000			08297cam a2200469 i 4500
005			20221102173113.0
008			121015s2013 flua b 001 0 eng d
010			_a 2012028461
011			_aBIB MATCHES WORLDCAT
020			_a1439847878 _qpaperback
020			_a9781439847879 _qpaperback
035			_a(ATU)b13347500
035			_a(OCoLC)606776912
040			_aDLC _beng _erda _cDLC _dYDX _dBTCTA _dYDXCP _dBWX _dUKMGB _dCDX _dOCLCQ _dOCLCO _dOCLCF _dATU
042			_apcc
050	0	0	_aLC5457 _b.C93 2013
082	0	0	_a374 _223
100	1		_aCzaja, Sara J., _eauthor. _9820045
245	1	0	_aDesigning training and instructional programs for older adults / _cSara J. Czaja, Joseph Sharit.
264		1	_aBoca Raton : _bCRC Press, Taylor and Francis Group _c[2013]
264		4	_c©2013
300			_axvi, 309 pages : _billustrations ; _c24 cm
336			_atext _btxt _2rdacontent
337			_aunmediated _bn _2rdamedia
338			_avolume _bnc _2rdacarrier
490	1		_aHuman factors & aging series
500			_a"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			_aIncludes bibliographical references and index.
505	0		_a1. 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	0	0	_g1. _tIntroduction and Overview -- _tDemographic Trends -- _tSocietal trends -- _tContent of the Book and Approach to the Topic -- _g2. _tCharacteristics of Older Adult Learners -- _tOverview -- _tDemographic Profile -- _tAbilities and Older Adults -- _g3. _tTraining Older Adults: An Overview -- _tIntroduction -- _tAging and Learning: An Overview -- _tRecommendations -- _g4. _tLearning and Skill Acquisition -- _tLearning -- _tSkill Acquisition -- _tRecommendations -- _g5. _tRetention and Transfer of Training -- _tRetention -- _tTransfer of Training -- _tRecommendations -- _g6. _tMotivation, Anxiety, and Fatigue -- _tMotivation -- _tAnxiety -- _tFatigue -- _tRecommendations -- _g7. _tThe Human Information Processing System-The "Learning Engine" -- _tRevisiting Age-Related Declines in Cognitive Abilities -- _tAn Overview of Human Information Processing -- _tA Closer Look at the Role of Information Processing -- _tCognitive Load Theory and Working Memory -- _tSynthesis: Human Information-Processing System Model with Implications for Older Learners -- _tRecommendations -- _g8. _tMethods and Approaches to Instruction and Training -- _tHistorical Background -- _tThe Importance of Sequencing in Instructional Design -- _tStrategies for Sequencing the Order of Instruction -- _tSequencing Worked Examples and Problem-Solving Exercises -- _tThe Four-Component Instructional Design (4C/ID) Model -- _tActive Versus Passive Learning -- _tThe Teach-Back and Teach-to-Goal Strategies -- _tOther Ideas and Approaches to Instructional Design -- _tRecommendations -- _g9. _tInstructional System Design -- _tHistorical Background -- _tA Human Factors Perspective to the ISD Model -- _tHow Does Age Impact the Human Factors-Influenced ISD Model? -- _tThe ADDIE Model -- _tRecommendations -- _g10. _tMultimedia and e-Learning -- _tMultimedia -- _te-Learning -- _tAvatars and Virtual Worlds -- _tRecommendations -- _g11. _tPerformance Assessment and Program Evaluation -- _tIntroduction -- _tModels and Approaches to Training Evaluation -- _tAssessment of Training Outcomes -- _g12. _tConclusions and Synthesis -- _tIntroduction -- _tExemplar Applications -- _tThemes.
520			_a"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"-- _cProvided by publisher.
520			_a"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"-- _cProvided by publisher.
650		0	_aOlder people _xEducation. _9313532
650		0	_aInstructional systems _xDesign. _9319406
650		0	_aAging _xPsychological aspects _9370691
700	1		_aSharit, Joseph, _eauthor. _9820047
830		0	_aHuman factors & aging series _9268018
907			_a.b13347500 _b22-08-17 _c28-10-15
942			_cB
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