MARC details
| 000 -LEADER |
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| fixed length control field |
08297cam a2200469 i 4500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
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| control field |
20221102173113.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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| fixed length control field |
121015s2013 flua b 001 0 eng d |
| 010 ## - LIBRARY OF CONGRESS CONTROL NUMBER |
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| LC control number |
2012028461 |
| 011 ## - LINKING LIBRARY OF CONGRESS CONTROL NUMBER [OBSOLETE] |
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| Local cataloguing issues note |
BIB MATCHES WORLDCAT |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
1439847878 |
| Qualifying information |
paperback |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
9781439847879 |
| Qualifying information |
paperback |
| 035 ## - SYSTEM CONTROL NUMBER |
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| System control number |
(ATU)b13347500 |
| 035 ## - SYSTEM CONTROL NUMBER |
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| System control number |
(OCoLC)606776912 |
| 040 ## - CATALOGING SOURCE |
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| Original cataloging agency |
DLC |
| Language of cataloging |
eng |
| Description conventions |
rda |
| Transcribing agency |
DLC |
| Modifying agency |
YDX |
| -- |
BTCTA |
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YDXCP |
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BWX |
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UKMGB |
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CDX |
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OCLCQ |
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OCLCO |
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OCLCF |
| -- |
ATU |
| 042 ## - AUTHENTICATION CODE |
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| Authentication code |
pcc |
| 050 00 - LIBRARY OF CONGRESS CALL NUMBER |
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| Classification number |
LC5457 |
| Item number |
.C93 2013 |
| 082 00 - DEWEY DECIMAL CLASSIFICATION NUMBER |
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| Classification number |
374 |
| Edition number |
23 |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
|---|
| Personal name |
Czaja, Sara J., |
| Relator term |
author. |
| 9 (RLIN) |
820045 |
| 245 10 - TITLE STATEMENT |
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| Title |
Designing training and instructional programs for older adults / |
| Statement of responsibility, etc. |
Sara J. Czaja, Joseph Sharit. |
| 264 #1 - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE |
|---|
| Place of production, publication, distribution, manufacture |
Boca Raton : |
| Name of producer, publisher, distributor, manufacturer |
CRC Press, Taylor and Francis Group |
| Date of production, publication, distribution, manufacture, or copyright notice |
[2013] |
| 264 #4 - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE |
|---|
| Date of production, publication, distribution, manufacture, or copyright notice |
©2013 |
| 300 ## - PHYSICAL DESCRIPTION |
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| Extent |
xvi, 309 pages : |
| Other physical details |
illustrations ; |
| Dimensions |
24 cm |
| 336 ## - CONTENT TYPE |
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| Content type term |
text |
| Content type code |
txt |
| Source |
rdacontent |
| 337 ## - MEDIA TYPE |
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| Media type term |
unmediated |
| Media type code |
n |
| Source |
rdamedia |
| 338 ## - CARRIER TYPE |
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| Carrier type term |
volume |
| Carrier type code |
nc |
| Source |
rdacarrier |
| 490 1# - SERIES STATEMENT |
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| Series statement |
Human factors & aging series |
| 500 ## - GENERAL NOTE |
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| General note |
"A CRC title, part of the Taylor & Francis imprint, a member of the Taylor & Francis Group, the academic division of T & F Informa plc.". |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE |
|---|
| Bibliography, etc. note |
Includes bibliographical references and index. |
| 505 0# - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
1. Introduction and Overview -- 2. Characteristics of Older Adult Learners -- 3. Training Older Adults: An Overview -- 4. Learning and Skill Acquisition -- 5. Retention and Transfer of Training -- 6. Motivation, Anxiety, and Fatigue -- 7. The Human Information Processing System-The "Learning Engine" -- 8. Methods and Approaches to Instruction and Training -- 9. Instructional System Design -- 10. Multimedia and e-Learning -- 11. Performance Assessment and Program Evaluation -- 12. Conclusions and Synthesis -- -- |
| 505 00 - FORMATTED CONTENTS NOTE |
|---|
| Miscellaneous information |
1. |
| Title |
Introduction and Overview -- |
| -- |
Demographic Trends -- |
| -- |
Societal trends -- |
| -- |
Content of the Book and Approach to the Topic -- |
| Miscellaneous information |
2. |
| Title |
Characteristics of Older Adult Learners -- |
| -- |
Overview -- |
| -- |
Demographic Profile -- |
| -- |
Abilities and Older Adults -- |
| Miscellaneous information |
3. |
| Title |
Training Older Adults: An Overview -- |
| -- |
Introduction -- |
| -- |
Aging and Learning: An Overview -- |
| -- |
Recommendations -- |
| Miscellaneous information |
4. |
| Title |
Learning and Skill Acquisition -- |
| -- |
Learning -- |
| -- |
Skill Acquisition -- |
| -- |
Recommendations -- |
| Miscellaneous information |
5. |
| Title |
Retention and Transfer of Training -- |
| -- |
Retention -- |
| -- |
Transfer of Training -- |
| -- |
Recommendations -- |
| Miscellaneous information |
6. |
| Title |
Motivation, Anxiety, and Fatigue -- |
| -- |
Motivation -- |
| -- |
Anxiety -- |
| -- |
Fatigue -- |
| -- |
Recommendations -- |
| Miscellaneous information |
7. |
| Title |
The Human Information Processing System-The "Learning Engine" -- |
| -- |
Revisiting Age-Related Declines in Cognitive Abilities -- |
| -- |
An Overview of Human Information Processing -- |
| -- |
A Closer Look at the Role of Information Processing -- |
| -- |
Cognitive Load Theory and Working Memory -- |
| -- |
Synthesis: Human Information-Processing System Model with Implications for Older Learners -- |
| -- |
Recommendations -- |
| Miscellaneous information |
8. |
| Title |
Methods and Approaches to Instruction and Training -- |
| -- |
Historical Background -- |
| -- |
The Importance of Sequencing in Instructional Design -- |
| -- |
Strategies for Sequencing the Order of Instruction -- |
| -- |
Sequencing Worked Examples and Problem-Solving Exercises -- |
| -- |
The Four-Component Instructional Design (4C/ID) Model -- |
| -- |
Active Versus Passive Learning -- |
| -- |
The Teach-Back and Teach-to-Goal Strategies -- |
| -- |
Other Ideas and Approaches to Instructional Design -- |
| -- |
Recommendations -- |
| Miscellaneous information |
9. |
| Title |
Instructional System Design -- |
| -- |
Historical Background -- |
| -- |
A Human Factors Perspective to the ISD Model -- |
| -- |
How Does Age Impact the Human Factors-Influenced ISD Model? -- |
| -- |
The ADDIE Model -- |
| -- |
Recommendations -- |
| Miscellaneous information |
10. |
| Title |
Multimedia and e-Learning -- |
| -- |
Multimedia -- |
| -- |
e-Learning -- |
| -- |
Avatars and Virtual Worlds -- |
| -- |
Recommendations -- |
| Miscellaneous information |
11. |
| Title |
Performance Assessment and Program Evaluation -- |
| -- |
Introduction -- |
| -- |
Models and Approaches to Training Evaluation -- |
| -- |
Assessment of Training Outcomes -- |
| Miscellaneous information |
12. |
| Title |
Conclusions and Synthesis -- |
| -- |
Introduction -- |
| -- |
Exemplar Applications -- |
| -- |
Themes. |
| 520 ## - SUMMARY, ETC. |
|---|
| Summary, etc. |
"Current and emerging trends in the domains of health management and the work sector, the abundance of new consumer products pervading the marketplace, and the desires of many older adults to undertake new learning experiences means that older adults, like their younger counterparts, will need to continually engage in new learning and training. Thus, understanding the challenges that older people face when confronted with new learning and training programs and developing potential strategies to overcome them is imperative. A comprehensive state-of-the-science review, Designing Training and Instructional Programs for Older Adults explores a broad range of issues, from the implications of theories of learning for designing instruction for older adults to adapting current perspectives on methods of instructional design to accommodate the capabilities and limitations of older learners. The authors provide an understanding of today's older adults, their demographics, their needs, the challenges facing them, and a realistic appraisal of their abilities and limitations's a basis for how current knowledge about training and instructional design should be shaped and applied to best accommodate this population of learners. They discuss topics such as retention and transfer of training, sequencing the order of instruction, e-learning, multimedia training formats, and the assessment and evaluation of training programs from the perspective of issues relevant to older learners. They also highlight the challenges presented by this very heterogeneous group that varies tremendously in backgrounds, skills, knowledge, and abilities. Focusing on how learning occurs, the authors' balanced coverage makes the book readable and enlightening across a wide spectrum of professionals and academics, including human factors/ergonomics specialists, gerontologists, managers, educators, undergraduate and graduate students, and the design community. The book supplies concise recommendations that will have direct impact on the design of instructional programs and for those individuals who are responsible for the training and performance of older people"-- |
| Assigning source |
Provided by publisher. |
| 520 ## - SUMMARY, ETC. |
|---|
| Summary, etc. |
"Our goal in writing this book was to draw on an understanding of today's older adults--including their demographics, their needs, the challenges facing them, and a realistic appraisal of their abilities and limitations--as a basis for how current knowledge about training and instructional design should be shaped and applied to best accommodate this population of learners. With rapidly emerging technologies, including those in the domains of health management and the work sector, as well as the many products that are continually pervading the consumer market that are capable of positively affecting the quality of life of many older adults, understanding the barriers that older people may face in learning to use these resources is imperative. The literature on training and instructional design is not only extensive but has a relatively long history. Many of the developments in these areas were driven by the desire to improve learning in our educational institutions and the training of our military and industrial personnel. One of the key challenges in writing this book was to distill knowledge from these vast areas that would be relevant to the problem of training and instructional design for older adults. This was necessary in part because there is no theory of training and instruction that is directed solely toward this population of learners. There are stretches throughout this book where it may seem that the older learner has been neglected as we examine in some depth topics fundamental to or related to training and instruction. However, we have tried as much as possible to ensure that these discussions always relate back to the primary subject of this book, the older learner"-- |
| Assigning source |
Provided by publisher. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Older people |
| General subdivision |
Education. |
| 9 (RLIN) |
313532 |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Instructional systems |
| General subdivision |
Design. |
| 9 (RLIN) |
319406 |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Aging |
| General subdivision |
Psychological aspects |
| 9 (RLIN) |
370691 |
| 700 1# - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
Sharit, Joseph, |
| Relator term |
author. |
| 9 (RLIN) |
820047 |
| 830 #0 - SERIES ADDED ENTRY--UNIFORM TITLE |
|---|
| Uniform title |
Human factors & aging series |
| 9 (RLIN) |
268018 |
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28-10-15 |
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Book |
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b |
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n |
| Operator's initials, OID (RLIN) |
06-04-16 |
| Cataloger's initials, CIN (RLIN) |
m |
| First date, FD (RLIN) |
a |
| -- |
eng |
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flu |
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0 |
