{"id":6705,"date":"2021-02-23T11:30:25","date_gmt":"2021-02-23T10:30:25","guid":{"rendered":"https:\/\/steamerproject.eu\/grain\/1-3\/"},"modified":"2021-03-11T15:41:41","modified_gmt":"2021-03-11T14:41:41","slug":"1-3","status":"publish","type":"grain","link":"https:\/\/steamerproject.eu\/lv\/nodarb\u012bba\/1-3\/","title":{"rendered":"Sp\u0113les ilguma noteik\u0161ana. Sp\u0113les gr\u016bt\u012bbas pak\u0101pes kontrole. – 1. Noda\u013ca 3. Nodarb\u012bba"},"content":{"rendered":"\n

Modulis nosegs izgl\u012btojo\u0161as izlau\u0161an\u0101s istabas izstr\u0101des procesu no nulles.<\/p>\n\n

Saska\u0146\u0101 ar soli-pa-solim procesu, kuru iesaka Trans Disciplinary Methodology by Arnab & Clarke, dal\u012bbnieku solis<\/strong> ir sadal\u012bts piec\u0101s jom\u0101s, kuras izgl\u012btot\u0101jam j\u0101\u0146em v\u0113r\u0101, s\u0101kot izstr\u0101d\u0101t izgl\u012btojo\u0161u izlau\u0161an\u0101s istabu.<\/p>\n\n

1. Lietot\u0101ja tips<\/strong>\u00a0: Tiek veikts lietot\u0101ju vajadz\u012bbu izv\u0113rt\u0113jums, lai noteiktu sp\u0113l\u0113t\u0101ju demogr\u0101fiju un m\u0101c\u012b\u0161an\u0101s vajadz\u012bbas. <\/p>\n\n

2. Laiks <\/strong>: Pieredzes ilgums. Var b\u016bt \u012bsa 15 min\u016b\u0161u pieredze, vai ilg\u0101ka, vair\u0101ku dienu pieredze.<\/p>\n\n

3. Gr\u016bt\u012bba <\/strong>: Ir svar\u012bgi apsv\u0113rt, kas ir m\u0113r\u0137auditorija, lai sagatavotu uzdevumus attiec\u012bgi sp\u0113l\u0113t\u0101ju izgl\u012bt\u012bbas un profesion\u0101lajam l\u012bmenim, t.i. vidusskolas skol\u0113ns, bakalaurs, ma\u0123istrs, doktors un darbinieks..<\/p>\n\n

4. Re\u017e\u012bms <\/strong>: Izv\u0113l\u0113ties pieredzes re\u017e\u012bmu, piem\u0113ram, balst\u012bts uz sadarb\u012bbu: sp\u0113l\u0113t\u0101ji str\u0101d\u0101 kop\u0101, lai atrisin\u0101tu\/izlaustos vs balst\u012bts uz sacens\u012bbu : sp\u0113l\u0113t\u0101ji sacen\u0161as, lai b\u016btu pirmie, kas saprot un izpilda m\u0113r\u0137us.<\/p>\n\n

5. M\u0113rogs<\/strong>. Izv\u0113l\u0113ties dal\u012bbnieku skaitu, saska\u0146\u0101 ar kuru izstr\u0101d\u0101t sp\u0113li.<\/p>\n\n

\"\"<\/figure><\/div>\n\n

Nodarb\u012bb\u0101 2<\/strong> tika paskaidrota pirm\u0101 joma \u2013 Lietot\u0101ja tips<\/strong>.<\/p>\n\n

Nodarb\u012bb\u0101 3<\/strong> m\u0113s turpin\u0101sim ar 2. Jomas skaidrojumu \u2013 Laiks <\/strong>un 3. \u2013 Gr\u016bt\u012bba<\/strong>. <\/p>\n\n

Laiks. Sp\u0113les laika noteik\u0161ana. Time. <\/strong><\/h2>\n\n

Liel\u0101k\u0101 da\u013ca izgl\u012btojo\u0161o izlau\u0161an\u0101s istabu ilgst no 50 l\u012bdz 60 min\u016btes, ieskaitot instrukt\u0101\u017eu un atgriezenisko saiti. 60 min\u016b\u0161u laika limits dod iesp\u0113ju lietot pietiekamu uzdevumu daudzumu un nodro\u0161ina pietiekami daudz laika, lai skol\u0113ni var\u0113tu sadarboties komand\u0101 un iek\u013caujas vienas stundas laik\u0101. Da\u017e\u0101m izlau\u0161an\u0101s istab\u0101m ir 30-50 min\u016b\u0161u laika limits, un da\u017eas ilgst 20-25 min\u016btes. \u0160ie \u012bs\u0101kie laika limiti var b\u016bt saist\u012bti ar laika ierobe\u017eojumiem: kad pieejamais laiks ir ierobe\u017eots l\u012bdz vienai stundai, sp\u0113l\u0113m j\u0101b\u016bt \u012bs\u0101k\u0101m, lai iek\u013cautu instrukt\u0101\u017eu\/atgriezenisko saiti, vai nodro\u0161in\u0101tu iesp\u0113ju uzst\u0101d\u012bt aktivit\u0101tes no jauna, ja t\u0101s ir j\u0101veic liel\u0101s grup\u0101s vair\u0101kos laika posmos (Walsh and Spence, 2018). Turkl\u0101t, \u012bs\u0101k\u0101m sp\u0113l\u0113m nepiecie\u0161ams maz\u0101ks izstr\u0101des laiks. Sp\u0113les, kuras ilgst 75-120 min\u016btes ir ret\u0101kas, jo t\u0101s var izrais\u012bt skol\u0113nu nogurumu (Hsu et al., 2009). Tom\u0113r, gar\u0101kas sp\u0113les var dot izgl\u012btot\u0101jiem iesp\u0113ju lietot j\u0113gpiln\u0101kus izaicin\u0101jumus, kuri prasa vair\u0101k laika un p\u016b\u013cu, lai tos risin\u0101tu (L\u00f3pez-Pernas et al., 2019).<\/p>\n\n

Laika pieejam\u012bba izlau\u0161an\u0101s istabai ietekm\u0113s pl\u0101no\u0161anu un izpild\u012bjumu. Praks\u0113, ja izsp\u0113l\u0113t ER aiz\u0146em 60 min\u016btes, tad 15 min\u016btes tiks velt\u012btas instrukt\u0101\u017eai s\u0101kum\u0101 un beig\u0101s, k\u0101 ar\u012b laikam, lai sak\u0101rtotu un sagatavotu telpu starp sp\u0113l\u0113m. Tas ir j\u0101\u0146em v\u0113r\u0101, dom\u0101jot par sp\u0113les norisi. Protams, kam\u0113r komerci\u0101las izlau\u0161an\u0101s istabas ir parasti apm\u0113ram vienu stundu garas, klases videi var\u0113tu b\u016bt piem\u0113rot\u0101ks cits, konkr\u0113ts sp\u0113les ilgums.<\/p>\n\n

Izgl\u012btojo\u0161as izlau\u0161an\u0101s istabas garums ir atkar\u012bgs no:<\/p>\n\n

  • Skol\u0113nu vecuma,<\/li>
  • M\u0101c\u012bbu programmas,<\/li>
  • M\u0101c\u012bbu m\u0113r\u0137iem,<\/li>
  • Lok\u0101cija ar\u012b ir svar\u012bgs faktors \u2013 laboratorija, klase (ikdienas nodarb\u012bbu vai fakultat\u012bvo nodarb\u012bbu laik\u0101), muzejs.<\/li><\/ul>\n

    Skol\u0101 klases tiek izmantotas da\u017e\u0101d\u0101m nodarb\u012bb\u0101m un kursiem. Sekojo\u0161i, skolot\u0101jiem ir ierobe\u017eots laiks, lai sak\u0101rtotu un sagatavotu aktivit\u0101tes (Cain, 2019; Fotaris & Mastoras, 2019). K\u0101 rezult\u0101ts, viens no izlau\u0161an\u0101s telpas izstr\u0101des krit\u0113rijiem ir iesp\u0113jot \u0101tru un vieglu sagatavo\u0161anu<\/strong>.<\/p>\n\n

    Laika probl\u0113mas: Escape Room izstr\u0101d\u0101t\u0101jiem bie\u017ei sag\u0101d\u0101 stresu laika tr\u016bkums sp\u0113les sagatavo\u0161anai pas\u0101kumos ar stingru laika grafiku.<\/p>\n\n

    Iesp\u0113jamie laika un telpas ierobe\u017eojumi ietver pieejamo telpu (istaba var b\u016bt maza; vai var\u0113tu b\u016bt pieejamas vair\u0101kas istabas), vai laiku (piem\u0113ram, ja izlau\u0161an\u0101s istabu j\u0101izsp\u0113l\u0113 konkr\u0113tas skolas stundas laik\u0101), vai konkr\u0113ta apr\u012bkojuma pieejam\u012bbu utt.<\/p>\n\n

    \"\"<\/figure><\/div>\n\n

    Laika ierobe\u017eojums nav vienm\u0113r oblig\u0101ts. Tas ir atkar\u012bgs no m\u0101c\u012bbu m\u0113r\u0137iem un var b\u016bt piel\u0101gots uzdevumiem, izgl\u012btojamo vajadz\u012bb\u0101m un izgl\u012btojamo koncentr\u0113\u0161an\u0101s l\u012bmenim. Laiks var b\u016bt izstiepts uz vair\u0101k\u0101m sesij\u0101m vai dien\u0101m, lai izvair\u012btos no laika spiediena negat\u012bv\u0101 efekta proces\u0101.<\/p>\n\n

    Gr\u016bt\u012bba. Gr\u016bt\u012bbas pak\u0101pes kontrole.<\/strong><\/h2>\n\n

    \u0160eit vajadz\u0113tu b\u016bt svar\u012bgai lomai j\u016bsu m\u0113r\u0137auditorijas apsv\u0113rumi. J\u016bs, iesp\u0113jams, v\u0113l\u0113sieties sagrup\u0113t uzdevumu gr\u016bt\u012bbu attiec\u012bgi da\u017e\u0101du skol\u0113nu l\u012bme\u0146iem \u2013 pamatskolas skol\u0113nu, vidusskolas skol\u0113ni, augstskolas studenti, bakalaura studenti un ma\u0123istri. Atkar\u012bb\u0101 no izlau\u0161an\u0101s istabas tematikas, j\u016bs varat lietot da\u017e\u0101dus gr\u016bt\u012bbas pak\u0101pes nosac\u012bjumus, kurus skol\u0113ni var izv\u0113l\u0113ties. Tematika: Supervaro\u0146i; gr\u016bt\u012bbas pak\u0101pes: \u201cCivilpersona, policists, supervaro\u0146a pal\u012bgs, supervaronis\u201d, vai j\u016bs varat izmantot tematikas elementu un paaugstin\u0101t daudzumu, gr\u016bt\u012bbas pak\u0101pei pieaugot. K\u0101 alternat\u012bva, j\u016bs varat izveidot piered\u017eu s\u0113riju un nosaukt t\u0101s par vieglu, vid\u0113ju, gr\u016btu vai ekstr\u0113mu sp\u0113les re\u017e\u012bmu, un \u013caut saviem skol\u0113niem izv\u0113l\u0113ties, ko vi\u0146i v\u0113l\u0113tos pam\u0113\u0123in\u0101t. \u0160\u0101da pieeja ar\u012b dod lietot\u0101jiem pievienotu kontroles l\u012bmeni attiec\u012bb\u0101 uz savu sp\u0113les pieredzi.<\/p>\n\n

    Tad, kad izlau\u0161an\u0101s istabas dal\u012bbnieku lietot\u0101ja tips ir noteikts, un ir veikta izgl\u012btojamo anal\u012bze, ir svar\u012bgi noteikt uzdevumu gr\u016bt\u012bbu attiec\u012bgi da\u017e\u0101diem m\u0101c\u012b\u0161an\u0101s stiliem un dal\u012bbnieku tipiem.<\/p>\n\n

    \"\"<\/figure><\/div>\n\n

    K\u0101 jebkur\u0101 sp\u0113l\u0113, izlau\u0161an\u0101s istab\u0101 ir svar\u012bgi l\u012bdzsvarot gr\u016bt\u012bbu<\/strong>, lai t\u0101 neizraisa vil\u0161anos, jo ir p\u0101r\u0101k gr\u016bta, un ar\u012b nav garlaic\u012bga, jo ir p\u0101r\u0101k viegla. Komandu sp\u0113l\u0113m \u0161is var b\u016bt gr\u016bts uzdevums, it \u012bpa\u0161i kad komand\u0101 vai klas\u0113 ir jaukts sp\u0113ju spektrs.<\/p>\n\n

    \"\"<\/figure><\/div>\n\n

    Laba izlau\u0161an\u0101s istaba ir izstr\u0101d\u0101ta t\u0101, lai taj\u0101 b\u016btu uzdevumu un gr\u016bt\u012bbas pak\u0101pju da\u017e\u0101d\u012bba<\/strong>, lai visi var\u0113tu b\u016bt iesaist\u012bti, veicot sev piem\u0113rotu uzdevumu. V\u0113l viens veids, k\u0101 kontrol\u0113t gr\u016bt\u012bbu ir m\u0101jienu un pavedienu izmanto\u0161ana<\/strong>. Skatoties, k\u0101 cilv\u0113ki nevar tikt gal\u0101 ar gr\u016btu uzdevumu, vienm\u0113r ir k\u0101rdin\u0101jums uzreiz pal\u012bdz\u0113t ar m\u0101jienu, bet to t\u0101 vajadz\u0113tu izvair\u012bties. Apsveriet to, k\u0101 j\u016bs dosiet m\u0101jienus \u2013 vai sp\u0113l\u0113t\u0101jiem tie tiks doti p\u0113c piepras\u012bjuma, vai ar\u012b, kad jums liksies, ka tie ir nepiecie\u0161ami. Vai pavedienu skaits b\u016bs ierobe\u017eots, un vai j\u016bs dosiet tie\u0161us pavedienus, vai \u0161ifr\u0113tus pavedienus, kuri pa\u0161i par sevi ir m\u012bkla? Vai j\u016bs pl\u0101nosiet m\u0101jienus iepriek\u0161 un str\u0101d\u0101siet p\u0113c scen\u0101rija, vai izdom\u0101siet sp\u0113les gait\u0101?<\/p>\n\n

    Lai iek\u013cautos iepriek\u0161 min\u0113tajos ierobe\u017eojumos, sp\u0113les laikam<\/strong>, gr\u016bt\u012bbai un linearit\u0101tei<\/strong> j\u0101b\u016bt piel\u0101gotiem. Lai so paveiktu, j\u0101\u0146em v\u0113r\u0101 noteikti parametri:<\/p>\n\n

    • l\u012bme\u0146u skaits<\/li>
    • M\u012bklu gr\u016bt\u012bba<\/li>
    • Pavedienu skaits un piek\u013cuves iesp\u0113jas<\/li>
    • Da\u017e\u0101du pak\u0101pju pavedienu skaits<\/li>
    • Skolot\u0101ja vad\u012bba<\/li>
    • Sp\u0113les progresa l\u012bmenis<\/li>
    • Pavedienu sadal\u012bjums<\/li>
    • Pavedienu un m\u012bklu saist\u012bba<\/li>
    • Dal\u012bbnieku skaits<\/li>
    • Laiks<\/li><\/ul>\n
      \"\"<\/figure><\/div>\n\n

      Pirmais ierobe\u017eojums ir – k\u0101 sadal\u012bt izgl\u012btojamos<\/strong> atbilsto\u0161i pieejamajiem laika periodiem un telp\u0101m. Tas uzst\u0101d\u012bs gan dal\u012bbnieku skaitu, gan sp\u0113les ilgumu. Izgl\u012btojo\u0161\u0101s izlau\u0161an\u0101s istab\u0101s komandas parasti ir liel\u0101kas. Tas ir galvenok\u0101rt kla\u0161u izm\u0113ra, laika un telpu izrais\u012btu ierobe\u017eojumu d\u0113\u013c. Veikt izlau\u0161an\u0101s istabas aktivit\u0101ti liel\u0101 grup\u0101 noz\u012bm\u0113, ka j\u0101izpilda vair\u0101kas sesijas, kas var b\u016bt \u0161ausm\u012bgi sare\u017e\u0123\u012bti no lo\u0123istikas puses. K\u0101 rezult\u0101t\u0101, bie\u017ei j\u0101pie\u0146em kompromisi attiec\u012bb\u0101 uz komandas izm\u0113ru, kas var ietekm\u0113t skol\u0113nu piedal\u012b\u0161anos.<\/p>\n\n

      Kad sp\u0113le ir sagatavota, b\u016bs nepiecie\u0161ams piel\u0101got sp\u0113les gr\u016bt\u012bbu <\/strong>un linearit\u0101ti <\/strong>, lai izgl\u012btojamie var\u0113tu pabeigt Escape sp\u0113li atv\u0113l\u0113taj\u0101 laik\u0101. P\u0101r\u0101k sare\u017e\u0123\u012btas vai ne line\u0101ras sp\u0113les izveido\u0161ana var novest pie izgl\u012btojamo vair\u0101kuma nesp\u0113jas tikt gal\u0101 ar uzdevumiem, pret\u0113ji, p\u0101r\u0101k vieglas un line\u0101ras sp\u0113les izveido\u0161ana noved\u012bs l\u012bdz visu izgl\u012btojamo sp\u0113les pabeig\u0161anas ilgi pirms atv\u0113l\u0113t\u0101 laika beig\u0101m. Gr\u016bt\u012bba un parametru uzst\u0101d\u012b\u0161ana noz\u012bm\u0113 pareiz\u0101 l\u012bdzsvara atra\u0161anu starp \u0161iem diviem parametriem.<\/p>\n\n

      Kas attiecas uz l\u012bme\u0146u skaitu, vismaz viens ir nepiecie\u0161ams. Piev\u0113rsiet uzman\u012bbu, ka l\u012bme\u0146a apstiprin\u0101\u0161anas asoci\u0101cija ar jaunu elementu atkl\u0101\u0161anu (pavedieni, istabas un citi objekti) \u0123ener\u0113 noz\u012bm\u012bgu sp\u0113l\u0113t\u0101ju intereses pieaugumu. T\u0101p\u0113c ir ieteicams ievietot sp\u0113l\u0113 vair\u0101kus pavedienus attiec\u012bgi sp\u0113les laikam.<\/p>\n\n

      Tad, ja m\u012bklas ir daudzveid\u012bgas<\/strong>, \u0161is pozit\u012bvi ietekm\u0113s izgl\u012btojam\u0101 sp\u0113les pl\u016bsmu (Csikszentmihalyi, 1990) (Chen, 2007). P\u0101r\u0101k gr\u016btas m\u012bklas ievieto\u0161ana sp\u0113les s\u0101kum\u0101 var at\u0146emt izgl\u012btojam\u0101 tic\u012bbu saviem sp\u0113kiem. Vienk\u0101r\u0161a ideja ir organiz\u0113t m\u012bklas p\u0113c pieaugo\u0161as gr\u016bt\u012bbas. Citas alternat\u012bvas ir iesp\u0113jamas, piem\u0113ram: vienk\u0101r\u0161as m\u012bklas iestarpin\u0101\u0161ana starp sare\u017e\u0123\u012bt\u0101m<\/strong>, lai dotu izgl\u012btojamajiem nelielu p\u0101rtraukumu starp div\u0101m sare\u017e\u0123\u012bt\u0101m m\u012bkl\u0101m. Turkl\u0101t, \u0161is noved\u012bs l\u012bdz motiv\u0101cijas pieaugumam, jo vi\u0146i atrisin\u0101s vienk\u0101r\u0161\u0101s m\u012bklas \u0101tr\u0101k, kas iedro\u0161in\u0101s vi\u0146us censties atrisin\u0101t sare\u017e\u0123\u012bt\u0101ku m\u012bklu.<\/p>\n\n

      Attiec\u012bb\u0101 uz pavedienu daudzumu un to pieejam\u012bbu: jo vair\u0101k pavedienu, jo vair\u0101k iesp\u0113jams sadal\u012bt probl\u0113mas un veidot pavedienu kombin\u0101cijas. T\u0101d\u0101 veid\u0101 tiek paaugstin\u0101ta iesp\u0113jam\u012bba, ka skol\u0113ni izm\u0113\u0123in\u0101s viltus pavedienus. Turkl\u0101t, jo lab\u0101k pasl\u0113pti pavedieni, jo gar\u0101ks mekl\u0113\u0161anas laiks. Ja pavedieni ir pasl\u0113pti p\u0101r\u0101k labi, tos var ar\u012b neatrast, t\u0101p\u0113c ir ieteicams sl\u0113pt pavedienus uzman\u012bgi<\/strong>. Piem\u0113ram, svar\u012bgus pavedienus var pasl\u0113pt vienk\u0101r\u0161\u0101 sl\u0113ptuv\u0113; tom\u0113r, neb\u016btiskus pavedienus var sl\u0113pt lab\u0101k.<\/p>\n\n

      \"\"<\/figure><\/div>\n\n

      Ir ar\u012b svar\u012bgi koncentr\u0113ties uz vair\u0101kiem atk\u0101rtotajiem pavedieniem <\/strong>(izmantoti vair\u0101kas reizes sp\u0113l\u0113): ir lietder\u012bgi konkr\u0113ti nor\u0101d\u012bt pirms sp\u0113les sesijas s\u0101kuma, vai \u0161\u0101da tipa pavediens b\u016bs sp\u0113l\u0113, vai n\u0113. Tas ietekm\u0113s sp\u0113les gr\u016bt\u012bbu. Ja t\u0101du nav, tad izmantotos pavedienus var atlikt mal\u0101, kas samazina iesp\u0113jas un vienk\u0101r\u0161o pavedienu lietojumu.<\/p>\n\n

      Skolot\u0101ja vad\u012bba<\/strong> \u013cauj katrai grupai progres\u0113t aptuveni vien\u0101dos \u0101trumos. Tas var \u0123ener\u0113t vil\u0161anos, ja izgl\u012btojamie iespr\u016bst\/sastopas ar gr\u016bt\u012bb\u0101m pie k\u0101das m\u012bklas. Piem\u0113ram, t\u0101 k\u0101 pedago\u0123isk\u0101 interese mekl\u0113\u0161an\u0101 ir zema, ja vi\u0146i m\u0113\u0123ina atrast pasl\u0113ptu pavedienu p\u0101r\u0101k ilgi, ir ieteicams pal\u012bdz\u0113t izgl\u012btojamajiem, lai nepadar\u012btu vi\u0146u progresu l\u0113n\u0101ku. T\u0101p\u0113c sp\u0113l\u0113t\u0101ju grupai nav vajadz\u012bbas zaud\u0113t p\u0101r\u0101k daudz laika, mekl\u0113jot pavedienus. Otrk\u0101rt, m\u012bklai, kura rada probl\u0113mu skol\u0113nu grupai, b\u016bs nepiecie\u0161ama vad\u012bt\u0101ja pal\u012bdz\u012bba t\u0101s risin\u0101jumam. Ide\u0101l\u0101 gad\u012bjum\u0101 skolot\u0101jam vajadz\u0113tu var\u0113t novest katru grupu l\u012bdz sp\u0113les beig\u0101m, vai tuvu beig\u0101m, sp\u0113lei atv\u0113l\u0113taj\u0101 laik\u0101.<\/p>\n\n

      V\u0113l viens svar\u012bgs aspekts ir veidu, k\u0101 pozicion\u0113t sevi aktivit\u0101tes virz\u012bb\u0101, noteik\u0161ana skol\u0113niem<\/strong>. Tas nav oblig\u0101ti, bet dod iesp\u0113ju skol\u0113niem efekt\u012bv\u0101k p\u0101rvald\u012bt laiku, un dod motiv\u0101ciju zin\u0101t, kam vi\u0146i tuvojas sp\u0113les beig\u0101s.<\/p>\n\n

      Attiec\u012bb\u0101 uz pavedienu sadal\u012bjumu <\/strong>savienojum\u0101 ar saiti starp pavedieniem un m\u012bkl\u0101m<\/strong>, \u0161\u012b saite ir konkr\u0113ts fakta, ka pavediens ir m\u012bklas da\u013ca, skaidrojums. \u0160ie divi aspekti ietekm\u0113 linearit\u0101ti<\/strong> un sp\u0113les gr\u016bt\u012bbu<\/strong>. Ja saite starp pavedieniem un m\u012bkl\u0101m ir p\u0101r\u0101k stipra un pavedieni ir tie\u0161i izmantojami, tas padara sp\u0113li p\u0101r\u0101k line\u0101ru un boj\u0101 daudzsp\u0113l\u0113t\u0101ju aspektu, kas var veicin\u0101t izgl\u012btojamo garlaiko\u0161anos. Pret\u0113ji, ja ir p\u0101r\u0101k daudz paral\u0113lu pavedienu un m\u012bklu, sp\u0113le b\u016bs \u013coti sare\u017e\u0123\u012bta un pras\u012bs vair\u0101k dom\u0101\u0161anas un kop\u012bgas komandas ideju apmai\u0146as. Tas padar\u012bs sp\u0113li daudz laikietilp\u012bg\u0101ku. Ir svar\u012bgi atrast labu l\u012bdzsvaru starp pavedieniem un m\u012bkl\u0101m<\/strong>, lai padar\u012btu sp\u0113li izaicino\u0161u un ne\u013caut sp\u0113l\u0113t\u0101jiem apmald\u012bties, bet ar\u012b nevad\u012bt vi\u0146us pa vienk\u0101r\u0161u ce\u013cu.<\/p>\n\n

      T\u0101pat ir svar\u012bgi rad\u012bt pietiekami daudz satura, lai nodarbin\u0101ti visus dal\u012bbniekus vienlaic\u012bgi <\/strong>sp\u0113les laik\u0101. Tas liks komandai sadal\u012bt uzdevumus un nov\u0113rs\u012bs viena skol\u0113nu vad\u012b\u0161anu un p\u0101r\u0113jo staig\u0101\u0161anu apk\u0101rt, neko nedarot.<\/p>\n\n

      Nosl\u0113gum\u0101, sp\u0113lei j\u0101b\u016bt izpild\u0101mai atv\u0113l\u0113taj\u0101 laik\u0101<\/strong>, t\u0101d\u0101 zi\u0146\u0101, ka visi dal\u012bbnieki ir iesaist\u012bti da\u017e\u0101dos uzdevumos. Praks\u0113 t\u0101 nekad nenotiek \u2013 ir svar\u012bgi mekl\u0113t, apspriest pavedienus, sadarboties <\/strong>un reflekt\u0113t kop\u012bgi<\/strong>.<\/p>\n","protected":false},"featured_media":0,"template":"","gender":[],"steam":[],"acf":[],"_links":{"self":[{"href":"https:\/\/steamerproject.eu\/lv\/wp-json\/wp\/v2\/grain\/6705"}],"collection":[{"href":"https:\/\/steamerproject.eu\/lv\/wp-json\/wp\/v2\/grain"}],"about":[{"href":"https:\/\/steamerproject.eu\/lv\/wp-json\/wp\/v2\/types\/grain"}],"wp:attachment":[{"href":"https:\/\/steamerproject.eu\/lv\/wp-json\/wp\/v2\/media?parent=6705"}],"wp:term":[{"taxonomy":"gender","embeddable":true,"href":"https:\/\/steamerproject.eu\/lv\/wp-json\/wp\/v2\/gender?post=6705"},{"taxonomy":"steam","embeddable":true,"href":"https:\/\/steamerproject.eu\/lv\/wp-json\/wp\/v2\/steam?post=6705"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}