9780190078508 - rethinking cognitive load theory (oxford scholarship online) de kalyuga, slava; plass, jan l. (19 resultados)
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Librería: PBShop.store UK, Fairford, GLOS, Reino UnidoPBShop.store UK
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Librería: Revaluation Books, Exeter, Reino UnidoRevaluation Books
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Hardcover. Condición: Brand New. 144 pages. 6.00x0.80x8.80 inches. In Stock.
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Librería: GreatBookPricesUK, Woodford Green, Reino UnidoGreatBookPricesUK
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Librería: Russell Books, Victoria, BC, CanadaRussell Books
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Hardcover. Condición: new. Hardcover. Cognitive load theory (CLT) considers instructional implications of characteristics of human cognition, such as processing limitations of working memory and the size and organization of the learner's knowledge base in long-term memory. CLT traditionally described how the limited capacity of…working memory may cause cognitive overload and inhibit learning. Rethinking Cognitive Load Theory reflects on recent developments of this theory and proposes someessential modifications to improve its effectiveness in designing modern, technology-based, complex learning environments. The book describes a way of reconceptualizing the theory so that it can better account forthe multifaceted nature of learner cognition that has emerged in recent research. It considers complex learning tasks as involving various goals of learner activities that need combining cognitive, motivational, and affective perspectives.The book starts with a review of basic tenets of the current understanding of CLT, including major components of human cognitive architecture, their characteristics and effects on cognitive load. It summarizes the modifications that havebeen made to CLT to date, including redefining types of cognitive load and applying an evolutionary approach. The criticisms of the theory that have been expressed over the years are reviewed andpossible modifications to CLT that could enhance its usability are explored. The book considers existing instructional theories (e.g., problem-first, productive failure or invention learning) as evidence for the goal-driven approach, and offers examples of specific learning tasks and related motivational and affective goals of learner activities to illustrate the goal-driven approach to CLT using simulation- and game-based learning environments. Finally, the book provides theoretical andpractical implications of the proposed new approach. This reframing of CLT is expected to result in a more learner-cantered framework in accordance with recent trends in instructional science and educationaltechnology. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.
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Librería: Rarewaves USA, OSWEGO, IL, Estados Unidos de AmericaRarewaves USA
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Hardback. Condición: New. Cognitive load theory (CLT) considers instructional implications of characteristics of human cognition, such as processing limitations of working memory and the size and organization of the learner's knowledge base in long-term memory. CLT traditionally described how the limited capacity of working memo…ry may cause cognitive overload and inhibit learning. Rethinking Cognitive Load Theory reflects on recent developments of this theory and proposes some essential modifications to improve its effectiveness in designing modern, technology-based, complex learning environments. The book describes a way of reconceptualizing the theory so that it can better account for the multifaceted nature of learner cognition that has emerged in recent research. It considers complex learning tasks as involving various goals of learner activities that need combining cognitive, motivational, and affective perspectives.The book starts with a review of basic tenets of the current understanding of CLT, including major components of human cognitive architecture, their characteristics and effects on cognitive load. It summarizes the modifications that have been made to CLT to date, including redefining types of cognitive load and applying an evolutionary approach. The criticisms of the theory that have been expressed over the years are reviewed and possible modifications to CLT that could enhance its usability are explored. The book considers existing instructional theories (e.g., problem-first, productive failure or invention learning) as evidence for the goal-driven approach, and offers examples of specific learning tasks and related motivational and affective goals of learner activities to illustrate the goal-driven approach to CLT using simulation- and game-based learning environments. Finally, the book provides theoretical and practical implications of the proposed new approach. This reframing of CLT is expected to result in a more learner-cantered framework in accordance with recent trends in instructional science and educational technology.
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Librería: Rarewaves.com USA, London, LONDO, Reino UnidoRarewaves.com USA
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Hardback. Condición: New. Cognitive load theory (CLT) considers instructional implications of characteristics of human cognition, such as processing limitations of working memory and the size and organization of the learner's knowledge base in long-term memory. CLT traditionally described how the limited capacity of working memo…ry may cause cognitive overload and inhibit learning. Rethinking Cognitive Load Theory reflects on recent developments of this theory and proposes some essential modifications to improve its effectiveness in designing modern, technology-based, complex learning environments. The book describes a way of reconceptualizing the theory so that it can better account for the multifaceted nature of learner cognition that has emerged in recent research. It considers complex learning tasks as involving various goals of learner activities that need combining cognitive, motivational, and affective perspectives.The book starts with a review of basic tenets of the current understanding of CLT, including major components of human cognitive architecture, their characteristics and effects on cognitive load. It summarizes the modifications that have been made to CLT to date, including redefining types of cognitive load and applying an evolutionary approach. The criticisms of the theory that have been expressed over the years are reviewed and possible modifications to CLT that could enhance its usability are explored. The book considers existing instructional theories (e.g., problem-first, productive failure or invention learning) as evidence for the goal-driven approach, and offers examples of specific learning tasks and related motivational and affective goals of learner activities to illustrate the goal-driven approach to CLT using simulation- and game-based learning environments. Finally, the book provides theoretical and practical implications of the proposed new approach. This reframing of CLT is expected to result in a more learner-cantered framework in accordance with recent trends in instructional science and educational technology.
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Librería: Revaluation Books, Exeter, Reino UnidoRevaluation Books
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EUR 145,15
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Hardcover. Condición: Brand New. 144 pages. 6.00x0.80x8.80 inches. In Stock.
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Librería: Rarewaves USA United, OSWEGO, IL, Estados Unidos de AmericaRarewaves USA United
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Hardback. Condición: New. Cognitive load theory (CLT) considers instructional implications of characteristics of human cognition, such as processing limitations of working memory and the size and organization of the learner's knowledge base in long-term memory. CLT traditionally described how the limited capacity of working memo…ry may cause cognitive overload and inhibit learning. Rethinking Cognitive Load Theory reflects on recent developments of this theory and proposes some essential modifications to improve its effectiveness in designing modern, technology-based, complex learning environments. The book describes a way of reconceptualizing the theory so that it can better account for the multifaceted nature of learner cognition that has emerged in recent research. It considers complex learning tasks as involving various goals of learner activities that need combining cognitive, motivational, and affective perspectives.The book starts with a review of basic tenets of the current understanding of CLT, including major components of human cognitive architecture, their characteristics and effects on cognitive load. It summarizes the modifications that have been made to CLT to date, including redefining types of cognitive load and applying an evolutionary approach. The criticisms of the theory that have been expressed over the years are reviewed and possible modifications to CLT that could enhance its usability are explored. The book considers existing instructional theories (e.g., problem-first, productive failure or invention learning) as evidence for the goal-driven approach, and offers examples of specific learning tasks and related motivational and affective goals of learner activities to illustrate the goal-driven approach to CLT using simulation- and game-based learning environments. Finally, the book provides theoretical and practical implications of the proposed new approach. This reframing of CLT is expected to result in a more learner-cantered framework in accordance with recent trends in instructional science and educational technology.
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Librería: CitiRetail, Stevenage, Reino UnidoCitiRetail
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Hardcover. Condición: new. Hardcover. Cognitive load theory (CLT) considers instructional implications of characteristics of human cognition, such as processing limitations of working memory and the size and organization of the learner's knowledge base in long-term memory. CLT traditionally described how the limited capacity of…working memory may cause cognitive overload and inhibit learning. Rethinking Cognitive Load Theory reflects on recent developments of this theory and proposes someessential modifications to improve its effectiveness in designing modern, technology-based, complex learning environments. The book describes a way of reconceptualizing the theory so that it can better account forthe multifaceted nature of learner cognition that has emerged in recent research. It considers complex learning tasks as involving various goals of learner activities that need combining cognitive, motivational, and affective perspectives.The book starts with a review of basic tenets of the current understanding of CLT, including major components of human cognitive architecture, their characteristics and effects on cognitive load. It summarizes the modifications that havebeen made to CLT to date, including redefining types of cognitive load and applying an evolutionary approach. The criticisms of the theory that have been expressed over the years are reviewed andpossible modifications to CLT that could enhance its usability are explored. The book considers existing instructional theories (e.g., problem-first, productive failure or invention learning) as evidence for the goal-driven approach, and offers examples of specific learning tasks and related motivational and affective goals of learner activities to illustrate the goal-driven approach to CLT using simulation- and game-based learning environments. Finally, the book provides theoretical andpractical implications of the proposed new approach. This reframing of CLT is expected to result in a more learner-cantered framework in accordance with recent trends in instructional science and educationaltechnology. Shipping may be from our UK warehouse or from our Australian or US warehouses, depending on stock availability.
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Librería: Rarewaves.com UK, London, Reino UnidoRarewaves.com UK
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Hardback. Condición: New. Cognitive load theory (CLT) considers instructional implications of characteristics of human cognition, such as processing limitations of working memory and the size and organization of the learner's knowledge base in long-term memory. CLT traditionally described how the limited capacity of working memo…ry may cause cognitive overload and inhibit learning. Rethinking Cognitive Load Theory reflects on recent developments of this theory and proposes some essential modifications to improve its effectiveness in designing modern, technology-based, complex learning environments. The book describes a way of reconceptualizing the theory so that it can better account for the multifaceted nature of learner cognition that has emerged in recent research. It considers complex learning tasks as involving various goals of learner activities that need combining cognitive, motivational, and affective perspectives.The book starts with a review of basic tenets of the current understanding of CLT, including major components of human cognitive architecture, their characteristics and effects on cognitive load. It summarizes the modifications that have been made to CLT to date, including redefining types of cognitive load and applying an evolutionary approach. The criticisms of the theory that have been expressed over the years are reviewed and possible modifications to CLT that could enhance its usability are explored. The book considers existing instructional theories (e.g., problem-first, productive failure or invention learning) as evidence for the goal-driven approach, and offers examples of specific learning tasks and related motivational and affective goals of learner activities to illustrate the goal-driven approach to CLT using simulation- and game-based learning environments. Finally, the book provides theoretical and practical implications of the proposed new approach. This reframing of CLT is expected to result in a more learner-cantered framework in accordance with recent trends in instructional science and educational technology.
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Librería: AussieBookSeller, Truganina, VIC, AustraliaAussieBookSeller
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Hardcover. Condición: new. Hardcover. Cognitive load theory (CLT) considers instructional implications of characteristics of human cognition, such as processing limitations of working memory and the size and organization of the learner's knowledge base in long-term memory. CLT traditionally described how the limited capacity of…working memory may cause cognitive overload and inhibit learning. Rethinking Cognitive Load Theory reflects on recent developments of this theory and proposes someessential modifications to improve its effectiveness in designing modern, technology-based, complex learning environments. The book describes a way of reconceptualizing the theory so that it can better account forthe multifaceted nature of learner cognition that has emerged in recent research. It considers complex learning tasks as involving various goals of learner activities that need combining cognitive, motivational, and affective perspectives.The book starts with a review of basic tenets of the current understanding of CLT, including major components of human cognitive architecture, their characteristics and effects on cognitive load. It summarizes the modifications that havebeen made to CLT to date, including redefining types of cognitive load and applying an evolutionary approach. The criticisms of the theory that have been expressed over the years are reviewed andpossible modifications to CLT that could enhance its usability are explored. The book considers existing instructional theories (e.g., problem-first, productive failure or invention learning) as evidence for the goal-driven approach, and offers examples of specific learning tasks and related motivational and affective goals of learner activities to illustrate the goal-driven approach to CLT using simulation- and game-based learning environments. Finally, the book provides theoretical andpractical implications of the proposed new approach. This reframing of CLT is expected to result in a more learner-cantered framework in accordance with recent trends in instructional science and educationaltechnology. Shipping may be from our Sydney, NSW warehouse or from our UK or US warehouse, depending on stock availability.
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Librería: AHA-BUCH GmbH, Einbeck, AlemaniaAHA-BUCH GmbH
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EUR 151,00
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Buch. Condición: Neu. Neuware - Cognitive load theory (CLT) considers instructional implications of characteristics of human cognition, such as processing limitations of working memory and the size and organization of the learner's knowledge base in long-term memory. CLT traditionally described how the limited capacity of workin…g memory may cause cognitive overload and inhibit learning. Rethinking Cognitive Load Theory reflects on recent developments of this theory and proposes some essential modifications to improve its effectiveness in designing modern, technology-based, complex learning environments. The book describes a way of reconceptualizing the theory so that it can better account for the multifaceted nature of learner cognition that has emerged in recent research. It considers complex learning tasks as involving various goals of learner activities that need combining cognitive, motivational, and affective perspectives.The book starts with a review of basic tenets of the current understanding of CLT, including major components of human cognitive architecture, their characteristics and effects on cognitive load. It summarizes the modifications that have been made to CLT to date, including redefining types of cognitive load and applying an evolutionary approach. The criticisms of the theory that have been expressed over the years are reviewed and possible modifications to CLT that could enhance its usability are explored. The book considers existing instructional theories (e.g., problem-first, productive failure or invention learning) as evidence for the goal-driven approach, and offers examples of specific learning tasks and related motivational and affective goals of learner activities to illustrate the goal-driven approach to CLT using simulation- and game-based learning environments. Finally, the book provides theoretical and practical implications of the proposed new approach. This reframing of CLT is expected to result in a more learner-cantered framework in accordance with recent trends in instructional science and educational technology.
