Building Expertise Cognitive Methods for Training and Performance Improvement

by Clark, Ruth C.

• ISBN13: 9780787988449
• ISBN10: 0787988448
• Edition: 3rd
• Format: Hardcover
• Copyright: 2008-09-22
• Publisher: Pfeiffer

Summary

This third edition of the classic resource, Building Expertise 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.

Author Biography

Ruth Colvin Clark, Ed.D., a recognized specialist in instructional design and technical training, is the founder of CLARK Training & Consulting. Dr. Clark is a past president of the International Society for Performance Improvement (ISPI), a recipient of the Thomas Gilbert Award for Professional Achievement, and author of six books on instruction and learning including the best-selling e-Learning and the Science of Instruction coauthored with Dr. Richard Mayer.

Table of Contents

Introduction to the Third Edition: Getting the Most from This Resource	p. xv
Foundations of Building Expertise	p. 3
Expertise in the Global Economy	p. 5
The Value of Expertise	p. 5
What Is an Expert?	p. 7
Seven Lessons Learned About Experts	p. 9
Four Ingredients of Instruction	p. 17
Which Media Are Best for Learning?	p. 18
Four Components of Learning	p. 19
Three Views of Learning	p. 21
Four Instructional Architectures	p. 23
No Yellow Brick Road	p. 33
Instructional Components and Learning: No Yellow Brick Road	p. 33
Graphics and Learning: A Journey Down the Yellow Brick Road	p. 34
Factors That Influence Learning	p. 40
Toward an Evidence-Based Training Profession	p. 42
About the Numbers	p. 43
The Psychology of Building Expertise	p. 49
Two Memories for Learning	p. 49
The Transformation of Content into Knowledge and Skills	p. 54
Eight Principles for Instruction	p. 60
Basic Learning Events Proven to Build Expertise	p. 65
How Working Memory Works	p. 67
Working Memory: The Center of Learning	p. 68
New Content Has a Short Shelf Life in Working Memory	p. 69
Chess, Chunking, and Capacity Limits of Working Memory	p. 71
What Happens When Working Memory is Overloaded?	p. 75
Automaticity: A Working Memory Bypass	p. 77
Visual and Auditory Components in Working Memory	p. 79
Why Is Working Memory So Limited?	p. 80
Working Memory and Performance	p. 81
Managing Cognitive Load	p. 85
The Cognitive Load Management Principle	p. 86
Methods That Bypass Working Memory	p. 89
Methods That Minimize Content	p. 94
Methods to Impose Content Gradually	p. 100
Methods to Minimize Unproductive Mental Work	p. 102
Methods to Maximize Working Memory Capacity	p. 105
Managing Attention	p. 111
The High Price of Attention Failure	p. 111
The Attention Principle	p. 112
Instructional Methods to Support Attention	p. 114
Optimizing Attentional Capacity in the Classroom	p. 115
Methods to Focus Attention	p. 120
Methods to Support Selective Attention	p. 121
What Is Divided Attention?	p. 129
Methods to Minimize Divided Attention	p. 131
Leveraging Prior Knowledge	p. 139
The Prior Knowledge Principle	p. 140
Methods to Activate Prior Knowledge	p. 141
Methods to Compensate for Limited Prior Knowledge	p. 148
Avoid Activating Inappropriate Prior Knowledge	p. 155
When to Use Prior Knowledge Methods	p. 158
Helping Learners Build Mental Models: Implicit Methods	p. 163
The Building Mental Models Principle	p. 164
Explicit and Implicit Encoding Methods	p. 167
Implicit Methods to Build Mental Models	p. 169
Use Graphics to Build Mental Models	p. 169
Personalize Your Learning Environment	p. 177
Include Deep-Level Learning Agent Dialogs	p. 183
Provide Examples and Encourage Their Processing	p. 185
Provide Effective Analogies	p. 187
Include Process Content in Your Instruction	p. 189
Offer Cognitive Support for Novice Learners	p. 191
Helping Learners Build Mental Models: Explicit Methods	p. 197
Is Active Learning Better? A Tale of Six Lessons	p. 198
Building Mental Models Principle	p. 203
Explicit vs. Implicit Methods for Building Mental Models	p. 204
Maintenance vs. Elaborative Rehearsal	p. 205
Incorporate Frequent Elaborative Practice Exercises	p. 207
The Law of Diminishing Returns	p. 209
Distribute Practice Assignments	p. 212
Provide Explanatory Feedback	p. 214
Use Effective Questioning Techniques in the Classroom	p. 217
Promote Psychological Engagement with Graphics	p. 219
Promote Explicit Self-Explanations of Content	p. 220
Incorporate Collaborative Learning Opportunities	p. 223
Minimize Note-Taking in Instructor-Led Presentations	p. 226
Who Benefits from Practice?	p. 227
Learning vs. Performance: The Psychology of Transfer	p. 233
Transfer: The Bridge from Training to Performance	p. 234
Four Tales of Transfer Failure	p. 235
Causes of Transfer Failure	p. 238
The Transfer Challenge	p. 241
Specific Versus General Theories of Transfer	p. 241
The Transfer Continuum	p. 244
Surface Versus Deep Structure and Transfer	p. 247
Transfer and Intelligence	p. 248
Teaching for Transfer	p. 253
Transfer: It's All About Context	p. 253
Teaching for Near-Transfer Performance	p. 254
Learning Aids for Near-Transfer Learning	p. 257
Teaching for Moderate Transfer	p. 259
Teaching for Far-Transfer Performance	p. 262
Learning Aids for Guided-Discovery Simulations	p. 273
Promoting Adaptive Expertise and Motivation	p. 279
Problem-Centered Instruction	p. 281
The Revival of Problem-Centered Learning	p. 282
The Benefits of Problem-Centered Design	p. 283
Three Problem-Centered Design Models	p. 286
Problem-Based Learning (PBL)	p. 286
4C/ID	p. 294
Sherlock and Cognitive Apprenticeship	p. 298
Applying Problem-Centered Design	p. 299
Issues in Problem-Centered Instruction	p. 304
Reservations About Problem-Centered Instruction	p. 306
Metacognition, Self-Regulation, and Adaptive Expertise	p. 313
Cognition, Metacognition, and Adaptive Expertise	p. 314
Metacognition and Self-Regulation	p. 316
Are Learners Self-Regulated?	p. 318
Supporting Self-Regulation During Learning	p. 321
Domain-Specific Metacognitive Skills	p. 327
Building Domain-Specific Metacognitive Skills	p. 329
Motivation and Expertise	p. 337
Motivation for Learning	p. 337
What Is Motivation?	p. 339
External vs. Internal Views of Motivation	p. 340
Beliefs and Learning Choices	p. 341
Beliefs About Learning Outcomes and Persistence	p. 346
Goal Setting and Motivation	p. 347
Motivating Your Learners	p. 357
Instructional Environments That Motivate	p. 357
Evidence for Managing Learner Beliefs	p. 358
Promote Self-Confidence by Structuring for Success	p. 359
Encourage Mastery (Progress) Goal Orientations	p. 363
Exploit Personal and Situational Interest	p. 365
Techniques to Promote Cognitive Situational Interest	p. 366
Leverage Personal Interest	p. 370
Make Values Salient	p. 372
Building Expertise in Action	p. 377
Practical Applications in Building Expertise	p. 379
Adopting Evidence-Based Practice	p. 380
What Is an Excellent Lesson?	p. 383
A Receptive Presentation	p. 388
A Directive e-Lesson	p. 393
A Guided-Discovery Classroom Workshop	p. 397
Exploratory Architectures for Far-Transfer Learning	p. 401
A Final Word	p. 403
References	p. 405
Glossary	p. 431
Name Index	p. 469
Subject Index	p. 475
About the Author	p. 493
About ISPI	p. 495
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