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New! Introducing the tech.book(store), a hub for Software Developers and Architects, Networking Administrators, TPMs, and other technology professionals to find highly-rated and highly-relevant career resources. Shop books on programming and big data, or read this week's blog posts by authors and thought-leaders in the tech industry. > Shop now |
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"This book clearly points the way to improving learning environments and ensuring that e-learning is accessible, relevant, and effective." (Technical Communication, August 2003)
"Richard Mayer is one of the most productive educational psychologist researchers in the world. Ruth Clark is perhaps the premier translator of scientific work and theory to the practical everyday design of effective learning. As a team they produced a most important and practical book that should read and applied by all instructional designers of on-line instructional materials."
— M. David Merrill, professor, Department of Instructional Technology, Utah State University
"For e-learning professionals who want to go beyond seat-of-the-pants design, this book serves up solid research and well-reasoned principles. Delightfully free of educational gobbledygook, it provides the ammunition conscientious designers need to combat meaningless multimedia, mind-numbing page-turners, and the pop-psych theory-of-the-month."
— William Horton, author, Designing Web-Based Training
"Based on their previous work, we expect a lot of both Ruth Clark and Richard Mayer. Those expectations are fully met in this book which manages the rare combination of high readability and sound science."
— John Sweller, School of Education, University of New South Wales, Australia
"Informative, practical, and eye opening! Just the information we need to help us create engaging online content."
— Susan Greenberg, program manager, Microsoft e-Learning Strategy Group
"e-Learning and the Science of Instruction is a great mix of research and practical application. It provides solid research and excellent case studies. It clearly demonstrates what does and doesn't work in multimedia training, removing the passion and opinions that seem to drive many media selection decisions. Every instructional designer, course developer, or e-learning specialist will benefit from this book."
— Chuck Barritt, program manager, Cisco Systems
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As a person who serves as a reviewer for other faculty work, I lament that this book is not required reading. In addition to discussing how to correctly use technology it also spends significant time looking at how students learn and how we, as faculty, should adress students in an online environment.
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