Iepriek\u0161\u0113j\u0101 nodarb\u012bb\u0101 m\u0113s apl\u016bkoj\u0101m plusus un m\u012bnusus izlau\u0161an\u0101s sp\u0113l\u0113m, kas veidotas p\u0113c atv\u0113rt\u0101 ce\u013ca principa. \u0160aj\u0101 nodarb\u012bb\u0101 iepaz\u012bstin\u0101sim j\u016bs ar tre\u0161o un p\u0113d\u0113jo sp\u0113les strukt\u016bras veidu, ko aprakst\u012bjis Nikolsons (2015): multiline\u0101ro ce\u013cu.<\/p>\n\n
Daudzl\u012bniju strukt\u016bru, ko Nikolsons (2015) d\u0113v\u0113ja par \u201cuz ce\u013ciem b\u0101z\u0113tu\u201d (\u201cpath-based\u201d) sec\u012bbu, var aprakst\u012bt k\u0101 sajaukumu starp line\u0101ro un atv\u0113rto ce\u013cu. Ies\u0101kum\u0101 vienlaikus j\u0101atrisina vair\u0101ki line\u0101rie ce\u013ci. Pie katra no tiem var str\u0101d\u0101t mazas grupas vai individu\u0101li skol\u0113ni. P\u0113c tam, l\u012bdz\u012bgi k\u0101 atv\u0113rtaj\u0101 ce\u013c\u0101, ir j\u0101atrisina meta-m\u012bkla, izmantojot atbildes, nor\u0101des un citus risin\u0101jumus, kas ieg\u016bti no katra line\u0101r\u0101 ce\u013ca p\u0113d\u0113j\u0101s m\u012bklas. \u0160eit ir paskaidrojo\u0161a diagramma no Nikolsona raksta:<\/p>\n\n
Extracted from Nicholson Scott (2015)<\/figcaption><\/figure><\/div>\n\n
Extracted from Wiemker et al. (2015, p.9).<\/figcaption><\/figure><\/div>\n\n
Sav\u0101 darb\u0101 Nikolsons (2015) apsprie\u017e ar\u012b hibr\u012bdu mode\u013cus, kas apvieno line\u0101ros, atv\u0113rtos un multiline\u0101ros ce\u013cus, sevi\u0161\u0137i izce\u013cot to, ko vi\u0146\u0161 sauc par piram\u012bdu. Zem\u0101k redzam\u0101 ilustr\u0101cija pied\u0101v\u0101 lab\u0101ku piram\u012bdas ce\u013ca koncepcijas vizu\u0101lu skaidrojumu. <\/p>\n\n
Pamatojoties uz Nikolsona atzinumiem, sav\u0101 sekojo\u0161aj\u0101 rakst\u0101 Wiemker et al. (2015) pau\u017e cit\u0101du viedokli. Vi\u0146i uzskata, ka daudzl\u012bniju strukt\u016bras iek\u013cauj abas sec\u012bbas, kuras Nikolsons sauc par \u201cuz ce\u013ca balst\u012bt\u0101m\u201d un \u201chibr\u012bd\u0101m\u201d strukt\u016br\u0101m. T\u0101p\u0113c, p\u0113c vi\u0146u dom\u0101m, multiline\u0101rie ce\u013ci sev\u012b ietver visas sare\u017e\u0123\u012bt\u0101s strukt\u016bras.<\/p>\n\n
Pamatojoties uz iepriek\u0161 min\u0113to, daudzl\u012bniju ce\u013ci var krustoties, un tiem ir da\u017e\u0101di beigu punkti. M\u012bklas visas var b\u016bt pieejamas jau no pa\u0161a s\u0101kuma, vai ar\u012b t\u0101s var atkl\u0101t sp\u0113les gait\u0101. Tos var ietvert cit\u0101s m\u012bkl\u0101s, iev\u0113rojot Matrjo\u0161kas modeli (piem\u0113ram, sl\u0113gta kaste sl\u0113gtas l\u0101des iek\u0161pus\u0113).<\/p>\n\n
Ilustr\u0101cija<\/strong><\/h2>\n\n
\u0160\u012b infografika no Wiemker et al. (2015) var\u0113tu pal\u012bdz\u0113t jums vizualiz\u0113t, ko m\u0113s dom\u0101jam ar multiline\u0101ro jeb daudzl\u012bniju ce\u013cu. <\/p>\n\n
Ibid<\/em><\/figcaption><\/figure><\/div>\n\n
No s\u0101kuma mums ir divi da\u017e\u0101di uzdevumi: kaste un l\u0101de, kas j\u0101atver (nor\u0101d\u012btas infografika kreisaj\u0101 pus\u0113). Katrs no tiem pieder pie atsevi\u0161\u0137iem line\u0101riem ce\u013ciem, kas ved uz pirmo meta-m\u012bklu – durv\u012bm (infografikas aug\u0161\u0113j\u0101 centr\u0101l\u0101 da\u013c\u0101). \u0160\u012bs meta-m\u012bklas atrisin\u0101\u0161ana atkl\u0101j tr\u012bs jaunus atsevi\u0161\u0137us line\u0101ros ce\u013cus (infografikas centr\u0101). Katra ce\u013ca p\u0113d\u0113j\u0101 m\u012bkla dod sp\u0113l\u0113t\u0101jiem atsl\u0113gas da\u013cas (dzelten\u0101 kr\u0101s\u0101), kuras j\u0101apvieno, lai atv\u0113rtu izejas durvis.<\/p>\n\n
Kad esam izskaidroju\u0161i, k\u0101 var izveidot multiline\u0101ro ce\u013cu, apskat\u012bsim \u0161\u012bs uzdevumu strukt\u016bras plusus un m\u012bnusus.<\/p>\n\n
Plusi<\/strong><\/h2>\n\n
S\u0101ksim ar to, ka daudzl\u012bniju ce\u013ci ir visizplat\u012bt\u0101kie vis\u0101 pasaul\u0113. Nikolsons (2015) tos atrada 45% no 175 apsekotajiem objektiem. \u0160im ce\u013cam ir daudz priek\u0161roc\u012bbu izgl\u012btojo\u0161u gl\u0101b\u0161an\u0101s telpu kontekst\u0101. Pirmk\u0101rt, l\u012bdz\u012bgi k\u0101 line\u0101riem ce\u013ciem, tam ir \/ var b\u016bt skaidri s\u0101kuma un beigu punkti. Otrk\u0101rt, l\u012bdz\u012bgi k\u0101 atv\u0113rt\u0101 ce\u013ca gad\u012bjum\u0101, l\u012bdz pat desmit skol\u0113niem var vienlaic\u012bgi str\u0101d\u0101t pie k\u0101das no m\u012bkl\u0101m, b\u016bdami sadal\u012bti maz\u0101s komand\u0101s.<\/p>\n\n
<\/figure><\/div>\n\n
Lai to izdar\u012btu, j\u016bs var\u0113tu, piem\u0113ram, ieviest kr\u0101su kodu, kas atbilst gan m\u012bkl\u0101m, gan skol\u0113nu komand\u0101m. Katrai komandai tiks pie\u0161\u0137irta kr\u0101sa, un tai b\u016bs j\u0101str\u0101d\u0101 pie konkr\u0113ti ar \u0161o kr\u0101su saist\u012btajiem uzdevumiem. Meta-m\u012bklas, kur\u0101m nepiecie\u0161ama vair\u0101ku komandu sadarb\u012bba, var\u0113tu apz\u012bm\u0113t ar eti\u0137eti ar vair\u0101ku komandu kr\u0101s\u0101m. Zem\u0101k j\u016bs k\u0101 piem\u0113ru atrad\u012bsiet uzdevumu sec\u012bbu, kas pa posmiem ir sadal\u012bta uz komand\u0101m. M\u012bklu sec\u012bbas iesp\u0113jas ir bezgal\u012bgas.<\/p>\n\n
Tom\u0113r kr\u0101su kodam nevajadz\u0113tu attur\u0113t studentus pal\u012bdz\u0113t viens otram starp komand\u0101m. T\u0101p\u0113c jums s\u0101kum\u0101 skaidri j\u0101inform\u0113 skol\u0113ni, ka vi\u0146iem ir ne tikai at\u013cauts, bet pat ieteicams pal\u012bdz\u0113t viens otram g\u016bt pan\u0101kumus dotaj\u0101 laika posm\u0101.<\/p>\n\n
No vis\u0101m pied\u0101v\u0101taj\u0101m sec\u012bb\u0101m daudzl\u012bniju ce\u013ci visvair\u0101k liek dal\u012bbniekiem izmantot sadarb\u012bbu. Lai g\u016btu pan\u0101kumus \u0161aj\u0101 ce\u013c\u0101, dal\u012bbniekiem j\u0101apsprie\u017e savi atkl\u0101jumi un risin\u0101jumi, k\u0101 ar\u012b visas probl\u0113mas vai gr\u016bt\u012bbas, ar ko vi\u0146i saskaras.<\/p>\n\n
Multiline\u0101rais ce\u013c\u0161 b\u016bs piem\u0113rots liel\u0101kajai da\u013cai skol\u0113nu, ja izveidosiet to ar skaidr\u0101m instrukcij\u0101m un piel\u0101gojamu gr\u016bt\u012bbas pak\u0101pi.<\/p>\n\n
M\u012bnusi<\/strong><\/h2>\n\n
Daudzl\u012bniju ce\u013cu galvenais tr\u016bkums ir to sare\u017e\u0123\u012bt\u012bba projekt\u0113\u0161an\u0101 un b\u016bv\u0113\u0161an\u0101. B\u016bs nepiecie\u0161amas vair\u0101kas testu un piel\u0101gojumu k\u0101rtas, lai no sp\u0113les izsl\u0113gtu visus trauc\u0113jumus un k\u013c\u016bdas. J\u016bs nevarat cer\u0113t, ka ieg\u016bsiet perfektu rezult\u0101tu jau no pirm\u0101 m\u0113\u0123in\u0101juma, it \u012bpa\u0161i istabas rad\u012b\u0161anas procesa s\u0101kum\u0101. Pan\u0101kumu atsl\u0113ga \u0161eit b\u016bs neatlaid\u012bba.<\/p>\n\n
\u0160\u0101du sp\u0113les strukt\u016bru rad\u012b\u0161ana pras\u012bs ar\u012b vair\u0101k laika nek\u0101 atv\u0113rtie un line\u0101rie ce\u013ci, jo b\u016bs j\u0101uzst\u0101da vair\u0101ki uzdevumi un m\u012bklas.<\/p>\n\n
V\u0113l j\u0101piebilst, ka ies\u0101c\u0113ji un jauni skol\u0113ni \u0161\u0101d\u0101 sp\u0113l\u0113 var justies apmald\u012bju\u0161ies un apmulsu\u0161i. K\u0101 min\u0113ts iepriek\u0161, \u0161o probl\u0113mu var atrisin\u0101t, izmantojot kr\u0101su kodu, lai virz\u012btu komandas uz m\u012bkl\u0101m, kas b\u016bs j\u0101risina konkr\u0113ti vi\u0146iem. Ta\u010du ar\u012b ar saprotamu skaidrojumu sp\u0113les s\u0101kum\u0101 kop\u0101 ar m\u0101jieniem nepiecie\u0161am\u012bbas gad\u012bjum\u0101 \u0161o probl\u0113mu var nov\u0113rst tikpat labi.<\/p>\n\n
Lietas, kas j\u0101patur pr\u0101t\u0101, veidojot m\u012bklu sec\u012bbas strukt\u016bru <\/strong><\/h2>\n\n
Formul\u0113jot un veidojot jebkuru no tr\u012bs m\u012bklu sec\u012bb\u0101m, ko apl\u016bkoj\u0101m 13.-15. noda\u013c\u0101, paturiet pr\u0101t\u0101 sekojo\u0161us punktus:<\/p>\n\n
Jums var rasties vilin\u0101jums izveidot lielu skaitu uzdevumu. Centieties no t\u0101 izvair\u012bties, paturot pr\u0101t\u0101, cik laika atv\u0113l\u0113ts visai izlau\u0161an\u0101s sp\u0113lei. Tas pal\u012bdz\u0113s ietaup\u012bt j\u016bsu laiku. Pareizais m\u012bklu skaits vien\u0101 sec\u012bb\u0101 b\u016bs atkar\u012bgs no j\u016bsu klases, skol\u0113nu vecuma un gr\u016bt\u012bbas pak\u0101pes, kurai j\u0101b\u016bt main\u012bgai. T\u0101p\u0113c lab\u0101kais risin\u0101jums ir eksperiment\u0113t.<\/li>
Nor\u0101diet skaidrus s\u0101kuma un beigu punktus, lai skol\u0113ni nezaud\u0113tu p\u0101r\u0101k daudz laika, nesapra\u0161an\u0101 klai\u0146ojot pa istabu.<\/li>
Lai notur\u0113tu skol\u0113nu uzman\u012bbu un sniegtu tiem past\u0101v\u012bgu gandar\u012bjuma saj\u016btu, j\u016bs varat \u013caut vi\u0146iem sasniegt daudz mazu uzvaru visas sp\u0113les garum\u0101 (Escape rooms on social entrepreneurship, 2019) \u2013 piem\u0113ram, atrast apsl\u0113ptu pogu, kas atv\u0113rs durvis, aiz kur\u0101m b\u016bs pasl\u0113pts papildu m\u0101jiens par to, k\u0101 izmantot s\u0101kotn\u0113ji sa\u0146emto nor\u0101di par m\u012bklas atrisin\u0101jumu.<\/li>
Lai process b\u016btu organiz\u0113ts, izveidojiet savas m\u012bklu strukt\u016bras sh\u0113mu, it \u012bpa\u0161i, ja pl\u0101nojat veidot daudzl\u012bniju ce\u013cu. Zem\u0101k j\u016bs redz\u0113siet sh\u0113mas piem\u0113ru. Lai gan \u0161aj\u0101 piem\u0113r\u0101, iesp\u0113jams, ietverts p\u0101rm\u0113r\u012bgs daudzums m\u012bklu, tas labi par\u0101da nepiecie\u0161am\u012bbu vizualiz\u0113t savas sp\u0113les strukt\u016bru, ja esat izl\u0113mis izveidot sare\u017e\u0123\u012btu ce\u013cu.<\/li><\/ul>\n
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