Slava Kalyuga (78 results)
- Softcover
Seller: PBShop.store UK, Fairford, GLOS, United KingdomPBShop.store UK
Contact seller5-star sellerCondition: New
US$ 71.44
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PAP. Condition: New. New Book. Shipped from UK. Established seller since 2000.
- Softcover
Seller: GreatBookPrices, Columbia, MD, U.S.A.GreatBookPrices
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US$ 72.80
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Condition: As New. Unread book in perfect condition.
- Softcover
Seller: Rarewaves USA, OSWEGO, IL, U.S.A.Rarewaves USA
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US$ 76.62
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Paperback. Condition: New. The book explores a cognitive load perspective on instructional guidance. Cognitive load theory is focused on instructional design implications and prescriptions that flow from human cognitive architecture, and it has become one of the leading theories of instructional design. According to this theoret…ical perspective, the purpose of instructional guidance is to reduce learner potential cognitive overload by providing appropriate information in the right time and in a suitable format. As the learner's level of prior knowledge is considered as the main factor influencing this decision, the effect of learner prior knowledge on effectiveness of instructional methods (the expertise reversal effect in cognitive load theory) provides the basic framework for the book.The fully-guided direct instruction and minimally-guided inquiry (discovery or exploratory) learning are often discussed in instructional psychology literature as examples of approaches with opposed degrees of guidance provided to the learners. This book considers the whole range of the levels of guidance (including intermediate levels) and approaches the problem of balancing learner guidance from a cognitive load perspective. The significance of this approach is in applying our current knowledge of human cognitive architecture to develop an integrated instructional approach bringing together the best features and advantages of direct instruction and inquiry learning.Both direct instruction and inquiry learning approaches have been around for long time, and their proponents can produce evidence of their effectiveness. This evidence needs to be treated within the context of appropriate learning goals in specific instructional settings for specific types of learners. This book provides an unbiased theoretical framework for managing learner instructional guidance and working principles for selecting appropriate levels and methods of instructional guidance (e.g., sequences of exploratory problems and explicit instruction; forms and levels of embedded guidance; and adapting methodologies) optimal for learners at different levels of prior knowledge.
- Softcover
Seller: GreatBookPrices, Columbia, MD, U.S.A.GreatBookPrices
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US$ 73.99
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- Softcover
Seller: Brook Bookstore On Demand, Napoli, NA, ItalyBrook Bookstore On Demand
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US$ 73.26
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Condition: new.
- Softcover
Seller: Majestic Books, Hounslow, United KingdomMajestic Books
Contact seller4-star sellerCondition: New
US$ 71.97
US$ 8.77 shippingShips from United Kingdom to U.S.A.Quantity: 3 available
Condition: New. pp. 270.
- Softcover
Seller: Kennys Bookshop and Art Galleries Ltd., Galway, GY, IrelandKennys Bookshop and Art Galleries Ltd.
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US$ 78.55
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Condition: New. 2015. paperback. . . . . .
- Softcover
Seller: GreatBookPricesUK, Woodford Green, United KingdomGreatBookPricesUK
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US$ 69.61
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- Softcover
Seller: THE SAINT BOOKSTORE, Southport, United KingdomTHE SAINT BOOKSTORE
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US$ 69.69
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Paperback / softback. Condition: New. New copy - Usually dispatched within 4 working days.
- Softcover
Seller: Books Puddle, New York, NY, U.S.A.Books Puddle
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US$ 85.38
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Condition: New. pp. 270.
- Hardcover
Seller: PBShop.store UK, Fairford, GLOS, United KingdomPBShop.store UK
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US$ 87.44
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HRD. Condition: New. New Book. Shipped from UK. Established seller since 2000.
- Softcover
Seller: Chiron Media, Wallingford, United KingdomChiron Media
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US$ 74.62
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PF. Condition: New.
- Softcover
Seller: Ria Christie Collections, Uxbridge, United KingdomRia Christie Collections
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US$ 78.65
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Condition: New. In.
- Hardcover
Seller: INDOO, Avenel, NJ, U.S.A.INDOO
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US$ 92.96
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- Hardcover
Seller: GreatBookPrices, Columbia, MD, U.S.A.GreatBookPrices
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- Hardcover
Seller: GreatBookPrices, Columbia, MD, U.S.A.GreatBookPrices
Contact seller5-star sellerCondition: Used - As new
US$ 91.13
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Condition: As New. Unread book in perfect condition.
- Hardcover
Seller: Brook Bookstore On Demand, Napoli, NA, ItalyBrook Bookstore On Demand
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US$ 90.52
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Condition: new.
- Softcover
Seller: GreatBookPricesUK, Woodford Green, United KingdomGreatBookPricesUK
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US$ 77.75
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Condition: As New. Unread book in perfect condition.
- Hardcover
Seller: GreatBookPricesUK, Woodford Green, United KingdomGreatBookPricesUK
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US$ 87.42
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Condition: New.
- Softcover
Seller: Kennys Bookstore, Olney, MD, U.S.A.Kennys Bookstore
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US$ 95.17
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Condition: New. 2015. paperback. . . . . . Books ship from the US and Ireland.
- Hardcover
Seller: Revaluation Books, Exeter, United KingdomRevaluation Books
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US$ 95.14
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Hardcover. Condition: Brand New. 144 pages. 6.00x0.80x8.80 inches. In Stock.
- Hardcover
Seller: GreatBookPricesUK, Woodford Green, United KingdomGreatBookPricesUK
Contact seller5-star sellerCondition: Used - As new
US$ 94.74
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Condition: As New. Unread book in perfect condition.
- Hardcover
Seller: THE SAINT BOOKSTORE, Southport, United KingdomTHE SAINT BOOKSTORE
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US$ 97.99
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Hardback. Condition: New. New copy - Usually dispatched within 4 working days.
- Softcover
Seller: Rarewaves USA United, OSWEGO, IL, U.S.A.Rarewaves USA United
Contact seller5-star sellerCondition: New
US$ 69.62
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Paperback. Condition: New. The book explores a cognitive load perspective on instructional guidance. Cognitive load theory is focused on instructional design implications and prescriptions that flow from human cognitive architecture, and it has become one of the leading theories of instructional design. According to this theoret…ical perspective, the purpose of instructional guidance is to reduce learner potential cognitive overload by providing appropriate information in the right time and in a suitable format. As the learner's level of prior knowledge is considered as the main factor influencing this decision, the effect of learner prior knowledge on effectiveness of instructional methods (the expertise reversal effect in cognitive load theory) provides the basic framework for the book.The fully-guided direct instruction and minimally-guided inquiry (discovery or exploratory) learning are often discussed in instructional psychology literature as examples of approaches with opposed degrees of guidance provided to the learners. This book considers the whole range of the levels of guidance (including intermediate levels) and approaches the problem of balancing learner guidance from a cognitive load perspective. The significance of this approach is in applying our current knowledge of human cognitive architecture to develop an integrated instructional approach bringing together the best features and advantages of direct instruction and inquiry learning.Both direct instruction and inquiry learning approaches have been around for long time, and their proponents can produce evidence of their effectiveness. This evidence needs to be treated within the context of appropriate learning goals in specific instructional settings for specific types of learners. This book provides an unbiased theoretical framework for managing learner instructional guidance and working principles for selecting appropriate levels and methods of instructional guidance (e.g., sequences of exploratory problems and explicit instruction; forms and levels of embedded guidance; and adapting methodologies) optimal for learners at different levels of prior knowledge.
- Hardcover
Seller: PBShop.store UK, Fairford, GLOS, United KingdomPBShop.store UK
Contact seller5-star sellerCondition: New
US$ 122.30
US$ 6.78 shippingShips from United Kingdom to U.S.A.Quantity: 15 available
HRD. Condition: New. New Book. Shipped from UK. Established seller since 2000.
- Hardcover
Seller: Brook Bookstore On Demand, Napoli, NA, ItalyBrook Bookstore On Demand
Contact seller5-star sellerCondition: New
US$ 124.52
US$ 7.84 shippingShips from Italy to U.S.A.Quantity: Over 20 available
Condition: new.
- Hardcover
Seller: GreatBookPrices, Columbia, MD, U.S.A.GreatBookPrices
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US$ 126.54
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Condition: New.
- Hardcover
Seller: GreatBookPrices, Columbia, MD, U.S.A.GreatBookPrices
Contact seller5-star sellerCondition: Used - As new
US$ 129.35
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Condition: As New. Unread book in perfect condition.
- Hardcover
Seller: Russell Books, Victoria, BC, CanadaRussell Books
Contact seller5-star sellerCondition: New
Original price: US$ 141.0720% offCurrent price: US$ 112.86
US$ 19.99 shippingShips from Canada to U.S.A.Quantity: 2 available
hardcover. Condition: New. Special order direct from the distributor.
- Hardcover
Seller: Grand Eagle Retail, Bensenville, IL, U.S.A.Grand Eagle Retail
Contact seller5-star sellerCondition: New
US$ 133.30
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Hardcover. Condition: 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.
