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Instructional design for action learning /
Let's face it: most people's instinctive response to training tends to run something like, "Oh, no! I need to be getting work done! I don't have time to be away from my desk, participating in exercises that have nothing to do with my actual responsibilities!" And while some...
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
New York :
American Management Association,
[2011]
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| Temas: | |
| Acceso en línea: | Texto completo (Requiere registro previo con correo institucional) |
MARC
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| 100 | 1 | |a McArdle, Geri E. H. | |
| 245 | 1 | 0 | |a Instructional design for action learning / |c Geri McArdle. |
| 264 | 1 | |a New York : |b American Management Association, |c [2011] | |
| 300 | |a 1 online resource | ||
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| 504 | |a Includes bibliographical references (pages 285-291) and index. | ||
| 588 | |a Description based on print version record. | ||
| 505 | 0 | |a Machine generated contents note: ch. 1 Define the Training Need -- ch. 2 Design the Learning to Fit the Need -- ch. 3 Prepare to Conduct the Training -- ch. 4 Set the Scene for Learning -- ch. 5 Implement the Training -- ch. 6 Measure the Effectiveness. | |
| 520 | |a Let's face it: most people's instinctive response to training tends to run something like, "Oh, no! I need to be getting work done! I don't have time to be away from my desk, participating in exercises that have nothing to do with my actual responsibilities!" And while some participants come in with a bright and cheery attitude, eager to be engaged in training that might help them some day, the fact is that there's a very good chance that by the time "that day" arrives, they'II have forgotten most of what they may have learned. | ||
| 520 | |a It's your job as a trainer to make sure that that doesn't happen. Widely recognized as being at the forefront of educational theory, the methdo known as Action Learning engages training participants immediately, immersing them in learning events by having them actively relate practical lessons to their own on-the-job experiences. | ||
| 520 | |a The book walks you through the six fundamental steps necessary for superior instructional design, from defining the need for training, to planning, to delivery, to evaluation. Filled with numerous examples of active, thought-stimulating learning techniques, Instructional Design for Action Learning shows you how to engage participants and appeal to all learner styles and learning levels: identify and manage difficult learning situations (and people) when conducting training; and facilitate both small and large training groups easily and effectively. | ||
| 520 | |a It's fact: Training participants learn and retain more by relating lessons directly to their own work. With organizations increasingly more insistent that facilitators provide lessons with measurable results that will immediately boost performance and the bottom line, it's crucial that learners walk away armed with the benefit of real tools. This book gives you all the guidance and exercises you need to incorporate action learning into every training you conduct. --Book Jacket. | ||
| 590 | |a O'Reilly |b O'Reilly Online Learning: Academic/Public Library Edition | ||
| 650 | 0 | |a Instructional systems |x Design. | |
| 650 | 0 | |a Educational technology. | |
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