{"product_id":"building-expertise-9780787988449","title":"Building Expertise","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eThis third edition of the classic resource, \u003ci\u003eBuilding Expertise\u003c\/i\u003e draws on the most recent evidence on how to build innovative forms of expertise and translates that evidence into guidelines for instructional designers, course developers and facilitators, technical communicators, and other human performance professionals. Ruth Colvin Clark summarizes psychological theories concerning ways instructional methods support human learning processes. Filled with updated research and new illustrative examples, this new edition offers trainers evidence-based guidelines to help them accelerate genuine expertise within their organizations.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eIntroduction: Getting the Most from This Resource.  \u003cp\u003e\u003cb\u003ePART I: FOUNDATIONS OF BUILDING EXPERTISE.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 1: Expertise in the Global Economy.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe Value of Expertise.\u003c\/p\u003e \u003cp\u003eWhat Is an Expert?\u003c\/p\u003e \u003cp\u003eSeven Lessons Learned About Experts.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 2: Four Ingredients of Instruction.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhich Media Are Best for Learning?\u003c\/p\u003e \u003cp\u003eFour Components of Learning.\u003c\/p\u003e \u003cp\u003eThree Views of Learning.\u003c\/p\u003e \u003cp\u003eFour Instructional Architectures.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 3: No Yellow Brick Road.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eInstructional Components and Learning: No Yellow Brick Road.\u003c\/p\u003e \u003cp\u003eGraphics and Learning: A Journey Down the Yellow Brick Road.\u003c\/p\u003e \u003cp\u003eFactors That Influence Learning.\u003c\/p\u003e \u003cp\u003eToward an Evidence-Based Profession.\u003c\/p\u003e \u003cp\u003eAbout the Numbers.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 4: The Psychology of Building Expertise.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eTwo Memories for Learning.\u003c\/p\u003e \u003cp\u003eThe Transformation of Content into Knowledge and Skills.\u003c\/p\u003e \u003cp\u003eEight Principles for Instruction.\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePART II: BASIC LEARNING EVENTS PROVEN TO BUILD EXPERTISE.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eOptimizing Working Memory Resources.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 5: How Working Memory Works.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWorking Memory: The Center of Learning.\u003c\/p\u003e \u003cp\u003eNew Content Has a Short Self Life in Working Memory.\u003c\/p\u003e \u003cp\u003eChess, Chunking, and Capacity Limits of Working Memory.\u003c\/p\u003e \u003cp\u003eWhat Happens When Working Memory Is Overloaded?\u003c\/p\u003e \u003cp\u003eAutomaticity: A Working Memory Bypass.\u003c\/p\u003e \u003cp\u003eVisual and Auditory Components in Working Memory.\u003c\/p\u003e \u003cp\u003eWhy Is Working Memory So Limited?\u003c\/p\u003e \u003cp\u003eWorking Memory and Performance.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 6: Managing Cognitive Load.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eCognitive Load Management Principle.\u003c\/p\u003e \u003cp\u003eMethods That Bypass Working Memory.\u003c\/p\u003e \u003cp\u003eMethods That Minimize Content.\u003c\/p\u003e \u003cp\u003eMethods to Impose Content Gradually.\u003c\/p\u003e \u003cp\u003eMethods to Minimize Unproductive Mental Work.\u003c\/p\u003e \u003cp\u003eMethods to Maximize Working Memory Capacity.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 7: Managing Attention.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe High Price of Attention Failure.\u003c\/p\u003e \u003cp\u003eThe Attention Principle.\u003c\/p\u003e \u003cp\u003eInstructional Methods to Support Attention.\u003c\/p\u003e \u003cp\u003eOptimizing Attentional Capacity in the Classroom.\u003c\/p\u003e \u003cp\u003eMethods to Focus Attention.\u003c\/p\u003e \u003cp\u003eMethods to Support Selective Attention.\u003c\/p\u003e \u003cp\u003eWhat Is Divided Attention?\u003c\/p\u003e \u003cp\u003eMethods to Minimize Divided Attention.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 8: Leveraging Prior Knowledge.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe Prior Knowledge Principle.\u003c\/p\u003e \u003cp\u003eMethods to Activate Prior Knowledge.\u003c\/p\u003e \u003cp\u003eMethods to Compensate for Limited Prior Knowledge.\u003c\/p\u003e \u003cp\u003eAvoid Activating Inappropriate Prior Knowledge.\u003c\/p\u003e \u003cp\u003eWhen to Use Prior Knowledge Methods.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 9: Helping Learners Build Mental Models: Implicit Methods.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe Building Mental Models Principle.\u003c\/p\u003e \u003cp\u003eExplicit and Implicit Encoding Methods.\u003c\/p\u003e \u003cp\u003eImplicit Methods to Build Mental Models.\u003c\/p\u003e \u003cp\u003eGraphics to Build Mental Models.\u003c\/p\u003e \u003cp\u003ePersonalize Your Learning Environment.\u003c\/p\u003e \u003cp\u003eInclude Deep-Level Learning Agent Dialogs.\u003c\/p\u003e \u003cp\u003eProvide Examples and Encourage Their Processing.\u003c\/p\u003e \u003cp\u003eProvide Effective Analogies.\u003c\/p\u003e \u003cp\u003eInclude Process Content in Your Instruction.\u003c\/p\u003e \u003cp\u003eOffer Cognitive Support for Novice Learners.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 10: Explicit Methods for Helping Learners Build Mental Models.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIs Active Learning Better? A Tale of Four Lessons.\u003c\/p\u003e \u003cp\u003eBuilding Mental Models Principle.\u003c\/p\u003e \u003cp\u003eExplicit vs. Implicit Methods for Building Mental Models.\u003c\/p\u003e \u003cp\u003eMaintenance vs. Elaborative Rehearsal.\u003c\/p\u003e \u003cp\u003eIncorporate Frequent Elaborative Practice Exercises.\u003c\/p\u003e \u003cp\u003eThe Law of Diminishing Returns.\u003c\/p\u003e \u003cp\u003eDistribute Practice Assignments.\u003c\/p\u003e \u003cp\u003eProvide Explanatory Feedback.\u003c\/p\u003e \u003cp\u003eUse Effective Questioning Techniques in the Classroom.\u003c\/p\u003e \u003cp\u003eActively Engage Learners with Graphics.\u003c\/p\u003e \u003cp\u003ePromote Self-Explanations of Content.\u003c\/p\u003e \u003cp\u003eIncorporate Collaborative Learning Opportunities.\u003c\/p\u003e \u003cp\u003eMinimize Note-Taking in Instructor-Led Presentations.\u003c\/p\u003e \u003cp\u003eWho Benefits from Practice?\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 11: Learning Versus Performance: The Psychology of Transfer.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eTransfer: the Bridge from Training to Performance.\u003c\/p\u003e \u003cp\u003eFour Tales of Transfer Failure.\u003c\/p\u003e \u003cp\u003eCauses of Transfer Failure.\u003c\/p\u003e \u003cp\u003eThe Transfer Challenge.\u003c\/p\u003e \u003cp\u003eSpecific Versus General Theories of Transfer.\u003c\/p\u003e \u003cp\u003eThe Transfer Continuum.\u003c\/p\u003e \u003cp\u003eSurface Versus Deep Structure and Transfer.\u003c\/p\u003e \u003cp\u003eTransfer and Intelligence.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 12: Teaching for Transfer.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eTransfer: It’s All About Context.\u003c\/p\u003e \u003cp\u003eTeaching for Near-Transfer Performance.\u003c\/p\u003e \u003cp\u003eLearning Aids for Near-Transfer Learning.\u003c\/p\u003e \u003cp\u003eTeaching for Moderate Transfer.\u003c\/p\u003e \u003cp\u003eTeaching for Far-Transfer Performance.\u003c\/p\u003e \u003cp\u003eLearning Aids for Guided-Discovery simulations.\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePART III: PROMOTING ADAPTIVE EXPERTISE AND MOTIVATION.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 13: Problem-Centered Instruction.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe Revival of Problem-Centered Learning.\u003c\/p\u003e \u003cp\u003eThe Benefits of Problem-Centered Design.\u003c\/p\u003e \u003cp\u003eThree Problem-Centered Design Models.\u003c\/p\u003e \u003cp\u003eModel 1: Problem-Based Learning (PBL).\u003c\/p\u003e \u003cp\u003eModel 2: 4C\/ID.\u003c\/p\u003e \u003cp\u003eModel 3: Sherlock and Cognitive Apprenticeship.\u003c\/p\u003e \u003cp\u003eApplying Problem-Centered Design.\u003c\/p\u003e \u003cp\u003eIssues in Problem-Centered Instruction.\u003c\/p\u003e \u003cp\u003eReservations About Problem-Centered Instruction.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 14: Metacognitive, Self-Regulation and Adaptive Expertise.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eCognition, Metacognition, and Adaptive Expertise.\u003c\/p\u003e \u003cp\u003eMetacognition and Self-Regulation.\u003c\/p\u003e \u003cp\u003eAre Learners Self-Regulated?\u003c\/p\u003e \u003cp\u003eSupporting Self-Regulation During Learning.\u003c\/p\u003e \u003cp\u003eDomain-Specific Metacognitive Skills.\u003c\/p\u003e \u003cp\u003eBuilding Domain-Specific Metacognitive Skills.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 15: Motivation and Expertise.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eMotivation for Learning.\u003c\/p\u003e \u003cp\u003eFrom Rewards to Beliefs: External vs. Internal Views of Motivation.\u003c\/p\u003e \u003cp\u003eBeliefs and Learning Choices.\u003c\/p\u003e \u003cp\u003eBeliefs About Learning Outcomes and Persistence.\u003c\/p\u003e \u003cp\u003eGoal Setting and Motivation.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 16: Motivating Your Learners.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eInstructional Environments that Motivate.\u003c\/p\u003e \u003cp\u003eEvidence for Managing Learner Beliefs.\u003c\/p\u003e \u003cp\u003ePromote Self-Confidence by Structuring for Success.\u003c\/p\u003e \u003cp\u003eEncourage Mastery (Progress) Goal Orientations.\u003c\/p\u003e \u003cp\u003eExploit Personal and Situational Interest.\u003c\/p\u003e \u003cp\u003eTechniques to Promote Cognitive Situational Interest.\u003c\/p\u003e \u003cp\u003eLeverage Personal Interest to Boost Motivation.\u003c\/p\u003e \u003cp\u003eMake Values Salient.\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePART IV: BUILDING EXPERTISE IN ACTION.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 17: Practical Applications in Building Expertise.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eAdopting Evidence-Based Practice.\u003c\/p\u003e \u003cp\u003eWhat Is an Excellent Lesson?\u003c\/p\u003e \u003cp\u003eSample 1: A Receptive Presentation on Cognitive Load.\u003c\/p\u003e \u003cp\u003eSample 2: A Directive e-Lesson on Excel.\u003c\/p\u003e \u003cp\u003eSample 3: A Guided-Discovery Classroom Workshop on e-Learning Design.\u003c\/p\u003e \u003cp\u003eExploratory Architectures for Far-Transfer Learning.\u003c\/p\u003e \u003cp\u003eA Final Word.\u003c\/p\u003e \u003cp\u003eGlossary.\u003c\/p\u003e \u003cp\u003eReferences.\u003c\/p\u003e \u003cp\u003eIndex.\u003c\/p\u003e \u003cp\u003eAbout the Author.\u003c\/p\u003e","brand":"John Wiley \u0026 Sons Inc","offers":[{"title":"Default Title","offer_id":49405053960535,"sku":"9780787988449","price":30.39,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780787988449.jpg?v=1730488515","url":"https:\/\/bookcurl.com\/products\/building-expertise-9780787988449","provider":"Book Curl","version":"1.0","type":"link"}