000			03940nam a22004335i 4500
001			978-0-387-23481-6
003			DE-He213
005			20250710083928.0
007			cr nn 008mamaa
008			100301s2005 xxu| s |||| 0|eng d
020			_a9780387234816 _a99780387234816
024	7		_a10.1007/0-387-23481-0 _2doi
082	0	4	_a371.3 _223
100	1		_aSeidel, Robert J. _eauthor.
245	1	0	_aFrom Principles of Learning to Strategies for Instruction _h[recurso electrónico] : _bEmpirically Based Ingredients to Guide Instructional Development / _cby Robert J. Seidel, Kathy C. Perencevich, Allyson L. Kett.
264		1	_aBoston, MA : _bSpringer US, _c2005.
300			_aXXV, 230 p. _bonline resource.
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_arecurso en línea _bcr _2rdacarrier
347			_atext file _bPDF _2rda
505	0		_aHeuristics and Taxonomy -- A Cognitive Domain Example: Reading -- Psychomotor Domain -- Affective Domain -- Interpersonal Domain -- Suggestions for the Integration of Technology -- Summary.
520			_aThe purpose of this volume is to help educators and training developers to improve the quality of their instruction. Unlike other books, which have appeared so far, this volume is not limited to a particular theoretical position. Nor is it like many of the instructional design texts, which ignore the learning literature. Rather, it draws upon any and all of those research-based principles regardless of learning theory, which suggest heuristics to guide instructional strategies. The approach of the authors is unique in that they develop a framework or model taxonomy for tasks, through which the principles of learning can be related to particular learning processes, suggesting distinctive strategies for specific instructional tasks. The authors present a four-stage model that includes Acquisition, Automaticity, Near Term Transfer, and Far Term Transfer. The book is a practical guide for developing instructional strategies across the four principal domains, cognitive, affective, psychomotor, and interpersonal; and is backed by empirically supported learning principles. It is useful both to the experienced as well as the novice developer (e.g. the student). "The current volume strikes a nice balance between theory and practice and provides a straightforward model of instruction that is easily connected with relevant research but equally easy to apply to instructional development projects... The detailed treatment of the interpersonal domain and the emphasis on technology integration clearly distinguish the book as a modern treatment of instructional development that goes well beyond traditional instructional system development models... Therefore, this volume should provide a well-grounded and useful tool for instructional developers." From the Preface by Michael Spector, Florida State University. "This book represents a major milestone in the literature on learning because it brings together research from the fields of psychology, education, and the training in a format which is highly useful to practitioners. It will be very valuable to teachers, trainers, students, and researchers alike." Greg Kearsley, University of Wisconsin, Madison and, UMUC, University of Maryland.
650		0	_aEDUCATION.
650		0	_aTEACHERS _xTRAINING OF.
650	1	4	_aEDUCATION.
650	2	4	_aLEARNING & INSTRUCTION.
650	2	4	_aEDUCATION (GENERAL).
650	2	4	_aTEACHER EDUCATION.
700	1		_aPerencevich, Kathy C. _eauthor.
700	1		_aKett, Allyson L. _eauthor.
710	2		_aSpringerLink (Online service)
773	0		_tSpringer eBooks
776	0	8	_iPrinted edition: _z9780387234762
856	4	0	_uhttp://dx.doi.org/10.1007/0-387-23481-0 _zVer el texto completo en las instalaciones del CICY
912			_aZDB-2-SHU
942			_2ddc _cER
999			_c56214 _d56214