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Writing Training Materials That Work: How to Train Anyone to Do Anything
"Writing Training Materials that Work is a solid and practical resource to move our field to a more professional level of practice in which instructional decisions are based on research and valid models of how people learn"
--Ruth Clark, president, Clark Training and Consulting, past president, ISPI
"I can see how this book will be immediately useful to my students. In fact, I can see how it will be immediately useful to me. Thanks for putting it all together between two covers."
--Allison Rossett, professor, San Diego State University
The explosion of e-learning has attracted huge numbers of practitioners to the field of instructional design (ID), many with little or no actual ID training. And most current texts fail to cover the substantial recent developments in the field. Writing Training Materials that Work is different. In it, the authors identify, synthesize, and summarize the most current best practices in ID. They offer new ways of teaching declarative knowledge (facts, concepts, and principles) and well- to ill- structured procedural knowledge (problem solving). Their recommendations are based on those principles in the cognitive learning and instruction literature that are internally consistent, prescriptive, and have been empirically demonstrated to make a cost-effective difference. The authors' approach is easy to implement and consistently gets results because it focuses on teaching deep understanding and problem-solving, allowing learners to generalize and transfer learning to new situations without re-training. Whether you re an experienced instructional design practitioner who wants to expand your skills or a graduate student in an advanced instructional design course, Writing Training Materials T\that Work will prove to be a readable, usable, and indispensable guide
--Ruth Clark, president, Clark Training and Consulting, past president, ISPI
"I can see how this book will be immediately useful to my students. In fact, I can see how it will be immediately useful to me. Thanks for putting it all together between two covers."
--Allison Rossett, professor, San Diego State University
The explosion of e-learning has attracted huge numbers of practitioners to the field of instructional design (ID), many with little or no actual ID training. And most current texts fail to cover the substantial recent developments in the field. Writing Training Materials that Work is different. In it, the authors identify, synthesize, and summarize the most current best practices in ID. They offer new ways of teaching declarative knowledge (facts, concepts, and principles) and well- to ill- structured procedural knowledge (problem solving). Their recommendations are based on those principles in the cognitive learning and instruction literature that are internally consistent, prescriptive, and have been empirically demonstrated to make a cost-effective difference. The authors' approach is easy to implement and consistently gets results because it focuses on teaching deep understanding and problem-solving, allowing learners to generalize and transfer learning to new situations without re-training. Whether you re an experienced instructional design practitioner who wants to expand your skills or a graduate student in an advanced instructional design course, Writing Training Materials T\that Work will prove to be a readable, usable, and indispensable guide
272 pages, Hardcover
First published January 16, 2003
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March 8, 2014
Not bad, not amazing. I like their focus on relating what students are learning to what they already know. I also like that they're drawing from the cognitive constructivist tradition, from authors like Van Merrienboer. That said, their example lessons feel way too repetitive to me--every time they teach a new lesson, they basically teach the entire preceding lesson all over again (exercises and all) just to help students activate the right schemas and mental models. That might make sense if they were taught months or years apart, but not when they're taught in quick succession like implied in this book. It's a good idea, it's just carried out way too far.
Displaying 1 of 1 review