{"?xml":{"@version":"1.0"},"edm:RDF":{"@xmlns:dc":"http://purl.org/dc/elements/1.1/","@xmlns:edm":"http://www.europeana.eu/schemas/edm/","@xmlns:wgs84_pos":"http://www.w3.org/2003/01/geo/wgs84_pos","@xmlns:foaf":"http://xmlns.com/foaf/0.1/","@xmlns:rdaGr2":"http://rdvocab.info/ElementsGr2","@xmlns:oai":"http://www.openarchives.org/OAI/2.0/","@xmlns:owl":"http://www.w3.org/2002/07/owl#","@xmlns:rdf":"http://www.w3.org/1999/02/22-rdf-syntax-ns#","@xmlns:ore":"http://www.openarchives.org/ore/terms/","@xmlns:skos":"http://www.w3.org/2004/02/skos/core#","@xmlns:dcterms":"http://purl.org/dc/terms/","edm:WebResource":[{"@rdf:about":"http://www.dlib.si/stream/URN:NBN:SI:doc-FJG547DU/56a7b06a-5417-478e-ae89-e913d384c180/PDF","dcterms:extent":"163 KB"},{"@rdf:about":"http://www.dlib.si/stream/URN:NBN:SI:doc-FJG547DU/8021afe8-8d16-4536-8d85-4c62c3cfd8f8/TEXT","dcterms:extent":"36 KB"},{"@rdf:about":"http://www.dlib.si/stream/URN:NBN:SI:doc-FJG547DU/d58ee68c-2f1e-4b99-b620-217894043516/WEB","dcterms:extent":"0 KB"}],"edm:TimeSpan":{"@rdf:about":"1995-2025","edm:begin":{"@xml:lang":"en","#text":"1995"},"edm:end":{"@xml:lang":"en","#text":"2025"}},"edm:ProvidedCHO":{"@rdf:about":"URN:NBN:SI:doc-FJG547DU","dcterms:isPartOf":[{"@rdf:resource":"https://www.dlib.si/details/URN:NBN:SI:spr-23C8HSMS"},{"@xml:lang":"sl","#text":"Pedagoška obzorja"}],"dcterms:issued":"2013","dc:creator":"Cvetek, Slavko","dc:format":[{"@xml:lang":"sl","#text":"številka:1"},{"@xml:lang":"sl","#text":"letnik:28"},{"@xml:lang":"sl","#text":"str. 130-140"}],"dc:identifier":["ISSN:0353-1392","COBISSID:1893284","URN:URN:NBN:SI:doc-FJG547DU"],"dc:language":"sl","dc:publisher":[{"@xml:lang":"sl","#text":"Pedagoška fakulteta"},{"@xml:lang":"sl","#text":"Pedagoška obzorja"}],"dc:subject":[{"@xml:lang":"en","#text":"constructive alignment"},{"@xml:lang":"en","#text":"course design"},{"@xml:lang":"en","#text":"curriculum"},{"@xml:lang":"en","#text":"higher education curriculum"},{"@xml:lang":"en","#text":"intended learning outcomes"},{"@xml:lang":"sl","#text":"konstruktivna poravnava"},{"@xml:lang":"sl","#text":"kurikulum"},{"@xml:lang":"en","#text":"optimisation"},{"@xml:lang":"en","#text":"SOLO taxonomy"},{"@xml:lang":"sl","#text":"učni načrti"},{"@xml:lang":"sl","#text":"visoko šolstvo"},{"@xml:lang":"sl","#text":"visokošolski študij"},{"@rdf:resource":"http://www.wikidata.org/entity/Q5164487"}],"dcterms:temporal":{"@rdf:resource":"1995-2025"},"dc:title":{"@xml:lang":"sl","#text":"Teorija konstruktivne poravnave in implikacije za visokošolski kurikulum|"},"dc:description":[{"@xml:lang":"sl","#text":"Despite the changes of the traditional transmission view of the higher education curricu - lum in the direction of constructivist view of learning, the key questions for designers of courses and study programmes is still how to ensure that students, when they graduate, know what we want them to know. The theory of constructive alignment is based on two key principles: a constructivist conception of learning, and alignment of teaching and assessment. The au - thor outlines the key principles of Biggs' theory and theprocess of designing a constructively aligned cur - riculum, and finds thatthe development of a higher ed - ucation curriculum in highly developed countries and their educational systems goes in the direction that was set by the theory of constructive alignment. The author then presents some key findings from his re - view of a small number of randomly selected courses of newly accredited study programmes. As the author finds, most of the reviewed courses are not ŽalignedŽ, that is, they are inconsistent with the principles of con - structive alignment, as well as with the principles of outome-based learning"},{"@xml:lang":"sl","#text":"Kljub spremembam tradicionalnega transmisijskega pogleda na visokošolski kurikulum glede konstruktivističnega pojmovanju učenja oziro - maštudija ostaja še zmeraj ključno vprašanje obliko - valcev študijskih programov, kako zagotoviti, da bodo študenti, ko bodo diplomirali, znali to, kar želimo, da znajo. Teorija konstruktivne poravnave temelji na dveh ključnihnačelih: na konstruktivističnem pojmo - vanju učenja in na poravnavi pri oblikovanju pouče - vanja in ocenjevanja znanja. Avtor opiše ključna na - čela teorije konstruktivna poravnave in proces obliko - vanja konstruktivno poravnanega kurikuluma ter ugo - tavlja, da poteka razvoj visokošolskega kurikuluma v izobraževalnih sistemih visoko razvitih družb vedno bolj v smeri,ki jo je začrtala teorija konstruktivne po - ravnave. Na osnovi ugotovitev pregleda manjšega šte - vila naključno izbranih učnih načrtov predmetov novo akreditiranih študijskih programov avtor ugotavlja, da ti večinoma niso poravnani, to je, da so v neskladju z načeli konstruktivne poravnave, kot tudi z načeli na izidih utemeljenega izobraževanja. Avtor ugotavlja, da je čas, da se univerze in visokošolske ustanove v Sloveniji odzovejo na spremenjene razmere in optimi - rajo svoje delovanje na način, da ustvarjajo pogoje za optimalno učenje (študij) svojih študentov, kar lahko storijo z upoštevanjem načel konstruktivne poravnave"}],"edm:type":"TEXT","dc:type":[{"@xml:lang":"sl","#text":"znanstveno časopisje"},{"@xml:lang":"en","#text":"journals"},{"@rdf:resource":"http://www.wikidata.org/entity/Q361785"}]},"ore:Aggregation":{"@rdf:about":"http://www.dlib.si/?URN=URN:NBN:SI:doc-FJG547DU","edm:aggregatedCHO":{"@rdf:resource":"URN:NBN:SI:doc-FJG547DU"},"edm:isShownBy":{"@rdf:resource":"http://www.dlib.si/stream/URN:NBN:SI:doc-FJG547DU/56a7b06a-5417-478e-ae89-e913d384c180/PDF"},"edm:rights":{"@rdf:resource":"http://rightsstatements.org/vocab/InC/1.0/"},"edm:provider":"Slovenian National E-content Aggregator","edm:intermediateProvider":{"@xml:lang":"en","#text":"National and University Library of Slovenia"},"edm:dataProvider":{"@xml:lang":"sl","#text":"Pedagoška obzorja"},"edm:object":{"@rdf:resource":"http://www.dlib.si/streamdb/URN:NBN:SI:doc-FJG547DU/maxi/edm"},"edm:isShownAt":{"@rdf:resource":"http://www.dlib.si/details/URN:NBN:SI:doc-FJG547DU"}}}}