| Note: c represents a checklist, f represents a | audience. See learners |
| figure, t represents a table, and w represents | authoring tools, 202 |
| a worksheet. | autonomic systems, 24-25, 24f |
| autonomy, 57-59, 68-69 | |
| A | awareness training, 122-23, 152 |
| ability, 40-41, 44, 101, 103t | |
| accomplishment, 98 | B |
| acronyms, 115 | Bacon, Francis, 183 |
| acrostics, 116 | better me activity, 129 |
| action and follow-through | binary tests, 170, 171t |
evaluation and, 195 |
BINGO, 147 |
lack of, 59-60, 181-82, 194 |
blended learning |
mindset for, 60-61, 69 |
advantages of, 222 |
myths about, 234 |
new definition of, 209-11, 210f, 213, 215, |
online learning and, 202 |
217 |
| active mental engagement | study on, 231-32 |
autonomy and, 68-69 |
traditional definition of, 206, 207t, 208t |
in e-learning, 188, 201 |
blogs, 211, 213, 218-19t, 220-21t, 223 |
responses and, 76-77, 97-98 |
brainstorming, 64t |
| activities. See training activities | Brown, John Seely, 211 |
| adaptation and learning, 20-21 | Building Expertise (Clark), 122 |
| adult learning principles | buy-in, 60-61, 69 |
about, 52-53, 66, 66t |
|
action, 59-61 |
C |
application of, 61-66, 64t |
challenges, 3-6 |
autonomy and, 57-59, 68-69 |
change and learning, 20-21, 28 |
experience, 55-57 |
chunking |
readiness, 53-55 |
advantages of, 25-26, 28-29 |
| advance organizers, 107, 112-13 | amount of content and, 232 |
| American military, 180, 194 | learner types and, 33-36, 47 |
| analogies and metaphors, 113-14, 113t | See also content |
| andragogy, 52-53, 68 | Clark, Ruth, 122 |
| animations, 202 | classroom training, 14-15 |
| assessments. See tests | clouds activity on structure, 75 |
| asynchronous training, 195, 205 | clustering, 107-9 |
| cognitive strategies | Eggleston, Edward, 244-45 |
about, 105-7, 116-17 |
18-digit sequence challenge, 3-4 |
advance organizers, 107, 112-13 |
Einstein, Albert, 236 |
clustering, 107-9 |
e-learning |
image-rich comparisons, 107, 113-14, 113t |
engagement in, 188, 201 |
repetition, 107, 114, 115t |
instructional design and, 14-15, 222 |
spatial, 107, 109, 110f, 111-12, 111f |
myths about, 197-99 |
See also structure |
quality of, 199-202, 223 |
| coin activity, 106-7 | questions to answer in deciding about, |
| collaboration, 210, 210f, 222-23 | 202,222 |
| common sense, 235-36 | study on, 231-32 |
| comparisons, 113-14 | See also technology |
| completion tests, 170, 171t | emotions and tests, 157-59 |
| concentration activity, 129-30 | endocytosis, 25-26 |
| confidence, 42-43, 43f | engagement |
| confrontation activity, 130-31 | autonomy and, 68-69 |
| consensus activity, 131-32 | in e-learning, 188, 201 |
| content, 3-6, 201, 203, 232 | responses and, 76-77, 97-98 |
See also chunking |
enjoyment and success, 59-61, 230 |
| contribution, 68-69 | evaluation, 83, 181-82, 195, 205 |
| corporations and technology, 180 | See also tests |
| cost savings of technology, 183, 186-87 | exam cram activity, 133-34 |
| criterion-referenced instruction, 160, 175 | exams, 159 |
| critical list activity, 131-32 | See also tests |
| crypto cluster activity, 132 | expectancy value, 97 |
See also WIIFM (What’s in it for me?) |
|
| D | experiences. See prior knowledge/experience |
| declarative knowledge | experts. See subject matter experts (SMEs) |
definition of, 36-40, 47 |
exploratory learning/training, 125, 128t, 153 |
tests and, 170, 171-72t, 172-73, 175 |
extrinsic rewards, 78, 98 |
| deficiencies and skills, 101, 103t, 104t, 105e | |
| Descartes, René, 236 | F |
| desktop delivery of learning, 187-88 | facts-in-five activity, 134 |
| directive training, 123-25, 127t, 152 | Farmer, James A., 106 |
| distractions, 202 | feedback |
| domino effect activity, 133 | e-learning and, 202, 222 |
importance of, 77-78, 98 |
|
| E | performance objectives and, 83-84 |
| Ebbinghaus, Hermann, 57 | tests and, 175 |
| Edison, Thomas, 231 | filters, 23-25, 24f |
| education, 11-12, 21 | five-step model |
See also long-term memory |
about, 79-84, 80f, 85f, 96f |
| education system and technology, 180 | as planning sheet, 84-85, 86f, 87, 87c, 88f, |
| edutainment, 201 | 89 |
| effectiveness | to retrofit existing training, 94-95 |
definition of, 181-82, 194 |
as scripting sheet, 89, 90w, 91f, 92-93f |
technology and, 182, 231, 233-34 |
flowcharts, 109, 111f |
| efficiency, 181-82, 194 | |
| follow-through and action | instructional design, 14-15, 222 |
evaluation and, 195 |
insults, 68 |
lack of, 59-60, 181-82, 194 |
interactions, 8, 17, 201 |
mindset for, 60-61, 69 |
intrinsic rewards, 78, 98 |
myths about, 234 |
|
online learning and, 181-82, 194, 202 |
J |
| formal training, 206, 209 | Jeopardy activity, 136-37 |
| four levels of evaluation, 181-82, 195 | jigsaw activity, 137-38 |
| French | job aids, 165f, 173c, 202 |
in defining instruction, 10 |
Jung, Carl, 244-45, 244f |
in matrixes, 109, 111-12 |
just-in-time learning, 189 |
in prior knowledge, 41, 55 |
|
| frustration, 202 | K |
| key words, 116 | |
| G | Kirkpatrick’s four levels of evaluation, |
| games. See training activities | 181-82, 195 |
| Gazzaniga, Michael, 235 | knowledge. See prior knowledge/experience |
| GIGO (garbage in, garbage out), 182-83 | Knowles, Malcolm, 52-53 |
| golden rule for training, 66-67, 69 | |
| great debate activity, 135 | L |
| guided discovery training, 124-25, 128t, 152 | lateral hemispheric dominance, 235 |
| learner-centered training, 13-14, 17, 28, 68 | |
| H | learners |
| high-fidelity simulations, 166 | ability of, 40-41, 44 |
| hit or myth quiz | autonomy and, 57-59, 68-69 |
on myth-conceptions, 237, 238-39w |
deficiencies in, 101, 103t, 104t, 105e |
on technology, 197-99 |
as focus of training, 13-14, 17, 28, 68, 203 |
on training and workplace performance, |
metacognitive skills of, 101, 102t, 117 |
227-36, 229w |
motivation of, 42, 42f, 45 |
| hit-or-myth activity, 136 | readiness of, 53-55, 68, 73-74, 79-80, 98 |
| Hoosier School Master, The (Eggleston), 244-45 | subject matter experts (SMEs) and, 33-36 |
See also prior knowledge/experience |
|
| I | learning |
| image-rich comparisons, 107, 113-14, 113t | capacity for, 28 |
| implementation plans, 232-33 | as change, 20-21, 28 |
| individualized instruction, 188-89 | characteristics of, 20, 28 |
| informal learning, 209, 222 | definition of, 13, 19-21 |
| information repositories, 210, 210f, 213, 218t, | desktop delivery of, 187-88 |
220t, 223 |
information-processing challenges in, |
| information-dumping, 232, 236 | 33-36, 46-47 |
| information-processing challenges, 33-36, | ingredients for, 40-46, 42f, 47 |
46-47 |
memory and, 25-26, 28-29 |
| instruction | ownership of, 68-69 |
definition of, 10-11 |
preferences for, 7, 7t |
example of, 21 |
six principles of, 72-79 |
success of, 52, 68 |
technology and, 179-80 |
training vs., 11, 11t |
triggers of, 16 |
types of, 14-15, 23, 160, 175, 188-89 |
See also adult learning principles; follow- |
See also short-term memory |
through and action; specific types |
| learning activities. See training activities | mobile learning, 187-88 |
| learning checks, 160 | money activity, 106-7 |
| learning culture, 187-88 | mood, 43 |
| learning efficiency, 41, 44-45, 55-57 | motivation |
| learning management systems (LMSs), 98 | adaptations to, 45, 47 |
See also technology |
factors of, 42, 42f |
| learning styles, 23, 72-73, 228-30 | learner deficiencies in, 101, 103t |
| lecture team quiz activity, 138-39 | See also readiness; WIIFM (What’s in it for |
| letter game activity, 139-40 | me?) |
| Lightning Squares, 155-57 | multimedia instruction, 23 |
| Lincoln penny activity, 106-7 | multiple intelligences, 40-41 |
| listening teams activity, 140 | multiple-choice tests, 170, 171t |
| live instruction, 14-15 | myth-conceptions, 237, 238-39w |
| LMSs (learning management systems), 98 | |
See also technology |
N |
| long-term memory, 26, 29 | new media, 213, 218t, 231 |
See also education |
novices, 33-36, 46-47 |
| low-fidelity simulations, 166 | number sequence challenge, 3-4 |
| M | O |
| matching tests, 170, 171t | objectives. See performance objectives |
| mathematical activity, 155-57 | online learning. See e-learning; technology |
| matrixes, 109, 111-12 | on-the-job application. See follow-through |
| meaningful interactions, 8, 17 | and action |
| media | open-ended essay tests, 170, 172t |
multimedia instruction, 23 |
oral tests, 170, 171-72t, 172-73, 175 |
new media, 213, 218t, 231 |
order. See structure |
social media, 211-13, 223 |
ours versus theirs activity, 141-42 |
| memorization challenge, 3-4, 107-8 | overconfidence, 42-43, 43f |
| memory | ownership of learning, 68-69 |
long-term memory, 26, 29 |
See also autonomy |
short-term memory, 25-26, 28 |
|
| memory aids, 107, 115-16 | P |
See also specific types |
participation. See engagement; training |
| mental engagement | activities |
| autonomy and, 68-69 | pedagogy, 68 |
| in e-learning, 188, 201 | penny activity, 106-7 |
| responses and, 76-77, 97-98 | performance objectives |
| metacognition | e-learning and, 201 |
deficiencies and, 103t, 104t, 105e |
feedback and, 83-84 |
importance of, 100-101, 103, 105 |
purpose of, 81, 97 |
skills of, 101, 102t, 117 |
tests and, 160-61, 162t, 175 |
| metaphors and analogies, 113-14, 113t | performance problems, 234 |
| metrics. See evaluation | performance tests, 163-64, 165f, 166-67 |
| military, 180, 194 | performance-based learning, 14, 17 |
| mismatch activity, 141 | planning sheet |
| mnemonics | about, 84-85, 86f |
chunking and, 28-29 |
sample scenario for, 87, 87c, 88f, 89 |
coin activity and, 106-7 |
police interrogation activity, 142-43 |
example of, 25-26, 115-16 |
posttraining support, 59-61 |
| press conference activity, 143-44 | simulations, 164, 166-67, 175, 222 |
| prior knowledge/experience | 60-second challenge, 3-4 |
about, 41 |
skills and deficiencies, 101, 103t, 104t, 105e |
adaptations to, 44-45, 68 |
slap jack activity, 145-46 |
deficiency in, 101, 103t |
SMEs (subject matter experts), 33-36, 37-38, |
learner relationship with, 55-57 |
46-47, 228 |
in new blended learning, 210 |
social media, 211-13, 223 |
tests and, 163-64, 165f |
spatial displays, 107, 109, 110f, 111-12, 111f |
types of, 36-40, 47 |
Sperry, Roger W., 235 |
See also specific types |
SQ3R, 114 |
| problem-solving performance, 232 | squaring numbers activity, 155-57 |
| procedural knowledge | states activity on structure, 75 |
about, 36-40, 47 |
stress and tests, 157-59, 174 |
tests and, 167, 168-69t, 169, 169f, 175 |
structure |
| psychological fidelity, 166 | about, 74-75, 97 |
five-step model for, 79-84, 80f, 85f, 96f |
|
| Q | organization and, 106-7 |
| quality, 199-202 | scripting sheets for, 89, 90w, 91f, 92-93f |
| quiz game activity, 144-45 | See also cognitive strategies |
| subject matter experts (SMEs), 33-36, 37-38, | |
| R | 46-47, 228 |
| railroad and tests, 161, 163 | success |
| rationale, 79-80, 98 | characteristics of, 49-50, 50t |
| readiness | criteria for, 237 |
about, 53-55 |
enjoyment and, 59-61, 230 |
building, 68, 73-74 |
of instruction, 52, 68 |
rationale for, 79-80, 98 |
problem solving and, 232 |
See also motivation; WIIFM (What’s in it |
rewards and, 78 |
for me?) |
support and, 234 |
| receptive training, 122, 125, 127t, 152 | symbols activity on structure, 74-75 |
| reciprocal teaching, 103, 105, 118 | |
| recordkeeping, 190 | T |
| rehearsal, 114, 115t | teaching, reciprocal, 103, 105, 118 |
| repetition, 107, 114, 115t | teaching preferences, 7, 7t |
| respect, 56-58 | teaching-learning model, 244-45, 244f |
| reusable learning objects (RLOs), 190-91, | teach-prompt-release, 150, 153 |
195 |
techno challenge activity, 146-47 |
| rewards, 78, 98 | technology |
| rhymes, 116 | about, 180-81, 194-95 |
| role-play activities, 64t, 130-31 | application and follow-through and, |
181-82, 194, 202 |
|
| S | effectiveness and, 182, 231, 233-34 |
| scenario-based simulations, 166 | expectations of, 183, 184-86t |
| scripting sheets, 89, 90w, 91f, 92-93f | history of, 179-80, 194 |
| self-directedness, 57-59 | learning and, 179-80 |
| sensory learning, 21-25, 22t, 24f, 28 | learning management systems (LMSs), 98 |
| short-answer closed question tests, 170, 172t | myths about, 197-99 |
| short-term memory, 25-26, 28 | power and, 182-83 |
See also instruction; training |
promises of, 183, 186-91, 192-93e |
| technology (continued) | domino effect, 133 |
study on, 231-32 |
exam cram, 133-34 |
tests and, 190 |
examples of, 64t |
| terminology tussle activity, 147 | facts-in-five, 134 |
| tests | great debate, 135 |
exams vs., 159 |
hit-or-myth, 136 |
feedback and, 175 |
Jeopardy, 136-37 |
learner emotions and, 157-59 |
jigsaw, 137-38 |
performance objectives and, 160-61, 162t, |
lecture team quiz, 138-39 |
175 |
letter game, 139-40 |
performance tests and, 163-64, 165f, |
listening teams, 140 |
166-67 |
mismatch, 141 |
stress and, 157-59, 174 |
ours versus theirs, 141-42 |
technology and, 190, 202 |
police interrogation, 142-43 |
validity of, 173, 173c |
press conference, 143-44 |
verification instruments and, 167, |
quiz game, 144-45 |
168-69t, 169, 169f |
role play, 64t, 130-31 |
written/oral, 170, 171-72t, 172-73, 175 |
slap jack, 145-46 |
| they say, we say activity, 148 | techno challenge, 146-47 |
| time pressure | terminology tussle, 147 |
18-digit sequence challenge and, 3-4 |
they say, we say, 148 |
for development and delivery, 204 |
true grid, 148-49 |
| trainers, 16, 20-21, 33-36, 228 | web resources for, 150, 153 |
| training | triggers of learning, 16 |
about, 9-10, 28 |
true grid activity, 148-49 |
characteristics of great/poor trainings, |
|
49-52, 50t, 51t, 68 |
U |
example of, 21 |
unconscious actions, 76-77 |
five-step model for structuring, 79-84, 80f, |
up-to-date instruction, 189 |
85f, 96f |
U.S. activity on structure, 75 |
golden rule for, 66-67, 69 |
U.S. military, 180, 194 |
hit or myth quiz on, 227-36, 229w |
user experience, 202 |
instruction vs., 11, 11t |
|
learners as focus of, 13-14, 17, 28, 68, 203 |
V |
retrofitting trainings with five-step model, |
value, 42, 47, 201 |
94-95 |
vendors and technology, 183, 186-91, |
See also specific types |
192-93e |
| training activities | verification instruments, 167, 168-69t, 169, |
about, 126, 149, 151t, 153 |
169f |
advantages of, 47, 81-83 |
|
better me, 129 |
W |
brainstorming, 64t |
Web 2.0, 211-13, 214t, 216-17t |
concentration, 129-30 |
See also blogs; social media; wikis; YouTube |
confrontation, 130-31 |
webinars, 204-5 |
critical list, 131-32 |
weblogs, 211, 213, 218-19t, 220-21t, 223 |
crypto cluster, 132 |
West, Charles U.K., 106 |
| WIIFM (What’s in it for me?), 68, 73-74, | |
79-80 |
|
See also motivation; readiness |
|
| wikis, 211, 213, 219t, 221t, 223 | |
| Wolff, Phillip M., 106 | |
| written tests, 170, 171-72t, 172-73, 175 | |
| Y | |
| YouTube, 211, 213, 218t, 220t | |