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Ayres, Paul;Kalyuga, Slava;Sweller, John:

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2011, ISBN: 9781441981257

[ED: Hardcover], [PU: Springer / Springer New York / Springer, Berlin], Over the last 25 years, cognitive load theory has become one of the world's leading theories of instructional desig… Mehr…

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Cognitive Load Theory - gebunden oder broschiert

2011, ISBN: 144198125X

[EAN: 9781441981257], Neubuch, [SC: 0.0], [PU: SPRINGER NATURE], EDUCATION / TEACHING; EDUCATIONAL PSYCHOLOGY; LEARNING STYLES, Druck auf Anfrage Neuware - Printed after ordering - Over t… Mehr…

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John Sweller,Paul Ayres,Slava Kalyuga:
Cognitive Load Theory - gebunden oder broschiert

ISBN: 9781441981257

Over the last 25 years, cognitive load theory has become one of the world’s leading theories of instructional design. It is heavily researched by many educational and psychological resear… Mehr…

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ISBN: 9781441981257

Over the last 25 years, cognitive load theory has become one of the world’s leading theories of instructional design. It is heavily researched by many educational and psychological resear… Mehr…

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Sweller, John, and Ayres, Paul, and Kalyuga, Slava:
Cognitive Load Theory - gebunden oder broschiert

2011, ISBN: 9781441981257

Hard cover, New., 274 p. Explorations in the Learning Sciences, Instructional Systems and Performance Technologies , 1. 20 Illustrations, black and white; XVI, 274 p. 20 illus. Intended f… Mehr…

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Details zum Buch
Cognitive Load Theory

Over the last 25 years, cognitive load theory has become one of the world's leading theories of instructional design. It is heavily researched by many educational and psychological researchers and is familiar to most practicing instructional designers, especially designers using computer and related technologies. The theory can be divided into two aspects that closely inter-relate and influence each other: human cognitive architecture and the instructional designs and prescriptions that flow from that architecture. The cognitive architecture is based on biological evolution. The resulting description of human cognitive architecture is novel and accordingly, the instructional designs that flow from the architecture also are novel. All instructional procedures are routinely tested using randomized, controlled experiments. Roughly 1/3 of the book will be devoted to cognitive architecture and its evolutionary base with 2/3 devoted to the instructional implications that follow, including technology-based instruction. Researchers, teachers and instructional designers need the book because of the explosion of interest in cognitive load theory over the last few years. The theory is represented in countless journal articles but a detailed, modern overview presenting the theory and its implications in one location is not available.

Detailangaben zum Buch - Cognitive Load Theory


EAN (ISBN-13): 9781441981257
ISBN (ISBN-10): 144198125X
Gebundene Ausgabe
Taschenbuch
Erscheinungsjahr: 2011
Herausgeber: SPRINGER NATURE
274 Seiten
Gewicht: 0,585 kg
Sprache: eng/Englisch

Buch in der Datenbank seit 2009-05-31T12:17:37+02:00 (Berlin)
Detailseite zuletzt geändert am 2024-03-11T11:23:47+01:00 (Berlin)
ISBN/EAN: 9781441981257

ISBN - alternative Schreibweisen:
1-4419-8125-X, 978-1-4419-8125-7
Alternative Schreibweisen und verwandte Suchbegriffe:
Autor des Buches: kalyuga sweller ayres slava john paul
Titel des Buches: load, theory performance, cognitive exploration, instructional science, cognitive system theory, cognitive systems theory


Daten vom Verlag:

Autor/in: John Sweller; Paul Ayres; Slava Kalyuga
Titel: Explorations in the Learning Sciences, Instructional Systems and Performance Technologies; Cognitive Load Theory
Verlag: Springer; Springer US
274 Seiten
Erscheinungsjahr: 2011-03-30
New York; NY; US
Gedruckt / Hergestellt in Niederlande.
Gewicht: 1,290 kg
Sprache: Englisch
171,19 € (DE)
175,99 € (AT)
189,00 CHF (CH)
POD
XVI, 274 p. 20 illus.

BB; Educational Psychology; Hardcover, Softcover / Psychologie/Angewandte Psychologie; Pädagogische Psychologie; Verstehen; categories of information; cognitive load theory; extraneous cognitive load; human cognitive architecture; human creativity; instructional design; instructional formatting; long-term memory; measuring cognitive load; modality effect; redundancy effect; split-attention effect; learning and instruction; Cognitive Psychology; Learning & Instruction; Educational Psychology; Cognitive Psychology; Instructional Psychology; Kognitive Psychologie; EA

Over the last 25 years, cognitive load theory has become one of the world’s leading theories of instructional design. It is heavily researched by many educational and psychological researchers and is familiar to most practicing instructional designers, especially designers using computer and related technologies.

The theory can be divided into two aspects that closely inter-relate and influence each other: human cognitive architecture and the instructional designs and prescriptions that flow from that architecture. The cognitive architecture is based on biological evolution. The resulting description of human cognitive architecture is novel and accordingly, the instructional designs that flow from the architecture also are novel. All instructional procedures are routinely tested using randomized, controlled experiments.

Roughly 1/3 of the book will be devoted to cognitive architecture and its evolutionary base with 2/3 devoted to the instructional implications that follow, including technology-based instruction. Researchers, teachers and instructional designers need the book because of the explosion of interest in cognitive load theory over the last few years. The theory is represented in countless journal articles but a detailed, modern overview presenting the theory and its implications in one location is not available.

Over the last 25 years, cognitive load theory has become one of the world’s leading theories of instructional design. It is heavily researched by many educational and psychological researchers and is familiar to most practicing instructional designers, especially designers using computer and related technologies.

The theory can be divided into two aspects that closely inter-relate and influence each other: human cognitive architecture and the instructional designs and prescriptions that flow from that architecture. The cognitive architecture is based on biological evolution. The resulting description of human cognitive architecture is novel and accordingly, the instructional designs that flow from the architecture also are novel. All instructional procedures are routinely tested using randomized, controlled experiments.

Roughly 1/3 of the book will be devoted to cognitive architecture and its evolutionary base with 2/3 devoted to the instructional implications that follow, including technology-based instruction. Researchers, teachers and instructional designers need the book because of the explosion of interest in cognitive load theory over the last few years. The theory is represented in countless journal articles but a detailed, modern overview presenting the theory and its implications in one location is not available.

Introduction to the issues addressed by cognitive load theory.- Categories of information: What is learned based on an evolutionary perspective.- Human cognitive architecture.- Categories of cognitive load and measuring cognitive load.- Instructional effects associated with intrinsic cognitive load. -Instructional effects associated with extraneous cognitive load.- The consequences of cognitive load theory for debates on the advantages and disadvantages of minimal guidance during instruction.- Future directions and unresolved issues.

Provides definitive statement of unique cognitive architecture and novel instructional design principles generated by cognitive load theory

Contains the most inclusive and comprehensive review of the literature on cognitive load theory conducted

Includes supplementary material: sn.pub/extras



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