Writing Training Materials That Work : How to Train Anyone to Do Anything / Edition 1by Wellesley R. Foshay, Kenneth H. Silber, Michael Stelnicki
Pub. Date: 08/28/2003
The explosion of e-learning has attracted huge numbers of practitioners to the field of instructional design (ID) who have little or no actual ID training— and most current texts fail to cover the substantial recent developments in the field. Writing Training Materials That Work identifies, synthesizes, and summarizes the most current best practices in/i>
The explosion of e-learning has attracted huge numbers of practitioners to the field of instructional design (ID) who have little or no actual ID training— and most current texts fail to cover the substantial recent developments in the field. Writing Training Materials That Work identifies, synthesizes, and summarizes the most current best practices in ID and offers new ways of teaching declarative knowledge (facts, concepts, and principles), and well- to ill- structured procedural knowledge (problem solving) that are based on proven cognitive principles. Practical, yet rooted in sound theory, the book shuns current "hot topics" that do not yet have the depth of research and experience, and bases its recommendations on those principles in the cognitive learning and instruction literature that are internally consistent, prescriptive, and have been empirically demonstrated to make a cost-effective difference in situations most likely to be of interest to training practitioners.
Although it applies the very latest research and theory, the authors' approach as easy to implement, because Rob Foshay, Kenneth Silber, and Michael Stelnicki have done all the work of synthesizing the complex and conflicting ideologies, theories, and issues in cognitive psychology into a method that is theoretically sound yet practical. This highly efficient technique also makes clear exactly what instructional elements should be included in a lesson and how those elements should be structured when teaching each knowledge type. A key feature of the book, found rarely in ID texts, is the extensive use of worked examples for each strategy. The authors have also included templates on CD-ROM that instructional designers can use to build in learning effectiveness while reducing design time. Their approach consistently gets results because it focuses on teaching deep understanding and problem-solving expertise that allows learners to generalize and transfer learning to new situations without requiring constant re-training.
For experienced instructional design practitioners who want to expand their skills based on the latest theory and practice in the ID field, as well as graduate students in advanced instructional design course, Writing Training Materials That Work will prove to be a readable, usable, and indispensable guide.
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Table of Contents
List of Figures.
Contents of the CD-ROM.
PART I: INTRODUCTION TO THE COGNITIVE APPROACH.
Chapter 1: The Cognitive Approach to Training Development.
The Cognitive Approach to Instructional Design.
The Cognitive Point of View on How Learning Occurs.
Declarative and Procedural Knowledge and Their Subtypes.
Chapter 2: A Cognitive Training Model.
A New Cognitive Model.
Learner Tasks and Lesson Elements.
How to Read the Cognitive Training Model.
Differentiating Our Model from Gagne's.
How to Use the Model.
PART II: HOW TO DESIGN LESSONS USING THE COGNITIVE APPROACH.
Chapter 3: How to Begin Any Lesson: The First Three Lesson Elements.
About Using the Lesson Elements Attention, WIIFM, and YCDI to Begin a Lesson.
Using the Lesson Elements Attention, WIIFM, and YCDI to Begin a Lesson.
Chapter 4: How to Organize and Present Information: Message Design Principles.
About Using the Lesson Elements to Help Learners Organize the Information.
Chapter 5: Teaching Facts.
General Strategies for Teaching Facts.
Using the Lesson Elements to Teach Facts.
Chapter 6: Teaching Concepts.
General Strategies for Teaching Concepts.
Using the Lesson Elements to Teach Concepts.
Chapter 7: Teaching Principles and Mental Models.
About Principles and Mental Models.
General Strategies for Teaching Principles and Mental Models.
Using the Lesson Elements to Teach Principles and Mental Models.
Chapter 8: Teaching Well-Structured Problem-Solving.
About Well-Structured Problem-Solving.
General Strategies for Teaching Well-Structured Problem-Solving.
Using the Lesson Elements to Teach Well-Structured Problem-Solving.
Chapter 9: Teaching Ill-Structured Problem-Solving.
About Ill-Structured Problem-Solving.
Problems Learning Ill-Structured Problem-Solving.
General Strategies for Teaching Ill-Structured Problem-Solving.
Using the Lesson Elements to Teach Ill-Structured Problem-Solving.
Chapter 10: Teaching Troubleshooting.
General Strategies for Teaching Troubleshooting.
Using the Lesson Elements to Teach Troubleshooting.
Chapter 11: Teaching Complete Lessons.
Combining Declarative and Procedural Teaching: Two Approaches.
Two Key ID Issues.
An Example of the Recommended Approach to Combined Lessons.
PART III: USING THE COGNITIVE APPROACH: THE RESEARCH ISSUES.
Chapter 12: Issues Underlying the Cognitive Approach to Instructional Design.
Purpose and Approach.
How the Behavioral and Cognitive Approaches Differ.
Chapter 13: Issues Underlying Teaching Declarative Knowledge.
How Declarative and Procedural Knowledge Differ.
Principles and Mental Models.
Common Errors in Teaching Declarative Knowledge.
Chapter 14: Issues Underlying Teaching Procedural Knowledge.
About Procedural Knowledge.
How Learners Solve Problems.
Teaching Procedural Knowledge to Solve Problems.
Issues in Teaching Ill-Structured Problem Solving.
Issues in Teaching Troubleshooting.
About the Authors.
How to Use the CD-ROM.
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