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e-Learning and the Science of Instruction
By: Ruth C. Clark , Richard E. MayereBook Publisher: John Wiley & Sons
Imprint: Pfeiffer
Format: ePub Encrypted (DRM)
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Praise for The Third Edition of e-Learning and the Science of Instruction
"If you design online learning, e-Learning and the Science of Instruction is a 'must read.' Unlike all the pontificating and conjecture that's been published about elearning, this important work details the evidence-based findings that provide practical guidelines for effective online instructional design. For me, this book is the 'bible' of our profession."
—Peter Orton, Ph.D., IBM Center for Advanced Learning
"The partnership between Ruth Clark and Richard Mayer in writing successive editions of e-Learning and the Science of Instruction has provided us with one of the most important collaborations in our discipline. Their ability to communicate complex concepts in clear, indeed sparkling prose is unrivalled. In e-Learning and the Science of Instruction, we have a book for everyone including students, professional instructional designers and researchers."
—John Sweller, professor, School of Education, University of New South Wales
"For the experienced instructional designer, having this supportive research provides the rationale needed to obtain consensus from a training development team."
—David L. Bennett, senior training program developer, Northrop Grumman Shipbuilding
"Graduate students, undergraduate students, or employees responsible for designing and developing educational software will benefit from e-Learning and the Science of Instruction . It opens your eyes to interesting ideas that you have never thought of when designing an e-course."
—Thair Hamtini, chairman of the computer information systems department, The University of Jordan
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| Title of eBook: e-Learning and the Science of Instruction | |
| Release Date: 07-13-2011 | |
| Publisher: Pfeiffer |
This eBook download is available in the following formats:
| Parent title | e-Learning and the Science of... |
|---|---|
| Encrypted (DRM) | Yes |
| SKU | 9781118086162 |
| File size | 69110 |
| Security | n/a |
| Printing | Not allowed |
| Copying | Not allowed |
| Read aloud | No Sys requirements Download reader |
| Devices | Samsung Tablet, Apple Ipad & Iphone, Barnes & Noble Nook, Kobo eReader, Aluratek Libre, Iliad, Nokia, Blackberry, Hanlin |
| Note | Excellent navigation features are available via Adobe such as bookmarks and a quick access table of contents. Text search is easily accessible. An Adobe DRM-protected file is different than a pdf file in that it uses Adobe DRM (Digital Rights Management) technology, which authors and publishers use to protect their content from illegal online distribution and to set certain privileges such as restrictions on copying and printing. |
e-Learning and the Science of Instruction
Chapter One
e-LearningPROMISE AND PITFALLS
WHAT'S NEW IN THIS CHAPTER?
IN THIS CHAPTER we define e-learning as training delivered on a digital device such as a smart phone or a laptop computer that is designed to support individual learning or organizational performance goals. Our scope includes asynchronous forms of e-learning designed for self-study as well as synchronous instructor-led e-learning. Among these two forms of e-learning, we include e-courses developed primarily to provide information (that is, inform courses) as well as those designed to build specific job-related skills (that is, perform courses).
In the five years since we wrote the second edition of e-Learning and the Science of Instruction, digital technology has continued to evolve rapidly. Web 2.0 shatters the traditional model of unidirectional instruction by supporting online multilateral exchanges of visuals, text, and audio within and outside of the learning community. Search engines such as Google, coupled with social media such as Facebook and YouTube, make learners receivers, producers, and distributors of knowledge. Technology has also become more immersive in other ways. Three-dimensional worlds made popular by gaming applications offer environments in which learners assume an avatar persona and can move around and interact with objects and other participants. Likewise, platforms have shrunk and diversified, giving birth to a range of mobile learning devices.
However, the benefits gained from these new technologies will depend on the extent to which they are used in ways compatible with human cognitive learning processes. When tec
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