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The goal of This book is to describe how you can adopt the results
of solid performance research and turn it into practical, and
cost-beneficial performance results for your organization. A review
of this book by Dr. Brenda Sugrue (currently Director of
Instructional Systems for Ford Motor Company-formerly a training
manager for IBM and a professor at the University of Iowa)
described it in the following way: This book is all you need to
understand the process of performance improvement in organizations,
and the "active ingredients" that impact performance. The book
separates the snake oil and fads from solutions that are supported
by research. It gives clear and research-based guidelines for
diagnosing the causes of performance gaps and selecting solutions
for knowledge, motivation, and organizational problems. Case
studies illustrate the application of the model and rules. In
addition, the book describes how to reliably and validly evaluate
the effects of performance solutions and identifies flaws in some
common approaches to evaluation. The book answers the kinds of
"why" and "what if " questions that rarely get addressed. It
includes a powerful model of motivated performance that can be used
to address any motivational problems. (It provides the reader with)
the arguments and references to support organizational development
and training practices and also the arguments and evidence to
abandon practices that have been shown to either be ineffective or
to do more harm than good. If you want to understand why what you
are doing works (or doesn't work), you need to read this book. It
is unlike any other to date in the field of performance improvement
and training. It takes the profession to a higher level and is a
must for anyone working in the area of organizational development,
performance improvement, or training.
Handling complexity in learning environments: theory and research
What do we mean when we say that "learning environments are
increasingly complex"? What do we know about the cognitive
processing that occurs during complex learning? How can we provide
effective instructional support for students who must learn and
apply complex knowledge? These questions, and related issues, have
fascinated educators and educational researchers for many years and
are they are the focus of this book.
As a tribute to Joost Lowyck, professor educational technology
at the K.U.Leuven, eminent scholars from around the globe have
contributed to a far reaching analysis of complexity in learning
environments from a cognitive perspective. The chapter authors
summarize what we know now about complexity and make specific
suggestions for educational practice and for future research on
complexity. The different contributions in the several chapters
discuss theoretical accounts and empirical findings about learning,
the learner, and learning environments. Wide-ranging topics include
current descriptions of our cognitive architecture, new
contributions to cognitive load theory, research and evaluation
design considerations, motivation to learn, the influence of prior
knowledge, the use of simulations and multimedia, alternative
instructional methods and interventions, studies of the classroom
context for complex learning and mental model-building.
*A tribute to Joose Lowyck, professor educational technology at the
KU Leuven
*International scholars provide far reaching analysis of complexity
in learning environments from a cognitive perspective
*Makes specific suggestions for educational practice andfor future
research
Richard Clark's observation that ..".media are mere vehicles that
deliver instruction but do not influence student achievement any
more than the truck that delivers our groceries causes changes in
our nutrition" is as misunderstood today as it was when first
published in the Review of Educational Research in 1983. The
convincing if little read scientific evidence presented by Clark
has divided the field and caused considerable concern, especially
among the providers of newer media for learning. A collection of
writings about the "media effects debate," as it has come to be
called, was published in 2001. Edited by Clark, Learning From Media
was the first volume in the series "Perspectives in Instructional
Technology and Distance Education." The series editors are
convinced that the writings of Clark and those who take issue with
his position are of critical importance to the field of
instructional technology, Thus, a revised, second edition of
Learning From Media is now being offered. The debate about the
impact of media on learning remains a fundamental issue as new
mediated approaches to teaching and learning are developed, and
Clark's work should be at the center of the discussion. The
critical articles on both sides of this debate are contained in
Learning From Media, 2nd Edition.
Richard Clark's observation that ..".media are mere vehicles that
deliver instruction but do not influence student achievement any
more than the truck that delivers our groceries causes changes in
our nutrition" is as misunderstood today as it was when first
published in the Review of Educational Research in 1983. The
convincing if little read scientific evidence presented by Clark
has divided the field and caused considerable concern, especially
among the providers of newer media for learning. A collection of
writings about the "media effects debate," as it has come to be
called, was published in 2001. Edited by Clark, Learning From Media
was the first volume in the series "Perspectives in Instructional
Technology and Distance Education." The series editors are
convinced that the writings of Clark and those who take issue with
his position are of critical importance to the field of
instructional technology, Thus, a revised, second edition of
Learning From Media is now being offered. The debate about the
impact of media on learning remains a fundamental issue as new
mediated approaches to teaching and learning are developed, and
Clark's work should be at the center of the discussion. The
critical articles on both sides of this debate are contained in
Learning From Media, 2nd Edition.
This volume incorporates essays questioning the meta-analyses of
computer-based instruction research, Robert Kozma's counterpoint
theory of learning with media, science-based technology verus
experience-based craft and science-based authentic technologies.
This volume incorporates essays questioning the meta-analyses of
computer-based instruction research, Robert Kozma's counterpoint
theory of learning with media, science-based technology verus
experience-based craft and science-based authentic technologies.
This book provides a comprehensive introduction by an extraordinary
range of experts to the recent and rapidly developing field of
learning analytics. Some of the finest current thinkers about ways
to interpret and benefit from the increasing amount of evidence
from learners' experiences have taken time to explain their
methods, describe examples, and point out new underpinnings for the
field. Together, they show how this new field has the potential to
dramatically increase learner success through deeper understanding
of the academic, social-emotional, motivational, identity and
meta-cognitive context each learner uniquely brings. Learning
analytics is much more than "analyzing learning data"-it is about
deeply understanding what learning activities work well, for whom,
and when. Learning Analytics in Education provides an essential
framework, as well as guidance and examples, for a wide range of
professionals interested in the future of learning. If you are
already involved in learning analytics, or otherwise trying to use
an increasing density of evidence to understand learners' progress,
these leading thinkers in the field may give you new insights. If
you are engaged in teaching at any level, or training future
teachers/faculty for this new, increasingly technology-enhanced
learning world, and want some sense of the potential opportunities
(and pitfalls) of what technology can bring to your teaching and
students, these forward-thinking leaders can spark your
imagination. If you are involved in research around uses of
technology, improving learning measurements, better ways to use
evidence to improve learning, or in more deeply understanding human
learning itself, you will find additional ideas and insights from
some of the best thinkers in the field here. If you are involved in
making administrative or policy decisions about learning, you will
find new ideas (and dilemmas) coming your way from inevitable
changes in how we design and deliver instruction, how we measure
the outcomes, and how we provide feedback to students, teachers,
developers, administrators, and policy-makers. For all these
players, the trick will be to get the most out of all the new
developments to efficiently and effectively improve learning
performance, without getting distracted by "shiny" technologies
that are disconnected from how human learning and development
actually work.
This book provides a comprehensive introduction by an extraordinary
range of experts to the recent and rapidly developing field of
learning analytics. Some of the finest current thinkers about ways
to interpret and benefit from the increasing amount of evidence
from learners' experiences have taken time to explain their
methods, describe examples, and point out new underpinnings for the
field. Together, they show how this new field has the potential to
dramatically increase learner success through deeper understanding
of the academic, social-emotional, motivational, identity and
meta-cognitive context each learner uniquely brings. Learning
analytics is much more than "analyzing learning data"-it is about
deeply understanding what learning activities work well, for whom,
and when. Learning Analytics in Education provides an essential
framework, as well as guidance and examples, for a wide range of
professionals interested in the future of learning. If you are
already involved in learning analytics, or otherwise trying to use
an increasing density of evidence to understand learners' progress,
these leading thinkers in the field may give you new insights. If
you are engaged in teaching at any level, or training future
teachers/faculty for this new, increasingly technology-enhanced
learning world, and want some sense of the potential opportunities
(and pitfalls) of what technology can bring to your teaching and
students, these forward-thinking leaders can spark your
imagination. If you are involved in research around uses of
technology, improving learning measurements, better ways to use
evidence to improve learning, or in more deeply understanding human
learning itself, you will find additional ideas and insights from
some of the best thinkers in the field here. If you are involved in
making administrative or policy decisions about learning, you will
find new ideas (and dilemmas) coming your way from inevitable
changes in how we design and deliver instruction, how we measure
the outcomes, and how we provide feedback to students, teachers,
developers, administrators, and policy-makers. For all these
players, the trick will be to get the most out of all the new
developments to efficiently and effectively improve learning
performance, without getting distracted by "shiny" technologies
that are disconnected from how human learning and development
actually work.
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