{"product_id":"writing-training-materials-that-work-how-to-train-anyone-to-do-anything-paperback-softback-9781118351680","title":"Writing Training Materials That Work; How to Train Anyone to Do Anything (Paperback \/ softback) 9781118351680","description":"\u003cfont face=\"Georgia\"\u003e\r\n\u003cp\u003e\u003cfont size=\"6\"\u003eWriting Training Materials That Work\u003c\/font\u003e\u003cbr\u003e\r\n\u003cfont size=\"5\"\u003eHow to Train Anyone to Do Anything\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\r\n\r\n\r\n\u003cp\u003e\u003cfont size=\"4\"\u003eWellesley R. Foshay (Author), Kenneth H. Silber (Author), Michael Stelnicki (Author)\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e9781118351680, Wiley\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003ePaperback \/ softback, published 9 March 2012\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e272 pages\u003cbr\u003e24.6 x 18.9 x 1.5 cm, 0.698 kg\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\r\n\r\n\r\n\r\n\u003cp align=\"justify\"\u003e\u003cstrong\u003e\u003cfont size=\"3\"\u003e\"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\"\u003cbr\u003e--\u003cb\u003eRuth Clark\u003c\/b\u003e, president, Clark Training and Consulting, past president, ISPI\u003cbr\u003e\u003cbr\u003e\"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.\"\u003cbr\u003e--\u003cb\u003eAllison Rossett\u003c\/b\u003e, professor, San Diego State University\u003cbr\u003e\u003cbr\u003eThe 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!\u003c\/font\u003e\u003c\/strong\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e\u003cp\u003eList of Figures.\u003c\/p\u003e \u003cp\u003eContents of the CD-ROM.\u003c\/p\u003e \u003cp\u003eAcknowledgments.\u003c\/p\u003e \u003cp\u003ePreface.\u003c\/p\u003e \u003cp\u003eIntroduction.\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePART I: INTRODUCTION TO THE COGNITIVE APPROACH.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 1: The Cognitive Approach to Training Development.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe Cognitive Approach to Instructional Design.\u003c\/p\u003e \u003cp\u003eThe Cognitive Point of View on How Learning Occurs.\u003c\/p\u003e \u003cp\u003eDeclarative and Procedural Knowledge and Their Subtypes.\u003c\/p\u003e \u003cp\u003eSummary.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 2: A Cognitive Training Model.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eA New Cognitive Model.\u003c\/p\u003e \u003cp\u003eLearner Tasks and Lesson Elements.\u003c\/p\u003e \u003cp\u003eHow to Read the Cognitive Training Model.\u003c\/p\u003e \u003cp\u003eDifferentiating Our Model from Gagne's.\u003c\/p\u003e \u003cp\u003eHow to Use the Model.\u003c\/p\u003e \u003cp\u003eSummary.\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePART II: HOW TO DESIGN LESSONS USING THE COGNITIVE APPROACH.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 3: How to Begin Any Lesson: The First Three Lesson Elements.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eAbout Using the Lesson Elements Attention, WIIFM, and YCDI to Begin a Lesson.\u003c\/p\u003e \u003cp\u003eUsing the Lesson Elements Attention, WIIFM, and YCDI to Begin a Lesson.\u003c\/p\u003e \u003cp\u003eSummary.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 4: How to Organize and Present Information: Message Design Principles.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eAbout Using the Lesson Elements to Help Learners Organize the Information.\u003c\/p\u003e \u003cp\u003eSummary.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 5: Teaching Facts.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eAbout Facts.\u003c\/p\u003e \u003cp\u003eGeneral Strategies for Teaching Facts.\u003c\/p\u003e \u003cp\u003eUsing the Lesson Elements to Teach Facts.\u003c\/p\u003e \u003cp\u003eSummary.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 6: Teaching Concepts.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eAbout Concepts.\u003c\/p\u003e \u003cp\u003eGeneral Strategies for Teaching Concepts.\u003c\/p\u003e \u003cp\u003eUsing the Lesson Elements to Teach Concepts.\u003c\/p\u003e \u003cp\u003eSummary.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 7: Teaching Principles and Mental Models.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eAbout Principles and Mental Models.\u003c\/p\u003e \u003cp\u003eGeneral Strategies for Teaching Principles and Mental Models.\u003c\/p\u003e \u003cp\u003eUsing the Lesson Elements to Teach Principles and Mental Models.\u003c\/p\u003e \u003cp\u003eSummary.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 8: Teaching Well-Structured Problem-Solving.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eAbout Well-Structured Problem-Solving.\u003c\/p\u003e \u003cp\u003eGeneral Strategies for Teaching Well-Structured Problem-Solving.\u003c\/p\u003e \u003cp\u003eUsing the Lesson Elements to Teach Well-Structured Problem-Solving.\u003c\/p\u003e \u003cp\u003eSummary.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 9: Teaching Ill-Structured Problem-Solving.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eAbout Ill-Structured Problem-Solving.\u003c\/p\u003e \u003cp\u003eProblems Learning Ill-Structured Problem-Solving.\u003c\/p\u003e \u003cp\u003eGeneral Strategies for Teaching Ill-Structured Problem-Solving.\u003c\/p\u003e \u003cp\u003eUsing the Lesson Elements to Teach Ill-Structured Problem-Solving.\u003c\/p\u003e \u003cp\u003eSummary.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 10: Teaching Troubleshooting.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eAbout Troubleshooting.\u003c\/p\u003e \u003cp\u003eGeneral Strategies for Teaching Troubleshooting.\u003c\/p\u003e \u003cp\u003eUsing the Lesson Elements to Teach Troubleshooting.\u003c\/p\u003e \u003cp\u003eSummary.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 11: Teaching Complete Lessons.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eCombining Declarative and Procedural Teaching: Two Approaches.\u003c\/p\u003e \u003cp\u003eTwo Key ID Issues.\u003c\/p\u003e \u003cp\u003eTemplate.\u003c\/p\u003e \u003cp\u003eAn Example of the Recommended Approach to Combined Lessons.\u003c\/p\u003e \u003cp\u003eSummary.\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePART III: USING THE COGNITIVE APPROACH: THE RESEARCH ISSUES.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 12: Issues Underlying the Cognitive Approach to Instructional Design.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003ePurpose and Approach.\u003c\/p\u003e \u003cp\u003eHow the Behavioral and Cognitive Approaches Differ.\u003c\/p\u003e \u003cp\u003eSummary.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 13: Issues Underlying Teaching Declarative Knowledge.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eHow Declarative and Procedural Knowledge Differ.\u003c\/p\u003e \u003cp\u003eFacts.\u003c\/p\u003e \u003cp\u003eConcepts.\u003c\/p\u003e \u003cp\u003ePrinciples and Mental Models.\u003c\/p\u003e \u003cp\u003eCommon Errors in Teaching Declarative Knowledge.\u003c\/p\u003e \u003cp\u003eSummary.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 14: Issues Underlying Teaching Procedural Knowledge.\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eAbout Procedural Knowledge.\u003c\/p\u003e \u003cp\u003eTerminology.\u003c\/p\u003e \u003cp\u003eHow Learners Solve Problems.\u003c\/p\u003e \u003cp\u003eProblem-Solving Strategies.\u003c\/p\u003e \u003cp\u003eTeaching Procedural Knowledge to Solve Problems.\u003c\/p\u003e \u003cp\u003eIssues in Teaching Ill-Structured Problem Solving.\u003c\/p\u003e \u003cp\u003eIssues in Teaching Troubleshooting.\u003c\/p\u003e \u003cp\u003eSummary.\u003c\/p\u003e \u003cp\u003eFurther Reading.\u003c\/p\u003e \u003cp\u003eAbout the Authors.\u003c\/p\u003e \u003cp\u003eIndex.\u003c\/p\u003e \u003cp\u003eHow to Use the CD-ROM.\u003c\/p\u003e\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003eSubject Areas: Business \u0026amp; management [\u003ca title=\"See our other books on Business \u0026amp; management\" href=\"https:\/\/freshlyprintedbooks.co.uk\/search?q=%22Business%20\u0026amp;%20management%20%5BKJ%5D%22\"\u003eKJ\u003c\/a\u003e]\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\r\n\u003c\/font\u003e","brand":"Pfeiffer","offers":[{"title":"Brand New","offer_id":52417769832728,"sku":"9781118351680","price":54.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0730\/2037\/5320\/files\/9781118351680.jpg?v=1784507806","url":"https:\/\/freshlyprintedbooks.co.uk\/products\/writing-training-materials-that-work-how-to-train-anyone-to-do-anything-paperback-softback-9781118351680","provider":"Freshly Printed Books","version":"1.0","type":"link"}