Efnisyfirlit

• About This Book
  • Why Is Building Expertise Important?
  • What’s New in the Third Edition?
  • What Can You Achieve with This Book?
  • How Is This Book Organized?
• About Pfeiffer
• Title Page
• Copyright Page
• Introduction
  • Purpose
  • Audience
  • Package Components
  • Glossary
• PART ONE - Foundations of Building Expertise
  • Chapter 1 - Expertise in the Global Economy
    • The Value of Expertise
    • What Is an Expert?
    • Seven Lessons Learned About Experts
    • Four Ingredients of Instruction
  • Chapter 2 - Four Ingredients of Instruction
    • Which Media Are Best for Learning?
    • Four Components of Learning
    • Three Views of Learning
    • Four Instructional Architectures
    • No Yellow Brick Road
  • Chapter 3 - No Yellow Brick Road
    • Instructional Components and Learning: No Yellow Brick Road
    • Graphics and Learning: A Journey Down the Yellow Brick Road
    • Factors That Influence Learning
    • Toward an Evidence-Based Training Profession
    • About the Numbers
    • The Psychology of Building Expertise
  • Chapter 4 - The Psychology of Building Expertise
    • Two Memories for Learning
    • The Transformation of Content into Knowledge and Skills
    • Eight Principles for Instruction
    • How Working Memory Works
• PART TWO - Basic Learning Events Proven to Build Expertise
  • Chapter 5 - How Working Memory Works
    • Working Memory: The Center of Learning
    • New Content Has a Short Shelf Life in Working Memory
    • Chess, Chunking, and Capacity Limits of Working Memory
    • What Happens When Working Memory is Overloaded?
    • Automaticity: A Working Memory Bypass
    • Visual and Auditory Components in Working Memory
    • Why Is Working Memory So Limited?
    • Working Memory and Performance
    • Managing Cognitive Load
  • Chapter 6 - Managing Cognitive Load
    • The Cognitive Load Management Principle
    • Methods That Bypass Working Memory
    • Methods That Minimize Content
    • Methods to Impose Content Gradually
    • Methods to Minimize Unproductive Mental Work
    • Methods to Maximize Working Memory Capacity
    • Managing Attention
  • Chapter 7 - Managing Attention
    • The High Price of Attention Failure
    • The Attention Principle
    • Instructional Methods to Support Attention
    • Optimizing Attentional Capacity in the Classroom
    • Methods to Focus Attention
    • Methods to Support Selective Attention
    • What Is Divided Attention?
    • Methods to Minimize Divided Attention
    • Leveraging Prior Knowledge
  • Chapter 8 - Leveraging Prior Knowledge
    • The Prior Knowledge Principle
    • Methods to Activate Prior Knowledge
    • Methods to Compensate for Limited Prior Knowledge
    • Avoid Activating Inappropriate Prior Knowledge
    • When to Use Prior Knowledge Methods
    • Helping Learners Build Mental Models: Implicit Methods
  • Chapter 9 - Helping Learners Build Mental Models: Implicit Methods
    • The Building Mental Models Principle
    • Explicit and Implicit Encoding Methods
    • Implicit Methods to Build Mental Models
    • Use Graphics to Build Mental Models
    • Personalize Your Learning Environment
    • Include Deep-Level Learning Agent Dialogs
    • Provide Examples and Encourage Their Processing
    • Provide Effective Analogies
    • Include Process Content in Your Instruction
    • Offer Cognitive Support for Novice Learners
    • Helping Leaners Build Mental Models: Explicit Methods
  • Chapter 10 - Helping Learners Build Mental Models: Explicit Methods
    • Is Active Learning Better? A Tale of Six Lessons
    • Building Mental Models Principle
    • Explicit vs. Implicit Methods for Building Mental Models
    • Maintenance vs. Elaborative Rehearsal
    • Incorporate Frequent Elaborative Practice Exercises
    • The Law of Diminishing Returns
    • Distribute Practice Assignments
    • Provide Explanatory Feedback
    • Use Effective Questioning Techniques in the Classroom
    • Promote Psychological Engagement with Graphics
    • Promote Explicit Self-Explanations of Content
    • Incorporate Collaborative Learning Opportunities
    • Minimize Note-Taking in Instructor-Led Presentations
    • Who Benefits from Practice?
    • Learning vs. Performance: The Psychology of Transfer
  • Chapter 11 - Learning vs. Performance: The Psychology of Transfer
    • Transfer: The Bridge from Training to Performance
    • Four Tales of Transfer Failure
    • Causes of Transfer Failure
    • The Transfer Challenge
    • Specific Versus General Theories of Transfer
    • The Transfer Continuum
    • Surface Versus Deep Structure and Transfer
    • Transfer and Intelligence
    • Teaching for Transfer
  • Chapter 12 - Teaching for Transfer
    • Transfer: It’s All About Context
    • Teaching for Near-Transfer Performance
    • Learning Aids for Near-Transfer Learning
    • Teaching for Moderate Transfer
    • Teaching for Far-Transfer Performance
    • Learning Aids for Guided-Discovery Simulations
    • Problem-Centered Instruction
• PART THREE - Promoting Adaptive Expertise and Motivation
  • Chapter 13 - Problem-Centered Instruction
    • The Revival of Problem-Centered Learning
    • The Benefits of Problem-Centered Design
    • Three Problem-Centered Design Models
    • Model 1: Problem-Based Learning (PBL)
    • Model 2: 4C/ID
    • Model 3: Sherlock and Cognitive Apprenticeship
    • Applying Problem-Centered Design
    • Issues in Problem-Centered Instruction
    • Reservations About Problem-Centered Instruction
    • Metacognition, Self-Regulation, and Adaptive Expertise
  • Chapter 14 - Metacognition, Self-Regulation, and Adaptive Expertise
    • Cognition, Metacognition, and Adaptive Expertise
    • Are Learners Self-Regulated?
    • Supporting Self-Regulation During Learning
    • Domain-Specific Metacognitive Skills
    • Building Domain-Specific Metacognitive Skills
    • Motivation and Expertise
  • Chapter 15 - Motivation and Expertise
    • Motivation for Learning
    • What Is Motivation?
    • External vs. Internal Views of Motivation
    • Beliefs and Learning Choices
    • Beliefs About Learning Outcomes and Persistence
    • Goal Setting and Motivation
    • 1. Challenging Specific Goals Lead to Better Performance and Persistence
    • 2. Goals That Focus on Task Techniques Lead to Expertise
    • 3. Mastery Goal Orientations Lead to Deeper Learning Strategies
    • 4. Intrinsic Goals Lead to Greater Voluntary Commitment
    • Motivating Your Learners
  • Chapter 16 - Motivating Your Learners
    • Instructional Environments That Motivate
    • Evidence for Managing Learner Beliefs
    • Promote Self-Confidence by Structuring for Success
    • Encourage Mastery (Progress) Goal Orientations
    • Exploit Personal and Situational Interest
    • Techniques to Promote Cognitive Situational Interest
    • Leverage Personal Interest
    • Make Values Salient
    • Practical Applications in Building Expertise
• PART FOUR - Building Expertise in Action
  • Chapter 17 - Practical Applications in Building Expertise
    • Adopting Evidence-Based Practice
    • What Is an Excellent Lesson?
    • Sample 1: A Receptive Presentation
    • Sample 2: A Directive e-Lesson
    • Sample 3: A Guided-Discovery Classroom Workshop
    • Exploratory Architectures for Far-Transfer Learning
    • A Final Word
• REFERENCES
• GLOSSARY
• NAME INDEX
• SUBJECT INDEX
• ABOUT THE AUTHOR

UM RAFBÆKUR Á HEIMKAUP.IS

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