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Download Efficiency in Learning: Evidence-Based Guidelines to Manage Cognitive Load ePub

by Ruth C. Clark,Frank Nguyen,John Sweller

Download Efficiency in Learning: Evidence-Based Guidelines to Manage Cognitive Load ePub
  • ISBN 0787977284
  • ISBN13 978-0787977283
  • Language English
  • Author Ruth C. Clark,Frank Nguyen,John Sweller
  • Publisher Pfeiffer; 1st edition (December 16, 2005)
  • Pages 416
  • Formats rtf docx txt lrf
  • Category Business
  • Subcategory Management and Leadership
  • Size ePub 1325 kb
  • Size Fb2 1556 kb
  • Rating: 4.8
  • Votes: 571

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.

In this important book, Ruth Clark, Frank Nguyen, and John Sweller offer guidelines based on more than .

Efficiency in Learning guidelines are proven to accelerate learning by helping you avoid common pitfalls such as split attention and redundancy in your presentations and content.

redundancy in the presentation of learning material. The book is based on principles of Cognitive Load Theory.

Textbook Details: Efficiency in Learning: Evidence-Based Guidelines to Manage Cognitive Load. Ruth Colvin Clark, Frank Nguyen and John Sweller. Pfeiffer, An Imprint of Wiley, San Francisco (CA). redundancy in the presentation of learning material. CLT), which serves as the basis for all of the guidelines within this book. Real-world examples demonstrate how.

In recent years he has further developed general cognitive theory in the hope that this development can lead to further instructional applications. He has been a Fellow of the Academy of Social Sciences of Australia since 1993

Ruth Clark, Frank Nguyen, John Sweller Pfeiffer: San Francisco, C. Efficiency in learning: Evidence-based guidelines to manage cognitive load. San Francisco, CA: Pfeiffer.

Ruth Clark, Frank Nguyen, John Sweller Pfeiffer: San Francisco, CA. Session Topics. 4. Cognitive load theory is about optimizing load in WM in ways that promote efficiency learning. Efficiency in Learning Presentation Summary. Silver Spring, MD: International Society for Performance Improvement.

Efficiency in Learning book.

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oceedings{L, title {Efficiency in Learning: Evidence-Based Guidelines to Manage Cognitive Load}, author {Ruth Colvin Clark and Frank Nguyen and John Sweller and M. C. Baddeley}, year {2005} }. Ruth Colvin Clark, Frank Nguyen, +1 author M. Baddeley. Basic guidelines for managing (irrelevant) cognitive load. 3. Use Visuals and Audio Narration to Exploit Working Memory Resources. Focus Attention and Avoid Split Attention. 5. Weed Your Training to Manage Limited Working Memory Capacity. 6. Provide External Memory Support to Reduce Working Memor. ONTINUE READING.

John Sweller describes the human cognitive architecture, and the need to apply sound instructional design principles . Ruth Clark’s book: Efficiency in Learning: Evidence-Based Guidelines to Manage Cognitive Load.

John Sweller describes the human cognitive architecture, and the need to apply sound instructional design principles based on our knowledge of the brain and memory. One of the first books to contribute a full-length practical design guide to the application of CLT. References.

To that en. Selection from Efficiency in Learning .

Learning in this setting depends to a great extent on students' inclination forself-repair; . Cognitive Machine Learning. Zhongzhi Shi. DOI: 1. 236/ijis. 94007 86 Downloads 196 Views Citations. their willingness and ability to recognize and resolve conflicts between their mental model and the scientifically acceptable model.

Talk about Efficiency in Learning: Evidence-Based Guidelines to Manage Cognitive Load

I've been a big fan of Ruth Clark since I attended one of her workshops in 2002, and especially since buying her book, e-Learning and the Science of Instruction, in 2004. There are at least a few reasons. One, Ruth's guidance for instructional designers is based in research - not fad and not personal belief. Two, she bridges the gap between educational research and training for adults. Three, she always makes sure to build specific, useful guidelines from the research and theory she cites.

This time out, Ruth, along with Frank Nguyen of Intel and John Sweller of the University of New South Wales, lay down a host of design recommendations based on cognitive load theory. The theory centers around the reality of working memory - the in-the-now processing capacity of the brain, limited to 7 bits, plus or minus two. Learning is limited by the capacity of working memory, and there are a number of strategies instructional designers can use to manage the cognitive load placed on it so that learning is made more effective, more efficient or both. I'll point out just two important ideas from the book and trust that you will be sufficiently tempted to take possession of this important book.

The theory has evolved three types of cognitive load: intrinsic, extrinsic and germane. Intrinsic load is the demand placed on working memory by the nature of the task, more specifically the interactivity between content elements that must be learned. The amount of intrinsic load can be seen in the difference between learning the alphabet and learning to read. Reading involves understanding grouped letters as words, attaching meaning to them and understanding them when placed with other words that create complete thoughts. Extraneous load is that imposed on working memory that does not add to learning. Poor writing increases extraneous load, the kind that needs to be minimized or eliminated. Germane load places demand on working memory that contributes to learning - practice exercises, varied examples and the like. Ruth and friends cite plenty of research to support the theory and then provide many practical guidelines flowing from it.

The other big idea, at least for me, is the realization that managing cognitive load for experts is very different than for novices. Most of the guidelines used for designing instruction for novices must be faded and eventually eliminated as learners gain expertise. Again, research and practical guidelines follow from this insight.

My single - and small - criticism for Ruth Clark is the continued inclusion of material from her previous works. For example, I keep seeing the same little guy and his memory looking at the computer screen and listening to his computer speakers in every one of her books. She also continues to treat the reader as a novice, supplying all those supports for novices that frustrate me a little. The obvious answer is to ignore those supports and move on the the more meaty content. Problem is, from a value perspective, I'd be skipping over about a third of the book!

In sum, I find this book to be essential for instructional designers and those who manage or purchase learning programs. Just as the practice of medicine is improved by evidence-based procedures and guidelines, so too is instructional design.
I use Adobe Captivate to teach a high school science class. This book allows me to go through my lessons and polish them in a way that will help students understand, learn and retain the material more efficiently. This is exactly the research I was looking for. It is very practical. She shows the research, the results and then how to apply these results to designing effective lessons. Thankyou.

That said, the book continuously refers to a CD which apparently the kindle version doesn't have. So there is a significant difference between the Kindle version and the book. This is a book about Elearning and using multimedia, you would think they would have been able to include anything on the CD with the book in the Kindle edition.
This book shows you how to make complex things easy to understand, and it is based on solid research. If you are involved in communicating or teaching anything that is complex (to the audience), you need this book. The authors practice what they teach; a fairly complex set of well-researched recommendations is presented in a clear and easily digestible format. Nothing is "dumbed down," just presented clearly.

I have been following the research into "cognitive load" (difficulty in learning) on the Internet for some years now, but I yearned for single, coherent book to tie it all together. One day I typed that phrase into the search box on Amazon, and up came this book. It has more than met my expectations.

The book supplies research to support its assertions, but focuses on concrete recommendations that any teacher or communicator can apply right away.

It should be placed in the hands of anybody teaching a complex topic at any grade level, such as








I initially ordered this book on interlibrary loan. Although I could easily read it in the three week loan period, I decided to buy it within a few days.

Efficiency in Learning teaching for the 21st century. The sooner the world catches on to this, the better.
This is the second Ruth Clark book on instruction and learning that I've read. I believe her work is amongst the most accessible and relevant in instruction & presentation, from both an academic and practical standpoint. Here she ties practical, logical approaches and solutions to managing cognitive load in various learning environments, and supports those solutions with simple documentation of viable research. As with her book, 'Developing Technical Training,' her style in 'Efficiency in Learning...' is uncluttered and really delivers valuable insight. It's one of those book you come away from feeling you've really learned something relevant, and reference back to again and again.
I am thoroughly enjoying this read, and the accompanying CD videos and lessons. The techniques are backed up scientifically, their are numerous studies supporting the evidence-based techniques on how to manage cognitive-load. I needed this information back when I was a kid so I could manage my cognitive-load with my instructors and teachers. It would have saved me so much frustration, and time. Thank you so much for this!
A very useful reference/resource for understanding the effects of cognitive load on learning, that includes descriptions of instructional strategies to address these effects. I found the text to be well organized and thorough. I particularly liked the explanation of effect size on statistical analysis of the effects of cognitive load. I'd recommend this text to those developing instructional materials,a s it provides soem excellent guidelines for improving learning effectiveness.
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