engleski

Didactic strategies and evaluating the outcome of learning through new teaching media

The choice of didactic strategies and the changes they undergo depend on the learning objectives, the nature of the content of learning, and previous experience. Learning objectives also affect the choice of docimological internal evaluation models. Docimologic solutions (assessment models) again depend on the philosophy of education and the nature of teaching activities, the conditions under which the specific learning results have been achieved, and the purpose for conducting evaluation. However, in practice, we sometimes encounter attempts to use the same docimilogical models for evaluating cognitive, affective and motor learning, and for evaluating learning from books and learning from new media (the Internet, satellite and cable TV, mobile learning, etc.), or learning in a completely new media environment. Learning outcomes are evaluated in the same way in the fields of mathematics and religion, or music and foreign languages. We may ask what and how we evaluate as part of the education process in the multimedia environment at the beginning of the third millennium. What are the questions that accompany such evaluation, and what answers can be expected? These and similar questions should be answered by didactics and docimology, and by other sciences studying educational issues.

didactic strategies; learning outcomes; new teaching media; the Internet

nije evidentirano