Designing training and instructional programs for older adults:
Gespeichert in:
| Hauptverfasser: | , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Boca Raton [u.a.]
CRC Press
2013
|
| Schriftenreihe: | Human factors & aging series
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | XVI, 309 S. Ill., graph. Darst. |
| ISBN: | 9781439847879 |
Internformat
MARC
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| 245 | 1 | 0 | |a Designing training and instructional programs for older adults |c Sara J. Czaja ; Joseph Sharit |
| 264 | 1 | |a Boca Raton [u.a.] |b CRC Press |c 2013 | |
| 300 | |a XVI, 309 S. |b Ill., graph. Darst. | ||
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| 999 | |a oai:aleph.bib-bvb.de:BVB01-025215846 | ||
Datensatz im Suchindex
| _version_ | 1804149403816034304 |
|---|---|
| adam_text | IMAGE 1
CONTENTS
PREFAEE XIABOUT THE AUTHORS XV
CHAPTER 1 INTRODUCTION AND OVERVIEW 1
1.1 DEMOGRAPHIE TRENDS 2
1.2 SOEIETAL TRENDS 4
1.2.1 THE TEEHNOLOGY EXPLOSION 4
1.2.2 TRENDS IN HEALTHEARE AND THE WORKPLAEE 5
1.3 CONTENT OF THE BOOK AND APPROACH TO THE TOPIC 7
1.3.1 OVERVIEW OF THE EONTENT 7
1.3.2 OVERVIEW OF THE APPROACH 8
REEOMMENDED READING 9
CHAPTER 2 CHARACTERISTICS OF OLDER ADULT LEARNERS LL
2.1 OVERVIEW 11
2.2 DEMOGRAPHIE PROFILE 12
2.2.1 AGE, GENDER, AND ETHNICITY 12
2.2.2 HEALTH STATUS 13
2.2.3 LIVING ARRANGEMENTS, EDUEATION, OEEUPATION, AND LEISURE AETIVITIES
14
2.2.4 USE OF TEEHNOLOGY AMONG OLDER ADULTS 16
2.3 ABILITIES AND OLDER ADULTS 17
2.3.1 SENSORY/PEREEPTUAL SYSTEMS 17
2.3.1.1 VISION 17
2.3.1.2 AUDITION 19
2.3.1.3 MOTOR SKILLS 19
2.3.2 COGNITION 20
2.3.2.1 MEMORY 20
2.3.2.2 RATE OF INFORMATION PROEESSING, ATTENTION, AND REASONING 22
2.4 SUMMARY 24
REEOMMENDED READING 25
V
IMAGE 2
VI
CONTENTS
CHAPTER 3 TRAINING OLDER ADULTS: AN OVERVIEW 27
3.1 INTRODUCTION 27
3.2 AGING AND LEARNING: AN OVERVIEW 29
3.2.1 INDIVIDUAL DIFFERENCES 29
3.2.2 FACTORS INFLUENCING AGING AND LEARNING 32
3.2.3 BRIEF SYNOPSIS OF THE AGING AND TRAINING LITERATURE 34 3.3
DESIGNING TRAINING PROGRAMS FOR OLDER ADULTS: GENERAL GUIDELINES 36
3.4 RECOMMENDATIONS 40
RECOMMENDED READING 41
CHAPTER 4 LEARNING AND SKILL ACQUISITION 43
4.1 LEARNING 43
4.1.1 STAGES OF LEARNING .43
4.1.1.1 STAGE ONE 44
4.1.1.2 STAGE TWO 47
4.1.1.3 STAGE THREE 49
4.2 SKILL ACQUISITION 51
4.2.1 A GENERAL FRAMEWORK 51
4.2.2 THE MOTIVATION COMPONENT IN SKILL ACQUISITION 51
4.2.3 THE COGNITIVE ABILITIES COMPONENT IN SKILL ACQUISITION 53 4.2.4
GENERAL SLOWING 54
4.2.5 THE SKILL ACQUISITION PROCESS 56
4.2.5.1 LEARNING CURVES 57
4.2.6 SKILL ACQUISITION AND AGING 58
4.2.6.1 THE ROLE OF KNOWLEDGE IN SKILL ACQUISITION AND SKILLED
PERFORMANCE 59
4.2.7 THE ABILITY REQUIREMENTS PERSPECTIVE TO LEARNING AND ITS
RELATIONSHIP TO SKILL ACQUISITION 60
4.2.8 THE FEEDBACK COMPONENT IN SKILL ACQUISITION 65
4.2.9 GUIDELINES FOR TRAINING OLDER ADULTS TO ACQUIRE SKILLS 66 4.3
RECOMMENDATIONS 68
RECOMMENDED READING 68
CHAPTER 5 RETENTION AND TRANSFER OF TRAINING 71
5.1 RETENTION 71
5.1.1 MEMORY SYSTEMS: A KEY TO LEARNING AND RETENTION 71 5.1.2 RETAINING
WHAT WAS LEARNED 74
5.1.3 ADDITIONAL CONSIDERATIONS RELATED TO RETENTION 78
5.2 TRANSFER OF TRAINING 81
5.2.1 DEFINING TRANSFER OF TRAINING 81
5.2.2 MEASURING TRANSFER OF TRAINING 82
5.2.3 CAUSES OF POSITIVE AND NEGATIVE TRANSFER OF TRAINING 83 5.3
RECOMMENDATIONS 86
IMAGE 3
CONTENTS
VII
5.3.1 RETENTION 86
5.3.2 TRANSFER OF TRAINING 88
RECOMMENDED READING 89
CHAPTER 6 MOTIVATION, ANXIETY, AND FATIGUE 91
6.1 MOTIVATION 91
6.1.1 THE OLDER ADULT S MOTIVATION AL SYSTEM 91
6.1.2 MOTIVATING OLDER ADULTS TO LEAM NEW TASKS 93
6.2 ANXIETY 95
6.3 FATIGUE 99
6.4 RECOMMENDATIONS 100
RECOMMENDED READING 101
CHAPTER 7 THE HUMAN INFORMATION PROCESSING SYSTEM- THE LEARNING ENGINE
103
7.1 REVISITING AGE-RELATED DECLINES IN COGNITIVE ABILITIES 103
7.2 AN OVERVIEW OF HUMAN INFORMATION PROCESSING 104
7.3 A CLOSER LOOK AT THE ROLE OF INFORMATION PROCESSING 108
7.3.1 PERCEPTION 108
7.3.2 WORKING MEMORY 112
7.3.3 A MODEL OF WORKING MEMORY 114
7.3.4 LONG-TERM MEMORY 118
7.4 COGNITIVE LOAD THEORY AND WORKING MEMORY 120
7.5 SYNTHESIS: HUMAN INFORMATION-PROCESSING SYSTEM MODEL WITH
IMPLICATIONS FOR OLDER LEAMERS 124
7.6 RECOMMENDATIONS 127
RECOMMENDED READING 128
CHAPTER 8 METHODS AND APPROACHES TO INSTRUCTION AND TRAINING 131 8.1
HISTORICAL BACKGROUND 131
8.2 THE IMPORTANCE OF SEQUENCING IN INSTRUCTIONAL DESIGN 134
8.3 STRATEGIES FOR SEQUENCING THE ORDER OF INSTRUCTION 138
8.3.1 HIERARCHICAL SEQUENCING 138
8.3.2 PROCEDURAL SEQUENCES 140
8.3.3 ELABORATION THEORY AND ELABORATION SEQUENCES 142
8.3.3.1 TASK EXPERTISE: THE SIMPLIFYING CONDITIONS METHOD 143
8.3.3.2 DOMAIN EXPERTISE: THE CONCEPTUAL AND THEORETICAL ELABORATION
SEQUENCES 144
8.3.4 ELABORATION SEQUENCES: IMPLICATIONS FOR OLDER ADULTS 144 8.4
SEQUENCING WORKED EXAMPLES AND PROBLEM-SOLVING EXERCISES 146 8.4.1
EXAMPLE-BASED LEARNING 146
8.5 THE FOUR-COMPONENT INSTRUCTIONAL DESIGN (4C/ID) MODEL 150 8.5.1
LEARNING TASKS 152
IMAGE 4
VIII
CONTENTS
8.5.2 SUPPORTIVE INFORMATION 155
8.5.3 PART-TASK PRACTICE 155
8.5.4 JUST-IN-TIME INFORMATION 156
8.6 ACTIVE VERSUS PASSIVE LEARNING 157
8.7 THE TEACH-BACK AND TEACH-TO-GOAL STRATEGIES 161
8.8 OTHER IDEAS AND APPROACHES TO INSTRUCTIONAL DESIGN 165
8.8.1 ANCHORED INSTRUCTION 165
8.8.2 DISCOVERY LEARNING 167
8.8.3 SITUATED COGNITION 168
8.9 RECOMMENDATIONS 169
RECOMMENDED READING 171
CHAPTER 9 INSTRUCTIONAL SYSTEM DESIGN 173
9.1 HISTORICAL BACKGROUND 173
9.2 A HUMAN FACTORS PERSPECTIVE TO THE ISD MODEL 173
9.2.1 FRONT-END ANALYSIS PHASE 174
9.2.2 DESIGN AND DEVELOPMENT PHASE 176
9.2.3 FULL-SCALE DEVELOPMENT PHASE 177
9.2.4 PROGRAM EVALUATION PHASE 177
9.3 HOW DOES AGE IMPACT THE HUMAN FACTORS-INFLUENCED ISD MODEL? 177
9.4 THE ADDIE MODEL 178
9.5 RECOMMENDATIONS 185
RECOMMENDED READING 185
CHAPTER 10 MULTIMEDIA AND E-IEARNING 187
10.1 MULTIMEDIA 187
10.1.1 THE MULTIMEDIA EFFECL 188
10.1.2 STATIC MEDIA VERSUS NARRATED ANIMATIONS 191
10.1.3 MULTIMEDIA LEARNING AND OLDER ADULTS 201
10.1.4 INTERACTIVITY IN MULTIMEDIA INSTRUCTION: REVISITING THE ISSUE OF
ACTIVE VERSUS PASSIVE LEARNING 204
10.1.5 SOME EMPIRICAL STUDIES RELATED TO MULTIMEDIA INSTRUCTION AND
OLDER ADULTS 208
10.2 E-LEARNING 214
10.2.1 E-LEARNING ENVIRONMENT. 214
10.2.2 INSTRUCTIONAL METHODS UNIQUE TO E-IEARNING 215
10.2.3 SOME CONCERNS WITH E-IEARNING 217
10.2.4 CHALLENGES IN DESIGNING E-IEARNING SYSTEMS 217
10.2.5 ADAPTIVE AND SHARED CONTROL IN E-IEARNING SYSTEMS 219 10.2.5.1
ADAPTIVE CONTROL... 221
10.2.6 SIMULATION AND GAMES IN E-IEARNING SYSTEMS 224
10.2.6.1 GUIDELINES FOR DESIGNING SIMULATIONS AND GAMES IN E-IEARNING
225
IMAGE 5
CONTENTS
IX
10.2.7 E-LEARNING AS PART OF AN EMBEDDED COMPUTER SUPPORT SYSTEM 228
10.2.8 VISUOSPATIAL COGNITION AND COGNITIVE LOAD IN E-LEARNING
ENVIRONMENTS 229
10.2.9 LEARNING ALONE : ASYNCHRONOUS E-LEARNING AND OLDER ADULTS 232
10.2.10 WORKED EXAMPLES IN E-LEARNING ENVIRONMENTS 234 10.2.11 PRACTICE
IN E-LEARNING ENVIRONMENTS 238
10.3 AVATARS AND VIRTUAL WORLDS 241
10.4 RECOMMENDATIONS 245
10.4.1 MULTIMEDIA 245
10.4.2 E-LEARNING 247
RECOMMENDED READING 250
CHAPTER 11 PERFORMANCE ASSESSMENT AND PROGRAM EVALUATION 251 11.1
INTRODUCTION 251
11.2 MODELS AND APPROACHES TO TRAINING EVALUATION 253
11.2.1 DEFINING EVALUATION 253
11.2.2 TRAINING EVALUATION MODELS 254
11.3 ASSESSMENT OF TRAINING OUTCOMES 258
11.3.1 CRITERIA FOR SELECTION OF OUTCOME MEASURES 258
11.3.2 EXAMPLES OF OUTCOME MEASURES 259
11.3.3 INCLUDING OLDER ADULTS IN ASSESSMENT PROTOCOLS 261 11.4 SUMMARY
262
RECOMMENDED READING 264
CHAPTER 12 CONCLUSIONS AND SYNTHESIS 265
12.1 INTRODUCTION 265
12.2 EXEMPLAR APPLICATIONS 266
12.2.1 WORK AND EMPLOYMENT 266
12.2.2 HEALTHCARE AND LIVING ENVIRONMENTS 267
12.2.3 TRANSPORTATION, COMMUNICATION, AND OTHER EVERYDAY DOMAINS 268
12.3 THEMES 269
12.3.1 OLDER ADULTS REPRESENT AN IMPORTANT TRAINING POPULATION 269
12.3.2 OLDER ADULTS REPRESENT A UNIQUE AND HETEROGENEOUS POPULATION 269
12.3.3 OLDER ADULTS ARE WILLING AND ABLE TO LEARN 270
12.3.4 LEARNING AND SKILL ACQUISITION IS A COMPLEX PROCESS 270 12.3.5
THE DESIGN OF TRAINING AND INSTRUCTIONAL PROGRAMS SHOULD BE BASED ON A
SYSTEMS APPROACH 271
12.3.6 GUIDELINES EXIST FOR DESIGNING TRAINING PROTOCOLS TO ACCOMMODATE
OLDER ADULT LEARNERS 271
IMAGE 6
X
CONTENTS
12.4 CONCLUSIONS 272
REFERENCES 273
INDEX 281
|
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| isbn | 9781439847879 |
| language | English |
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| spelling | Czaja, Sara J. Verfasser (DE-588)14100729X aut Designing training and instructional programs for older adults Sara J. Czaja ; Joseph Sharit Boca Raton [u.a.] CRC Press 2013 XVI, 309 S. Ill., graph. Darst. txt rdacontent n rdamedia nc rdacarrier Human factors & aging series Altenbildung (DE-588)4068588-3 gnd rswk-swf Altenbildung (DE-588)4068588-3 s DE-604 Sharit, Joseph Verfasser aut V:DE-604 application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=025215846&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
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| subject_GND | (DE-588)4068588-3 |
| title | Designing training and instructional programs for older adults |
| title_auth | Designing training and instructional programs for older adults |
| title_exact_search | Designing training and instructional programs for older adults |
| title_full | Designing training and instructional programs for older adults Sara J. Czaja ; Joseph Sharit |
| title_fullStr | Designing training and instructional programs for older adults Sara J. Czaja ; Joseph Sharit |
| title_full_unstemmed | Designing training and instructional programs for older adults Sara J. Czaja ; Joseph Sharit |
| title_short | Designing training and instructional programs for older adults |
| title_sort | designing training and instructional programs for older adults |
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