Book description
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.
Examples link provided by the publisher.Errata link provided by the publisher.Table of contents
- Copyright
- Introduction to the Third Edition: GETTING THE MOST FROM THIS RESOURCE
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One. Foundations of Building Expertise
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1. Expertise in the Global Economy
- 1.1. The Value of Expertise
- 1.2. The Challenge of Global Expertise
- 1.3. What Is an Expert?
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1.4. Seven Lessons Learned About Experts
- 1.4.1. 1. Expertise Requires Extensive Practice
- 1.4.2. 2. Expertise Is Domain Specific
- 1.4.3. 3. Expertise Requires Deliberate Practice
- 1.4.4. 4. Experts See with Different Eyes
- 1.4.5. 5. Experts Can Get Stuck
- 1.4.6. 6. Expertise Grows from Two Intelligences
- 1.4.7. 7. Challenging Problems Require Diverse Expertise
- 1.5. Four Ingredients of Instruction
- 2. Four Ingredients of Instruction
- 3. No Yellow Brick Road
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4. The Psychology of Building Expertise
- 4.1. Two Memories for Learning
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4.2. The Transformation of Content into Knowledge and Skills
- 4.2.1. Supporting Attention
- 4.2.2. Activation of Prior Knowledge
- 4.2.3. Management of Load in Working Memory
- 4.2.4. Rehearsal in Working Memory Leading to Encoding into Long-Term Memory
- 4.2.5. Retrieval from Long-Term Memory
- 4.2.6. How Long-Term Memory Influences Learning
- 4.2.7. Metacognition and Self-Regulated Learners
- 4.2.8. Motivation and Learning
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4.3. Eight Principles for Instruction
- 4.3.1. 1. Optimize Motivational Beliefs
- 4.3.2. 2. Activate Prior Knowledge Early in Instruction
- 4.3.3. 3. Direct Attention to Important Elements in the Lesson
- 4.3.4. 4. Manage Irrelevant Cognitive Load
- 4.3.5. 5. Promote Encoding into Long-Term Memory
- 4.3.6. 6. Use Job-Context to Promote Retrieval and Transfer of Near-Transfer Skills
- 4.3.7. 7. Build Robust Mental Models to Support Far-Transfer Learning
- 4.3.8. 8. Adapt Instruction to Your Learners' Metacognitive Skills and Your Instructional Goals
- 4.4. How Working Memory Works
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1. Expertise in the Global Economy
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Two. Basic Learning Events Proven to Build Expertise
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5. How Working Memory Works
- 5.1. Working Memory: The Center of Learning
- 5.2. New Content Has a Short Shelf Life in Working Memory
- 5.3. Chess, Chunking, and Capacity Limits of Working Memory
- 5.4. What Happens When Working Memory is Overloaded?
- 5.5. Automaticity: A Working Memory Bypass
- 5.6. Visual and Auditory Components in Working Memory
- 5.7. Why Is Working Memory So Limited?
- 5.8. Working Memory and Performance
- 5.9. Managing Cognitive Load
- 6. Managing Cognitive Load
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7. Managing Attention
- 7.1. The High Price of Attention Failure
- 7.2. The Attention Principle
- 7.3. Instructional Methods to Support Attention
- 7.4. Optimizing Attentional Capacity in the Classroom
- 7.5. Methods to Focus Attention
- 7.6. Methods to Support Selective Attention
- 7.7. What Is Divided Attention?
- 7.8. Methods to Minimize Divided Attention
- 7.9. Leveraging Prior Knowledge
- 8. Leveraging Prior Knowledge
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9. Helping Learners Build Mental Models: Implicit Methods
- 9.1. The Building Mental Models Principle
- 9.2. Explicit and Implicit Encoding Methods
- 9.3. Implicit Methods to Build Mental Models
- 9.4. Use Graphics to Build Mental Models
- 9.5. Personalize Your Learning Environment
- 9.6. Include Deep-Level Learning Agent Dialogs
- 9.7. Provide Examples and Encourage Their Processing
- 9.8. Provide Effective Analogies
- 9.9. Include Process Content in Your Instruction
- 9.10. Offer Cognitive Support for Novice Learners
- 9.11. Helping Leaners Build Mental Models: Explicit Methods
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10. Helping Learners Build Mental Models: Explicit Methods
- 10.1. Is Active Learning Better? A Tale of Six Lessons
- 10.2. Building Mental Models Principle
- 10.3. Explicit vs. Implicit Methods for Building Mental Models
- 10.4. Maintenance vs. Elaborative Rehearsal
- 10.5. Incorporate Frequent Elaborative Practice Exercises
- 10.6. The Law of Diminishing Returns
- 10.7. Distribute Practice Assignments
- 10.8. Provide Explanatory Feedback
- 10.9. Use Effective Questioning Techniques in the Classroom
- 10.10. Promote Psychological Engagement with Graphics
- 10.11. Promote Explicit Self-Explanations of Content
- 10.12. Incorporate Collaborative Learning Opportunities
- 10.13. Minimize Note-Taking in Instructor-Led Presentations
- 10.14. Who Benefits from Practice?
- 10.15. Learning vs. Performance: The Psychology of Transfer
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11. Learning vs. Performance: The Psychology of Transfer
- 11.1. Transfer: The Bridge from Training to Performance
- 11.2. Four Tales of Transfer Failure
- 11.3. Causes of Transfer Failure
- 11.4. The Transfer Challenge
- 11.5. Specific Versus General Theories of Transfer
- 11.6. The Transfer Continuum
- 11.7. Surface Versus Deep Structure and Transfer
- 11.8. Transfer and Intelligence
- 11.9. Teaching for Transfer
- 12. Teaching for Transfer
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5. How Working Memory Works
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Three. Promoting Adaptive Expertise and Motivation
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13. Problem-Centered Instruction
- 13.1. The Revival of Problem-Centered Learning
- 13.2. The Benefits of Problem-Centered Design
- 13.3. Three Problem-Centered Design Models
- 13.4. Model 1: Problem-Based Learning (PBL)
- 13.5. Model 2: 4C/ID
- 13.6. Model 3: Sherlock and Cognitive Apprenticeship
- 13.7. Applying Problem-Centered Design
- 13.8. Issues in Problem-Centered Instruction
- 13.9. Reservations About Problem-Centered Instruction
- 13.10. Metacognition, Self-Regulation, and Adaptive Expertise
- 14. Metacognition, Self-Regulation, and Adaptive Expertise
- 15. Motivation and Expertise
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16. Motivating Your Learners
- 16.1. Instructional Environments That Motivate
- 16.2. Evidence for Managing Learner Beliefs
- 16.3. Promote Self-Confidence by Structuring for Success
- 16.4. Encourage Mastery (Progress) Goal Orientations
- 16.5. Exploit Personal and Situational Interest
- 16.6. Techniques to Promote Cognitive Situational Interest
- 16.7. Leverage Personal Interest
- 16.8. Make Values Salient
- 16.9. Practical Applications in Building Expertise
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13. Problem-Centered Instruction
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Four. Building Expertise in Action
- 17. Practical Applications in Building Expertise
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REFERENCES
- A. Glossary
- ABOUT THE AUTHOR
- ABOUT ISPI
Product information
- Title: Building Expertise: Cognitive Methods for Training and Performance Improvement
- Author(s):
- Release date: September 2008
- Publisher(s): Pfeiffer
- ISBN: 9780787988449
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