<Record><identifier xmlns="http://purl.org/dc/elements/1.1/">URN:NBN:SI:doc-8Y4LW8HN</identifier><date>2021</date><creator>Klojčnik, Monika</creator><relation>documents/doc/8/URN_NBN_SI_doc-8Y4LW8HN_001.pdf</relation><relation>documents/doc/8/URN_NBN_SI_doc-8Y4LW8HN_001.txt</relation><format format_type="volume">52</format><format format_type="issue">6</format><format format_type="type">article</format><format format_type="extent">str. 6-9</format><identifier identifier_type="ISSN">0350-5065</identifier><identifier identifier_type="COBISSID">93737987</identifier><identifier identifier_type="URN">URN:NBN:SI:doc-8Y4LW8HN</identifier><language>slv</language><publisher publisher_location="Ljubljana">Zavod Republike Slovenije za šolstvo</publisher><source>Vzgoja in izobraževanje</source><rights>BY-NC-ND</rights><subject language_type_id="slv">kognitivne obremenitve</subject><subject language_type_id="slv">organizacija pouka</subject><subject language_type_id="slv">učenje učenja</subject><subject language_type_id="slv">učinkovitost</subject><subject language_type_id="slv">učne strategije</subject><title>Teorija kognitivne obremenitve v praksi</title><title>kako lahko učencem pomagamo, da se učijo učinkoviteje</title><title>Cognitive load theory in practice</title><title>how we can help learners to learn more effectively</title></Record>