Efficiency in Learning
Evidence-Based Guidelines to Manage Cognitive Load
Published on 13. January 2011
416 pages
978-1-118-04674-6 (ISBN)
Description
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.
Reviews / Votes
"Sweller's Cognitive Load Theory has emerged as one of the mostimportant and best researched bases for improving design ofinstruction...provides the first book-length practical design guideto the application of CLT." --Rob Foshay, senior vice president, Instructional Design andResearch, Whitney University "Riveting reading for anyone who wants to understand humanmental processes and how they influence our behavior." --Nancy Curtis, instructional designer, Element K "Provides a distinguished example demonstrating how researchfindings can be made usable for practitioners." --Alexander Renkl, professor, Department of Psychology,Educational Psychology, University of Freiburg "Research on cognitive load theory has yielded many guidelinesfor the design of effective instruction. This excellent bookclearly describes and illustrates those guidelines forpractitioners in the field of education and training." --Jeroen J.G. van Merrienboer, coauthor, IntegratedE-Learning "Nowhere else in book form will you find the guidelines that arehere." --Timothy W. Spannaus, instructional technology, Wayne StateUniversityMore details
Other editions
Additional editions
Ruth C. Clark | Frank Nguyen | John Sweller
Efficiency in Learning
Evidence-Based Guidelines to Manage Cognitive Load
Book
12/2005
Jossey-Bass
€100.47
Article exhausted; check different version
Persons
Ruth Clark is a recognized specialist in instructionaldesign and technical training. She holds a doctorate inEducational Psychology and Instructional Technology from theUniversity of Southern California. Prior to founding CLARK Training& Consulting, she served as training manager for SouthernCalifornia Edison. Dr. Clark is a past president of theInternational Society for Performance Improvement (ISPI) and authorof the best-selling e-Learning and the Science ofInstruction and Building Expertise, both of which werebestowed the Best Communication Award from ISPI.
John Sweller is the founder of Cognitive Load Theory andit's most ardent researcher and advocate. The Web of Sciencerecords that his work has been cited on over 1,500 occasions --with a rapidly increasing citation rate. He has been published innearly 70 refereed journals and is the author of the seminalInstructional Design in Technical Areas. In recentyears he has further developed general cognitive theory in the hopethat this development can lead to further instructionalapplications. He has been a Fellow of the Academy of SocialSciences of Australia since 1993. He currently teaches at theSchool of Education at the University of New South Wales. He livesin Sydney, Australia.
Frank Nguyen, currently the e-Learning Technology Managerfor the Intel eBusiness Training group, is responsible forproviding tools and processes to enable online learning for 100+training developers and 45,000 employees worldwide. Prior toIntel, Frank worked as a systems engineer for a national computerdistributor and built automation systems for several Fortunate 500companies. Frank is currently a doctoral student inEducational Technology at Arizona State University focusing on theconvergence of eLearning and electronic performance support systems(EPSS).
Content
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 MemoryResources.
4. Focus Attention and Avoid Split Attention.
5. Weed Your Training to Manage Limited Working MemoryCapacity.
6. Provide External Memory Support to Reduce Working MemoryLoad.
7. Use Segmenting, Sequencing, and Learner Pacing to ImposeContent Gradually.
8. Transition from Worked Examples to Practice to Impose MentalWork Gradually.
PART THREE. INSTRUCTIONAL GUIDELINES FOR IMPOSING RELEVANTCOGNITIVE LOAD.
9. Put Working Memory to Work with Germane Load.
PART FOUR. TAILORING INSTRUCTION TO LEARNEREXPERTISE.
10. Accommodate Differences in Learner Expertise.
11. Use Rapid Testing to Adapt e-Learning to LearnerExpertise.
PART FIVE. COGNITIVE LOAD THEORY IN PERSPECTIVE.
12. Applying Cognitive Load Theory.
13. The Evolution of Cognitive Load Theory: A PersonalPerspective 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.
