πŸ“’ Author : Susan A. Ambrose
πŸ“’ Publisher : John Wiley & Sons
πŸ“’ Release Date : 2010-04-16
πŸ“’ Pages : 336
πŸ“’ ISBN : 0470617608
πŸ“’ Available Language : English, Spanish, And French
πŸ“’ Category : Education

SYNOPSIS : Praise for How Learning Works "How Learning Works is the perfect title for this excellent book. Drawing upon new research in psychology, education, and cognitive science, the authors have demystified a complex topic into clear explanations of seven powerful learning principles. Full of great ideas and practical suggestions, all based on solid research evidence, this book is essential reading for instructors at all levels who wish to improve their students' learning." β€”Barbara Gross Davis, assistant vice chancellor for educational development, University of California, Berkeley, and author, Tools for Teaching "This book is a must-read for every instructor, new or experienced. Although I have been teaching for almost thirty years, as I read this book I found myself resonating with many of its ideas, and I discovered new ways of thinking about teaching." β€”Eugenia T. Paulus, professor of chemistry, North Hennepin Community College, and 2008 U.S. Community Colleges Professor of the Year from The Carnegie Foundation for the Advancement of Teaching and the Council for Advancement and Support of Education "Thank you Carnegie Mellon for making accessible what has previously been inaccessible to those of us who are not learning scientists. Your focus on the essence of learning combined with concrete examples of the daily challenges of teaching and clear tactical strategies for faculty to consider is a welcome work. I will recommend this book to all my colleagues." β€”Catherine M. Casserly, senior partner, The Carnegie Foundation for the Advancement of Teaching "As you read about each of the seven basic learning principles in this book, you will find advice that is grounded in learning theory, based on research evidence, relevant to college teaching, and easy to understand. The authors have extensive knowledge and experience in applying the science of learning to college teaching, and they graciously share it with you in this organized and readable book." β€”From the Foreword by Richard E. Mayer, professor of psychology, University of California, Santa Barbara; coauthor, e-Learning and the Science of Instruction; and author, Multimedia Learning


πŸ“’ Author : Michael W. Bridges
πŸ“’ Publisher :
πŸ“’ Release Date : 2010
πŸ“’ Pages :
πŸ“’ ISBN : OCLC:1053073202
πŸ“’ Available Language : English, Spanish, And French
πŸ“’ Category :

SYNOPSIS :


πŸ“’ Author : Robert J. Marzano
πŸ“’ Publisher : Solution Tree Press
πŸ“’ Release Date : 2009-10-30
πŸ“’ Pages : 192
πŸ“’ ISBN : 9781935542384
πŸ“’ Available Language : English, Spanish, And French
πŸ“’ Category : Education

SYNOPSIS : Learn from the world’s best education researchers, theorists, and staff developers as they present recommendations on effective instruction. The book provides a comprehensive view of instruction from a theoretical, systemic, and classroom perspective. The authors’ diverse expertise delivers a wide range of ideas and strategies.


πŸ“’ Author : Ruth C. Clark
πŸ“’ Publisher : John Wiley & Sons
πŸ“’ Release Date : 2016-02-17
πŸ“’ Pages : 528
πŸ“’ ISBN : 9781119158677
πŸ“’ Available Language : English, Spanish, And French
πŸ“’ Category : Business & Economics

SYNOPSIS : The essential e-learning design manual, updated with the latest research, design principles, and examples e-Learning and the Science of Instruction is the ultimate handbook for evidence-based e-learning design. Since the first edition of this book, e-learning has grown to account for at least 40% of all training delivery media. However, digital courses often fail to reach their potential for learning effectiveness and efficiency. This guide provides research-based guidelines on how best to present content with text, graphics, and audio as well as the conditions under which those guidelines are most effective. This updated fourth edition describes the guidelines, psychology, and applications for ways to improve learning through personalization techniques, coherence, animations, and a new chapter on evidence-based game design. The chapter on the Cognitive Theory of Multimedia Learning introduces three forms of cognitive load which are revisited throughout each chapter as the psychological basis for chapter principles. A new chapter on engagement in learning lays the groundwork for in-depth reviews of how to leverage worked examples, practice, online collaboration, and learner control to optimize learning. The updated instructor's materials include a syllabus, assignments, storyboard projects, and test items that you can adapt to your own course schedule and students. Co-authored by the most productive instructional research scientist in the world, Dr. Richard E. Mayer, this book distills copious e-learning research into a practical manual for improving learning through optimal design and delivery. Get up to date on the latest e-learning research Adopt best practices for communicating information effectively Use evidence-based techniques to engage your learners Replace popular instructional ideas, such as learning styles with evidence-based guidelines Apply evidence-based design techniques to optimize learning games e-Learning continues to grow as an alternative or adjunct to the classroom, and correspondingly, has become a focus among researchers in learning-related fields. New findings from research laboratories can inform the design and development of e-learning. However, much of this research published in technical journals is inaccessible to those who actually design e-learning material. By collecting the latest evidence into a single volume and translating the theoretical into the practical, e-Learning and the Science of Instruction has become an essential resource for consumers and designers of multimedia learning.


πŸ“’ Author : Kuhl Patricia K.
πŸ“’ Publisher : OECD Publishing
πŸ“’ Release Date : 2019-04-10
πŸ“’ Pages : 260
πŸ“’ ISBN : 9789264634312
πŸ“’ Available Language : English, Spanish, And French
πŸ“’ Category :

SYNOPSIS : This book highlights new scientific research about how people learn, including interdisciplinary perspectives from neuroscience, the social, cognitive and behavioural sciences, education, computer and information sciences, artificial intelligence/machine learning, and engineering.


πŸ“’ Author : Richard E. Mayer
πŸ“’ Publisher : Routledge
πŸ“’ Release Date : 2011-02-15
πŸ“’ Pages : 520
πŸ“’ ISBN : 9781136882159
πŸ“’ Available Language : English, Spanish, And French
πŸ“’ Category : Education

SYNOPSIS : During the past twenty years researchers have made exciting progress in the science of learning (i.e., how people learn) and the science of instruction (i.e., how to help people learn). This Handbook examines learning and instruction in a variety of classroom and non-classroom environments and with a variety of learners, both K-16 students and adult learners. The chapters are written by leading researchers from around the world, all of whom are highly regarded experts on their particular topics. The book is divided into two sections: learning and instruction. The learning section consists of chapters on how people learn in reading, writing, mathematics, science, history, second languages, and physical education, as well as learning to think critically, learning to self-monitor, and learning with motivation. The instruction section consists of chapters on effective instructional methods – feedback, examples, self-explanation, peer interaction, cooperative learning, inquiry, discussion, tutoring, visualizations, and computer simulations. Each chapter reviews empirical research in a specific domain and is structured as follows: Introduction – Defines key constructs and provides illustrative examples or cases. Historical Overview – Summarizes the historical context for the topic or domain. Theoretical Framework – Summarizes major models or theories related to the topic or domain. Current Trends and Issues – Synthesizes the research literature and highlights key findings or conclusions. Practical Implications – Suggests relevance of the research for educational practice. Future Directions – Considers next steps or stages needed for future research.


πŸ“’ Author : D. C. Phillips
πŸ“’ Publisher : SAGE Publications
πŸ“’ Release Date : 2014-05-19
πŸ“’ Pages : 952
πŸ“’ ISBN : 9781483364759
πŸ“’ Available Language : English, Spanish, And French
πŸ“’ Category : Education

SYNOPSIS : Education is a field sometimes beset by theories-of-the-day and with easy panaceas that overpromise the degree to which they can alleviate pressing educational problems. The two-volume Encyclopedia of Educational Theory and Philosophy introduces readers to theories that have stood the test of time and those that have provided the historical foundation for the best of contemporary educational theory and practice. Drawing together a team of international scholars, this invaluable reference examines the global landscape of all the key theories and the theorists behind them and presents them in the context needed to understand their strengths and weaknesses. In addition to interpretations of long-established theories, this work offers essays on cutting-edge research and concise, to-the-point definitions of key concepts, ideas, schools, and figures. Features: Over 300 signed entries by trusted experts in the field are organized into two volumes and overseen by a distinguished General Editor and an international Editorial Board. Entries are followed by cross references and further reading suggestions. A Chronology of Theory within the field of education highlights developments over the centuries; a Reader’s Guide groups entries thematically, and a master Bibliography facilitates further study. The Reader’s Guide, detailed index, and cross references combine for strong search-and-browse capabilities in the electronic version. Available in a choice of print or electronic formats, Encyclopedia of Educational Theory and Philosophy is an ideal reference for anyone interested in the roots of contemporary educational theory.


πŸ“’ Author : Susan Sipple
πŸ“’ Publisher : Stylus Publishing, LLC
πŸ“’ Release Date : 2013-10-01
πŸ“’ Pages : 224
πŸ“’ ISBN : 9781579228477
πŸ“’ Available Language : English, Spanish, And French
πŸ“’ Category : Education

SYNOPSIS : This book introduces community college faculty and faculty developers to the use of faculty learning communities (FLCs) as a means for faculty themselves to investigate and surmount student learning problems they encounter in their classrooms, and as an effective and low-cost strategy for faculty developers working with few resources to stimulate innovative teaching that leads to student persistence and improved learning outcomes. Two-year college instructors face the unique challenge of teaching a mix of learners, from the developmental to high-achievers, that requires using a variety of instructional strategies and techniques. Even the most experienced teachers can find this diversity demanding. Faculty developers at many two-year colleges still rely solely on the one-day workshop model that, while useful, rarely results in sustained student-centered changes in pedagogy or the curriculum, and may not be practicable for the growing cohort of part-time faculty members. By linking work in the classroom with scholarship and reflection, FLCs provide participants with a sense of renewed engagement and stimulate collegial exploration of ways to achieve educational excellence. FLCs are usually faculty-instigated and cross-disciplinary, and comprise groups of six to fifteen faculty that work collaboratively through regular meetings over an extended period of time to promote research and an exchange of experiences, foster community, and develop the scholarship of teaching. FLCs alleviate burnout and isolation, promote the development, testing, and peer review of new classroom strategies or technologies, and lead to the reenergizing and professionalization of teachers. This book introduces the reader to FLCs and to the Scholarship of Teaching and Learning, offering examples of application in two-year colleges. Individual chapters describe, among others, an FLC set up to support course redesign; an β€œAdjunct Connectivity FLC” to integrate part-time faculty within a department and collaborate on the curriculum; a cross-disciplinary FLC to promote student self-regulated learning, and improve academic performance and persistence; a critical thinking FLC that sought to define critical thinking in separate disciplines, examine interdisciplinary cross-over of critical thinking, and measure critical thinking more accurately; an FLC that researched the transfer of learning and developed strategies to promote students’ application of their learning across courses and beyond the classroom. Each chapter describes the formation of its FLC, the processes it engaged in, what worked and did not, and the outcomes achieved. Just as when college faculty fail to remain current in their fields, the failure to engage in continuing development of teaching skills, will equally lead teaching and learning to suffer. When two-year college administrators restrain scholarship and reflection as inappropriate for the real work of the institution they are in fact hindering the professionalization of their teaching force that is essential to institutional mission and student success. When FLCs are supported by leaders and administrators, and faculty learn that collaboration and peer review are valued and even expected as part of being a teaching professional, they become intrinsically motivated and committed to collaboratively solving problems, setting the institution on a path to becoming a learning organization that is proactive and adept at navigating change.


πŸ“’ Author : Dawn Lowe-Wincentsen
πŸ“’ Publisher : Chandos Publishing
πŸ“’ Release Date : 2014-12-11
πŸ“’ Pages : 198
πŸ“’ ISBN : 9780081000656
πŸ“’ Available Language : English, Spanish, And French
πŸ“’ Category : Language Arts & Disciplines

SYNOPSIS : The library and information profession builds skills and expertise that cover a wide spectrum. These skills are often desirable in other fields and industries. Likewise, the skills we build before entering the library and information professions can help us as professionals. Skills to Make a Librarian looks at both sides of this equation through a collection of essays by current and former librarians and information professionals who make use of this wide range of cross disciplinary skills. Chapters written by authors at various points in their careers detailing what skills they have developed outside of librarianship Chapter authors discuss skills that have benefited their practice and careers, and how the skills of librarianship fit into life outside libraries Authors open up about personal experiences while keeping it professional


πŸ“’ Author : Lorna Earl
πŸ“’ Publisher : Routledge
πŸ“’ Release Date : 2013-02-01
πŸ“’ Pages : 214
πŸ“’ ISBN : 9781135717797
πŸ“’ Available Language : English, Spanish, And French
πŸ“’ Category : Education

SYNOPSIS : Focusing on change and reform in secondary and elementary schools, this book explores the possibilities for better schooling for early adolescents.