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Informationen zum Autor Dr. Wellesley (Rob) Foshay is vice president for instructional design and quality control for PLATO Learning, Inc. He formerly served on the Board of Directors of the International Society for Performance Improvement. Dr. Ken Silber is associate professor of instructional design at Northern Illinois University in DeKalb, Illinois. He is a performance consulting/ID/change management professional with 30 years of experience in consulting in corporate, nonprofit, and academic settings both in the U.S. and internationally. Dr. Michael B. Stelnicki is Professor and Chairman of the graduate Human performance and training program at Governors State University in University Park, Illinois. He is a thirty-five year veteran presenter in the field and has worked as a journalist, psychology instructor, instructional television producer/director and consultant to business and industry. Klappentext Going far beyond the latest instructional fads or merely theory, Writing Training Materials That Work offers an up-to-date synthesis and summary of "best practices" in instructional design. It provides specific how-to guidelines that are research-based, have been used by practitioners long enough to show they are acceptable and can be implemented in business settings, and-- perhaps most importantly-- produce consistently good instructional results. The book includes instructional strategies grounded in cognitive theory and covers a range of key areas, including Declarative Knowledge (facts, concepts, principles, and metal models), Procedural Knowledge (well-structured and ill-structured), Problem Solving-- including a special chapter on teaching troubleshooting. The authors also provide a variety of illustrative examples, templates, and other useful job aids. Zusammenfassung How to Train Anyone To Do Anything focuses on how to teach higher-order problem-solving skills! the kind that most instructional designers are called upon to train on in the information-age! service-oriented company! while at the same time including how to teach the lower-level skills that some designers still need to teach. Inhaltsverzeichnis List of Figures. Contents of the CD-ROM. Acknowledgments. Preface. Introduction. PART I: INTRODUCTION TO THE COGNITIVE APPROACH. Chapter 1: The Cognitive Approach to Training Development. The Cognitive Approach to Instructional Design. The Cognitive Point of View on How Learning Occurs. Declarative and Procedural Knowledge and Their Subtypes. Summary. Chapter 2: A Cognitive Training Model. A New Cognitive Model. Learner Tasks and Lesson Elements. How to Read the Cognitive Training Model. Differentiating Our Model from Gagne's. How to Use the Model. Summary. PART II: HOW TO DESIGN LESSONS USING THE COGNITIVE APPROACH. Chapter 3: How to Begin Any Lesson: The First Three Lesson Elements. About Using the Lesson Elements Attention, WIIFM, and YCDI to Begin a Lesson. Using the Lesson Elements Attention, WIIFM, and YCDI to Begin a Lesson. Summary. Chapter 4: How to Organize and Present Information: Message Design Principles. About Using the Lesson Elements to Help Learners Organize the Information. Summary. Chapter 5: Teaching Facts. About Facts. General Strategies for Teaching Facts. Using the Lesson Elements to Teach Facts. Summary. Chapter 6: Teaching Concepts. About Concepts. General Strategies for Teaching Concepts. Using the Lesson Elements to Teach Concepts. Summary. Chapter 7: Teaching Principles and Mental Models. About Principles and Mental Models. General Strategies for Teaching Principles and M...
