学习效率：实证型知识管理指南 EFFICIENCY IN LEARNING
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作者： Ruth Clark 著
出 版 社： John Wiley & Sons
出版时间： 2006-12-1字数：版次： 1页数： 390印刷时间： 2006/12/01开本：印次：纸张： 胶版纸I S B N ： 9780787977283包装： 精装内容简介
Efficient learning environments lead to faster and better learning. In this important book, Ruth Clark, Frank Nguyen, and John Sweller offer guidelines based on more than twenty-five years of research on cognitive load theory that will help you create efficient instructional environments?and they show why they work!
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, this book is clearly illustrated with real-world examples.
Efficiency in Learning guidelines are proven to accelerate learning by helping you avoid common pitfalls such as split attention and redundancy in your presentations and content. In addition, the authors summarize the research evidence and the psychological reasons for the guidelines, so you will know not only what to do, but also why you are doing it.
Efficiency in Learning comes with a companion CD-ROM that includes sample lessons and video commentary from John Sweller.
目录
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
