Details for: Design for how people learn / › Ravensbourne University Library catalog

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Design for how people learn / Julie Dirksen.

By: Dirksen, Julie [author] Berkeley, Calif. : London : New Riders ; Pearson Education [distributor], 2012Description: xii, 259 pages: illustrations ; 23 cmContent type: text Media type: unmediated Carrier type: volume001: 27822ISBN: 9780134211282Subject(s): Teaching -- Aids and devices | Learning, Psychology ofDDC classification: 371.33 DIR

Holdings
Item type	Current library	Collection	Call number	Copy number	Status	Date due	Barcode
Book	MAIN LIBRARY Book	PRINT	371.33 DIR (Browse shelf(Opens below))	1	Checked out	14/06/2024	100242

Enhanced descriptions from Syndetics:

Products, technologies, and workplaces change so quickly today that everyone is continually learning. Many of us are also teaching, even when it's not in our job descriptions. Whether it's giving a presentation, writing documentation, or creating a website or blog, we need and want to share our knowledge with other people. But if you've ever fallen asleep over a boring textbook, or fast-forwarded through a tedious e-learning exercise, you know that creating a great learning experience is harder than it seems.

In Design For How People Learn, Second Edition , you'll discover how to use the key principles behind learning, memory, and attention to create materials that enable your audience to both gain and retain the knowledge and skills you're sharing. Updated to cover new insights and research into how we learn and remember, this new edition includes new techniques for using social media for learning as well as two brand new chapters on designing for habit and best practices for evaluating learning, such as how and when to use tests. Using accessible visual metaphors and concrete methods and examples, Design For How People Learn, Second Edition will teach you how to leverage the fundamental concepts of instructional design both to improve your own learning and to engage your audience.

Table of contents provided by Syndetics

Introduction (p. vi)
1 Where Do We Start? (p. 1)
The Learner's Journey (p. 1)
Where's the Gap? (p. 2)
Identifying and Bridging Gaps (p. 20)
Examples (p. 21)
Why This Is important (p. 24)
Summary (p. 26)
2 Who Are Your Learners? (p. 27)
What Do Your Learners Want? (p. 28)
What Is Their Current Skill Level? (p. 37)
How Are Your Learners Different from You? (p. 43)
Learning Styles (p. 53)
Methods for Learning About Your Learners (p. 54)
Summary (p. 58)
3 What's the Goal? (p. 59)
Determine Goals (p. 59)
Identify the Problem (p. 60)
Set the Destination (p. 63)
Communicating Learning Objectives (p. 70)
Determine the Gap (p. 73)
How Long Is the Trip? (p. 73)
Summary (p. 79)
4 How Do We Remember? (p. 81)
Memory In & Out (p. 82)
Types of Memory (p. 107)
Repetition and Memory (p. 117)
Summary (p. 120)
5 How Do You Get Their Attention? (p. 123)
If They're Not Paying Attention... (p. 123)
Talk To the Elephant (p. 124)
Ways To Engage the Elephant (p. 132)
Summary (p. 158)
6 Design for Knowledge (p. 161)
Will They Remember? (p. 161)
Helping Your Learners Understand (p. 171)
How Much Guidance? (p. 176)
A Process To Follow (p. 186)
Summary (p. 193)
7 Design For Skills (p. 195)
Developing Skills (p. 195)
Practice (p. 196)
Feedback (p. 207)
Design for Accomplishments (p. 209)
Summary (p. 214)
8 Design For Motivation (p. 215)
Motivation To Do (p. 215)
Designing for Behavior (p. 218)
Summary (p. 227)
9 Design For Habits (p. 229)
What Is a Habit? (p. 229)
Identifying Habit Gaps (p. 234)
Designing for Habit (p. 237)
Applying To Learning Design (p. 240)
Summary (p. 241)
10 Social and Informal Learning (p. 243)
What Does Learning Look Like In Your Organization? (p. 243)
Balancing Formal and Informal (p. 246)
Hiro's Journey (p. 247)
Summary (p. 255)
11 Design For Environment (p. 257)
Environment Gaps (p. 257)
Knowledge In the World (p. 258)
Putting Resources In the World (p. 261)
Putting Prompts/Triggers In the World (p. 265)
Putting Behaviors In the World (p. 266)
Clearing the Path (p. 267)
Summary (p. 270)
12 Designing Evaluation (p. 271)
The Challenge Of Doing Good Evaluation (p. 271)
Does It Work? (p. 272)
Are They Learning? (p. 276)
Can the Learners Actually Do the Right Things? (p. 279)
Are the Learners Actually Doing the Right Things? (p. 283)
Summary (p. 286)
Conclusion (p. 287)
Index (p. 288)

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