj, ki se ob tem odpirajo, je, kako zagotoviti, da
učinkovitega učenja, bodo učenci ob ogledu posnetka čim bolj miselno aktivni in bodo vložili miselni
Koper, 26. avgust 2020 napor v razumevanje obravnavane učne snovi. Podoben izziv je bil postavljen
Abstracts of the Professional pred študente 2. letnika študijskega programa Dvopredmetni učitelj na Pedago-
Conference Developing ški fakulteti Univerze v Ljubljani. Morali so namreč posneti svojo simulacijo učne
Effective Learning, ure, ki jo v običajnih okoliščinah izvajajo v živo pred svojimi kolegi. Analizirali smo,
Koper, 26 August 2020 kako so pri tem vključevali svoje »učence« in jih spodbujali k miselni aktivnosti.
Ugotovitve naše raziskave predstavljajo smernice za (bodoče) učitelje, kako pri-
praviti posnetek, v katerem se bodo učenci počutili vključene in jih bo spodbujal
k razmisleku in poglobljenemu razumevanju učne snovi.
Ključne besede: didaktično načelo aktivnosti, miselna aktivnost, poučevanje s po-
snetkom, samostojno učenje
How to Facilitate Student Cognitive Engagement in Their
Independent Distance Learning?
We will discuss the didactic principle of cognition and activity and suggest some
possibilities for following it when teaching with a video. The recent situation of
quarantine because of the coronavirus was quite challenging for teachers, since
they had to start distance teaching. Many teachers have decided to use videos
that they shared with students in e-classrooms and other online environments.
One of the main questions arising is how to ensure that students are as active
as possible and put cognitive effort into understanding the content. Second-year
students of the programme Two-Subject Teacher at the Faculty of Education, Uni-
versity of Ljubljana, had to face a similar challenge. Their simulation lesson that is
usually carried out face-to-face in front of their colleagues had to be recorded and
used in an online environment. We have analysed the ways in which they included
their ‘students’ and facilitated their cognitive activity. Our research findings rep-
resent guidelines for (future) teachers on how to prepare a video that includes
and engages students and facilitates their reflection and deep understanding of
content.
Key words: didactic principle of cognition and activity, cognitive engagement,
teaching with video, independent learning
https://doi.org/10.26493/978-961-293-002-8.44 44
Univerza v Ljubljani pri njihovem samostojnem učenju na daljavo?
romina.plesec@pef.uni-lj.si
Milena Valenčič Zuljan V prispevku bomo obravnavali didaktično načelo aktivnosti in podali nekatere
Univerza v Ljubljani možnosti, kako ga lahko upoštevamo pri pripravi posnetka učne ure. Nedavna
milena.valencic@pef.uni-lj.si situacija ob uvedbi karantene zaradi koronavirusa je pred učitelje postavila izziv
poučevanja na daljavo. Mnogi učitelji so se odločili, da bodo poučevali s pomočjo
Zbornik povzetkov strokovne posnetkov, ki so jih za učence objavljali v spletnih učilnicah ali v drugih spletnih
konference Spodbujanje okoljih. Eno od temeljnih vprašanj, ki se ob tem odpirajo, je, kako zagotoviti, da
učinkovitega učenja, bodo učenci ob ogledu posnetka čim bolj miselno aktivni in bodo vložili miselni
Koper, 26. avgust 2020 napor v razumevanje obravnavane učne snovi. Podoben izziv je bil postavljen
Abstracts of the Professional pred študente 2. letnika študijskega programa Dvopredmetni učitelj na Pedago-
Conference Developing ški fakulteti Univerze v Ljubljani. Morali so namreč posneti svojo simulacijo učne
Effective Learning, ure, ki jo v običajnih okoliščinah izvajajo v živo pred svojimi kolegi. Analizirali smo,
Koper, 26 August 2020 kako so pri tem vključevali svoje »učence« in jih spodbujali k miselni aktivnosti.
Ugotovitve naše raziskave predstavljajo smernice za (bodoče) učitelje, kako pri-
praviti posnetek, v katerem se bodo učenci počutili vključene in jih bo spodbujal
k razmisleku in poglobljenemu razumevanju učne snovi.
Ključne besede: didaktično načelo aktivnosti, miselna aktivnost, poučevanje s po-
snetkom, samostojno učenje
How to Facilitate Student Cognitive Engagement in Their
Independent Distance Learning?
We will discuss the didactic principle of cognition and activity and suggest some
possibilities for following it when teaching with a video. The recent situation of
quarantine because of the coronavirus was quite challenging for teachers, since
they had to start distance teaching. Many teachers have decided to use videos
that they shared with students in e-classrooms and other online environments.
One of the main questions arising is how to ensure that students are as active
as possible and put cognitive effort into understanding the content. Second-year
students of the programme Two-Subject Teacher at the Faculty of Education, Uni-
versity of Ljubljana, had to face a similar challenge. Their simulation lesson that is
usually carried out face-to-face in front of their colleagues had to be recorded and
used in an online environment. We have analysed the ways in which they included
their ‘students’ and facilitated their cognitive activity. Our research findings rep-
resent guidelines for (future) teachers on how to prepare a video that includes
and engages students and facilitates their reflection and deep understanding of
content.
Key words: didactic principle of cognition and activity, cognitive engagement,
teaching with video, independent learning
https://doi.org/10.26493/978-961-293-002-8.44 44
