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Evidence Informed Learning Design Creating Training to Improve Performance 1st Edition by Mirjam Neelen 1789661439 9781789661439

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• ISBN 10:1789661439

• ISBN 13:9781789661439 

• Author:Mirjam Neelen  

 Evidence-Informed Learning Design
Creating Training to Improve Performance

Learning and Development (L&D) programmes are too often based on fads, the latest trends or learning designers’ personal preferences without critical evaluation. Evidence-Informed Learning Design allows learning professionals to move away from this type of approach by showing them how to assess and apply relevant scientific literature, learning science research and proven learning techniques to design their training in a way that will make a measurable difference to employee performance and overall business success. Packed with tips, tools and examples, Evidence-Informed Learning Design enables L&D and training professionals to save both time and money by ensuring that efforts are focused on designing learning that’s proven to be effective. Covering techniques like interleaving and self-directed and self-regulated learning, as well as debunking myths and fallacies in the field, it covers how best to test, measure and reinforce learning in both online, offline and face-to-face scenarios. To ensure that employees develop the skills the business needs to succeed and that the L&D function is recognised as adding true organizational value, this book is essential reading for anyone responsible for designing learning.

Evidence Informed Learning Design Creating Training to Improve Performance 1st Table of contents:

Part I Building the foundation
01 Designing learning experiences in an evidence-informed way
Steps to start designing learning experiences in an evidence-informed way
What is the learning sciences and why does it matter?
Chapter 1 key points
References
02 What are learning experiences and what does it mean to design them well?
From research to a professional approach to learning experience design
Common problems in designing learning experiences
Getting started with holistic learning experience design
What is a three-star learning experience?
Chapter 2 key points
References
Part II Eyes wide open
03 Eyes closed
Why our professional foundation is weak
The backbone of holistic learning experience design
What training research tells us
How we ignore the evidence
Chapter 3 key points
References
04 How to start looking for the evidence
Eyes wide open: Judging research
Eyes wide open: Judging seductive titles and self-promotion
Chapter 4 key points
References
Part III Facing fallacies and myths
References
05 On the lookout for fallacies
Logical fallacies
Chapter 5 key points
References
06 Thriving myths in learning
Why myths are like zombies
Myth 1: Neuroquatsch
Myth 2: What learners say they prefer is good for them
Myth 3: Google can replace human knowledge
Myth 4: 21st-century skills are more important than domain-specific knowledge
Biologically primary learning
Biologically secondary learning
Chapter 6 key points
References
Part IV Find focus
07 Complex skills and how to design for them
Chapter 7 key points
References
08 Nuanced design
Tool 1: Readily available computer programs
Tool 2: Note-taking using good old handwriting
Tool 3: Multimedia
Chapter 8 key points
References
09 Nuanced design
Technique 1: Direct instruction
Technique 2: Feedback
Different types of feedback to support learning
Chapter 9 key points
References
10 Nuanced design
Ingredient 1: Worked examples
Ingredient 2: Spaced learning
Ingredient 3: Retrieval practice
Ingredient 4: Interleaving
Ingredient 5: Double-barrelled learning
Chapter 10 key points
References
Part V The learner in the driver’s seat
11 The ins and outs of self-directed and self-regulated learning
What are self-directed learning (SDL) and self-regulated learning (SRL)?
Challenges in SDL and SRL
Chapter 11 key points
References
12 How to improve self-directed and self-regulated learning
What learning professionals can do to support SDL and SRL
How to effectively build and leverage a personal learning network (PLN)
What organizations can do to support learning
Chapter 12 key points
References
Conclusion
What to stop doing
What to start doing
Note
References
Glossary
Index
Copyright

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