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999 _c101541
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008 181129s2019 si | s |||| 0|eng d
020 _a9789811328084
024 7 _a10.1007/978-981-13-2808-4
_2doi
040 _cМУБИС
050 4 _aLB5-3640
072 7 _aJNT
_2bicssc
072 7 _aEDU009000
_2bisacsh
072 7 _aJNT
_2thema
072 7 _aJMR
_2thema
082 0 4 _a371.3
_223
100 1 _aLee, Chwee Beng.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
245 1 0 _aInstructional Design Principles for High-Stakes Problem-Solving Environments
_h[electronic resource] /
_cby Chwee Beng Lee, José Hanham, Jimmie Leppink.
250 _a1st ed. 2019.
264 1 _aSingapore :
_bSpringer Singapore :
_bImprint: Springer,
_c2019.
300 _aX, 172 p. 6 illus.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
505 0 _aIntroduction: Problem solving in high-stakes learning environments -- Part 1 Theoretical Foundations -- 1 Human cognitive architecture through the lens of cognitive load theory -- 2 Expertise and problem solving in high-stakes environments -- Part 2 High-Stakes Domains -- 3 Problem solving in the security context -- 4 Mental processes in emergency medicine -- 5 Decision making in Aviation -- 6 Developing expertise in the context of mental health -- 7 Design problem in engineering -- Part 3 Design and Analysis -- 8 Understanding the learners -- 9 Conducting Task Analysis -- 10 On the design of instruction and assessment -- 11 Evaluating the effectiveness of instructional methods -- 12 Conclusion: Future considerations for designing instructions in High-Stakes learning environments.
520 _aThis 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.
650 0 _aLearning.
650 0 _aInstruction.
650 0 _aEducational psychology.
650 0 _aEducation—Psychology.
650 0 _aEducational technology.
650 1 4 _aLearning & Instruction.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O22000
650 2 4 _aEducational Psychology.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O39000
650 2 4 _aTechnology and Digital Education.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O47000
700 1 _aHanham, José.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
700 1 _aLeppink, Jimmie.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
710 2 _aSpringerLink (Online service)
773 0 _tSpringer Nature eBook
776 0 8 _iPrinted edition:
_z9789811328077
776 0 8 _iPrinted edition:
_z9789811328091
856 4 0 _uhttps://doi.org/10.1007/978-981-13-2808-4
942 _2ddc
_cEBOOK