Chapter 3: Content Covered Is Not Content Learned (41)

Clark, R. C. (2010) Evidence-based training methods: A guide for training professionals, ASTD Press, Alexandria, VA

 Content Learned Guideline 1: Use show-and-tell learning designs judiciously to teach facts, concepts, and processes related to job tasks. Add interactivity. Do not rely on show-and-tell environments to build task proficiency (47).

 Content Learned Guideline 2: Use stair-step learning designs judiciously to help novice learners build procedural skills (48)

 Content Learned Guideline 3: Consider immersive designs to help experienced learners build a repertoire of strategic skills that would take a long time to acquire in the real world (49)

Chapter 4: Architectures for Learning (55)  Architecture Guideline 1: Use a show-and-tell architecture to teach concepts and facts. Use a stair-step design for introductory lessons that focus on routine skills. Use an immersive design for more advanced lessons that involve critical thinking skills (67).

 Architecture Guideline 2: Consider immersive architectures to accelerate expertise especially when access to realistic job experience is limited or impractical (71).

Chapter 5: Visualize Your Content (77)  Graphic Guideline 1: Promote deeper learning by adding visuals to text (83).

 Graphic Guideline 2: Emphasize visuals for content novices more than for experienced learners (85).

 Graphic Guideline 3: Use relevant visuals that depict relationships in your content in lieu of decorative graphics (90).

Chapter 6: Explaining Visuals (95)  Explanation Guideline 1: Explain visuals with audio narration rather than text to maximize learning (100)

 Explanation Guideline 2: Explain visuals with audio narration or text but NOT both (101).

 Explanation Guideline 3: When using text to explain a visual, place the text close by the relevant part of the visual (105).

Chapter 7: Make It Personal (111)  Personalization Guideline 1: Get higher course ratings by incorporating social presence into your learning event (115).

 Personalization Guideline 2: Promote deeper learning by speaking in a conversational manner using first and second person and polite phrases (117).

 Personalization Guideline 3: When communicating instructional content in texts, on computer, or in the classroom, adopt hosting techniques by using appropriate social cues that make you accessible to your learners (119).  Personalization Guideline 4: Use care with instructor images on the screen in e-learning. Be sure the avatar serves some useful instructional role (121).

Lusk, M.M., & R.K. Atkinson (2007). Animated pedagogical agents: Does the degree of embodiment impact learning from static or animated worked examples? Applied Cognitive Psychology 21, 747-64.

Chapter 8: Avoid Too Much of a Good Thing (127)  Too Much Guideline 1: Avoid adding factoids, visuals, and anecdotes that may be related to the topic but are irrelevant to the learning goal (132).

 Too Much Guideline 2: Think twice about adding extra audio in the form of music when the goal is to help learners build understanding (134).

 Too Much Guideline 3: Keep explanations concise; just enough words to present content. Use the time gained to assign activities which can lead to a “moment of need” on the part of the learners (136).

 Too Much Guideline 4: When your goal is to build an understanding of how something works, use simpler visuals that allow learner control over pacing (140).

 Too Much Guideline 5: When your goal is to teach a procedure, use dynamic visuals that offer controls such as pause and replay (140).

Ayers, P., N. Marcus, C. Chan, & N. Quian (2009). Learning hand manipulative tasks: When instructional animations are superior to equivalent static representations. Computers in Human Behavior 25, 348-53.

Chapter 9: Accelerate Expertise with Examples (147)  Examples Guideline 1: Save time and improve learning by replacing some practice exercises with worked out examples (150).

 Examples Guideline 2: For routine tasks, create demonstrations that incorporate the context of the workplace. Describe graphics with audio (narration or instructor) and use dynamic visuals (video or animation) with controls to demonstrate steps (151).

 Example Guideline 3: For strategic tasks provide several examples that illustrate the guidelines of the task but vary the storyline. Assign an activity to encourage abstraction of the common underlying principles (153).

Gick, M.L. & K.J. Holyoak. (1980). Analogical problem solving. Cognitive Psychology 12, 306-55.

 Example Guideline 4: Use worked examples for novice learners. For learners with experience in the content, emphasize practice assignments more than examples (156).

Kalyuga, S., P. Chandler, J. Tuovinen & J. Sweller (2001). When problem solving is superior to studying worked examples. Journal of Educational Psychology 93, 579-88.

 Examples Guideline 5: Add questions to steps in your worked out examples to encourage learners to process them deeply (158). Atkinson, R. K., A. Renkl & M.M. Merrill. (2003). Transitioning from studying examples to solving problems: Effects of self-explanation prompts and fading worked out steps. Journal of Educational Psychology 95(4): 774-83.

Chapter 10: Maximize the Benefits of Practice (161)  Practice Guideline 1: Incorporate the context of the job to create practice exercises that require application rather than recall of content. (166)

 Practice Guideline 2: Adjust the amount of practice in your training based on the following criteria (169): A. Consequences of error. If serious, you need more rather than less practice. B. Acceptability of a job aid. If yes, then fewer practice exercises might be appropriate. C. Complexity of the work. If high, drill and practice might be needed to automate requite subskills.

 Practice Guideline 3: Distribute practice within your lessons and throughout your course rather than lumping them together (171)

Rohrer, E. & K. Taylor (2006). The effects of overlearning and distributed practice on the retention of mathematics knowledge. Applied Cognitive Psychology 20, 1209-24.

 Practice Guideline 4: When it’s important to respond differently to different categories of problems, mix practice items rather than grouping similar practice types together (173).

Rohrer, E., & K. Taylor (2007). The shuffling of mathematics problems improve learning. Instructional Science 35, 481-98.

 Practice Guideline 5: Provide detailed feedback to practice exercises that explains why a response is correct or incorrect. Give feedback not only on outcomes but also on techniques and processes when appropriate to the learning goal (176).

Moreno, R. (2004). Decreasing cognitive load for novice students: Effects of explanatory versus corrective feedback in discovery-based multimedia. Instructional Science 32, 99- 113.