Evidence-informed learning design : creating training to improve performance / Mirjam Neelen, Paul A. Kirschner.  (Text) (Text)

Neelen, Mirjam
Kirschner, Paul A
Call no.: HF5549.5.T7 N44 2020Publication: London : KoganPage, 2020Description: xx, 307 p. : illISBN: 9781789661439 (hbk.); 1789661439 (hbk.); 9781789661415 (pbk.); 1789661412 (pbk.)Subject(s): Employees -- Training of -- EvaluationOrganizational learningEvidence-based designInstructional systems -- DesignLOC classification: HF5549.5.T7 | N44 2020
Contents:Intro -- Halftitle page -- Title page -- Copyright -- Contents -- Figures and Tables -- Foreword -- Preface -- About this book -- Acknowledgements -- Part I: Building the foundation -- Introduction -- 01 Designing learning experiences in an evidence-informed way -- Steps to start designing learning experiences in an evidence-informed way -- What is the learning sciences and why does it matter? -- Chapter 1 key points -- References -- 02 What are learning experiences and what does it mean to design them well? -- From research to a professional proach to learning experience design -- Common problems in designing learning experiences -- Getting started with holistic learning experience design -- What is a three-star learning experience? -- Chapter 2 key points -- References -- Part II: Eyes wide open -- Introduction -- 03 Eyes closed: The state of the learning profession -- Why our professional foundation is weak -- The backbone of holistic learning experience design -- What training research tells us -- How we ignore the evidence -- Chapter 3 key points -- References -- 04 How to start looking for the evidence -- Eyes wide open: Judging research -- Eyes wide open: Judging seductive titles and self-promotion -- Chapter 4 key points -- References -- Part 3: Facing fallacies and myths -- Introduction -- References -- 05 On the lookout for fallacies -- Logical fallacies -- Chapter 5 key points -- References -- 06 Thriving myths in learning -- Why myths are like zombies -- Myth 1: Neuroquatsch -- Myth 2: What learners say they prefer is good for them -- Myth 3: Google can replace human knowledge -- Myth 4: 21st-century skills are more important than domain-specific knowledge -- Chapter 6 key points -- References -- Part IV: Find focus --Introduction -- 07 Complex skills and how to design for them -- Chapter 7 key points -- References -- 08 Nuanced design: Tools -- Tool 1: Readily available computer programs -- Tool 2: Note-taking using good old handwriting -- Tool 3: Multimedia -- Chapter 8 key points -- References -- 09 Nuanced design -- Technique 1: Direct instruction -- Technique 2: Feedback -- Different types of feedback to support learning -- Chapter 9 key points -- References -- 10 Nuanced design -- Ingredient 1: Worked examples -- Ingredient 2: Spaced learning -- Ingredient 3: Retrieval practice -- Ingredient 4: Interleaving -- Ingredient 5: Double-barrelled learning -- Chapter 10 key points -- References -- Part V: The learner in the driver's seat -- Introduction -- 11 The ins and outs of self-directed and self-regulated learning -- What are self-directed learning (SDL) and self-regulated learning (SRL)? -- Challenges in SDL and SRL -- Chapter 11 key points -- References -- 12 How to improve self-directed and self-regulated learning -- What learning professionals can do to support SDL and SRL -- How to effectively build and leverage a personal learning network (PLN).
Summary: Design learning experiences based on evidence to improve training effectiveness and boost performance.
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ประเภททรัพยากร ตำแหน่งปัจจุบัน กลุ่มข้อมูล ตำแหน่งชั้นหนังสือ เลขเรียกหนังสือ สถานะ วันกำหนดส่ง บาร์โค้ด การจองรายการ
Book Book Professor Sangvian Indaravijaya Library
General Books General Stacks HF5549.5.T7 N44 2020 (เรียกดูชั้นหนังสือ) ยืมออก 01/02/2021 31379015981641
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Includes bibliographical references and index.

Intro -- Halftitle page -- Title page -- Copyright -- Contents -- Figures and Tables -- Foreword -- Preface -- About this book -- Acknowledgements -- Part I: Building the foundation -- Introduction -- 01 Designing learning experiences in an evidence-informed way -- Steps to start designing learning experiences in an evidence-informed way -- What is the learning sciences and why does it matter? -- Chapter 1 key points -- References -- 02 What are learning experiences and what does it mean to design them well? -- From research to a professional proach to learning experience design -- Common problems in designing learning experiences -- Getting started with holistic learning experience design -- What is a three-star learning experience? -- Chapter 2 key points -- References -- Part II: Eyes wide open -- Introduction -- 03 Eyes closed: The state of the learning profession -- Why our professional foundation is weak -- The backbone of holistic learning experience design -- What training research tells us -- How we ignore the evidence -- Chapter 3 key points -- References -- 04 How to start looking for the evidence -- Eyes wide open: Judging research -- Eyes wide open: Judging seductive titles and self-promotion -- Chapter 4 key points -- References -- Part 3: Facing fallacies and myths -- Introduction -- References -- 05 On the lookout for fallacies -- Logical fallacies -- Chapter 5 key points -- References -- 06 Thriving myths in learning -- Why myths are like zombies -- Myth 1: Neuroquatsch -- Myth 2: What learners say they prefer is good for them -- Myth 3: Google can replace human knowledge -- Myth 4: 21st-century skills are more important than domain-specific knowledge -- Chapter 6 key points -- References -- Part IV: Find focus --

Introduction -- 07 Complex skills and how to design for them -- Chapter 7 key points -- References -- 08 Nuanced design: Tools -- Tool 1: Readily available computer programs -- Tool 2: Note-taking using good old handwriting -- Tool 3: Multimedia -- Chapter 8 key points -- References -- 09 Nuanced design -- Technique 1: Direct instruction -- Technique 2: Feedback -- Different types of feedback to support learning -- Chapter 9 key points -- References -- 10 Nuanced design -- Ingredient 1: Worked examples -- Ingredient 2: Spaced learning -- Ingredient 3: Retrieval practice -- Ingredient 4: Interleaving -- Ingredient 5: Double-barrelled learning -- Chapter 10 key points -- References -- Part V: The learner in the driver's seat -- Introduction -- 11 The ins and outs of self-directed and self-regulated learning -- What are self-directed learning (SDL) and self-regulated learning (SRL)? -- Challenges in SDL and SRL -- Chapter 11 key points -- References -- 12 How to improve self-directed and self-regulated learning -- What learning professionals can do to support SDL and SRL -- How to effectively build and leverage a personal learning network (PLN).

Design learning experiences based on evidence to improve training effectiveness and boost performance.

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