LEADER 02011nam 2200361 n 450 001 996396452503316 005 20221108083843.0 035 $a(CKB)4330000000353856 035 $a(EEBO)2240883557 035 $a(UnM)99827274 035 $a(UnM)9927860500971 035 $a(EXLCZ)994330000000353856 100 $a19950209d1661 uy | 101 0 $aeng 135 $aurbn||||a|bb| 200 02$aA warning from the Lord unto the rulers of Dover$b[electronic resource] $eAnd so to all men which stand guilty of the like practises, that all may know a day of repentance before it be too late; for the night will come when as no man can work, in which the son of man will come as a thief unto all such the workers of iniquity, and give to every man according to his deeds done in their body in their life-time. Then wo to the eveil-doer, for it will go ill with him. Also, the Christian man's plea for his liberty, as he is so indeed and in truth: and also, as he is a free-born English-man, he lays claim to his birth-right, by way of expostulation with the rulers of Dover, who rob him and many others of it, refusing to shew us any order for their so doing. Together with a true testimony born to the Light of Jesus, the power of God, yea the power of the endless life, from everlasting to everlasting: by Luke Howard 210 $aLondon $cprinted for Robert Wilson, and are to be sold at the Black-spread-Eagle and Windmill in Martins l'Grand$d1661 215 $a[2], 20 p 300 $aReproduction of the original in the British Library. 330 $aeebo-0018 606 $aRepentance$vEarly works to 1800 606 $aChristian life$vEarly works to 1800 615 0$aRepentance 615 0$aChristian life 700 $aHoward$b Luke$f1621-1699.$01009008 801 0$bCu-RivES 801 1$bCu-RivES 801 2$bCStRLIN 801 2$bWaOLN 906 $aBOOK 912 $a996396452503316 996 $aA warning from the Lord unto the rulers of Dover$92334703 997 $aUNISA LEADER 02432oam 2200601 450 001 9910707072903321 005 20160309115214.0 035 $a(CKB)5470000002460757 035 $a(OCoLC)937440479$z(OCoLC)889715946 035 $a(EXLCZ)995470000002460757 100 $a20160208d1991 ua 0 101 0 $aeng 135 $aurmn||||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aMineral resources of the Devils Playground and Twin Buttes Wilderness Study Areas, Sweetwater County, Wyoming /$fby Richard E. Van Loenen, W. Anthony Bryant, and Michael E. Lane 210 1$a[Reston, Va.] :$cU.S. Department of the Interior, U.S. Geological Survey,$d1991. 210 2$a[Washington, D.C.] :$cUnited States Government Printing Office. 215 $a1 online resource (v, 9 pages) $cillustrations, maps 225 1 $aU.S. Geological Survey bulletin ;$v1759-C 225 1 $aMineral resources of wilderness study areas--miscellaneous states ;$vch. C 225 1 $aStudies related to wilderness--Bureau of Land Management wilderness study areas 300 $aTitle from title screen (viewed Mar. 9, 2016). 320 $aIncludes bibliographical references (page C9). 606 $aGeology$zWyoming$zSweetwater County 606 $aMines and mineral resources$zWyoming$zDevils Playground Wilderness 606 $aMines and mineral resources$zWyoming$zTwin Buttes Wilderness 606 $aGeology$2fast 606 $aMines and mineral resources$2fast 607 $aDevils Playground Wilderness (Wyo.) 607 $aTwin Buttes Wilderness (Wyo.) 607 $aWyoming$zDevils Playground Wilderness$2fast 607 $aWyoming$zSweetwater County$2fast 607 $aWyoming$zTwin Buttes Wilderness$2fast 615 0$aGeology 615 0$aMines and mineral resources 615 0$aMines and mineral resources 615 7$aGeology. 615 7$aMines and mineral resources. 700 $aVan Loenen$b Richard E.$01386526 702 $aBryant$b W. Anthony 702 $aLane$b Michael E. 712 02$aGeological Survey (U.S.), 801 0$bOCLCE 801 1$bOCLCE 801 2$bCOP 801 2$bOCLCF 801 2$bGPO 906 $aBOOK 912 $a9910707072903321 996 $aMineral resources of the Devils Playground and Twin Buttes Wilderness Study Areas, Sweetwater County, Wyoming$93510735 997 $aUNINA LEADER 12708nam 2200589 450 001 9910136418703321 005 20231108041639.0 010 $a1-119-15868-0 010 $a1-119-15867-2 035 $a(CKB)3710000000603986 035 $a(Au-PeEL)EBL4418752 035 $a(CaPaEBR)ebr11161515 035 $a(CaONFJC)MIL898833 035 $a(OCoLC)941696307 035 $a(CaSebORM)9781119158660 035 $a(MiAaPQ)EBC4418752 035 $a(EXLCZ)993710000000603986 100 $a20151116h20162016 uy| 0 101 0 $aeng 135 $aurcnu|||||||| 181 $2rdacontent 182 $2rdamedia 183 $2rdacarrier 200 10$aE-learning and the science of instruction $eproven guidelines for consumers and designers of multimedia learning /$fRuth C. Clark, Richard E. Mayer 205 $aFourth edition. 210 1$aHoboken :$cWiley,$d[2016] 210 4$dİ2016 215 $a1 online resource (519 pages) 225 1 $aTHEi Wiley ebooks 300 $aRevised edition of the authors' E-learning and the science of instruction, 2011. 311 $a1-119-23908-7 311 $a1-119-15866-4 320 $aIncludes bibliographical references and indexes. 327 $aMachine generated contents note: Acknowledgments Introduction 1. E-Learning: Promise and Pitfalls Chapter Summary What Is e-Learning? Is e-Learning Better? The Promise of e-Learning The Pitfalls of e-Learning e-Learning Architectures What is Effective e-Coruseware? Learning in e-Learning What to Look for in e-Learning 2. How Do People Learning from E-Courses? Chapter Summary How Do People Learn? Managing Limited Cognitive Resources During Learning How e-Lessons Affect Human Learning? What to Look for in e-Learning 3. Evidence-based Practice Chapter Summary What is Evidence-based Practice? Three Approaches to Research on Instructional Effectiveness What to Look for in Experimental Comparisons How to Interpret Research Statistics How Can You Identify Relevant Research? Boundary Conditions in Experimental Comparisons Practical Versus Theoretical Research What to Look for in e-Learning 4. Applying the Multimedia Principle: Use Words and Graphics rather than Words Alone Chapter Summary Do Visuals Make a Difference? Multimedia Principle: Include Both Words and Graphics Some Ways to Use Graphics to Promote Learning Psychological Reasons for the Multimedia Principle Evidence for Using Words and Pictures The Multimedia Principle Works Best for Novices Should You Change Static Illustrations into Animations? What to Look for in e-Learning 5. Applying the Contiguity Principle: Align Words to Corrresponding Graphics Chapter Summary Principle 1: Place Printed Words Near Corresponding Graphics Psychological Reasons for Principle 1 Evidence for Principle 1 Principle 2: Synchronize Spoken Words with Corresponding Graphics Psychological Reasons for Principle 2 Evidence for Principle 2 What to Look for in e-Learning 6. Applying the Modality Principle: Present Words as Audio Narration Rather than On-screen Text Chapter Summary Modality Principle: Present Words as Speech Rather than On-screen Text Limitations to the Modality Principle Psychological Reasons for the Modality Principle Evidence for Using Spoken Rather than Printed Text When the Modality Principle Applies What to Look for in e-Learning 7. Applying the Redundancy Principle: Explain Visuals with Words in Audio OR Text but Not Both Chapter Summary Principle 1: Do Not Add On-screen Text to Narrated Graphics Psychological Reasons for the Redundancy Principle Evidence for Omitting Redundant On-screen Text Principle 2: Consider Adding On-screen Text to Narration in Special Situations Psychological Reasons for Exceptions to the Redundancy Principle Evidence for Including Redundant On-screen Text What to Look for in e-Learning 8. Applying the Coherence Principle: Adding Extra Material Can Hurt Learning Chapter Summary Principle 1: Avoid e-Lessons with Extraneous Words Multimedia Principle: Include Both Words and Graphics Psychological Reasons to Avoid Extraneous Words in e-Learning Evidence for Omitting Extraneous Words Added for Interest Evidence for Omitting Extraneous Words Added to Expand on Key Ideas Evidence for Omitting Extraneous Words Added for Technical Depth Principle 2: Avoid e-Lessons with Extraneous Graphics Psychological Reasons to Avoid Extraneous Graphics in e-Learning Evidence for Omitting Extraneous Graphics Added for Interest Evidence for Using Simpler Visuals Can Interesting Graphics Ever Be Helpful? Principle 3: Avoid e-Lessons with Extraneous Audio Psychological Reasons to Avoid Extraneous Audio in e-Learning Evidence for Omitting Extraneous Audio What to Look for in e-Learning 9. Applying the Personalization and Embodiment Principles: Use Conversational Style, Polite Wording, Human Voice, and Virtual Coaches Chapter Summary Personalization Principle: Use Conversational Rather than Formal Style, Polite Wording Rather than Direct Wording and Human Voice Rather than Machine Voice Psychological Reasons for the Personalization Principle Promote Personalization through Conversational Style Promote Personalization through Polite Speech Promote Personalization through Voice Quality Embodiment Principle: Use Effect On-screen Coaches to Promote Learning Implications for e-Learning What to Look for in e-Learning 10. Applying the Segmenting and Pretraining Principles: Managing Complexity by Breaking a Lesson into Parts Chapter Summary Segmenting Principle: Break a Continuous Lesson into Bite-size Segments Psychological Reasons for the Segmenting Principle Evidence for Breaking a Continuous Lesson into Bite-Size Segments Pretraining Principle: Ensure that Learners Know the Names and Characteristics of Key Concepts Psychological Reasons for the Pretraining Principle Evidence for Providing Pretraining in Key Concepts What to Look for in E-Learning 11. Engagement in E-Learning Chapter Summary What Is Engagement? When Behavioral Engagement Impedes Learning Engagement that Leads to Generative Processing A New View of Engagement What to Look for in E-Learning 12. Leveraging Examples in E-Learning Chapter Summary What Are Worked Examples? The Psychology of Worked Examples Evidence for Benefits of Worked Examples Principles to Optimize Benefits of Worked Examples Principle 1: Provide Worked Examples in Lieu of Problem Assignments when the Essential Load of the Lesson is High Principle 2: Fade from Worked Examples to Problems Principle 3: Promote Self-Explanations Principle 4: Include Instructional Explanations of Worked Examples in Some Situations Principle 5: Apply Multimedia Principles to Examples Principle 6: Support Learning Transfer Design Guidelines for Far Transfer Worked Examples What to Look for in E-Learning 13. Does Practice Make Perfect? Chapter Summary What is Practice in E-Learning? Is Practice a Good Investment? Principle 1: Add Sufficient Practice Interaction to E-Learning to Achieve the Objective Principle 2: Mirror the Job Principle 3: Provide Effective Feedback Principle 4: Distribute and Mix Practice among Learning Events Principle 5: Apply Multimedia Principles What to Look for in e-Learning 14. Learning Together Virtually Chapter Summary What is Collaborative Learning? What is Computer-Supported Collaborative Learning (CSCL)? Principle 1: Consider Collaborative Assignments for Challenging Tasks Principle 2: Optimize Group Size, Composition, and Interdependence Principle 3: Match Synchronous and Asynchronous Assignments to the Collaborative Goal Principle 4: Use Collaborative Tool Features that Optimize Team Processes and Products Principle 5: Maximize Social Presence in Online Collaborative Environments Principle 6: Use Structured Collaboration Processes to Optimize Team Outcomes What to Look for in e-Learning 15. Who's In Control? Guidelines for E-Learning Navigation Chapter Summary Learner Control Versus Program Control Do Learners Make Good Instructional Decisions? Principle 1: Give Experienced Learners Control Principle 2: Make Important Instructional Events the Default Principle 3: Consider Alternative Forms of Learner Control Principle 4: Give Pacing Control to All Learners Principle 5: Offer Navigational Support in Hypermedia Environments The Bottom Line What to Look for in E-Learning 16. E-Learning to Build Thinking Skills Chapter Summary What are Thinking Skills? Can Thinking Skills be Trained? Principle 1: Focus on Explicit Teaching of Job-Relevant Thinking Skills Principle 2: Design Lessons around Authentic Work Tasks or Problems Evidence for Problem-Focused Instruction Principle 3: Define Job-Specific Thinking Processes What to Look for in E-Learning 17. Learning with Computer Games Chapter Summary Do Games Have a Place in the Serious Business of Training? Which Features Improve a Game's Effectiveness? Does Game Playing Improve Cognitive Skills? Are Games More Effective than Conventional Media? What to Look for in E-Learning 18. 327 $aApplying the Guidelines Chapter Summary Applying Evidence-based Guidelines to E-Courses E-Learning Guidelines Checklist Review of Sample 1: Excel for Small Business Review of Sample 2: Synchronous Excel Lesson Review of Sample 3: Automotive Troubleshooting Simulation Reflections on Past Predictions Beyond 2016 in Multimedia Research In Conclusion References Glossary List of Tables and Figures Name Index Subject Index About the Authors Wiley Publication Guide. 330 $a"The essential e-learning design manual, updated with the latest research, design principles, and examples e-Learning and the Science of Instruction is the ultimate handbook for evidence-based e-learning design. Since the first edition of this book, e-learning has grown to account for at least 40% of all training delivery media. However, digital courses often fail to reach their potential for learning effectiveness and efficiency. This guide provides research-based guidelines on how best to present content with text, graphics, and audio as well as the conditions under which those guidelines are most effective. This updated fourth edition describes the guidelines, psychology, and applications for ways to improve learning through personalization techniques, coherence, animations, and a new chapter on evidence-based game design. The chapter on the Cognitive Theory of Multimedia Learning introduces three forms of cognitive load which are revisited throughout each chapter as the psychological basis for chapter principles. A new chapter on engagement in learning lays the groundwork for in-depth reviews of how to leverage worked examples, practice, online collaboration, and learner control to optimize learning. The updated instructor's materials include a syllabus, assignments, storyboard projects, and test items that you can adapt to your own course schedule and students. Co-authored by the most productive instructional research scientist in the world, Dr. Richard E Mayer, this book distills copious e-learning research into a practical manual for improving learning through optimal design and delivery. Get up to date on the latest e-learning research Adopt best practices for communicating information effectively Use evidence-based techniques to engage your learners Replace popular instructional ideas, such as learning styles with evidence-based guidelines Apply evidence-based design techniques to optimize learning games e-Learning continues to grow as an alternative or adjunct to the classroom, and correspondingly, has become a focus among researchers in learning-related fields. New findings from research laboratories can inform the design and development of e-learning. However, much of this research published in technical journals is inaccessible to those who actually design e-learning material. By collecting the latest evidence into a single volume and translating the theoretical into the practical, e-Learning and the Science of Instruction has become an essential resource for consumers and designers of multimedia learning"-- Provided by publisher. 410 0$aTHEi Wiley ebooks. 517 3 $ae-learning and the science of instruction 517 3 $aE-Learning and the science of instruction 517 3 $ae-Learning and the science of instruction 606 $aBusiness education$xComputer-assisted instruction 615 0$aBusiness education$xComputer-assisted instruction. 676 $a658.3/12402854678 700 $aClark$b Ruth Colvin$0202082 702 $aMayer$b Richard E.$f1947- 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910136418703321 996 $aE-Learning and the science of instruction$91106547 997 $aUNINA