This third edition of the classic resource, Building Expertise draws on the most recent evidence on how to build innovative forms of expertise and translates that evidence into guidelines for instructional designers, course developers and facilitators, technical communicators, and other human performance professionals. Ruth Colvin Clark summarizes psychological theories concerning ways instructional methods support human learning processes. Filled with updated research and new illustrative examples, this new edition offers trainers evidence-based guidelines to help them accelerate genuine expertise within their organizations. This new edition includes Eight instructional principles that can accelerate expertise, Four instructional architectures to serve as design templates, The most current research on how to develop learning that is both motivational and instructionally sound, Completely updated review of relevant research from cognitive and instructional design fields, Practical guidelines for problem-centered instruction, motivation, and transfer, Information on how to exploit the features of new technology in ways that support human learning processes. Book jacket.

"An essential knowledge resource"--P. [4] of cover. Provided by the TRADOC Learning Sciences Division (LSD) whose mission is to investigate leading research and innovations in adult learning and instruction and disseminate evidence-based strategies to improve learning. For this reason, LSD has purchased several books that complement the video teletraining (VTT) sessions and workshops we will conduct throughout FY09. The books provide evidence-based strategies that are proven effective for designing, developing and implementing instruction.

Part I - Foundations of Building Expertise - Expertise in the Global Economy - The Value of Expertise - What Is an Expert? - Seven Lessons Learned About Experts - Four Ingredients of Instruction - Which Media Are Best for Learning? - Four Components of Learning - Three Views of Learning - Four Instructional Architectures - No Yellow Brick Road - Instructional Components and Learning: No Yellow Brick Road - Graphics and Learning: A Journey Down the Yellow Brick Road - Factors That Influence Learning - Toward an Evidence-Based Training Profession - About the Numbers - The Psychology of Building Expertise - Two Memories for Learning - The Transformation of Content into Knowledge and Skills - Eight Principles for Instruction - Part II - Basic Learning Events Proven to Build Expertise - How Working Memory Works - Working Memory: The Center of Learning - New Content Has a Short Shelf Life in Working Memory - Chess, Chunking, and Capacity Limits of Working Memory - What Happens When Working Memory is Overloaded? - Automaticity: A Working Memory Bypass - Visual and Auditory Components in Working Memory - Why Is Working Memory So Limited? - Working Memory and Performance - Managing Cognitive Load 85 The Cognitive Load Management Principle 86 Methods That Bypass Working Memory - Methods That Minimize Content - Methods to Impose Content Gradually - Methods to Minimize Unproductive Mental Work - Methods to Maximize Working Memory Capacity - Managing Attention - The High Price of Attention Failure - The Attention Principle - Instructional Methods to Support Attention - Optimizing Attentional Capacity in the Classroom - Methods to Focus Attention - Methods to Support Selective Attention - What Is Divided Attention? - Methods to Minimize Divided Attention - Leveraging Prior Knowledge - The Prior Knowledge Principle - Methods to Activate Prior Knowledge - Methods to Compensate for Limited Prior Knowledge - Avoid Activating Inappropriate Prior Knowledge - When to Use Prior Knowledge Methods - Helping Learners Build Mental Models: Implicit Methods - The Building Mental Models Principle - Explicit and Implicit Encoding Methods - Implicit Methods to Build Mental Models - Use Graphics to Build Mental Models - Personalize Your Learning Environment - Include Deep-Level Learning Agent Dialogs - Provide Examples and Encourage Their Processing - Provide Effective Analogies - Include Process Content in Your Instruction - Offer Cognitive Support for Novice Learners - Helping Learners Build Mental Models: Explicit Methods - Is Active Learning Better? A Tale of Six Lessons - Building Mental Models Principle - Explicit vs. Implicit Methods for Building Mental Models - Maintenance vs. Elaborative Rehearsal - Incorporate Frequent Elaborative Practice Exercises - The Law of Diminishing Returns - Distribute Practice Assignments - Provide Explanatory Feedback - Use Effective Questioning Techniques in the Classroom - Promote Psychological Engagement with Graphics - Promote Explicit Self-Explanations of Content - Incorporate Collaborative Learning Opportunities - Minimize Note-Taking in Instructor-Led Presentations - Who Benefits from Practice? - Learning vs. Performance: The Psychology of Transfer - Transfer: The Bridge from Training to Performance - Four Tales of Transfer Failure - Causes of Transfer Failure - The Transfer Challenge - Specific Versus General Theories of Transfer - The Transfer Continuum - Surface Versus Deep Structure and Transfer - Transfer and Intelligence - Teaching for Transfer - Transfer: It's All About Context - Teaching for Near-Transfer Performance - Learning Aids for Near-Transfer Learning - Teaching for Moderate Transfer - Teaching for Far-Transfer Performance - Learning Aids for Guided-Discovery Simulations - Part III - Promoting Adaptive Expertise and Motivation - Problem-Centered Instruction - The Revival of Problem-Centered Learning - The Benefits of Problem-Centered Design - Three Problem-Centered Design Models - Problem-Based Learning (PBL)- 4C/ID - Sherlock and Cognitive Apprenticeship - Applying Problem-Centered Design - Issues in Problem-Centered Instruction - Reservations About Problem-Centered Instruction - Metacognition, Self-Regulation, and Adaptive Expertise - Cognition, Metacognition, and Adaptive Expertise - Metacognition and Self-Regulation - Are Learners Self-Regulated? - Supporting Self-Regulation During Learning - Domain-Specific Metacognitive Skills - Building Domain-Specific Metacognitive Skills - Motivation and Expertise - Motivation for Learning - What Is Motivation? - External vs. Internal Views of Motivation - Beliefs and Learning Choices - Beliefs About Learning Outcomes and Persistence Goal Setting and Motivation - Motivating Your Learners - Instructional Environments That Motivate - Evidence for Managing Learner Beliefs - Promote Self-Confidence by Structuring for Success - Encourage Mastery (Progress) Goal Orientations - Exploit Personal and Situational Interest - Techniques to Promote Cognitive Situational Interest - Leverage Personal Interest - Make Values Salient - Part IV - Building Expertise in Action - Practical Applications in Building Expertise - Adopting Evidence-Based Practice - What Is an Excellent Lesson? - A Receptive Presentation - A Directive e-Lesson - A Guided-Discovery Classroom Workshop - Exploratory Architectures for Far-Transfer Learning