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Books > Social sciences > Sociology, social studies > Social groups & communities > Age groups > Adults > Elderly
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Designing Training and Instructional Programs for Older Adults (Paperback, New)
Loot Price: R2,619
Discovery Miles 26 190
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Designing Training and Instructional Programs for Older Adults (Paperback, New)
Series: Human Factors and Aging Series
Expected to ship within 12 - 19 working days
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Current and emerging trends in the domains of health management and
the work sector, the abundance of new consumer products pervading
the marketplace, and the desires of many older adults to undertake
new learning experiences means that older adults, like their
younger counterparts, will need to continually engage in new
learning and training. Thus, understanding the challenges that
older people face when confronted with new learning and training
programs and developing potential strategies to overcome them is
imperative. A comprehensive state-of-the-science review, Designing
Training and Instructional Programs for Older Adults explores a
broad range of issues, from the implications of theories of
learning for designing instruction for older adults to adapting
current perspectives on methods of instructional design to
accommodate the capabilities and limitations of older learners. The
authors provide an understanding of today's older adults-their
demographics, their needs, the challenges facing them, and a
realistic appraisal of their abilities and limitations-as a basis
for how current knowledge about training and instructional design
should be shaped and applied to best accommodate this population of
learners. They discuss topics such as retention and transfer of
training, sequencing the order of instruction, e-learning,
multimedia training formats, and the assessment and evaluation of
training programs from the perspective of issues relevant to older
learners. They also highlight the challenges presented by this very
heterogeneous group that varies tremendously in backgrounds,
skills, knowledge, and abilities. Focusing on how learning occurs,
the authors' balanced coverage makes the book readable and
enlightening across a wide spectrum of professionals and academics,
including human factors/ergonomics specialists, gerontologists,
managers, educators, undergraduate and graduate students, and the
design community. The book supplies concise recommendations that
will have direct impact on the design of instructional programs and
for those individuals who are responsible for the training and
performance of older people.
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