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E-learning and the science of instruction : proven guidelines for consumers and designers of multimedia learning / / Ruth C. Clark, Richard E. Mayer
| E-learning and the science of instruction : proven guidelines for consumers and designers of multimedia learning / / Ruth C. Clark, Richard E. Mayer |
| Autore | Clark Ruth Colvin |
| Edizione | [Fourth edition.] |
| Pubbl/distr/stampa | Hoboken : , : Wiley, , [2016] |
| Descrizione fisica | 1 online resource (519 pages) |
| Disciplina | 658.3/12402854678 |
| Collana | THEi Wiley ebooks |
| Soggetto topico | Business education - Computer-assisted instruction |
| ISBN |
1-119-15868-0
1-119-15867-2 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Machine 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.
Applying 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. |
| Altri titoli varianti |
e-learning and the science of instruction
E-Learning and the science of instruction e-Learning and the science of instruction |
| Record Nr. | UNINA-9910136418703321 |
Clark Ruth Colvin
|
||
| Hoboken : , : Wiley, , [2016] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
E-learning and the science of instruction : proven guidelines for consumers and designers of multimedia learning / / Ruth C. Clark, Richard E. Mayer
| E-learning and the science of instruction : proven guidelines for consumers and designers of multimedia learning / / Ruth C. Clark, Richard E. Mayer |
| Autore | Clark Ruth Colvin |
| Edizione | [Fourth edition.] |
| Pubbl/distr/stampa | Hoboken : , : Wiley, , [2016] |
| Descrizione fisica | 1 online resource (519 pages) |
| Disciplina | 658.3/12402854678 |
| Collana | THEi Wiley ebooks |
| Soggetto topico | Business education - Computer-assisted instruction |
| ISBN |
1-119-15868-0
1-119-15867-2 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Machine 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.
Applying 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. |
| Altri titoli varianti |
e-learning and the science of instruction
E-Learning and the science of instruction e-Learning and the science of instruction |
| Record Nr. | UNINA-9910825061903321 |
|
Clark Ruth Colvin
|
||
| Hoboken : , : Wiley, , [2016] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
E-learning and the Science of Instruction [[electronic resource] ] : Proven Guidelines for Consumers and Designers of Multimedia Learning
| E-learning and the Science of Instruction [[electronic resource] ] : Proven Guidelines for Consumers and Designers of Multimedia Learning |
| Autore | Clark Ruth C |
| Edizione | [3rd ed.] |
| Pubbl/distr/stampa | Chichester, : Wiley, 2011 |
| Descrizione fisica | 1 online resource (527 p.) |
| Disciplina |
658.3/12402854678
658.312402854678 |
| Altri autori (Persone) | MayerRichard E. <1947-> |
| Soggetto topico |
Business education --Computer-assisted instruction
Business education - Computer-assisted instruction Business & Economics Business Education |
| ISBN |
1-283-20388-X
9786613203885 1-118-25597-6 1-118-08616-3 |
| Classificazione | EDU039000 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
e-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning; Contents; Acknowledgments; Introduction; 1. e-Learning: Promise and Pitfalls; What Is e-Learning?; Is e-Learning Better?; The Promise of e-Learning; The Pitfalls of e-Learning; Inform and Perform e-Learning Goals; e-Learning Architectures; What Is Effective e-Courseware?; Learning in e-Learning; 2. How Do People Learn from e-Courses?; How Do People Learn?; How e-Lessons Affect Human Learning; What We Don't Know About Learning; 3. Evidence-Based Practice
What Is Evidence-Based Practice?Three Approaches to Research on Instructional Effectiveness; What to Look for in Experimental Comparisons; How to Interpret No Effect in Experimental Comparisons; How to Interpret Research Statistics; How Can You Identify Relevant Research?; What We Don't Know About Evidence-Based Practice; 4. Applying the Multimedia Principle: Use Words and Graphics Rather Than Words alone; 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 PicturesThe Multimedia Principle Works Best for Novices; Should You Change Static Illustrations into Animations?; What We Don't Know About Visuals; 5. Applying the Contiguity Principle: Align Words to Corresponding Graphics; Contiguity Principle 1: Place Printed Words Near Corresponding Graphics; Contiguity Principle 2: Synchronize Spoken Words with Corresponding Graphics; Psychological Reasons for the Contiguity Principle; Evidence for Presenting Printed Words Near Corresponding Graphics Evidence for Presenting Spoken Words at the Same Time as Corresponding GraphicsWhat We Don't Know About Contiguity; 6. Applying the Modality Principle: Present Words as Audio Narration Rather Than On-Screen Text; 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 We Don't Know About Modality; 7. Applying the Redundancy Principle: Explain Visuals with Words in Audio OR Text: Not Both Redundancy Principle 1: Do Not Add On-Screen Text to Narrated GraphicsPsychological Reasons for the Redundancy Principle; Evidence for Omitting Redundant On-Screen Text; Redundancy 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 We Don't Know About Redundancy; 8. Applying the Coherence Principle: Adding Material Can Hurt Learning; Coherence Principle 1: Avoid e-Lessons with Extraneous Audio Psychological Reasons to Avoid Extraneous Audio in e-Learning |
| Altri titoli varianti |
E-Learning and the Science of Instruction
e-Learning and the Science of Instruction e-learning and the Science of Instruction |
| Record Nr. | UNINA-9910781787003321 |
|
Clark Ruth C
|
||
| Chichester, : Wiley, 2011 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
E-learning and the science of instruction : proven guidelines for consumers and designers of multimedia learning / / Ruth Colvin Clark, Richard E. Mayer
| E-learning and the science of instruction : proven guidelines for consumers and designers of multimedia learning / / Ruth Colvin Clark, Richard E. Mayer |
| Autore | Clark Ruth Colvin |
| Edizione | [3rd ed.] |
| Pubbl/distr/stampa | San Francisco, Calif., : Pfeiffer, 2011 |
| Descrizione fisica | 1 online resource (527 p.) |
| Disciplina | 658.3/12402854678 |
| Altri autori (Persone) | MayerRichard E. <1947-> |
| Collana | Essential resources for training and HR professionals |
| Soggetto topico | Business education - Computer-assisted instruction |
| ISBN |
1-283-20388-X
9786613203885 1-118-25597-6 1-118-08616-3 |
| Classificazione | EDU039000 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Machine generated contents note: Acknowledgments.Introduction.1. e-Learning: Promise and Pitfalls.What Is e-Learning?Is e-Learning Better?The Promise of e-Learning.The Pitfalls of e-Learning.Inform and Perform e-Learning Goals.e-Learning Architectures.What Is Effective e-Courseware?Learning in e-Learning.2. How Do People Learn from e-Courses.How Do People Learn?How e-Lessons Affect Human Learning.What We Don't Know About Learning.3. Evidence-Based Practice.What Is Evidence-Based Practice?Three Approaches to Research on Instructional Effectiveness.What to Look for in Experimental Comparisons.How to Interpret No Effect in Experimental Comparisons.How to Interpret Research Statistics.How Can You Identify Relevant Research?What We Don't Know About Evidence-Based Practice.4. Applying the Multimedia Principle: Use Words and Graphics Rather Than Words Alone.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 We Don't Know About Visuals.5. Applying the Contiguity Principle: Align Words to Corresponding Graphics.Contiguity Principle 1: Place Printed Words Near Corresponding Graphics.Contiguity Principle 2: Synchronize Spoken Words with Corresponding Graphics.Psychological Reasons for the Contiguity Principle.Evidence for Presenting Printed Words Near Corresponding Graphics.Evidence for Presenting Spoken Words at the Same Time as Corresponding Graphics.What We Don't Know About Contiguity.6. Applying the Modality Principle: Present Words as Audio Narration Rather Than On-Screen Text.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 We Don't Know About Modality.7. Applying the Redundancy Principle: Explain Visuals with Words in Audio OR Text: Not Both.Redundancy Principle 1: Do Not Add On-Screen Text to Narrated Graphics.Psychological Reasons for the Redundancy Principle.Evidence for Omitting Redundant On-Screen Text.Redundancy 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 We Don't Know About Redundancy.8. Applying the Coherence Principle: Adding Material Can Hurt Learning.Coherence Principle 1: Avoid e-Lessons with Extraneous Audio.Psychological Reasons to Avoid Extraneous Audio in e-Learning.Evidence for Omitting Extraneous Audio.Coherence 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.Coherence Principle 3: Avoid e-Lessons with Extraneous Words.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.What We Don't Know About Coherence.9. Applying the Personalization Principle: Use Conversational Style and Virtual Coaches.Personalization Principle 1: Use Conversational Rather Than Formal Style.Psychological Reasons for the Personalization Principle.Evidence for Using Conversational Style.Promote Personalization Through Voice Quality.Promote Personalization Through Polite Speech.Personalization Principle 2: Use Effective On-Screen Coaches to Promote Learning.Personalization Principle 3: Make the Author Visible to Promote Learning.Psychological Reasons for Using a Visible Author.Evidence for the Visible Author.What We Don't Know About Personalization.10. Applying the Segmenting and Pretraining Principles: Managing Complexity by Breaking a Lesson into Parts.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 We Don't Know About Segmenting and Pretraining.11. Leveraging Examples in e-Learning.What Are Worked Examples?The Psychology of Worked Examples.Evidence for the Benefits of Worked Examples.Worked Example Principle 1: Fade from Worked Examples to Problems.Worked Example Principle 2: Promote Self-Explanations.Worked Example Principle 3: Include Instructional Explanations of Worked Examples in Some Situations.Worked Example Principle 4: Apply the Multimedia Principles to Your Worked Examples.Worked Example Principle 5: Support Learning Transfer.Design Guidelines for Far Transfer Examples.What We Don't Know About Worked Examples.12. Does Practice Make Perfect?What Is Practice in e-Learning?The Paradox of Practice.Practice Principle 1: Add Sufficient Practice Interactions to e-Learning to Achieve the Objective.Practice Principle 2: Mirror the Job.Practice Principle 3: Provide Effective Feedback.Practice Principle 4: Distribute and Mix Practice Among Learning Events.Practice Principle 5: Apply Multimedia PrinciplesPractice Principle 6: Transition from Examples to Practice Gradually.What We Don't Know About Practice.13. Learning Together Virtually.What Is Collaborative Learning?What Is Computer-Supported Collaborative Learning (CSCL)?Some Generalizations About Collaboration.CSCL Research Summaries.Structured Controversy.CSCL: The Bottom Line.What We Don't Know About CSCL.14. Who's in Control? Guidelines for e-Learning Navigation.Learner Control Versus Program Control.Do Learners Make Good Instructional Decisions?Learner Control Principle 1: Give Experienced Learners Control.Learner Control Principle 2: Make Important Instructional Events the Default.Learner Control Principle 3: Consider Adaptive Control.Learner Control Principle 4: Give Pacing Control.Learner Control Principle 5: Offer Navigational Support in Hypermedia Environments.What We Don't Know About Learner Control.15. e-Learning to Build Thinking Skills.Three Types of Thinking Skills.Can Thinking Skills Be Trained?Thinking Skills Principle 1: Focus on Job-Specific Cognitive and Metacognitive Skills.Thinking Skills Principle 2: Consider a Whole-Task Course Design.Evidence for Whole-Task Instruction.Thinking Skills Principle 3: Make Thinking Processes Explicit.Thinking Skills Principle 4: Define Job-Specific Thinking Processes.Teaching Thinking Skills: The Bottom Line.What We Don't Know About Thinking Skills.16. Simulations and Games in e-Learning.The Case for Simulations and Games.What Are Simulations and Games?Do Games and Simulations Teach?Games and Simulations Principle 1: Match Game Types to Learning Goals.Games and Simulations Principle 2: Make Learning Essential to Game Progress.Games and Simulations Principle 3: Build in Proven Instructional Strategies.Games and Simulations Principle 4: Build in Guidance and Structure.Games and Simulations Principle 5: Manage Complexity.Games and Simulations Principle 6: Make Relevance Salient.What We Don't Know About Games and Simulations.17. Applying the Guidelines.Applying Evidence-Based Guidelines to e-Courses.e-Lesson Reviews.Review of Sample 1: Asynchronous e-Lesson on Excel for Small Business.Review of Sample 2: Synchronous e-Lesson on Excel.Review of Sample 3: Automotive Troubleshooting Simulation.Reflections on Past Predictions.Beyond 2011.In Conclusion.References.Glossary.List of Tables and Figures.Name Index.Subject Index.About the Authors.Pfeiffer Publication Guide. |
| Altri titoli varianti | ELearning and the science of instruction |
| Record Nr. | UNINA-9910815595603321 |
|
Clark Ruth Colvin
|
||
| San Francisco, Calif., : Pfeiffer, 2011 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Knowledge management and e-learning / / edited by Jay Liebowitz and Michael S. Frank
| Knowledge management and e-learning / / edited by Jay Liebowitz and Michael S. Frank |
| Pubbl/distr/stampa | Boca Raton : , : Auerbach Publications, , 2011 |
| Descrizione fisica | 1 online resource (366 p.) |
| Disciplina | 658.3/12402854678 |
| Altri autori (Persone) |
LiebowitzJay <1957->
FrankMichael S |
| Soggetto topico |
Knowledge management
Computer-assisted instruction Distance education |
| Soggetto genere / forma | Electronic books. |
| ISBN |
0-429-06389-X
1-4398-3726-0 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Front cover; Dedication; Contents; Preface; About the Editors; List of Contributors; Section I. KM and E-Learning: Setting the Stage; Body; Chapter 1. The Synergy between Knowledge Management and E-Learning; Chapter 2. Knowledge Management and the Mega-University: Engagement of the Adult Learner in the Post-Gutenberg Academy; Chapter 3. Global Trends Affecting Knowledge Management and E-Learning; Section II. KM and E-Learning: Methodologies and Techniques; Chapter 4. Assurance of Learning: Demonstrating the Organizational Impact of Knowledge Management and E-Learning
Chapter 5. A Model for E-Learningand Knowledge Management: The Virtual University at Tecnológicode MonterreyChapter 6. A Learning Portfolio Management System for Analyzing Student Web-Based Problem-Solving Behaviors; Chapter 7. The Antecedents and Outcomes of Online Knowledge-Sourcing Behavior: The Influence of Computer Attitudes and Learning Styles; Chapter 8. From Self-Service to Room Service:Changing the Way We Search, Sift, and Synthesize Information; Section III. KM and E-Learning: Case Studies; Chapter 9. Performance-Based Learning and Knowledge Management in the Workplace Chapter 10. Knowledge Management in Agricultural Research: The CGIAR ExperienceChapter 11. Experiences and Recommendationson Required Student Knowledge and E-Skills; Chapter 12. Harnessing the Web: Social and Personal Learning; Chapter 13. Lifelong Learning Links in the ePortfolio; Chapter 14. Knowledge Management as Professional Development: The Caseof the MDE; Chapter 15. Knowledge Management, E-Learning, and the Role of the Academic Library; Chapter 16. Knowledge Management and Continuity of Operations: E-Learning as a Strategy in Disaster Prevention and Emergency Management Section IV. KM and E-Learning: Industry PerspectivesChapter 17. Knowledge Management (KM) and E-Learning (EL) Growth for Industry and University Outreach Activities via Capstone Projects: Case Studies and Future Trends; Chapter 18. Knowledge Management and Learning in Industry; Chapter 19. Virtual Leaders: Born or Made?; Back cover |
| Record Nr. | UNINA-9910459055903321 |
| Boca Raton : , : Auerbach Publications, , 2011 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Knowledge management and e-learning / / edited by Jay Liebowitz and Michael S. Frank
| Knowledge management and e-learning / / edited by Jay Liebowitz and Michael S. Frank |
| Pubbl/distr/stampa | Boca Raton : , : Auerbach Publications, , 2011 |
| Descrizione fisica | 1 online resource (366 p.) |
| Disciplina | 658.3/12402854678 |
| Altri autori (Persone) |
LiebowitzJay <1957->
FrankMichael S |
| Soggetto topico |
Knowledge management
Computer-assisted instruction Distance education |
| ISBN |
0-429-06389-X
1-4398-3726-0 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Front cover; Dedication; Contents; Preface; About the Editors; List of Contributors; Section I. KM and E-Learning: Setting the Stage; Body; Chapter 1. The Synergy between Knowledge Management and E-Learning; Chapter 2. Knowledge Management and the Mega-University: Engagement of the Adult Learner in the Post-Gutenberg Academy; Chapter 3. Global Trends Affecting Knowledge Management and E-Learning; Section II. KM and E-Learning: Methodologies and Techniques; Chapter 4. Assurance of Learning: Demonstrating the Organizational Impact of Knowledge Management and E-Learning
Chapter 5. A Model for E-Learningand Knowledge Management: The Virtual University at Tecnológicode MonterreyChapter 6. A Learning Portfolio Management System for Analyzing Student Web-Based Problem-Solving Behaviors; Chapter 7. The Antecedents and Outcomes of Online Knowledge-Sourcing Behavior: The Influence of Computer Attitudes and Learning Styles; Chapter 8. From Self-Service to Room Service:Changing the Way We Search, Sift, and Synthesize Information; Section III. KM and E-Learning: Case Studies; Chapter 9. Performance-Based Learning and Knowledge Management in the Workplace Chapter 10. Knowledge Management in Agricultural Research: The CGIAR ExperienceChapter 11. Experiences and Recommendationson Required Student Knowledge and E-Skills; Chapter 12. Harnessing the Web: Social and Personal Learning; Chapter 13. Lifelong Learning Links in the ePortfolio; Chapter 14. Knowledge Management as Professional Development: The Caseof the MDE; Chapter 15. Knowledge Management, E-Learning, and the Role of the Academic Library; Chapter 16. Knowledge Management and Continuity of Operations: E-Learning as a Strategy in Disaster Prevention and Emergency Management Section IV. KM and E-Learning: Industry PerspectivesChapter 17. Knowledge Management (KM) and E-Learning (EL) Growth for Industry and University Outreach Activities via Capstone Projects: Case Studies and Future Trends; Chapter 18. Knowledge Management and Learning in Industry; Chapter 19. Virtual Leaders: Born or Made?; Back cover |
| Record Nr. | UNINA-9910791788503321 |
| Boca Raton : , : Auerbach Publications, , 2011 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Knowledge management and e-learning / / edited by Jay Liebowitz and Michael S. Frank
| Knowledge management and e-learning / / edited by Jay Liebowitz and Michael S. Frank |
| Pubbl/distr/stampa | Boca Raton : , : Auerbach Publications, , 2011 |
| Descrizione fisica | 1 online resource (366 p.) |
| Disciplina | 658.3/12402854678 |
| Altri autori (Persone) |
LiebowitzJay <1957->
FrankMichael S |
| Soggetto topico |
Knowledge management
Computer-assisted instruction Distance education |
| ISBN |
0-429-06389-X
1-4398-3726-0 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Front cover; Dedication; Contents; Preface; About the Editors; List of Contributors; Section I. KM and E-Learning: Setting the Stage; Body; Chapter 1. The Synergy between Knowledge Management and E-Learning; Chapter 2. Knowledge Management and the Mega-University: Engagement of the Adult Learner in the Post-Gutenberg Academy; Chapter 3. Global Trends Affecting Knowledge Management and E-Learning; Section II. KM and E-Learning: Methodologies and Techniques; Chapter 4. Assurance of Learning: Demonstrating the Organizational Impact of Knowledge Management and E-Learning
Chapter 5. A Model for E-Learningand Knowledge Management: The Virtual University at Tecnológicode MonterreyChapter 6. A Learning Portfolio Management System for Analyzing Student Web-Based Problem-Solving Behaviors; Chapter 7. The Antecedents and Outcomes of Online Knowledge-Sourcing Behavior: The Influence of Computer Attitudes and Learning Styles; Chapter 8. From Self-Service to Room Service:Changing the Way We Search, Sift, and Synthesize Information; Section III. KM and E-Learning: Case Studies; Chapter 9. Performance-Based Learning and Knowledge Management in the Workplace Chapter 10. Knowledge Management in Agricultural Research: The CGIAR ExperienceChapter 11. Experiences and Recommendationson Required Student Knowledge and E-Skills; Chapter 12. Harnessing the Web: Social and Personal Learning; Chapter 13. Lifelong Learning Links in the ePortfolio; Chapter 14. Knowledge Management as Professional Development: The Caseof the MDE; Chapter 15. Knowledge Management, E-Learning, and the Role of the Academic Library; Chapter 16. Knowledge Management and Continuity of Operations: E-Learning as a Strategy in Disaster Prevention and Emergency Management Section IV. KM and E-Learning: Industry PerspectivesChapter 17. Knowledge Management (KM) and E-Learning (EL) Growth for Industry and University Outreach Activities via Capstone Projects: Case Studies and Future Trends; Chapter 18. Knowledge Management and Learning in Industry; Chapter 19. Virtual Leaders: Born or Made?; Back cover |
| Record Nr. | UNINA-9910800001403321 |
| Boca Raton : , : Auerbach Publications, , 2011 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Knowledge management and e-learning / / edited by Jay Liebowitz and Michael S. Frank
| Knowledge management and e-learning / / edited by Jay Liebowitz and Michael S. Frank |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | Boca Raton, FL, : Auerbach Publications, c2011 |
| Descrizione fisica | 1 online resource (366 p.) |
| Disciplina | 658.3/12402854678 |
| Altri autori (Persone) |
LiebowitzJay <1957->
FrankMichael S |
| Soggetto topico |
Knowledge management
Computer-assisted instruction Distance education |
| ISBN |
9781040053454
1040053459 9780429063893 042906389X 9781439837269 1439837260 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Front cover; Dedication; Contents; Preface; About the Editors; List of Contributors; Section I. KM and E-Learning: Setting the Stage; Body; Chapter 1. The Synergy between Knowledge Management and E-Learning; Chapter 2. Knowledge Management and the Mega-University: Engagement of the Adult Learner in the Post-Gutenberg Academy; Chapter 3. Global Trends Affecting Knowledge Management and E-Learning; Section II. KM and E-Learning: Methodologies and Techniques; Chapter 4. Assurance of Learning: Demonstrating the Organizational Impact of Knowledge Management and E-Learning
Chapter 5. A Model for E-Learningand Knowledge Management: The Virtual University at Tecnológicode MonterreyChapter 6. A Learning Portfolio Management System for Analyzing Student Web-Based Problem-Solving Behaviors; Chapter 7. The Antecedents and Outcomes of Online Knowledge-Sourcing Behavior: The Influence of Computer Attitudes and Learning Styles; Chapter 8. From Self-Service to Room Service:Changing the Way We Search, Sift, and Synthesize Information; Section III. KM and E-Learning: Case Studies; Chapter 9. Performance-Based Learning and Knowledge Management in the Workplace Chapter 10. Knowledge Management in Agricultural Research: The CGIAR ExperienceChapter 11. Experiences and Recommendationson Required Student Knowledge and E-Skills; Chapter 12. Harnessing the Web: Social and Personal Learning; Chapter 13. Lifelong Learning Links in the ePortfolio; Chapter 14. Knowledge Management as Professional Development: The Caseof the MDE; Chapter 15. Knowledge Management, E-Learning, and the Role of the Academic Library; Chapter 16. Knowledge Management and Continuity of Operations: E-Learning as a Strategy in Disaster Prevention and Emergency Management Section IV. KM and E-Learning: Industry PerspectivesChapter 17. Knowledge Management (KM) and E-Learning (EL) Growth for Industry and University Outreach Activities via Capstone Projects: Case Studies and Future Trends; Chapter 18. Knowledge Management and Learning in Industry; Chapter 19. Virtual Leaders: Born or Made?; Back cover |
| Record Nr. | UNINA-9910810889203321 |
| Boca Raton, FL, : Auerbach Publications, c2011 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Mastering mobile learning / / Chad Udell, Gary Woodill, editors ; foreword by Tony Bingham
| Mastering mobile learning / / Chad Udell, Gary Woodill, editors ; foreword by Tony Bingham |
| Pubbl/distr/stampa | Hoboken, New Jersey : , : Wiley, , 2015 |
| Descrizione fisica | 1 online resource (362 p.) |
| Disciplina | 658.3/12402854678 |
| Soggetto topico |
Employees - Training of - Computer-assisted instruction
Mobile communication systems in education Information technology - Management |
| ISBN |
1-119-03688-7
1-118-88507-4 |
| Classificazione | BUS030000 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Mastering Mobile Learning: Tips and Techniques for Success; Copyright; Contents; Foreword; Preface; Introduction; Part 1: Understanding Mobile Learning; Chapter 1: Enterprise Mobile Learning: A Primer; Business Drivers of Mobile Learning; The Mobile Learning Ecosystem; Mobile Learning Applications; Content Transmission and Retrieval; Capturing Data; Communicating and Interacting with Others; Computing Algorithms; Contextual Inquiry; Designing and Creating Mobile Learning Content; Chapter 2: The Seven Shifts in Enterprise Learning; 1. A Shift in the Location of Learning; 2. A Shift in Time
3. A Shift in Context4. A Shift in the Amount of Information; 5. A Shift in the Location of Information; 6. A Shift in Learning Experiences; 7. A Shift in Control; References; Chapter 3: The Disruptive Nature of Mobile Learning; What Is Meant by Disruptive?; How Is Mobile Learning Disruptive?; The Impact on Organizations; Significant Opportunities for Mobile Exist, But They Are Not Always Immediately Obvious; HR and Training Departments Must Change How They View and Create Learning Organizations Must Recognize the New Efficiencies and Limitations Associated with Accessing and Sharing InformationConclusion; Reference; Chapter 4: Why Executives Should Care About Mobile Learning; Chapter 5: mLearning Is Not e-Learning on a Mobile Device; Timing; Information Access; Context; Assessment; Performance Support; User-Generated Content; The Unique Affordances of Mobile; Different Doesn't Necessarily Mean Better; Conclusion; Reference; Part 2: Strategic Thinking About Mobile Learning; Chapter 6: The Six Ps of Mobile Learning Strategy; Choose the Most Appropriate Mobile Platform Implement Proper ProcurementAdopt Sound Policies; Properly Provision Your Devices; Publish Content for Your Users; Standardize Your Procedures; Chapter 7: The Business Case for Mobile Learning; Mobile Learning and Increasing Revenue; How You Sell; Supporting Your Sales Force; What You Sell; Cutting Costs; Reference Materials and Job Aids; Performance Support Tools; Applications for Your Company; Conclusion; Chapter 8: The New "Nomadism" as a Driver of Mobile Learning; Reference; Chapter 9: Creating a Mobile Learning Content Strategy; References Chapter 10: Seven Easy and Inexpensive Ways to Launch Mobile Learning1. Micro-Blogging; 2. Create a WordPress Website or Blog; 3. Start a YouTube Channel; 4. SMS (Text) Message Alerts; 5. Create a Mobile Version of Your PowerPoint Slides; 6. Audio Podcasting; 7. Poll Everywhere; Chapter 11: Building Brand Advocacy Through Mobile Learning; A Case Study of Brand Advocacy: State Farm Insurance; References; Chapter 12: Developing a Mobile Management Strategy; Bring Your Own Device (BYOD); Security and Bring Your Own Technology (BYOT); Lost/Stolen Devices and Ex-Employees Software and Information Homogeneity and Control |
| Record Nr. | UNINA-9910132313103321 |
| Hoboken, New Jersey : , : Wiley, , 2015 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Mastering mobile learning / / Chad Udell, Gary Woodill, editors ; foreword by Tony Bingham
| Mastering mobile learning / / Chad Udell, Gary Woodill, editors ; foreword by Tony Bingham |
| Pubbl/distr/stampa | Hoboken, New Jersey : , : Wiley, , 2015 |
| Descrizione fisica | 1 online resource (362 p.) |
| Disciplina | 658.3/12402854678 |
| Soggetto topico |
Employees - Training of - Computer-assisted instruction
Mobile communication systems in education Information technology - Management |
| ISBN |
1-119-03688-7
1-118-88507-4 |
| Classificazione | BUS030000 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Mastering Mobile Learning: Tips and Techniques for Success; Copyright; Contents; Foreword; Preface; Introduction; Part 1: Understanding Mobile Learning; Chapter 1: Enterprise Mobile Learning: A Primer; Business Drivers of Mobile Learning; The Mobile Learning Ecosystem; Mobile Learning Applications; Content Transmission and Retrieval; Capturing Data; Communicating and Interacting with Others; Computing Algorithms; Contextual Inquiry; Designing and Creating Mobile Learning Content; Chapter 2: The Seven Shifts in Enterprise Learning; 1. A Shift in the Location of Learning; 2. A Shift in Time
3. A Shift in Context4. A Shift in the Amount of Information; 5. A Shift in the Location of Information; 6. A Shift in Learning Experiences; 7. A Shift in Control; References; Chapter 3: The Disruptive Nature of Mobile Learning; What Is Meant by Disruptive?; How Is Mobile Learning Disruptive?; The Impact on Organizations; Significant Opportunities for Mobile Exist, But They Are Not Always Immediately Obvious; HR and Training Departments Must Change How They View and Create Learning Organizations Must Recognize the New Efficiencies and Limitations Associated with Accessing and Sharing InformationConclusion; Reference; Chapter 4: Why Executives Should Care About Mobile Learning; Chapter 5: mLearning Is Not e-Learning on a Mobile Device; Timing; Information Access; Context; Assessment; Performance Support; User-Generated Content; The Unique Affordances of Mobile; Different Doesn't Necessarily Mean Better; Conclusion; Reference; Part 2: Strategic Thinking About Mobile Learning; Chapter 6: The Six Ps of Mobile Learning Strategy; Choose the Most Appropriate Mobile Platform Implement Proper ProcurementAdopt Sound Policies; Properly Provision Your Devices; Publish Content for Your Users; Standardize Your Procedures; Chapter 7: The Business Case for Mobile Learning; Mobile Learning and Increasing Revenue; How You Sell; Supporting Your Sales Force; What You Sell; Cutting Costs; Reference Materials and Job Aids; Performance Support Tools; Applications for Your Company; Conclusion; Chapter 8: The New "Nomadism" as a Driver of Mobile Learning; Reference; Chapter 9: Creating a Mobile Learning Content Strategy; References Chapter 10: Seven Easy and Inexpensive Ways to Launch Mobile Learning1. Micro-Blogging; 2. Create a WordPress Website or Blog; 3. Start a YouTube Channel; 4. SMS (Text) Message Alerts; 5. Create a Mobile Version of Your PowerPoint Slides; 6. Audio Podcasting; 7. Poll Everywhere; Chapter 11: Building Brand Advocacy Through Mobile Learning; A Case Study of Brand Advocacy: State Farm Insurance; References; Chapter 12: Developing a Mobile Management Strategy; Bring Your Own Device (BYOD); Security and Bring Your Own Technology (BYOT); Lost/Stolen Devices and Ex-Employees Software and Information Homogeneity and Control |
| Record Nr. | UNINA-9910819251503321 |
| Hoboken, New Jersey : , : Wiley, , 2015 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||