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Evidence-Informed Learning Design: Creating Training to Improve Performance [Mīkstie vāki]

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  • Formāts: Paperback / softback, 328 pages, height x width x depth: 235x160x18 mm, weight: 500 g
  • Izdošanas datums: 03-Feb-2020
  • Izdevniecība: Kogan Page Ltd
  • ISBN-10: 1789661412
  • ISBN-13: 9781789661415
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  • Cena: 48,20 €
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  • Formāts: Paperback / softback, 328 pages, height x width x depth: 235x160x18 mm, weight: 500 g
  • Izdošanas datums: 03-Feb-2020
  • Izdevniecība: Kogan Page Ltd
  • ISBN-10: 1789661412
  • ISBN-13: 9781789661415
Citas grāmatas par šo tēmu:

Learning and Development (L&D) programmes are too often based on fads, the latest trends or learning designers' personal preferences without critical evaluation. Evidence-Informed Learning Design will allow learning professionals to move away from this type of approach by showing them how to assess and apply relevant scientific literature, learning science research and proven learning techniques to design their training in a way that will make a measurable difference to employee performance and overall business success.

Packed with tips, tools and examples, Evidence-Informed Learning Design enables L&D and training professionals to save both time and money by ensuring that efforts are focused on designing learning that's proven to be effective. Covering techniques like interleaving and self-directed and self-regulated learning, as well as debunking myths and fallacies in the field, it covers how best to test, measure and reinforce learning in both online, offline and face-to-face scenarios. To ensure that employees develop the skills the business needs to succeed and that the L&D function is recognised as adding true organizational value, this book is essential reading for anyone responsible for designing learning.



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

Recenzijas

"If you are interested in education, teaching, training design, assessment or performance improvement in almost any setting - buy this book. You will not be disappointed." * Richard Clark, Emeritus Professor of Educational Psychology, University of Southern California, Emeritus CEO of Atlantic Training Inc. and Expert Knowledge Solutions LLC * "A clear roadmap for finding, judging, and applying proven evidence-informed methods to transform training outcomes." * Patti Shank, PhD, instructional design expert and author, Manage Memory for Deeper Learning * "Brutally honest about the fallacies and myths that hinder practice, it is also refreshingly strong on contemporary research and recommendations. Read it and do it!" * Donald Clark - LearnTech Entrepreneur, Professor, Speaker & Blogger * "A solid foundation for making training work. A must-read for all learning professionals." * Jeroen J. G. van Merriėnboer, Professor of Learning and Instruction in the School of Health Professions Education, Maastricht University, The Netherlands * "A great service to learning design and a clear guide to the necessity, barriers, and core elements of evidence-informed learning." * Clark Quinn, consultant and author of Engaging Learning, Designing mLearning, and Revolutionize Learning & Development * "Opens our eyes to the truth and complexity of effective learning design. Everyone in workplace learning should read, study, and keep this book close at hand." * Will Thalheimer, PhD, Work-Learning Research, Inc. *

Figures and tables
ix
Foreword xi
Preface xiii
About this book xv
Acknowledgements xix
PART I Building the foundation: Evidence-informed learning experiences
1(44)
Introduction
1(2)
1 Designing learning experiences in an evidence-informed way
3(28)
Steps to start designing learning experiences in an evidence-informed way
7(4)
What is the learning sciences and why does it matter?
11(16)
Chapter 1 key points
27(1)
References
28(3)
2 What are learning experiences and what does it mean to design them well?
31(14)
From research to a professional approach to learning experience design
32(3)
Common problems in designing learning experiences
35(1)
Getting started with holistic learning experience design
36(3)
What is a three-star learning experience?
39(3)
Chapter 2 key points
42(1)
References
43(2)
PART II Eyes wide open: A plea for improvement
45(34)
Introduction
45(2)
3 Eyes closed: The state of the learning profession
47(18)
Why our professional foundation is weak
48(2)
The backbone of holistic learning experience design
50(1)
What training research tells us
51(4)
How we ignore the evidence
55(7)
Chapter 3 key points
62(1)
References
62(3)
4 How to start looking for the evidence
65(14)
Eyes wide open: Judging research
65(8)
Eyes wide open: Judging seductive titles and self-promotion
73(4)
Chapter 4 key points
77(1)
References
78(1)
PART III Facing fallacies and myths
79(84)
Introduction
79(4)
5 On the lookout for fallacies
83(14)
Logical fallacies
86(9)
Chapter 5 key points
95(1)
References
95(2)
6 Thriving myths in learning
97(66)
Why myths are like zombies
97(6)
Myth 1 Neuroquatsch
103(13)
Myth 2 What learners say they prefer is good for them
116(6)
Myth 3 Google can replace human knowledge
122(14)
Myth 4 21st-century skills are more important than domain-specific knowledge
136(21)
Chapter 6 key points
157(1)
References
158(5)
PART IV Find focus: Tools, techniques and ingredients
163(76)
Introduction
163(2)
7 Complex skills and how to design for them
165(16)
References
179(2)
8 Nuanced design: Tools
181(10)
Tool 1 Readily available computer programs
181(1)
Tool 2 Note-taking using good old handwriting
182(3)
Tool 3 Multimedia
185(4)
Chapter 8 key points
189(1)
References
189(2)
9 Nuanced design: Techniques
191(18)
Technique 1 Direct instruction
191(5)
Technique 2 Feedback
196(2)
Different types of feedback to support learning
198(8)
Chapter 9 key points
206(1)
References
207(2)
10 Nuanced design: Ingredients
209(30)
Ingredient 1 Worked examples
212(8)
Ingredient 2 Spaced learning
220(4)
Ingredient 3 Retrieval practice
224(4)
Ingredient 4 Interleaving
228(3)
Ingredient 5 Double-barrelled learning
231(5)
Chapter 10 key points
236(1)
References
237(2)
PART V The learner in the driver's seat: Self-directed and self-regulated learning
239(46)
Introduction
239(2)
11 The ins and outs of self-directed and self-regulated learning
241(18)
What are self-directed learning (SDL) and self-regulated learning (SRL)?
243(6)
Challenges in SDL and SRL
249(6)
Chapter 11 key points
255(1)
References
256(3)
12 How to improve self-directed and self-regulated learning
259(26)
What learning professionals can do to support SDL and SRL
265(9)
How to effectively build and leverage a personal learning network (PLN)
274(5)
What organizations can do to support learning
279(2)
Chapter 12 key points
281(1)
References
282(3)
Conclusion
285(6)
What to stop doing
286(2)
What to start doing
288(2)
References
290(1)
Glossary 291(7)
Index 298
Mirjam Neelen is the Head of Global Learning Design and Learning Sciences in Novartis. She is part of a team that redefines how Novartis Associates build competence. With 15 years' industry experience, she has worked in a wide variety of learning design roles in organizations such as Accenture, Google and Houghton Mifflin Harcourt.

Paul A. Kirschner is Emeritus Professor of Educational Psychology at the Open University of the Netherlands and Guest Professor at Thomas More University of Applied Science in Belgium. An international speaker and researcher, he was also the President of the International Society for the Learning Sciences.