Efficiency in Learning: Evidence-Based Guidelines to Manage Cognitive LoadEfficiency 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. |
Contents
On | |
LongTerm Memory and Expertise | |
PART TWO Basic Guidelinesfor Managing Extraneous | |
Explain Diagrams with Words Presented by Audio Narration WhentoUse Audio to Explain Visuals | |
Chapter 5Weed Your Training to Manage Limited Working Memory Capacity | |
PareContent DowntoEssentials | |
PART FOUR Tailoring Instruction to Learner Expertise | |
How Cognitive Load Changes with Greater Expertise | |
Evidencefor ExpertiseReversal | |
EliminateRedundant Contentfor MoreExperienced Learners | |
UseRapid Testing toAdapt eLearning toLearner Expertise | |
PART FIVE Cognitive Load Theoryin Perspective | |
Applying Cognitive Load Theory | |
Origins | |
Recommended Readings | |
Use Segmenting Sequencing and Learner Pacing to Impose | |
Teach Supporting Knowledge Separate from Teaching | |
Transition from Worked Examples to Practice to Impose Mental | |
On the CD | |
Recent YearsThe Internationalization of Cognitive Load Theory | |
CurrentWork | |
ALLABOUT THE NUMBERS | |
REFERENCES | |
ABOUT THE AUTHORS | |
Other editions - View all
Efficiency in Learning: Evidence-Based Guidelines to Manage Cognitive Load Ruth C. Clark,Frank Nguyen,John Sweller No preview available - 2005 |
Efficiency in Learning: Evidence-Based Guidelines to Manage Cognitive Load Ruth C. Clark,Frank Nguyen,John Sweller No preview available - 2006 |
Common terms and phrases
active Adapted added apply assigned asynchronous audio narration auditory Avoid better build capacity Chandler Chapter classroom cognitive load theory compared completion examples complex components course delivery demonstration described diagram directive discussed display Educational effect efficiency effort elearning elements environments examples Excel experiments expertise explained extraneous cognitive load faded Figure followed format goal graph guidelines illustrates imposed instructional integrated interactivity intrinsic involving knowledge lead learners learning lesson limited longterm memory manage manual materials Mayer memory mental methods minimize modality multimedia novice ofthe performance aids placed practice presented principles prior problems procedures programs Psychology questions recommend reduce redundant reference relevant result schemas screen segmented sequence shown shows signals skills solving Source split attention steps summarized Sweller task teach techniques transfer understanding visual