Izazovi i trendovi u multimedijskoj didaktici
Challenges and Trends in Multimedia Didactics

Summary/Abstract: The paper offers a critical analysis of the knowledge gained in empirical, historical, meta-analytical and theoretical research in multimedia didactics, or rather in the organization of student-oriented teaching with the help of various media. It defines the importance and characteristic features of multimedia teaching, in which – considering modern multimedial environment – digital media play a major role too. In the context of analyzing the features of multimedial teaching, the role of didactic and psychological learning theories in the context of the implementation of individual media in the organization of learning and teaching has been presented and explained. It has been indicated that in the currently predominant context of constructivist learning theories, the emphasis has been put on the so-called learning environment, or rather on the multimedial learning environment. Constructivist learning strategies additionally stress functional possibilities and novelties provided through digital media in teaching, such as: digital presentation, mediating and storing of the content, performing tasks by using digital technology, and digitally mediated communication. In this context, the following learning types have been stressed: peer, contextual and self-regulated learning, i.e. learning through research; learning through problem solving; peer learning; project learning; learning through playing and operation-directed learning; learning assisted by digital media. The knowledge gained through research in neuroscience confirms that the media-assisted learning strategies carry an additional didactic value. Based on the analyzed scientific facts, their explanations and interpretations, it may be concluded that (digital) media cannot by themselves elevate the quality of teaching and the level of achieving the attempted learning results. Didactic learning concepts from the domain of constructivist teaching, or rather student-oriented teaching, have proven to be one of the key factors in achieving the attempted learning results.

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