- Paperback: 392 pages
- Publisher: Association for Talent Development; 2 edition (December 7, 2014)
- Language: English
- ISBN-10: 1562869744
- ISBN-13: 978-1562869748
- Product Dimensions: 6 x 0.8 x 9.1 inches
- Shipping Weight: 1.2 pounds (View shipping rates and policies)
- Average Customer Review: 17 customer reviews
- Amazon Best Sellers Rank: #366,980 in Books (See Top 100 in Books)
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Evidence-Based Training Methods: A Guide For Training Professionals 2nd Edition
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About the Author
Ruth Clark is a specialist in instructional design and technical training, determined to bridge the gap between academic research and practitioner application in instructional methods. She holds a doctorate in the field and is president of her own company, Clark Training & Consulting. Her books and articles focus on various aspects of training and e-learning.
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Try this experiment. Say something disparaging about learning styles to any colleague. Odds are the response will either be something about how "Well but don't we need multimedia presentations," or, worse yet, something along the lines of, "What are you talking about? I'm a visual learner!" These are the two that I get every time.
This book has the cure for both responses.
One takeaway is that a difference between learners that is worth attending to is the difference in experience.
You might not agree with everything the author advises (education being a sometimes fuzzy practical social science), but you are likely to be surprised at how experimental evidence will go against what you thought were obviously good moves in education or training.
Admittedly, you will close the book wishing that many, many more experiments were conducted. The number of experiments addressing any one topic, and the limits on the experimental conditions, do call for some caution in drawing conclusions.
One of the most popular myths is that people have a visual, auditory or kinesthetic preference toward learning; however tests showed that participants who regarded themselves as visual learners scored no higher on visually oriented tests than “auditory” or “kinesthetic learners.” The same results were true for those who regarded themselves in the other categories with tests that catered to their respective preferences.
Other topics covered intrigued me e.g. “when stories defeat learning,” “the power of examples,” “avoiding too much of a good thing,” and “limits of human memory.” Whether it was about memory capacity, mixing visuals with text and narration, split attention, or “scaffolding” the author got to the point and provided evidence to support her claims or counterclaims.
Clark’s Ph.D. in Instructional Psychology and experience shines through in fine form. It is not only a book worth buying once, but also a book worth referencing many times over.
It has pointed out areas that I need to change and also assured me that many of the things I currently do are within the scientific realm.
Glad I bought his book.
Now I can brag that I conduct science-based training.
In this book, Clark looks at a variety of principles that may or may not be useful for instructional designers and developers. She explains these principles and when they are useful and then provides guidelines for the best practices she recommends based on the research she has reviewed.
This book has been very helpful to me as I develop new face-to-face training sessions.
Practical information that can be readily applied in public and private sector organizations.