Available:*
Library | Item Barcode | Call Number | Material Type | Item Category 1 | Status |
|---|---|---|---|---|---|
Searching... | 30000010138401 | HF5549.5.T7 S34 2005 | Open Access Book | Book | Searching... |
Searching... | 30000010077229 | HF5549.5.T7 S34 2005 | Open Access Book | Book | Searching... |
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Summary
Summary
From Roger C. Schank--one of the most highly respected thinkers, writers, and speakers in the training, learning, and e-learning community--comes a compelling book of essays that explore the myriad issues related to challenges faced by today's instructional designers and trainers. The essays offer a much-needed perspective on what trainers do, why they do it, and how they do it. Lessons in Learning, e-Learning, and Training serves as a barometer to the issues that often perplex trainers and helps to illuminate three main points: what can and cannot be taught; how people think and learn; and what technology can really effectively provide. In addition, each essay is filled with practical guidance and includes a summary of ideas, tips and techniques, things to think about, checklists, and other job aids.
Author Notes
Roger Schank --one of the world's leading researchers in artificial intelligence and applying cognitive learning theory to education--founded Socratic Arts, a company dedicated to helping schools and companies build meaningful curricula online. A prolific writer, Schank is the author of twenty-five books and in 2000 was recognized by ASTD for his "distinguished contributions to workplace learning."
Table of Contents
| Foreword |
| Introduction |
| 1 I Told You Not to Tell Me That |
| The case for not "telling" in training-and some guidelines for doing it if you must |
| 2 I Wanted to Learn But There Was No Money in It |
| Thoughts on the relationship between learning goals and rewards-and how to design training that helps learners stay motivated |
| 3 Teaching What Can't Be Taught |
| The value of knowing what you cannot fix-and understanding how people really change and what the culture has to do with it |
| 4 Knowing Isn't Doing |
| The reasons most e-learning is so bad (and other training, for that matter)-and five questions to ask to begin to make it better |
| 5 Enron Fixes Their Communication Problems |
| Thoughts on when to just say no-like when your company asks for a training course |
| 6 Sex and Chicken |
| The role of nonconscious learning-and how to help adults do it |
| 7 I Can't Remember Whether I Ate the Whole Thing |
| On the difference between event memory and procedural memory-and how practice has to figure in |
| 8 Sir, Step Away from the Fig Newton |
| How what happens in real life undoes training-and what to do about it |
| 9 Billy's Home Run |
| Storytelling insights-and how hearing, telling, and living stories makes for good training |
| 10 What's Doing? |
| The excuses for not doing doing-based training-and how to avoid them |
| 11 Pardon Me, I Must Have Misplaced My Stereotype |
| The pros and cons of stereotyping-and how to teach people to do it well |
| 12 Every Curriculum Tells a Story (Don't It?) |
| The problems with most curricula today-and how they inspire a different way to define the training designer's job |
| 13 And We'll Have Fun, Fun, Fun 'til Our Company Takes the e-Learning Away |
| Why most e-learning is boring, not fun-and real-world tips for making it more engaging |
| 14 I Disagree with the Question |
| The importance of getting the questions right-so the rest of your job is easy |
| 15 Corporate Dragons |
| Why most e-learning you are likely to encounter isn't very good-and how to recognize it |
| 16 Time for AI |
| How AI might help when you have a problem that you need a smart computer to do-like building story-based training systems |
| About the Author |
| Index |
| Pfeiffer Publications Guide |
