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Instructional Design Principles for High-Stakes Problem-Solving Environments [electronic resource].

By: Lee, Chwee Beng.
Contributor(s): Hanham, José | Leppink, Jimmie.
Material type: materialTypeLabelBookSeries: eBooks on Demand.Publisher: Singapore : Springer, 2018Description: 1 online resource (174 p.).ISBN: 9789811328084; 9811328080; 9789811328077; 9811328072.Subject(s): EDUCATION -- Computers & Technology | EDUCATION -- Educational PsychologyGenre/Form: Electronic books.Additional physical formats: Print version:: Instructional Design Principles for High-Stakes Problem-Solving EnvironmentsOnline resources: Click here to view this ebook.
Contents:
Intro; Contents; Chapter 1: Introduction: Problem Solving in High-Stakes Learning Environments; Different Types of Problems; Variation Within and Between Domains; Commonalities Across Domains; Audience for This Book; Organisation of the Book; References; Part I: Theoretical Foundations; Chapter 2: Human Cognitive Architecture Through the Lens of Cognitive Load Theory; Introduction; Long-Term Memory or the Information Store; Biologically Primary and Secondary Knowledge; Schema Construction and Automation; Working Memory or the Conscious Information Processing Centre
Learning Through the Lens of Cognitive Load TheoryPrinciples that Should Inform the Design of Education and Training; Element Interactivity; Types of Cognitive Load Distinguished Since the Conception of Cognitive Load Theory; Intrinsic Cognitive Load; Extraneous Cognitive Load; Germane Cognitive Load; Essential and Nonessential Cognitive Load as Two Additive Types of Cognitive Load; Goal Specificity; Parsimony; Empirical Evidence; To Conclude; References; Chapter 3: Expertise and Problem Solving in High-Stakes Environments; Introduction; Practice and Experience; Trained Intuition
Standard ProceduresDeliberate Practice and Intuition; Pattern Recognition and Deliberate Processing; Intuition and Reflective Thinking; Heuristics and Biases; Fractional Expertise and Transfer of Knowledge; Expertise and Adaptation to Unknown Territory; Same Origin but Different Trajectory; Dealing with Dynamicity and Uncertainty; To Conclude; References; Part II: High-Stakes Domains; Chapter 4: Problem Solving in the Security Context; Introduction; Changing Landscape; Increased International and Regional Collaboration; Cyber Security and Social Media; Increasing Responsibilities
Growing Diversity in ActivitiesInstruction in an Ever-Evolving Environment; Cognitive Processes; Severity and Risk Assessment; Situation Awareness and Flexibility; Implications for Instructional Design; Sequencing of Learning; Learners as Designers; Time, Collaboration and Technology; To Conclude; References; Chapter 5: Mental Processes in Emergency Medicine; Introduction; Factors That Influence Cognitive Load and How That Cognitive Load Is Dealt With; Emergency Setting Features; Dealing with Emergency Setting Features (1): Multitasking
Dealing with Emergency Setting Features (2): Emotion, Stress and FatigueHow to Reduce Cognitive Load and the Likelihood of Error With It; Actions to Facilitate Communication; Closed-Loop Communication and Checklists to Facilitate Decision Making; Developing Effective Task Switching Skills; The Environment; To Conclude; References; Chapter 6: Decision Making in Aviation; Introduction; Loss of Control - Inflight; High Cognitive Load; Selective Processing; Characteristics of Experienced Pilots; Experienced Pilots Are Not Immune to Error; Standardised and Nonstandardised Procedures
Summary: This book examines the types of problems and constraints faced by specialists in the areas of security, medicine, mental health, aviation and engineering. Every day we rely on highly trained specialists to solve complex problems in high-stakes environments, that is, environments involving direct threats to the preservation of human life. While previous work has tended to focus on problem solving in a single domain, this book covers multiple, related domains. It is divided into three parts, the first of which addresses the theoretical foundations, with coverage of theories of instructional design and expertise. Part two covers the five high-stakes domains and offers directions for training in these domains. In turn, part three provides practical guidelines for instructional design in high-stakes professions, including learner analysis, task analysis, assessment and evaluation. The book is intended for a broad readership, including those who operate in high-stress, time-pressure occupations. Trainers at professional organisations can utilise the theoretical frameworks and training strategies discussed in this book when preparing their clients for complex, real-world problem solving. Further, the book offers a valuable resource for academics and graduate students, as well as anyone with an interest in problem solving.
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Item type Current location Call number URL Status Date due Barcode
Electronic Book UT Tyler Online
Online
LB1051 .L44 2019 (Browse shelf) https://ebookcentral.proquest.com/lib/uttyler/detail.action?docID=5609370 Available EBL5609370

Prospective Memory

Intro; Contents; Chapter 1: Introduction: Problem Solving in High-Stakes Learning Environments; Different Types of Problems; Variation Within and Between Domains; Commonalities Across Domains; Audience for This Book; Organisation of the Book; References; Part I: Theoretical Foundations; Chapter 2: Human Cognitive Architecture Through the Lens of Cognitive Load Theory; Introduction; Long-Term Memory or the Information Store; Biologically Primary and Secondary Knowledge; Schema Construction and Automation; Working Memory or the Conscious Information Processing Centre

Learning Through the Lens of Cognitive Load TheoryPrinciples that Should Inform the Design of Education and Training; Element Interactivity; Types of Cognitive Load Distinguished Since the Conception of Cognitive Load Theory; Intrinsic Cognitive Load; Extraneous Cognitive Load; Germane Cognitive Load; Essential and Nonessential Cognitive Load as Two Additive Types of Cognitive Load; Goal Specificity; Parsimony; Empirical Evidence; To Conclude; References; Chapter 3: Expertise and Problem Solving in High-Stakes Environments; Introduction; Practice and Experience; Trained Intuition

Standard ProceduresDeliberate Practice and Intuition; Pattern Recognition and Deliberate Processing; Intuition and Reflective Thinking; Heuristics and Biases; Fractional Expertise and Transfer of Knowledge; Expertise and Adaptation to Unknown Territory; Same Origin but Different Trajectory; Dealing with Dynamicity and Uncertainty; To Conclude; References; Part II: High-Stakes Domains; Chapter 4: Problem Solving in the Security Context; Introduction; Changing Landscape; Increased International and Regional Collaboration; Cyber Security and Social Media; Increasing Responsibilities

Growing Diversity in ActivitiesInstruction in an Ever-Evolving Environment; Cognitive Processes; Severity and Risk Assessment; Situation Awareness and Flexibility; Implications for Instructional Design; Sequencing of Learning; Learners as Designers; Time, Collaboration and Technology; To Conclude; References; Chapter 5: Mental Processes in Emergency Medicine; Introduction; Factors That Influence Cognitive Load and How That Cognitive Load Is Dealt With; Emergency Setting Features; Dealing with Emergency Setting Features (1): Multitasking

Dealing with Emergency Setting Features (2): Emotion, Stress and FatigueHow to Reduce Cognitive Load and the Likelihood of Error With It; Actions to Facilitate Communication; Closed-Loop Communication and Checklists to Facilitate Decision Making; Developing Effective Task Switching Skills; The Environment; To Conclude; References; Chapter 6: Decision Making in Aviation; Introduction; Loss of Control - Inflight; High Cognitive Load; Selective Processing; Characteristics of Experienced Pilots; Experienced Pilots Are Not Immune to Error; Standardised and Nonstandardised Procedures

This book examines the types of problems and constraints faced by specialists in the areas of security, medicine, mental health, aviation and engineering. Every day we rely on highly trained specialists to solve complex problems in high-stakes environments, that is, environments involving direct threats to the preservation of human life. While previous work has tended to focus on problem solving in a single domain, this book covers multiple, related domains. It is divided into three parts, the first of which addresses the theoretical foundations, with coverage of theories of instructional design and expertise. Part two covers the five high-stakes domains and offers directions for training in these domains. In turn, part three provides practical guidelines for instructional design in high-stakes professions, including learner analysis, task analysis, assessment and evaluation. The book is intended for a broad readership, including those who operate in high-stress, time-pressure occupations. Trainers at professional organisations can utilise the theoretical frameworks and training strategies discussed in this book when preparing their clients for complex, real-world problem solving. Further, the book offers a valuable resource for academics and graduate students, as well as anyone with an interest in problem solving.

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