طراحی آموزشی مبتنی بر شواهد: خلق آموزش برای بهبود عملکرد ۲۰۲۰
Evidence-Informed Learning Design: Creating Training to Improve Performance 2020

1. Cover

2. Evidence-informed Learning Design

3. Evidence-informed Learning Design

4. Contents

5. Foreword

6. Preface

7. Note

8. References

9. About this book

10. Acknowledgements

11. Building the foundation

01 Designing learning experiences in an evidence-informed way

13. Steps to start designing learning experiences in an evidence-informed way

14. What is the learning sciences and why does it matter?

15. Chapter 1 key points

01 References

02 What are learning experiences and what does it mean to design them well?

18. From research to a professional approach to learning experience design

19. Common problems in designing learning experiences

20. Getting started with holistic learning experience design

21. What is a three-star learning experience?

22. Chapter 2 key points

02 References

24. Eyes wide open

03 Eyes closed

26. Why our professional foundation is weak

27. The backbone of holistic learning experience design

28. What training research tells us

29. How we ignore the evidence

30. Chapter 3 key points

03 References

04 How to start looking for the evidence

33. Eyes wide open: Judging research

34. Eyes wide open: Judging seductive titles and self-promotion

35. Chapter 4 key points

04 References

37. Facing fallacies and myths

38. References

05 On the lookout for fallacies

40. Logical fallacies

41. Chapter 5 key points

05 References

06 Thriving myths in learning

44. Why myths are like zombies

45. Myth 1: Neuroquatsch

46. Myth 2: What learners say they prefer is good for them

47. Myth 3: Google can replace human knowledge

06 CASE STUDY  Validating your bank balance

06 CASE STUDY  Sailing Home

50. Myth 4: 21st-century skills are more important than domain-specific knowledge

06 The difference between procedural knowledge and skills

06 Biologically primary and biologically secondary learning

53. Biologically primary learning

54. Biologically secondary learning

55. Chapter 6 key points

06 References

57. Find focus

07 Complex skills and how to design for them

59. Chapter 7 key points

07 References

08 Nuanced design

62. Tool 1: Readily available computer programs

63. Tool 2: Note-taking using good old handwriting

64. Tool 3: Multimedia

65. Chapter 8 key points

08 References

09 Nuanced design

68. Technique 1: Direct instruction

69. Technique 2: Feedback

70. Different types of feedback to support learning

71. Chapter 9 key points

09 References

10 Nuanced design

74. Ingredient 1: Worked examples

75. Ingredient 2: Spaced learning

76. Ingredient 3: Retrieval practice

77. Ingredient 4: Interleaving

78. Ingredient 5: Double-barrelled learning

79. Chapter 10 key points

10 References

81. The learner in the driver’s seat

11 The ins and outs of self-directed and self-regulated learning

83. What are self-directed learning (SDL) and self-regulated learning (SRL)?

84. Challenges in SDL and SRL

85. Chapter 11 key points

11 References

12 How to improve self-directed and self-regulated learning

88. What learning professionals can do to support SDL and SRL

89. How to effectively build and leverage a personal learning network (PLN)

90. What organizations can do to support learning

91. Chapter 12 key points

12 References

93. Conclusion

94. Note

95. References

96. Glossary

97. Index