Efficiency in Learning: Evidence-Based Guidelines to Manage Cognitive Load (with CD) / Edition 1

Efficiency in Learning: Evidence-Based Guidelines to Manage Cognitive Load (with CD) / Edition 1

by Ruth C. Clark, Frank Nguyen, John Sweller
     
 

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ISBN-10: 0787977284

ISBN-13: 9780787977283

Pub. Date: 12/16/2005

Publisher: Wiley

Efficiency in Learning offers a road map of the most effective ways to use the three fundamental communication of training: visuals, written text, and audio. Regardless of how you are delivering your training materials—in the classroom, in print, by synchronous or asynchronous media—the book’s methods are easily applied to your lesson

Overview

Efficiency in Learning offers a road map of the most effective ways to use the three fundamental communication of training: visuals, written text, and audio. Regardless of how you are delivering your training materials—in the classroom, in print, by synchronous or asynchronous media—the book’s methods are easily applied to your lesson presentations, handouts, reference guides, or e-learning screens. Designed to be a down-to-earth resource for all instructional professionals, Efficiency in Learning’s guidelines are clearly illustrated with real-world examples.

Product Details

ISBN-13:
9780787977283
Publisher:
Wiley
Publication date:
12/16/2005
Edition description:
BK&CD-ROM
Pages:
416
Sales rank:
1,104,745
Product dimensions:
7.10(w) x 9.40(h) x 1.20(d)

Table of Contents

Contents of the CD-ROM.

Acknowledgments.

Introduction.

PART ONE. AN INTRODUCTION TO EFFICIENCY IN LEARNING.

1. Cognitive Load and Efficiency in Learning.

2. The Psychology of Efficiency.

PART TWO. BASIC GUIDELINES FOR MANAGING (IRRELEVANT) COGNITIVE LOAD.

3. Use Visuals and Audio Narration to Exploit Working Memory Resources.

4. Focus Attention and Avoid Split Attention.

5. Weed Your Training to Manage Limited Working Memory Capacity.

6. Provide External Memory Support to Reduce Working Memory Load.

7. Use Segmenting, Sequencing, and Learner Pacing to Impose Content Gradually.

8. Transition from Worked Examples to Practice to Impose Mental Work Gradually.

PART THREE. INSTRUCTIONAL GUIDELINES FOR IMPOSING RELEVANT COGNITIVE LOAD.

9. Put Working Memory to Work with Germane Load.

PART FOUR. TAILORING INSTRUCTION TO LEARNER EXPERTISE.

10. Accommodate Differences in Learner Expertise.

11. Use Rapid Testing to Adapt e-Learning to Learner Expertise.

PART FIVE. COGNITIVE LOAD THEORY IN PERSPECTIVE.

12. Applying Cognitive Load Theory.

13. The Evolution of Cognitive Load Theory: A Personal Perspective by John Sweller.

Appendix: All About the Numbers.

Glossary.

References.

About the Authors.

Index.

List of Figures and Tables.

How to Use the CD-ROM.

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