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2011, ISBN: 9781441981257
Hard cover, New., 274 p. Explorations in the Learning Sciences, Instructional Systems and Performance Technologies , 1. 20 Illustrations, black and white; XVI, 274 p. 20 illus. Intended f… Plus…
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2011, ISBN: 9781441981257
[ED: Hardcover], [PU: Springer / Springer New York / Springer, Berlin], Over the last 25 years, cognitive load theory has become one of the world's leading theories of instructional desig… Plus…
2011, ISBN: 144198125X
[EAN: 9781441981257], Neubuch, [SC: 0.0], [PU: SPRINGER NATURE], EDUCATION / TEACHING; EDUCATIONAL PSYCHOLOGY; LEARNING STYLES, Druck auf Anfrage Neuware - Printed after ordering - Over t… Plus…
ISBN: 9781441981257
Over the last 25 years, cognitive load theory has become one of the world’s leading theories of instructional design. It is heavily researched by many educational and psychological resear… Plus…
ISBN: 9781441981257
Over the last 25 years, cognitive load theory has become one of the world’s leading theories of instructional design. It is heavily researched by many educational and psychological resear… Plus…
2011, ISBN: 9781441981257
Hard cover, New., 274 p. Explorations in the Learning Sciences, Instructional Systems and Performance Technologies , 1. 20 Illustrations, black and white; XVI, 274 p. 20 illus. Intended f… Plus…
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Informations détaillées sur le livre - Cognitive Load Theory
EAN (ISBN-13): 9781441981257
ISBN (ISBN-10): 144198125X
Version reliée
Livre de poche
Date de parution: 2011
Editeur: SPRINGER NATURE
274 Pages
Poids: 0,585 kg
Langue: eng/Englisch
Livre dans la base de données depuis 2009-05-31T12:17:37+02:00 (Zurich)
Page de détail modifiée en dernier sur 2024-03-11T11:23:47+01:00 (Zurich)
ISBN/EAN: 9781441981257
ISBN - Autres types d'écriture:
1-4419-8125-X, 978-1-4419-8125-7
Autres types d'écriture et termes associés:
Auteur du livre: kalyuga sweller ayres slava john paul
Titre du livre: load, theory performance, cognitive exploration, instructional science, cognitive system theory, cognitive systems theory
Données de l'éditeur
Auteur: John Sweller; Paul Ayres; Slava Kalyuga
Titre: Explorations in the Learning Sciences, Instructional Systems and Performance Technologies; Cognitive Load Theory
Editeur: Springer; Springer US
274 Pages
Date de parution: 2011-03-30
New York; NY; US
Imprimé / Fabriqué en
Poids: 1,290 kg
Langue: Anglais
171,19 € (DE)
175,99 € (AT)
189,00 CHF (CH)
POD
XVI, 274 p. 20 illus.
BB; Educational Psychology; Hardcover, Softcover / Psychologie/Angewandte Psychologie; Pädagogische Psychologie; Verstehen; categories of information; cognitive load theory; extraneous cognitive load; human cognitive architecture; human creativity; instructional design; instructional formatting; long-term memory; measuring cognitive load; modality effect; redundancy effect; split-attention effect; learning and instruction; Cognitive Psychology; Learning & Instruction; Educational Psychology; Cognitive Psychology; Instructional Psychology; Kognitive Psychologie; EA
Over the last 25 years, cognitive load theory has become one of the world’s leading theories of instructional design. It is heavily researched by many educational and psychological researchers and is familiar to most practicing instructional designers, especially designers using computer and related technologies.
The theory can be divided into two aspects that closely inter-relate and influence each other: human cognitive architecture and the instructional designs and prescriptions that flow from that architecture. The cognitive architecture is based on biological evolution. The resulting description of human cognitive architecture is novel and accordingly, the instructional designs that flow from the architecture also are novel. All instructional procedures are routinely tested using randomized, controlled experiments.
Roughly 1/3 of the book will be devoted to cognitive architecture and its evolutionary base with 2/3 devoted to the instructional implications that follow, including technology-based instruction. Researchers, teachers and instructional designers need the book because of the explosion of interest in cognitive load theory over the last few years. The theory is represented in countless journal articles but a detailed, modern overview presenting the theory and its implications in one location is not available.
Over the last 25 years, cognitive load theory has become one of the world’s leading theories of instructional design. It is heavily researched by many educational and psychological researchers and is familiar to most practicing instructional designers, especially designers using computer and related technologies.
The theory can be divided into two aspects that closely inter-relate and influence each other: human cognitive architecture and the instructional designs and prescriptions that flow from that architecture. The cognitive architecture is based on biological evolution. The resulting description of human cognitive architecture is novel and accordingly, the instructional designs that flow from the architecture also are novel. All instructional procedures are routinely tested using randomized, controlled experiments.
Roughly 1/3 of the book will be devoted to cognitive architecture and its evolutionary base with 2/3 devoted to the instructional implications that follow, including technology-based instruction. Researchers, teachers and instructional designers need the book because of the explosion of interest in cognitive load theory over the last few years. The theory is represented in countless journal articles but a detailed, modern overview presenting the theory and its implications in one location is not available.
Introduction to the issues addressed by cognitive load theory.- Categories of information: What is learned based on an evolutionary perspective.- Human cognitive architecture.- Categories of cognitive load and measuring cognitive load.- Instructional effects associated with intrinsic cognitive load. -Instructional effects associated with extraneous cognitive load.- The consequences of cognitive load theory for debates on the advantages and disadvantages of minimal guidance during instruction.- Future directions and unresolved issues.
Provides definitive statement of unique cognitive architecture and novel instructional design principles generated by cognitive load theory
Contains the most inclusive and comprehensive review of the literature on cognitive load theory conducted
Includes supplementary material: sn.pub/extras
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