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
1 An Assignment in an Excel Lesson That Imposes Moderate Intrinsic Cognitive Load | |
4 Audio Explanations Result in Better Achievement Than Textual Explanations on Complex | |
1 Number of Referrals Needed to Reproduce a MidPlay Chess Board | |
6 A Virtual Classroom Excel Lesson Incorporates Demonstrations of Excel Applications | |
PART TWO Basic Guidelines for Managing Extraneous Irrelevant Cognitive Load | |
1 Working Memory Includes a Phonetic Auditory and Visual Component | |
Use Segmenting Sequencing and Learner Pacing to Impose Content Gradually | |
4 The Segmented Lesson Version Teaching an Insulation Resistance Test | |
Transition from Worked Examples to Practice to Impose Mental Work Gradually | |
1 Part of a Worked Example from Asynchronous eLesson on Constructing Formulas in Excel | |
11 A PrintBased Worked Example That Splits Attention Between Diagram and Related Text | |
Recommended Readings | |
5 A Student SelfExplanation of a Physics Problem | |
9 Better Learning of Complex Content from Study in Initial Sessions and Rehearsal in Later | |
6 Diagrams Are More Efficient Than Text for Learning of More Complex Suffix Problems | |
11 A Learning Agent from an Excel Lesson | |
15 A Geometry Problem and Solution Example Presented in Combinations of Text Diagram | |
Focus Attention and Avoid Split Attention | |
1 First Paragraphs from Unsignaled Version of Passage on Airplane Lift | |
7 An Integrated Text Version from an Electrical Test Lesson | |
10 Audio Description of Visuals Led to Best Learning Followed by Integrated Text Which | |
1 A Screen from Our Overloaded Excel eLearning Lesson on the CD | |
14 Adding Audio to SelfExplanatory Diagram Depresses Learning of Complex Tasks | |
Provide External Memory Support to Reduce Working Memory Load | |
2 A Wall Chart from an Instructional Design Class | |
8 A Performance Aid with Separated Text and Diagram | |
Recommended Readings | |
4 Opposite Learning Outcomes from High and Low Coherent Text by High and Low Prior | |
Use Rapid Testing to Adapt eLearning to Learner Expertise | |
1 Alternative First Steps to Solve an Algebra Problem Among Learners of Diverse Experience | |
Applying Cognitive Load Theory | |
1 An Asynchronous Course with Lines Used to Integrate Text | |
On the CD | |
ALL ABOUT THE NUMBERS | |
Figure A 1 What Is a Z Score? | |
GLOSSARY | |
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
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