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Cognitive Load Theory

Author: Fred Paas
Publisher: Routledge
ISBN: 1135065802
Size: 65.27 MB
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The papers of this special issue demonstrate that cognitive load theory provides the framework for investigations into cognitive processes and instructional design. The genesis of Cognitive Load Theory emerged from an international symposium organized at the bi-annual conference of the European Association for Research on Learning and Instruction in 2001 in Fribourg, Switzerland. Most of the papers are based on contributions to that symposium and discuss the most recent work carried out within the cognitive load framework. As a whole, this issue is demonstrating that cognitive load theory is continuing its role of using cognitive psychology principles to generate novel instructional design procedures.

Handbook Of Human Factors And Ergonomics

Author: Gavriel Salvendy
Publisher: John Wiley & Sons
ISBN: 1118129083
Size: 32.73 MB
Format: PDF
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The fourth edition of the Handbook of Human Factors and Ergonomics has been completely revised and updated. This includes all existing third edition chapters plus new chapters written to cover new areas. These include the following subjects: Managing low-back disorder risk in the workplace Online interactivity Neuroergonomics Office ergonomics Social networking HF&E in motor vehicle transportation User requirements Human factors and ergonomics in aviation Human factors in ambient intelligent environments As with the earlier editions, the main purpose of this handbook is to serve the needs of the human factors and ergonomics researchers, practitioners, and graduate students. Each chapter has a strong theory and scientific base, but is heavily focused on real world applications. As such, a significant number of case studies, examples, figures, and tables are included to aid in the understanding and application of the material covered.

Cognitive Load Theory

Author: Jan L. Plass
Publisher: Cambridge University Press
ISBN: 1107394112
Size: 12.96 MB
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Cognitive load theory (CLT) is one of the most important theories in educational psychology, a highly effective guide for the design of multimedia and other learning materials. This edited volume brings together the most prolific researchers from around the world who study various aspects of cognitive load to discuss its current theoretical as well as practical issues. The book is divided into three parts. The first part describes the theoretical foundations and assumptions of CLT, the second discusses the empirical findings about the application of CLT to the design of learning environments, and the third part concludes the book with discussions and suggestions for new directions for future research. It aims to become the standard handbook in CLT for researchers and graduate students in psychology, education, and educational technology.

Problem Solving

Author: S. Ian Robertson
Publisher: Psychology Press
ISBN: 1317496019
Size: 35.38 MB
Format: PDF, Kindle
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The way that we assess and overcome problems is an essential part of everyday life. Problem Solving provides a clear introduction to the underlying mental processes involved in solving problems. Drawing on research from cognitive psychology and neuroscience, it examines the methods and techniques used by both novices and experts in familiar and unfamiliar situations. This edition has been comprehensively updated throughout, and now features cutting-edge content on creative problem solving, insight and neuroscience. Each chapter is written in an accessible way, and contains a range of student-friendly features such as activities, chapter summaries and further reading. The book also provides clear examples of studies and approaches that help the reader fully understand important and complex concepts in greater detail. Problem Solving fully engages the reader with the difficulties and methodologies associated with problem solving. This book will be of great use to undergraduate students of cognitive psychology, education and neuroscience, as well as readers and professionals with an interest in problem solving.

From Principles Of Learning To Strategies For Instruction With Workbook Companion

Author: Robert J. Seidel
Publisher: Springer Science & Business Media
ISBN: 038771085X
Size: 30.14 MB
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From Principles of Learning to Strategies for Instruction Part One The purpose of this book is to help educators and training developers to improve the quality of their instruction. Unlike other available works, the text is not limited to a particular theoretical position. Nor is it like many of the instructional design texts, which ignore the learning literature. Rather, it draws upon any and all of those research-based principles regardless of learning theory, which suggest heuristics to guide instructional strategies. The approach of the authors is unique in that they develop a framework or model taxonomy for tasks, through which the principles of learning can be related to particular learning processes, suggesting distinctive strategies for specific instructional tasks. The authors present a four-stage model that includes acquisition, automaticity, near term transfer, and far term transfer. Workbook Companion Part Two In this Workbook Companion, the strategies presented in the original book are expanded by supplying practical and specific strategies to implement of a variety of other subject matters. These strategies are based on the needs which the authors currently see and cite in existing educational systems. Each chapter concentrates on providing recommended instructional strategies and practical exercises for a specific target group: high school age adolescents. Contributors supply strategies in the different learning domains including Cognitive, Psychomotor, Affect, and Interpersonal, and each individual is responsible for training teachers, developing and/or evaluating curricula for such training, and educating high school students through the development and implementation of curricula. Developed for both new and experienced teachers developing curricula for high-school adolescents, the goal of the Workbook Companion is to provide those in the field of education with strategies to incorporate each of the four domains into their lesson plans, regardless of subject area. Praise for From Principles of Learning to Strategies for Instruction with Workbook Companion "In 20+ years of instructional design this book is the most comprehensive attempt to smoothly connect learning theory with practice advice and also provide clear examples of completed instruction that utilized both learning theory and best practice." "I think that this book would benefit nearly everyone interested in instructional design." - Richard Clark, Professor of Educational Psychology, Director, Center for Cognitive Technology, University of Southern California

Ten Steps To Complex Learning

Author: Jeroen J. G. van Merriënboer
Publisher: Routledge
ISBN: 1351624350
Size: 52.46 MB
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Ten Steps to Complex Learning presents a path from an educational problem to a solution in a way that students, practitioners, and researchers can understand and easily use. Students in the field of instructional design can use this book to broaden their knowledge of the design of training programs for complex learning. Practitioners can use this book as a reference guide to support their design of courses, curricula, or environments for complex learning. Now fully revised to incorporate the most current research in the field, this third edition of Ten Steps to Complex Learning includes many references to recent research as well as two new chapters. One new chapter deals with the training of 21st-century skills in educational programs based on the Ten Steps. The other deals with the design of assessment programs that are fully aligned with the Ten Steps. In the closing chapter, new directions for the further development of the Ten Steps are discussed.

Handbook Of Research On Effective Electronic Gaming In Education

Author: Ferdig, Richard E.
Publisher: IGI Global
ISBN: 1599048116
Size: 38.84 MB
Format: PDF, Mobi
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"This book presents a framework for understanding games for educational purposes while providing a broader sense of current related research. This creative and advanced title is a must-have for those interested in expanding their knowledge of this exciting field of electronic gaming"--Provided by publisher.

Efficiency In Learning

Author: Ruth C. Clark
Publisher: John Wiley & Sons
ISBN: 9781118046746
Size: 70.12 MB
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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.

The Cambridge Handbook Of Multimedia Learning

Author: Richard E. Mayer
Publisher: Cambridge University Press
ISBN: 1139992481
Size: 32.70 MB
Format: PDF, Docs
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In recent years, multimedia learning, or learning from words and images, has developed into a coherent discipline with a significant research base. The Cambridge Handbook of Multimedia Learning is unique in offering a comprehensive, up-to-date analysis of research and theory in the field, with a focus on computer-based learning. Since the first edition appeared in 2005, it has shaped the field and become the primary reference work for multimedia learning. Multimedia environments, including online presentations, e-courses, interactive lessons, simulation games, slideshows, and even textbooks, play a crucial role in education. This revised second edition incorporates the latest developments in multimedia learning and contains new chapters on topics such as drawing, video, feedback, working memory, learner control, and intelligent tutoring systems. It examines research-based principles to determine the most effective methods of multimedia instruction and considers research findings in the context of cognitive theory to explain how these methods work.