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This page lists the newest additions to the Training and Development Library by day. You'll find new material on all aspects related to the improvement of training and development effectiveness.
Top : New : 4-Jul-2010
Training and Development Free Resource Library: What's New
18 New Links:
Blended Learning
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Blended Learning Systems: Definition, Current Trends, and Future Directions
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Charles R. Graham
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So what is this %u201Cblended learning that everyone is talking about? This chapter will provide a basic introduction to blended learning systems and share some trends and issues that are highly relevant to those who are implementing such systems. To accomplish these goals, the chapter will address five important questions related to blended learning systems such as: What is blended learning?, Why blend? This is a scholarly type article
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Cognitive Science and Learning
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Cognitive Science Celebrities
By
Martin Ryder
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This is a rather amazing list containing information about the major players in cognitive science. It's basically links, and it's a great starting point for those interested in cognitive science. It probably would take several days to go through all of it.
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Cognitive Science (Stanford Encyclopedia of Philosophy)
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na
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Cognitive science is the interdisciplinary study of mind and intelligence, embracing philosophy, psychology, artificial intelligence, neuroscience, linguistics, and anthropology. Its intellectual origins are in the mid-1950s when researchers in several fields began to develop theories of mind based on complex representations and computational procedures. Its organizational origins are in the mid-1970s when the Cognitive Science Society was formed and the journal Cognitive Science began. Since then, more than seventy universities in North America, Europe, Asia, and Australia have established cognitive science programs, and many others have instituted courses in cognitive science
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Evaluating Learners
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Evaluation of Learning Outcomes
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na
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Evaluation permits the critical question to be asked and answered: have the goals and objectives of new curriculum have been met? It assesses individual achievement to satisfy external requirements, and provides information that can be used to improve curriculum, and to document accomplishments or failures. Evaluation can provide feedback and motivation for continued improvement for learners, faculty, and innovative curriculum developers. To ensure that important questions are answered and relevant needs met, it is necessary to be methodical in designing a process of evaluation. Nice overview that includes a diagram of amodel to assess medical competence.
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An Introduction to Classroom Assessment Techniques (pdf)
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na
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Provides an overview of classroom assessment techniques and general recommendations for their use. Briefly describes and provides examples of the Background Knowledge Probe, Misconception/Preconception Check, Minute Paper, Documented Problems, and Categorizing Grid assessment methods.
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Student Evaluation - Classroom Assessment Techniques
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The University of New England (Australia)
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A 17-page booklet addressing key issues relating to student assessment. Covers the purposes of assessment, student concerns regarding examinations and assignments, changing conceptions of assessment, the importance of feedback and the problems involved in the interpretation of assessment results. Includes a checklist which instructors can use when reviewing their assessment practices.
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Instructional Design
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Instructional Design Models
By
Martin Ryder
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While billed as a listing of various resources for instructional design models, it really sets forth links to information on various learning theories. Obviously an old site, very ugly, but worth checking
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ADDIE Model of Instructional Design
By
na
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One of the better know models for instructional design. Summary: The ADDIE model is a systematic instructional design model consisting of five phases: (1) Analysis, (2) Design, (3) Development, (4) Implementation, and (5) Evaluation. Various flavors and versions of the ADDIE model exist.
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The ASSURE Model of Instructional Design
By
Heinich, Molenda, Russell, Smaldino
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The ASSURE model is an ISD (Instructional Systems Design) process that was modified to be used by teachers in the regular classroom The ISD process is one in which teachers and trainers can use to design and develop the most appropriate learning environment for their students. You can use this process in writing your lesson plans and in improving teaching and learning. (Very short summary of key points)
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ARCS Model of Motivational Design (Keller)
By
na
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Summary: According to John Keller’s ARCS Model of Motivational Design, there are four steps for promoting and sustaining motivation in the learning process: Attention, Relevance, Confidence, Satisfaction (ARCS)
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Leaders In Learning and Training
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Psychology History - John B. Watson
By
Emily Watson
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Bio sketch of John B. Watson who is generally acknowledged as the father of behaviorism.
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Learning Theories As They Relate To Training
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Behaviorism - The Forerunner
By
Gary DeMar
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Behaviorism originated with the work of John B. Watson, an American psychologist. Watson claimed that psychology was not concerned with the mind or with human consciousness. Instead, psychology would be concerned only with behavior. In this way, men could be studied objectively, like rats and apes. (Overview of behaviorism which is probably of more interest for its historical information
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Information Processing Theory (G. Miller)
By
na
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George Miller contributed at least two notable concepts to cognitive science.
The first concept is "chunking" and the capacity of short term memory. Miller (1956) presented the idea that short-term memory could only hold 5-9 chunks of information (seven plus or minus two) where a chunk is any meaningful unit. A chunk could refer to digits, words, chess positions, or people's faces. The concept of chunking and the limited capacity of short term memory became a basic element of all subsequent theories of memory.
The second concept is TOTE (Test-Operate-Test-Exit) proposed by Miller, Galanter & Pribram (1960). Miller et al. suggested that TOTE should replace the stimulus-response as the basic unit of behavior.
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Teaching In Higher Education
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Anatomy of a Lecture
By
Ken Battle
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Short article covering the basics of lecture and aimed at those teaching in higher education
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Teaching At Stanford - An Introductory Handbook
By
na
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Ten chapters covering course preparation; getting started; common teaching situations, testing and grading; technology in teaching; teaching assistants; evaluating and improving your teaching; interations with students and combining teaching and research
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Training Methods and Activities
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A Cognitive Apprenticeship for Disadvantaged Students
By
Allan Collins Jan Hawkins Sharon M. Carver
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cognitive apprenticeship, refers to the focus of the learning-through-guided experience in cognitive skills and processes, rather than physical ones. Although we do not wish to draw a major theoretical distinction between the learning of physical and cognitive skills, there are differences that have practical implications for the organization of teaching and learning activities. Most importantly, traditional apprenticeship has evolved to teach domains in which the process of carrying out target skills is external, and thus readily available to both student and teacher for observation, comment, refinement, and correction, and bears a relatively transparent relationship to concrete products. The externalization of relevant processes and methods makes possible such characteristics of apprenticeship as its reliance on observation as a primary means of building a conceptual model of a complex target skill. And the relatively transparent relationship, at all stages of production, between process and product facilitates the learner's recognition and diagnosis of errors, upon which the early development of self-correction skill depends.
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Cognitive Apprenticeship - Collins, et al.
By
na
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Effective teachers "involve" students in learning as apprentices: they work alongside students and/or set up situations that will cause students to begin to work on problems even before fully understanding them.
A key aspect of an "apprenticeship" approach to teaching involves breaking the problem into parts so that students are challenged to master as much of a task as they are ready to handle.
In addition, teachers are encouraged to provide students with varying kinds of practice situations before moving on to more challenging tasks, allowing an understanding that surpasses the use of formulas.
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Pages Updated On: 5-Sep-2011 - 14:07:05
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