Title Evidence-Informed Learning Design
Subtitle Creating Training to Improve Performance
Author Mirjam Neelen, Paul A Kirschner
ISBN 9781789661415
List price GBP 29.99
Price outside India Available on Request
Original price
Binding Paperback
No of pages 328
Book size 159 x 235 mm
Publishing year 2020
Original publisher Kogan Page Limited
Published in India by .
Exclusive distributors Viva Books Private Limited
Sales territory India, Sri Lanka, Bangladesh, Pakistan, Nepal, .
Status New Arrival
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Reviews:

“If you are interested in education, teaching, training design, assessment or performance improvement in almost any setting - buy this book. You will not be disappointed.”

Richard Clark, Emeritus Professor of Educational Psychology, University of Southern California, Emeritus CEO of Atlantic Training Inc. and Expert Knowledge Solutions LLC

 

“A clear roadmap for finding, judging, and applying proven evidence-informed methods to transform training outcomes.”

Patti Shank, PhD, instructional design expert and author, Manage Memory for Deeper Learning

 

“Brutally honest about the fallacies and myths that hinder practice, it is also refreshingly strong on contemporary research and recommendations. Read it and do it!”

Donald Clark - LearnTech Entrepreneur, Professor, Speaker & Blogger

 

“A solid foundation for making training work. A must-read for all learning professionals.”

Jeroen J. G. van Merriënboer, Professor of Learning and Instruction in the School of Health Professions Education, Maastricht University, The Netherlands

 

“A great service to learning design and a clear guide to the necessity, barriers, and core elements of evidence-informed learning.”

Clark Quinn, consultant and author of Engaging Learning, Designing mLearning, and Revolutionize Learning & Development

 

“Opens our eyes to the truth and complexity of effective learning design. Everyone in workplace learning should read, study, and keep this book close at hand.”

Will Thalheimer, PhD, Work-Learning Research, Inc.


Description:

Learning and Development (L&D) programmes are too often based on fads, the latest trends or learning designers’ personal preferences without critical evaluation. Evidence-Informed Learning Design will allow learning professionals to move away from this type of approach by showing them how to assess and apply relevant scientific literature, learning science research and proven learning techniques to design their training in a way that will make a measurable difference to employee performance and overall business success.

Packed with tips, tools and examples, Evidence-Informed Learning Design enables L&D and training professionals to save both time and money by ensuring that efforts are focused on designing learning that’s proven to be effective. Covering techniques like interleaving and self-directed and self-regulated learning, as well as debunking myths and fallacies in the field, it covers how best to test, measure and reinforce learning in both online, offline and face-to-face scenarios. To ensure that employees develop the skills the business needs to succeed and that the L&D function is recognised as adding true organizational value, this book is essential reading for anyone responsible for designing learning.


Key features at a glance:

  • Shows how to apply evidence from scientific research, learning sciences and business to create effective learning experiences
  • Provides design techniques, structures and recommendations which can be used in both online and offline learning courses and content
  • Explains how to make defensible decisions on learning design and prove its effectiveness to key business stakeholders
  • Includes interviews, real world examples and case studies from L&D professionals who have successfully implemented an evidence-based approach to training


Contents:

Figures and tables

Foreword

Preface

About this book

Acknowledgements

 

Part I. Building the foundation: Evidence-Informed learning experiences • Introduction

Chapter 1. Designing learning experiences in an evidence-informed way Steps to start designing learning experiences in an evidence-informed way • What is the learning sciences and why does it matter? • Chapter 1 key points • References

Chapter 2. What are learning experiences and what does it mean to design them well? From research to a professional approach to learning experience design • Common problems in designing learning experiences • Getting started with holistic learning experience design • What is a three-star learning experience? • Chapter 2 key points • References

 

Part II. Eyes wide open: A plea for improvement • Introduction

Chapter 3. Eyes closed: The state of the learning profession Why our professional foundation is weak • The backbone of holistic learning experience design • What training research tells us • How we ignore the evidence • Chapter 3 key points • References

Chapter 4. How to start looking for the evidence Eyes wide open: Judging research • Eyes wide open: Judging seductive titles and self-promotion • Chapter 4 key points • References

 

Part III. Facing ‘daces and myths • Introduction

Chapter 5. On the lookout for fallacies Logical fallacies • Chapter 5 key points • References

Chapter 6. Thriving myths in learning Why myths are like zombies • Myth 1: Neuroquatsch • Myth 2: What learners say they prefer is good for them • Myth 3: Google can replace human knowledge • Myth 4: 21st-century skills are more important than domain-specific knowledge • Chapter 6 key points • References

 

Part IV. Find focus: Tools, techniques and ingredient • Introduction

Chapter 7. Complex skills and how to design for them References

Chapter 8. Nuanced design: Tools Tool 1: Readily available computer programs • Tool 2: Note-taking using good old handwriting • Tool 3: Multimedia • Chapter 8 key points • References

Chapter 9. Nuanced design: Techniques Technique 1: Direct instruction • Technique 2: Feedback • Different types of feedback to support learning • Chapter 9 key points • References

Chapter 10. Nuanced design: Ingredients Ingredient 1: Worked examples • Ingredient 2: Spaced learning • Ingredient 3: Retrieval practice • Ingredient 4: Interleaving • Ingredient 5: Double-barrelled learning • Chapter 10 key points • References

 

Part V. The learner in the driver’s seat: Self directed and self regulated learning • Introduction

Chapter 11. The ins and outs of self-directed and self-regulated learning What are self-directed learning (SDL) and self-regulated learning (SRL)? • Challenges in SDL and SRL • Chapter 11 key points • References

Chapter 12. How to improve self-directed and self-regulated learning What learning professionals can do to support SDL and SRL • How to effectively build and leverage a personal learning network (PLN) • What organizations can do to support learning • Chapter 12 key points • References

Conclusion • What to stop doing • What to start doing • References

Glossary

Index


About the Authors:

Mirjam Neelen leads end-to-end learning design processes and is responsible for the strategic definition of learning experiences in her current role at Accenture. With 15 years’ industry experience, she has worked in a wide variety of learning design roles in organizations such as Google and Houghton Mifflin Harcourt.

Paul A. Kirschner is Emeritus Professor of Educational Psychology at the Open University of the Netherlands and Guest Professor at Thomas More University of Applied Science in Belgium. An international speaker and researcher, he was also the President of the International Society for the Learning Sciences.


Target Audience:

People interested in education, teaching, training design, assessment or performance improvement in almost any setting. Everyone in workplace learning should read, study, and keep this book close at hand. A must-read for all learning professionals.

 
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