Design for how People LearnNew Riders, 2011 - 259 páginas Products, technologies, and workplaces change so quickly today that everyone is continually learning. Many of us are also teaching, even when it's not in our job descriptions. Whether it's giving a presentation, writing documentation, or creating a website or blog, we need and want to share our knowledge with other people. But if you've ever fallen asleep over a boring textbook, or fast-forwarded through a tedious e-learning exercise, you know that creating a great learning experience is harder than it seems. In Design For How People Learn, you'll discover how to use the key principles behind learning, memory, and attention to create materials that enable your audience to both gain and retain the knowledge and skills you're sharing. Using accessible visual metaphors and concrete methods and examples, Design For How People Learn will teach you how to leverage the fundamental concepts of instructional design both to improve your own learning and to engage your audience. |
Índice
1 WHERE DO WE START? | 1 |
2 WHO ARE YOUR LEARNERS? | 27 |
3 WHATS THE GOAL? | 59 |
4 HOW DO WE REMEMBER? | 83 |
5 HOW DO YOU GET THEIR ATTENTION? | 125 |
6 DESIGN FOR KNOWLEDGE | 161 |
7 DESIGN FOR SKILLS | 193 |
8 DESIGN FOR MOTIVATION | 215 |
9 DESIGN FOR ENVIRONMENT | 233 |
10 CONCLUSION | 249 |
251 | |
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Términos y frases comunes
able activities actually already answer audience banner blindness Basically behavior better brain can’t challenge Chapter client closet coaching concepts create develop doesn’t dough driving e-learning e-learning course elephant elephant’s attention emotional context employee encode environment Episodic memory example extrinsic feedback flashbulb memory focus gaps goal going happen idea implementation intentions instructional design interacting intrinsic motivation isn’t job aids knowledge learning design learning experience learning objectives learning styles long-term memory Marianna material multiple novice options pay attention practice pretty probably problem procedural memory procedures proficiency questions reasons remember require retrieve rewards role-plays scenarios self-efficacy Sensory memory shelves skills Slow SOCIAL PROOF someone specific story strategies structure stuff take a look talk task teach tell there’s things topic types of memory understand visual what’s Yes/No