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 | | Efficiency in Learning: Evidence-Based Guidelines to Manage Cognitive Load by Ruth Colvin Clark, Frank Nguyen, John Sweller ISBN-10: 9780787977283 ISBN-10: 0-7879-7728-4 ISBN-13: 9780787977283 ISBN-13: 978-0-7879-7728-3 Hardcover 2005-12-16 Pfeiffer Find Lowest Price |
Editorials | ||
Product Description Efficiency in Learning offers a road map of the most effective ways to use the three fundamental communication of training: visuals, written text, and audio. Regardless of how you are delivering your training materials—in the classroom, in print, by synchronous or asynchronous media—the book’s methods are easily applied to your lesson presentations, handouts, reference guides, or e-learning screens. Designed to be a down-to-earth resource for all instructional professionals, Efficiency in Learning’s guidelines are clearly illustrated with real-world examples. | ||
Reviews | ||
Efficiency in Learning The information in this book is concise, clearly stated, and applicable to anyone teaching, although meant for those teaching adults. It supports the basic principles of cognitive load with research, presented in a way that is easily understandable. | ||
Efficiency in Learning: Efficiency in Design I've been a big fan of Ruth Clark since I attended one of her workshops in 2002, and especially since buying her book, e-Learning and the Science of Instruction, in 2004. There are at least a few reasons. One, Ruth's guidance for instructional designers is based in research - not fad and not personal belief. Two, she bridges the gap between educational research and training for adults. Three, she always makes sure to build specific, useful guidelines from the research and theory she cites. This time out, Ruth, along with Frank Nguyen of Intel and John Sweller of the University of New South Wales, lay down a host of design recommendations based on cognitive load theory. The theory centers around the reality of working memory - the in-the-now processing capacity of the brain, limited to 7 bits, plus or minus two. Learning is limited by the capacity of working memory, and there are a number of strategies instructional designers can use to manage the cognitive load placed on it so that learning is made more effective, more efficient or both. I'll point out just two important ideas from the book and trust that you will be sufficiently tempted to take possession of this important book. The theory has evolved three types of cognitive load: intrinsic, extrinsic and germane. Intrinsic load is the demand placed on working memory by the nature of the task, more specifically the interactivity between content elements that must be learned. The amount of intrinsic load can be seen in the difference between learning the alphabet and learning to read. Reading involves understanding grouped letters as words, attaching meaning to them and understanding them when placed with other words that create complete thoughts. Extraneous load is that imposed on working memory that does not add to learning. Poor writing increases extraneous load, the kind that needs to be minimized or eliminated. Germane load places demand on working memory that contributes to learning - practice exercises, varied examples and the like. Ruth and friends cite plenty of research to support the theory and then provide many practical guidelines flowing from it. The other big idea, at least for me, is the realization that managing cognitive load for experts is very different than for novices. Most of the guidelines used for designing instruction for novices must be faded and eventually eliminated as learners gain expertise. Again, research and practical guidelines follow from this insight. My single - and small - criticism for Ruth Clark is the continued inclusion of material from her previous works. For example, I keep seeing the same little guy and his memory looking at the computer screen and listening to his computer speakers in every one of her books. She also continues to treat the reader as a novice, supplying all those supports for novices that frustrate me a little. The obvious answer is to ignore those supports and move on the the more meaty content. Problem is, from a value perspective, I'd be skipping over about a third of the book! In sum, I find this book to be essential for instructional designers and those who manage or purchase learning programs. Just as the practice of medicine is improved by evidence-based procedures and guidelines, so too is instructional design. | ||
Excellent This is a great step-by-step overview of how to increase the efficiency of learning materials through research-based design practices. It's rare that I find a book on instructional design practices that is so complete in terms of citing research and data. | ||
The future of education and communication This book shows you how to make complex things easy to understand, and it is based on solid research. If you are involved in communicating or teaching anything that is complex (to the audience), you need this book. The authors practice what they teach; a fairly complex set of well-researched recommendations is presented in a clear and easily digestible format. Nothing is "dumbed down," just presented clearly. I have been following the research into "cognitive load" (difficulty in learning) on the Internet for some years now, but I yearned for single, coherent book to tie it all together. One day I typed that phrase into the search box on Amazon, and up came this book. It has more than met my expectations. The book supplies research to support its assertions, but focuses on concrete recommendations that any teacher or communicator can apply right away. It should be placed in the hands of anybody teaching a complex topic at any grade level, such as -mathematics -statistics -economics -engineering -physics -chemistry -etc. I initially ordered this book on interlibrary loan. Although I could easily read it in the three week loan period, I decided to buy it within a few days. Efficiency in Learning teaching for the 21st century. The sooner the world catches on to this, the better. | ||