book

Writing Training Materials That Work: How to Train Anyone to Do Anything

by Wellesley R. Foshay, Kenneth Silber, Michael Stelnicki

January 2003

Beginner

272 pages

6h 6m

English

Pfeiffer

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SCOPE AND TREATMENTINTENDED AUDIENCEORGANIZATION OF THE BOOKHOW TO USE THE BOOKDESIGN TOOLS
1.1. THE COGNITIVE APPROACH TO INSTRUCTIONAL DESIGN1.2. THE COGNITIVE POINT OF VIEW ON HOW LEARNING OCCURS1.2.1. Perception and Sensory Stores1.2.2. Short-Term or Working Memory1.2.3. Long-Term Memory1.3. DECLARATIVE AND PROCEDURAL KNOWLEDGE AND THEIR SUBTYPES1.3.1. Types of Declarative Knowledge1.3.2. Types of Procedural Knowledge1.4. SUMMARY
2.1. A NEW COGNITIVE MODEL2.2. LEARNER TASKS AND LESSON ELEMENTS2.2.1. Learner Task 1: Select the Information to Attend To2.2.2. Learner Task 2: Link the New Information with Existing Knowledge2.2.3. Learner Task 3: Organize the Information2.2.4. Learner Task 4: Assimilate the New Knowledge into Existing Knowledge2.2.5. Learner Task 5: Strengthen the New Knowledge in Memory2.3. HOW TO READ THE COGNITIVE TRAINING MODEL2.4. DIFFERENTIATING OUR MODEL FROM GAGNE'S2.5. HOW TO USE THE MODEL2.6. SUMMARY

3.1. ABOUT USING THE LESSON ELEMENTS ATTENTION, WIIFM, AND YCDI TO BEGIN A LESSON3.1.1. Attention3.1.2. How to Develop the Lesson Element3.1.3. WIIFM3.1.4. How to Develop the Lesson Element3.1.5. You Can Do It (YCDI)3.1.6. How to Develop the Lesson Element3.2. USING THE LESSON ELEMENTS ATTENTION, WIIFM, AND YCDI TO BEGIN A LESSON3.2.1. Example Scenario3.2.1.1. Lesson Element: Attention3.2.1.2. Lesson Element: WIIFM3.2.1.3. Lesson Element: YCDI3.3. SUMMARY
4.1. ABOUT USING THE LESSON ELEMENTS TO HELP LEARNERS ORGANIZE THE INFORMATION4.1.1. Example Scenario4.1.2. Structure of Content4.1.3. How to Develop This Lesson Element4.1.3.1. Lesson Element: Structure of Content4.1.4. Objectives4.1.5. How to Develop This Lesson Element4.1.5.1. Lesson Element: Objectives4.1.6. Chunking4.1.7. How to Teach This Lesson Element4.1.7.1. Lesson Element: Chunking4.1.8. Text Layout4.1.9. How to Develop This Lesson Element4.1.10. Illustrations4.1.11. How to Develop This Lesson Element4.2. SUMMARY
5.1. ABOUT FACTS5.1.1. Facts Do Not Exist in Isolation5.1.2. Networks Are Created Based on Context5.1.3. Facts Are Best Retrieved in the Same Context in Which They Are Learned5.1.4. We Learn Facts by Building On Existing Networks of Facts5.2. GENERAL STRATEGIES FOR TEACHING FACTS5.3. USING THE LESSON ELEMENTS TO TEACH FACTS5.3.1. Example Scenario5.3.2. Learner Task 2: Link the New Information with Existing Knowledge5.3.2.1. Lesson Element: Recall5.3.2.2. Lesson Element: Relate5.3.3. Learner Task 3: Organize the Information5.3.3.1. Lesson Element: Structure of Content5.3.3.2. Lesson Element: Objectives5.3.4. Learner Task 4: Assimilate the New Knowledge into Existing Knowledge5.3.4.1. Lesson Element: Present New Knowledge5.3.5. Learner Task 5: Strengthen the Knowledge in Memory5.3.5.1. Lesson Element: Practice5.3.5.2. Lesson Element: Feedback5.3.5.3. Lesson Element: Summary5.3.5.4. Lesson Element: Test5.3.5.5. Lesson Element: On-the-Job Application5.4. SUMMARY
6.1. ABOUT CONCEPTS6.1.1. 1. Group of Things6.1.2. 2. Critical, Variable, and Irrelevant Attributes6.1.3. 3. Examples and Concepts6.1.4. 4. Coordinate and Subordinate/Superordinate Concepts6.1.5. 5. Knowledge Structures6.2. GENERAL STRATEGIES FOR TEACHING CONCEPTS6.3. USING THE LESSON ELEMENTS TO TEACH CONCEPTS6.3.1. Example Scenario6.3.2. Learner Task 2: Link the New Information with Existing Knowledge6.3.2.1. Lesson Element: Recall6.3.2.2. Lesson Element: Relate6.3.3. Learner Task 3: Organize the Information6.3.3.1. Lesson Element: Structure of Content6.3.3.2. Lesson Element: Objectives6.3.4. Learner Task 4: Assimilate the New Knowledge into Existing Knowledge6.3.4.1. Lesson Elements: Present New Knowledge and Present Examples6.3.5. Learner Task 5: Strengthen the New Knowledge in Memory6.3.5.1. Lesson Element: Practice6.3.5.2. Lesson Element: Feedback6.3.5.3. Lesson Element: Summary6.3.5.4. Lesson Element: Test6.3.5.5. Lesson Element: On-the-Job Application6.4. SUMMARY
7.1. ABOUT PRINCIPLES AND MENTAL MODELS7.1.1. Principles7.1.2. Mental Models7.2. GENERAL STRATEGIES FOR TEACHING PRINCIPLES AND MENTAL MODELS7.3. USING THE LESSON ELEMENTS TO TEACH PRINCIPLES AND MENTAL MODELS7.3.1. Example Scenario7.3.2. Learner Task 2: Link the New Information with Existing Knowledge7.3.2.1. Lesson Element: Recall7.3.2.2. Lesson Element: Relate7.3.3. Learner Task 3: Organize the Information7.3.3.1. Lesson Element: Structure of Content7.3.3.2. Lesson Element: Objectives7.3.4. Learner Task 4: Assimilate the New Knowledge into Existing Knowledge7.3.4.1. Lesson Elements: Present New Knowledge and Examples7.3.5. Learner Task 5: Strengthen the New Knowledge in Memory7.3.5.1. Lesson Element: Practice7.3.5.2. Lesson Element: Feedback7.3.5.3. Lesson Element: Summary7.3.5.4. Lesson Element: Test7.3.5.5. Lesson Element: On-the-Job Application7.4. SUMMARY
8.1. ABOUT WELL-STRUCTURED PROBLEM-SOLVING8.2. GENERAL STRATEGIES FOR TEACHING WELL-STRUCTURED PROBLEM-SOLVING8.2.1. What to Teach8.2.2. Present the Structure8.2.3. Build Procedural Knowledge8.2.4. Practice8.2.5. Discovery-Based Strategies8.3. USING THE LESSON ELEMENTS TO TEACH WELL-STRUCTURED PROBLEM-SOLVING8.3.1. Example Scenario8.3.2. Learner Task 2: Link the New Information with Existing Knowledge8.3.2.1. Lesson Element: Recall8.3.2.2. Lesson Element: Relate8.3.3. Learner Task 3: Organize the Information8.3.3.1. Lesson Element: Structure of Content8.3.3.2. Lesson Element: Objectives8.3.4. Learner Task 4: Assimilate the New Knowledge into Existing Knowledge8.3.4.1. Lesson Elements: Present New Knowledge and Present Examples8.3.5. Learner Task 5: Strengthen the New Knowledge in Memory8.3.5.1. Lesson Element: Practice8.3.5.2. Lesson Element: Feedback8.3.5.3. Lesson Element: Summary8.3.5.4. Lesson Element: Test8.3.5.5. Lesson Element: On-the-Job Application8.4. SUMMARY
9.1. ABOUT ILL-STRUCTURED PROBLEM-SOLVING9.1.1. Definition of Problem Space9.1.2. Check the Results—Reflect9.2. PROBLEMS LEARNING ILL-STRUCTURED PROBLEM-SOLVING9.3. GENERAL STRATEGIES FOR TEACHING ILL-STRUCTURED PROBLEM-SOLVING9.3.1. What to Teach9.3.2. Present the Problem9.3.3. Present the Structure9.3.4. Generate the Heuristic9.3.5. Reflection9.4. USING THE LESSON ELEMENTS TO TEACH ILL-STRUCTURED PROBLEM-SOLVING9.4.1. Example Scenario9.4.2. Learner Task 2: Link the New Information with Existing Knowledge9.4.2.1. Lesson Element: Recall9.4.2.2. Lesson Element: Relate9.4.3. Learner Task 3: Organize the Information9.4.3.1. Lesson Element: Structure of Content9.4.3.2. Lesson Element: Objectives9.4.4. Learner Task 4: Assimilate the New Knowledge into Existing Knowledge9.4.4.1. Lesson Elements: Present New Knowledge and Present Examples9.4.5. Learner Task 5: Strengthen the New Knowledge in Memory9.4.5.1. Lesson Element: Practice9.4.5.2. Lesson Element: Feedback9.4.5.3. Lesson Element: Summary9.4.5.4. Lesson Element: Test9.4.5.5. Lesson Element: On-the-Job Application9.4.6. Components of Practice Examples9.5. SUMMARY
10.1. ABOUT TROUBLESHOOTING10.2. GENERAL STRATEGIES FOR TEACHING TROUBLESHOOTING10.3. USING THE LESSON ELEMENTS TO TEACH TROUBLESHOOTING10.3.1. Example Scenario10.3.2. Learner Task 2: Link the Information to Attend To10.3.2.1. Lesson Element: Recall10.3.2.2. Lesson Element: Relate10.3.3. Learner Task 3: Organize the Information10.3.3.1. Lesson Element: Structure of Content10.3.3.2. Lesson Element: Objectives10.3.4. Learner Task 4: Assimilate the New Knowledge into Existing Knowledge10.3.4.1. Lesson Element: Present New Knowledge10.3.5. Learner Task 5: Strengthen the New Knowledge in Memory10.3.5.1. Lesson Element: Practice10.3.5.2. Lesson Element: Feedback10.3.5.3. Lesson Element: Summary10.3.5.4. Lesson Element: Test10.3.5.5. Lesson Element: On-the-Job Application10.4. SUMMARY
11.1. COMBINING DECLARATIVE AND PROCEDURAL TEACHING: TWO APPROACHES11.1.1. One Combined Lesson11.1.2. Separate Declarative and Procedural Knowledge Lessons11.2. TWO KEY ID ISSUES11.2.1. Manage Cognitive Load11.2.2. Avoid Redundancy in Compound Lessons11.3. TEMPLATE11.4. AN EXAMPLE OF THE RECOMMENDED APPROACH TO COMBINED LESSONS11.4.1. The YourMart Scenario11.5. SUMMARY
12.1. PURPOSE AND APPROACH12.2. HOW THE BEHAVIORAL AND COGNITIVE APPROACHES DIFFER12.3. SUMMARY
13.1. HOW DECLARATIVE AND PROCEDURAL KNOWLEDGE DIFFER13.2. FACTS13.3. CONCEPTS13.3.1. Problems in Learning Concepts13.3.2. Instructional Design Issues13.4. PRINCIPLES AND MENTAL MODELS13.4.1. Differences Among Concepts, Principles, Mental Models, and Procedures13.4.2. When to Teach Principles and Mental Models13.4.3. One Principle at a Time vs. Mental Model13.4.4. Examples vs. Principles/Mental Models13.5. COMMON ERRORS IN TEACHING DECLARATIVE KNOWLEDGE13.6. SUMMARY
14.1. ABOUT PROCEDURAL KNOWLEDGE14.1.1. The Continuum of Problems14.1.2. Widely Agreed-On Premises About Problem Solving14.1.3. Declarative Knowledge, Mental Models, and Problem Solving14.2. TERMINOLOGY14.2.1. Algorithms (Well-Structured Problems)14.2.2. Heuristics and Ill-Structured Problems14.2.3. Scaffolding14.2.4. Problem Space14.2.5. Cognitive Load14.2.6. Cognitive Coaching14.3. HOW LEARNERS SOLVE PROBLEMS14.3.1. Initial Representation of the Problem: Creation of the Problem Space14.3.2. Recall Declarative Knowledge (Mental Model)14.3.3. Recall Procedural Knowledge14.3.4. Expert's vs. Novice's Problem Spaces14.3.5. Blocks Created by Problem Spaces14.4. PROBLEM-SOLVING STRATEGIES14.5. TEACHING PROCEDURAL KNOWLEDGE TO SOLVE PROBLEMS14.6. ISSUES IN TEACHING ILL-STRUCTURED PROBLEM SOLVING14.6.1. 1. Types of Problems14.6.2. 2. Problem Formats14.6.3. 3. Sequence of Teaching Problems14.6.4. 4. Inductive vs. Deductive Teaching14.7. ISSUES IN TEACHING TROUBLESHOOTING14.8. SUMMARY
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Content preview from Writing Training Materials That Work: How to Train Anyone to Do Anything

Part III. Using the Cognitive Approach: The Research Issues

While Part II was written for all instructional designers and explained how to develop lessons, this part has a different focus and audience.

This part is the "theory" or "why" portion of the book, with three chapters that go into some detail on the theory and research issues underlying the cognitive approach presented in the "how to" chapters. It explores in depth the issues summarized in Part II, citing and explaining the research that led to the instructional design guidelines in Part II. In this part we explore other research issues not addressed earlier because of their complexity.

Given our focus, the main audience for this part may be instructional technology masters' and doctoral ...

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ISBN: 9780787964115Purchase book

Writing Training Materials That Work: How to Train Anyone to Do Anything

by Wellesley R. Foshay, Kenneth Silber, Michael Stelnicki

Part III. Using the Cognitive Approach: The Research Issues

Become an O’Reilly member and get unlimited access to this title plus top books and audiobooks from O’Reilly and nearly 200 top publishers, thousands of courses curated by job role, 150+ live events each month,
and much more.

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Publisher Resources

Part III. Using the Cognitive Approach: The Research Issues

Become an O’Reilly member and get unlimited access to this title plus top books and audiobooks from O’Reilly and nearly 200 top publishers, thousands of courses curated by job role, 150+ live events each month,and much more.

You might also like

How to Become a Game-Changing Leader

Continuing to Engage the Online Learner: More Activities and Resources for Creative Instruction

Let Them Choose: Cafeteria Learning Style for Adults

How To Manage Training: Facilitating Workplace Learning for High Performance

Publisher Resources

Become an O’Reilly member and get unlimited access to this title plus top books and audiobooks from O’Reilly and nearly 200 top publishers, thousands of courses curated by job role, 150+ live events each month,
and much more.