Title:
Petrostate Putin, power, and the new Russia / Marshall I. Goldman.
Author:
Goldman, Marshall I.
ebrary, Inc.
General Notes:
Includes bibliographical references and index.
Introduction : Russia, once again an energy superpower -- Russia as an early energy superpower -- World War II to 1987 : Russia looks inward and outward -- Pirates unleashed : privatization in the post-Soviet era -- Post-1998 recovery : the petroleum export bonanza -- Putin takes over : the return of the czar -- Natural gas : Russia's new secret weapon -- Russia : the unrestrained super energy power.
Electronic reproduction. Palo Alto, Calif. : ebrary, 2013. Available via World Wide Web. Access may be limited to ebrary affiliated libraries.
Publisher:
Oxford University Press,
Publication Place:
Oxford ; New York :
ISBN:
0195340736 (hbk. : alk. paper)
9780195340730 (hbk. : alk. paper)
Subject:
Energy policy -- Russia (Federation)
Russia (Federation) -- Foreign relations.
Electronic books.
Putin, Vladimir Vladimirovich, 1952-
Contents:
Introduction : Russia, once again an energy superpower -- Russia as an early energy superpower -- World War II to 1987 : Russia looks inward and outward -- Pirates unleashed : privatization in the post-Soviet era -- Post-1998 recovery : the petroleum export bonanza -- Putin takes over : the return of the czar -- Natural gas : Russia's new secret weapon -- Russia : the unrestrained super energy power.
Physical Description:
x, 244 p. : ill., map.
Electronic Location:
http://site.ebrary.com/lib/excellence/Doc?id=10229913
Publication Date:
2008.
There are no items available
Title:
Petrothermy, mineralogy and geochemistry evaluations of granitic basement rocks in Wadi Yutum - southwest Jordan / by Ghaida Mohammad al-Shbail ; supervised by Dr. Sana’a al-Zyoud.
الخصائص الحرارية والمعدنية والجيوكيميائية لصخور القاعدة الجرانيتية في وادي اليتم – جنوب غرب الاردن
الخصائص الحرارية والمعدنية والجيوكيميائية لصخور القاعدة الجرانيتية في وادي اليتم – جنوب غرب الاردن
الخصائص الحرارية والمعدنية والجيوكيميائية لصخور القاعدة الجرانيتية في وادي اليتم – جنوب غرب الاردن
Author:
Al-Shbail, Ghaida Mohammad, author.
al-Zyoud, Sana’a, supervisor.
Al -Bayt University (AlMafraq, Jordan) Institute of Earth and Environmental Science. Applied Geology and Environmental.
General Notes:
Thesis (M.Sc in Applied Geology)-- Al -Bayt University (AlMafraq, Jordan), Institute of Earth and Environmental Sciences, Applied Geology and Environmental , 2020.
Includes bibliographical references and index.
Jordan is one of the interested countries developing renewability and environmental friendliness energy resources as geothermal energy, geothermal energy is used for houses heating / cooling. Thermal conductivity is a key parameter controlling geothermal energy in all rock types. In this work, granite rocks in Wadi Yutum - southwestern Jordan are investigated for their chemical, mineralogical and thermal properties.
The influence of chemical / mineral composition on thermal conductivity of the studied rocks is assessed in a predicted formula. Twenty-two samples were collected from granites and dyke, and then the samples were analyzed by XRD and XRF. In addition, they were studied under polarizing microscope and the mineral composition with their textures were determined. Finally, thermal conductivity for granite and dyke was measured for satisfying the research target.
The petrological study reveals that the studied rocks are composed of alkali feldspar, quartz, plagioclase and biotite. Muscovite is present as a rare constituent. Some biotite, plagioclase and alkali feldspar are altered to chlorite sericite and clay minerals. Perthitic, poikilitic, myrmekitic, corona and consertal textures are the most abundant in the studied rocks. The results of granite geochemical analyses found that its type is of I-type, and rocks were classified as subalkaline-calc-alkaline and peraluminous granitoid in nature.
This study found that thermal conductivity of granite rock ranges between 0.914 and 2.458 Wm-1K-1while thermal diffusivity ranges between 0.801 and 2.193 mm²/s. The study indicates that a positive correlation and fair good influence between thermal conductivity and quartz percentage was found. Whilst poor influence of feldspar and plagioclase on thermal conductivity.
يعد الاردن من اكثر البلدان المهتمة بتطوير موارد الطاقة المتجددة والصديقة للبيئة مثل الطاقة الحرارية الأرضية ، وتستخدم الطاقة الحرارية الأرضية في تدفئة وتبريد المنازل. الموصلية الحرارية هي معلم رئيسي للتحكم في الطاقة الحرارية الأرضية لجميع أنواع الصخور. في هذا البحث ، تم دراسة صخور الجرانيت في وادي اليتم - جنوب غرب الأردن من حيث خصائصها الكيميائية والمعدنية والحرارية. كما تم تقييم تأثير التركيب الكيميائي / المعدني على الموصلية الحرارية للصخور المدروسة من خلال معادلة رياضية بسيطة. تم جمع اثنين وعشرين عينة من الجرانيت والصخور المجاورة ، ثم تم تحليل العينات بواسطة XRD و XRF بالإضافة إلى ذلك ، تم دراستها تحت المجهر المستقطب وتم تحديد التركيب المعدني والانسجة للصخور الغرانيتية. أخيرًا ، تم قياس الموصلية الحرارية للجرانيت لتحقيق هدف البحث.
كشفت الدراسة البتروغرافية أن الصخور المدروسة تتكون من الفلسبار القلوي والكوارتز والبلاجيوكلاز والبيوتايت. المسكوفيت موجود كمكون نادر. يظهرتحول بعض البيوتايت ، والبلاجيوكلاز ، والفلدسبار القلوي إلى معادن كلوريت وسيرسايت وطين. تميزت الصخور المدروسة بمجموعة من الانسجة النارية الجوفية.وجدت نتائج التحليلات الجيوكيميائية للجرانيت أن نوعه من النوع الأول (I-Type)، وصُنفت الصخور على أنها شبه قلوية-كلسقلوية وغرانيتية مشبعة بالألمنيوم.
وجدت هذه الدراسة أن الموصلية الحرارية لصخور الجرانيت تتراوح بين 0.914 و 2.458 واط / متر. كلفن بينما يتراوح الانتشار الحراري بين 0.801 و 2.193 مم² / ثانية. أشارت الدراسة إلى وجود علاقة ارتباط طردية وتأثير جيد بين الموصلية الحرارية ونسبة الكوارتز في صخر الغرانيت. في حين أن تأثير الفلسبار والبلاجيوجلاز ضعيف على الموصلية الحرارية لذات الصخر.
The electronic version is available in theses database \\ University of Jordan.
Includes abstracts in Arabic and English.
Subject:
Geology
Mineralogy
Geothermal energy
Geochemistry.
Muscovite
Granite
Feldspar
Plagioclase
Thermal conductivity
Dissertation Note:
Thesis (M.Sc in Applied Geology)-- Al -Bayt University (AlMafraq, Jordan), Institute of Earth and Environmental Sciences, Applied Geology and Environmental , 2020.
Physical Description:
1CD-ROM : PDF.
Publication Date:
2020.
There are no items available
Title:
Petrothermy, mineralogy and geochemistry evaluations of selected rocks-hosting springs from Dead Sea and Jordan Valley faults / by Afnan Mohammad al-Salameen ; supervised by Dr. Sana’a al-Zyoud.
الخصائص الحرارية والمعدنية والجيوكيميائية لمجموعة من الصخور الحاضنة للمياه في منطقة فوالق البحر الميت ووادي الاردن
الخصائص الحرارية والمعدنية والجيوكيميائية لمجموعة من الصخور الحاضنة للمياه في منطقة فوالق البحر الميت ووادي الاردن
الخصائص الحرارية والمعدنية والجيوكيميائية لمجموعة من الصخور الحاضنة للمياه في منطقة فوالق البحر الميت ووادي الاردن
Author:
Al-Salameen, Afnan Mohammad, author.
al-Zyoud, Sana’a , supervisor.
Al -Bayt University (AlMafraq, Jordan) Institute of Earth and Environmental Science. Applied Geology and Environmental.
General Notes:
Thesis (M.Sc in Applied Geology)-- Al -Bayt University (AlMafraq, Jordan), Institute of Earth and Environmental Sciences, Applied Geology and Environmental , 2020.
Includes bibliographical references and index.
Jordan is considered to be as a possible area for future energy production from the existing geothermal energy resources. Thermal conductivity is critical for controlling thermal energy transmission and exchange in subsurface. In addition, the present work analyzed the mineral composition of investigate rocks. This research aims to characterize selected Jordanian rocks for their petrothermal properties.
23 samples are collected from five sites of basalt, limestone, sandstone, oil shale,chalky limestone and travertine types. Several analysis techniques have been applied. Starting with petrography analysis (thin section), X-Ray diffraction (XRD) and X-Ray fluorescence (XRF) and correlated with thermal conductivity measured by a specified scanner.
It has been found that thermal conductivities of the investigated rocks ranges between the highest value of 3.555 Wm-1K-1 for Ma'in spa spring Sandstone and lowest value of 0.550 Wm-1K-1 for Hammamat Abu Dhablai Oil shale. The correlation of thermal conductivity with the calcite for the carbonate rocks revealed a good influence of calcite on rocks thermal conductivities while the correlations of pyroxene, plagioclase do not reveal such influence on basalt rock thermal conductivities. A good influence of quartz on sandstone thermal conductivities has been pointed out. A final correlation between mineral/ chemical composition of rocks with their thermal conductivities has been initiated. Such a predicted interrelation between thermo-mineral properties of rocks is examined for each mineral individually.
Since the thermal property data and the correlations was reliable based on a small-scale statistical analysis due to the limited financial resources; further analysis is required including more samples and detailed analysis on crystal scale; crystal contacts and orientation. In addition, porosity, permeability and fractures affect thermal conductivity of different rock types and should be investigated.
The final results of this research will open the window for evaluating geothermal resources in the studied sites and estimate the heat source, heat flow and circulation process of thermal waters in hot springs area.
يعتبر الأردن منطقة محتملة لإنتاج الطاقة المتجدده في المستقبل من موارد الطاقة الحرارية الأرضية المتوفرة. يهدف هذا البحث إلى وصف الخواص الحرارية لمختلف أنواع الصخور في الأردن. تعتبر الموصلية الحرارية أمر بالغ الأهمية للتحكم في نقل الطاقة الحرارية وتبادلها تحت سطح الأرض. كما وركز هذ البحث على دراسة التركيب المعدني للصخور. يجادلإ العلاقه التي تربط بين التركيب المعدني/ الكيميائي للصخور مع موصليتها الحرارية عن طريق فحص العلاقة المتوقعة بين الخصائص الحرارية المعدنية لكل معدن في الصخور المدروسة.
تم اختيار وجمع23 عينة من البازلت والحجر الجيري والحجر الرملي والصخر الزيتي وأنواع الحجر الجيري الطباشيري والترافرتين من خمسة مواقع مختلفة. تم استخدام العديد من تقنيات التحليل. بدءًا من التحليل الصخري (المجهري) ، والفحص يالأشعة السينية (XRD) و(XRF) وانتهاءً بدراسة ارتباطها بالموصلية الحرارية المقاسة بواسطة الماسح الحراري. وقد وجد أن الموصلية الحرارية للصخور التي تم فحصها تتراوح بين 0.550 واط/ م/ ك و 3.555 واط/ م/ ك. تمتلك حمامات ماعين وصخورها الرملية أعلى موصلية حرارية ، بينما الصخر الزيتي لحمامات أبو ضبعه سجل أقل موصلية حرارية. كشف علاقات الموصلية الحرارية مع الكالسيت لصخور الكربونات عن تأثير جيد للكالسيت على الموصلية الحرارية للصخور بينما لم تكشف علاقات البيروكسين ، بلاجيوكلاز عن مثل هذا التأثير على الموصلية الحرارية للصخور البازلتية. تمت الإشارة إلى التأثير الجيد للكوارتز على الموصلية الحرارية للصخر الرملي. نظرًا لأن بيانات الموصلية الحرارية وعلاقاتها بالتركيب المعدني والكيميائي كانت مستندة إلى تحليل إحصائي بسيط بسبب محدودبة الموارد المالية، يلزم إجراء مزيد من التحاليل على مجموعة أوسع من العينات لنفس نوع الصخر لتتبع التركيب المعدني الأكثر فعالية على الموصلية الحرارية للصخور والتحليل التفصيلي على مستوى البلورات؛ اتصالاتها وتوجهها. بالإضافة إلى ذلك، تؤثر المسامية والنفاذية على الموصلية الحرارية لمختلف أنواع الصخور وتوصي الدراسة بإجراء دراسات تفصيلية توضح هذا التأثير على الموصلية الحرارية.
ستفتح النتائج النهائية لهذا البحث نافذة لتقييم مصادر الطاقة الحرارية الأرضية في المواقع المدروسة وتقدير مصدر الحرارة وتدفق الحرارة وعملية دوران المياه الحرارية في منطقة الينابيع الساخنة.
The electronic version is available in theses database \\ University of Jordan.
Includes abstracts in Arabic and English.
Subject:
Geology
Mineralogy
Thermal conductivity
X-ray Diffraction.
Quartz
Calcite
Pyroxene
Plagioclase
Carbonate rocks
petrography analysis
Geothermal resources -- Jordan.
Geochemistry -- Dead Sea (Jordan)
Dissertation Note:
Thesis (M.Sc in Applied Geology)-- Al -Bayt University (AlMafraq, Jordan), Institute of Earth and Environmental Sciences, Applied Geology and Environmental , 2020.
Physical Description:
1CD-ROM : PDF.
Publication Date:
2020.
Title:
The e-learning handbook : past promises, present challenges / Saul Carliner and Patti Shank, editors.
Pfeiffer essential resources for training and HR professionals
Author:
Carliner, Saul.
Shank, Patti, 1954-
General Notes:
"An essential knowledge resource"--P. [4] of cover., "An essential knowledge resource"--P. [4] of cover.
Publisher:
Pfeiffer,
Publication Place:
San Francisco :
ISBN:
9780787978310 (cloth)
0787978310 (cloth)
Subject:
Computer - assisted instruction.
Internet in education.
Instructional systems -- Design.
Series:
Pfeiffer essential resources for training and HR professionals
Contents:
Thinking critically to move e-learning forward / by Patti Shank -- Hype versus reality in the boardroom : why e-learning hasn't lived up to its initial projections for penetrating the corporate environment / by Margaret Driscoll -- Hype versus reality on campus : why e-learning isn't likely to replace a professor any time soon / by Brent G. Wilson and Lee Christopher -- Knowledge management : from the graveyard of good ideas / by William Horton -- Infrastructure for learning : options for today or screw-ups for tomorrow / by Patti Shank ... [et al.] -- e-Learning standards : a framework for enabling the creation and distribution of high-quality, cost-effective web-delivered instruction / by Pat Brogan -- Learning with objects / by Patrick Parrish -- Web 2.0 and beyond : the changing needs of learners, new tools, and ways to learn / by Patti Shank -- Locked out : bridging the divide between training and information technology / by Marc J. Rosenberg and Steve Foreman -- A holistic framework of instructional design for e-learning / by Saul Carliner -- Converting eb3s-learning to ep3s-learning : an alternative instructional design method / by M. David Merrill -- Design with the learning in mind / by Patricia McGee -- Revisiting learning theory for e-learning / by Gretchen Lowerison ... [et al.] -- Design research : a better approach to improving online learning / by Thomas C. Reeves, Jan Herrington, and Ron Oliver -- Is e-learning economically viable? / by Patrick Lambe -- e-Learning : today's challenge, tomorrow's reality / by Saul Carliner.
Physical Description:
xiii, 543 p. : ill. ;
Electronic Location:
http://www.loc.gov/catdir/enhancements/fy0806/2007049557-b.html
http://www.loc.gov/catdir/enhancements/fy0806/2007049557-d.html
http://www.loc.gov/catdir/enhancements/fy0806/2007049557-t.html
Publication Date:
c2008.
Title:
E-learning and the science of instruction proven guidelines for consumers and designers of multimedia learning / Ruth Colvin Clark, Richard E. Mayer. ELearning and the science of instruction
ELearning and the science of instruction ELearning and the science of instruction
Essential resources for training and HR professionals ELearning and the science of instruction
Pfeiffer essential resources for training and HR professionals. ELearning and the science of instruction
Author:
Clark, Ruth Colvin.
Mayer, Richard E., 1947-
ebrary, Inc.
General Notes:
Includes bibliographical references and index.
Machine generated contents note: Acknowledgments.Introduction.1. e-Learning: Promise and Pitfalls.What Is e-Learning?Is e-Learning Better?The Promise of e-Learning.The Pitfalls of e-Learning.Inform and Perform e-Learning Goals.e-Learning Architectures.What Is Effective e-Courseware?Learning in e-Learning.2. How Do People Learn from e-Courses.How Do People Learn?How e-Lessons Affect Human Learning.What We Don't Know About Learning.3. Evidence-Based Practice.What Is Evidence-Based Practice?Three Approaches to Research on Instructional Effectiveness.What to Look for in Experimental Comparisons.How to Interpret No Effect in Experimental Comparisons.How to Interpret Research Statistics.How Can You Identify Relevant Research?What We Don't Know About Evidence-Based Practice.4. Applying the Multimedia Principle: Use Words and Graphics Rather Than Words Alone.Do Visuals Make a Difference?Multimedia Principle: Include Both Words and Graphics.Some Ways to Use Graphics to Promote Learning.Psychological Reasons for the Multimedia Principle.Evidence for Using Words and Pictures.The Multimedia Principle Works Best for Novices.Should You Change Static Illustrations into Animations?What We Don't Know About Visuals.5. Applying the Contiguity Principle: Align Words to Corresponding Graphics.Contiguity Principle 1: Place Printed Words Near Corresponding Graphics.Contiguity Principle 2: Synchronize Spoken Words with Corresponding Graphics.Psychological Reasons for the Contiguity Principle.Evidence for Presenting Printed Words Near Corresponding Graphics.Evidence for Presenting Spoken Words at the Same Time as Corresponding Graphics.What We Don't Know About Contiguity.6. Applying the Modality Principle: Present Words as Audio Narration Rather Than On-Screen Text.Modality Principle: Present Words as Speech Rather Than On-Screen Text.Limitations to the Modality Principle.Psychological Reasons for the Modality Principle.Evidence for Using Spoken Rather Than Printed Text.When the Modality Principle Applies.What We Don't Know About Modality.7. Applying the Redundancy Principle: Explain Visuals with Words in Audio OR Text: Not Both.Redundancy Principle 1: Do Not Add On-Screen Text to Narrated Graphics.Psychological Reasons for the Redundancy Principle.Evidence for Omitting Redundant On-Screen Text.Redundancy Principle 2: Consider Adding On-Screen Text to Narration in Special Situations.Psychological Reasons for Exceptions to the Redundancy Principle.Evidence for Including Redundant On-Screen Text.What We Don't Know About Redundancy.8. Applying the Coherence Principle: Adding Material Can Hurt Learning.Coherence Principle 1: Avoid e-Lessons with Extraneous Audio.Psychological Reasons to Avoid Extraneous Audio in e-Learning.Evidence for Omitting Extraneous Audio.Coherence Principle 2: Avoid e-Lessons with Extraneous Graphics.Psychological Reasons to Avoid Extraneous Graphics in e-Learning.Evidence for Omitting Extraneous Graphics Added for Interest.Evidence for Using Simpler Visuals.Coherence Principle 3: Avoid e-Lessons with Extraneous Words.Psychological Reasons to Avoid Extraneous Words in e-Learning.Evidence for Omitting Extraneous Words Added for Interest.Evidence for Omitting Extraneous Words Added to Expand on Key Ideas.Evidence for Omitting Extraneous Words Added for Technical Depth.What We Don't Know About Coherence.9. Applying the Personalization Principle: Use Conversational Style and Virtual Coaches.Personalization Principle 1: Use Conversational Rather Than Formal Style.Psychological Reasons for the Personalization Principle.Evidence for Using Conversational Style.Promote Personalization Through Voice Quality.Promote Personalization Through Polite Speech.Personalization Principle 2: Use Effective On-Screen Coaches to Promote Learning.Personalization Principle 3: Make the Author Visible to Promote Learning.Psychological Reasons for Using a Visible Author.Evidence for the Visible Author.What We Don't Know About Personalization.10. Applying the Segmenting and Pretraining Principles: Managing Complexity by Breaking a Lesson into Parts.Segmenting Principle: Break a Continuous Lesson into Bite-Size Segments.Psychological Reasons for the Segmenting Principle.Evidence for Breaking a Continuous Lesson into Bite-Size Segments.Pretraining Principle: Ensure That Learners Know the Names and Characteristics of Key Concepts.Psychological Reasons for the Pretraining Principle.Evidence for Providing Pretraining in Key Concepts.What We Don't Know About Segmenting and Pretraining.11. Leveraging Examples in e-Learning.What Are Worked Examples?The Psychology of Worked Examples.Evidence for the Benefits of Worked Examples.Worked Example Principle 1: Fade from Worked Examples to Problems.Worked Example Principle 2: Promote Self-Explanations.Worked Example Principle 3: Include Instructional Explanations of Worked Examples in Some Situations.Worked Example Principle 4: Apply the Multimedia Principles to Your Worked Examples.Worked Example Principle 5: Support Learning Transfer.Design Guidelines for Far Transfer Examples.What We Don't Know About Worked Examples.12. Does Practice Make Perfect?What Is Practice in e-Learning?The Paradox of Practice.Practice Principle 1: Add Sufficient Practice Interactions to e-Learning to Achieve the Objective.Practice Principle 2: Mirror the Job.Practice Principle 3: Provide Effective Feedback.Practice Principle 4: Distribute and Mix Practice Among Learning Events.Practice Principle 5: Apply Multimedia PrinciplesPractice Principle 6: Transition from Examples to Practice Gradually.What We Don't Know About Practice.13. Learning Together Virtually.What Is Collaborative Learning?What Is Computer-Supported Collaborative Learning (CSCL)?Some Generalizations About Collaboration.CSCL Research Summaries.Structured Controversy.CSCL: The Bottom Line.What We Don't Know About CSCL.14. Who's in Control? Guidelines for e-Learning Navigation.Learner Control Versus Program Control.Do Learners Make Good Instructional Decisions?Learner Control Principle 1: Give Experienced Learners Control.Learner Control Principle 2: Make Important Instructional Events the Default.Learner Control Principle 3: Consider Adaptive Control.Learner Control Principle 4: Give Pacing Control.Learner Control Principle 5: Offer Navigational Support in Hypermedia Environments.What We Don't Know About Learner Control.15. e-Learning to Build Thinking Skills.Three Types of Thinking Skills.Can Thinking Skills Be Trained?Thinking Skills Principle 1: Focus on Job-Specific Cognitive and Metacognitive Skills.Thinking Skills Principle 2: Consider a Whole-Task Course Design.Evidence for Whole-Task Instruction.Thinking Skills Principle 3: Make Thinking Processes Explicit.Thinking Skills Principle 4: Define Job-Specific Thinking Processes.Teaching Thinking Skills: The Bottom Line.What We Don't Know About Thinking Skills.16. Simulations and Games in e-Learning.The Case for Simulations and Games.What Are Simulations and Games?Do Games and Simulations Teach?Games and Simulations Principle 1: Match Game Types to Learning Goals.Games and Simulations Principle 2: Make Learning Essential to Game Progress.Games and Simulations Principle 3: Build in Proven Instructional Strategies.Games and Simulations Principle 4: Build in Guidance and Structure.Games and Simulations Principle 5: Manage Complexity.Games and Simulations Principle 6: Make Relevance Salient.What We Don't Know About Games and Simulations.17. Applying the Guidelines.Applying Evidence-Based Guidelines to e-Courses.e-Lesson Reviews.Review of Sample 1: Asynchronous e-Lesson on Excel for Small Business.Review of Sample 2: Synchronous e-Lesson on Excel.Review of Sample 3: Automotive Troubleshooting Simulation.Reflections on Past Predictions.Beyond 2011.In Conclusion.References.Glossary.List of Tables and Figures.Name Index.Subject Index.About the Authors.Pfeiffer Publication Guide.
"Thoroughly revised and updated, this third edition of the best-selling book offers a comprehensive review of multimedia learning for both users and designers. The book contains design principles that are written to increase learning while debunking many popular theories about good design. The book also contains the most current research and includes new topics (e-learning for educators, new delivery technologies, social media, and more) and offers helpful guidelines. The book's many examples: create working multimedia that inform the research guidelines; have been update to include real-world screen captures; extend principles to illustrate their application to synchronous e-learning tools"--
Electronic reproduction. Palo Alto, Calif. : ebrary, 2011. Available via World Wide Web. Access may be limited to ebrary affiliated libraries.
Publisher:
Pfeiffer,
Publication Place:
San Francisco, Calif. :
ISBN:
9780470874301 (hardback)
9781118086179 (ebook)
9781118086216 (ebook)
9781118086162 (e-book)
Subject:
Business education -- Computer-assisted instruction.
Electronic books.
Series:
Essential resources for training and HR professionals
Pfeiffer essential resources for training and HR professionals.
Edition:
3rd ed.
Contents:
Machine generated contents note: Acknowledgments.Introduction.1. e-Learning: Promise and Pitfalls.What Is e-Learning?Is e-Learning Better?The Promise of e-Learning.The Pitfalls of e-Learning.Inform and Perform e-Learning Goals.e-Learning Architectures.What Is Effective e-Courseware?Learning in e-Learning.2. How Do People Learn from e-Courses.How Do People Learn?How e-Lessons Affect Human Learning.What We Don't Know About Learning.3. Evidence-Based Practice.What Is Evidence-Based Practice?Three Approaches to Research on Instructional Effectiveness.What to Look for in Experimental Comparisons.How to Interpret No Effect in Experimental Comparisons.How to Interpret Research Statistics.How Can You Identify Relevant Research?What We Don't Know About Evidence-Based Practice.4. Applying the Multimedia Principle: Use Words and Graphics Rather Than Words Alone.Do Visuals Make a Difference?Multimedia Principle: Include Both Words and Graphics.Some Ways to Use Graphics to Promote Learning.Psychological Reasons for the Multimedia Principle.Evidence for Using Words and Pictures.The Multimedia Principle Works Best for Novices.Should You Change Static Illustrations into Animations?What We Don't Know About Visuals.5. Applying the Contiguity Principle: Align Words to Corresponding Graphics.Contiguity Principle 1: Place Printed Words Near Corresponding Graphics.Contiguity Principle 2: Synchronize Spoken Words with Corresponding Graphics.Psychological Reasons for the Contiguity Principle.Evidence for Presenting Printed Words Near Corresponding Graphics.Evidence for Presenting Spoken Words at the Same Time as Corresponding Graphics.What We Don't Know About Contiguity.6. Applying the Modality Principle: Present Words as Audio Narration Rather Than On-Screen Text.Modality Principle: Present Words as Speech Rather Than On-Screen Text.Limitations to the Modality Principle.Psychological Reasons for the Modality Principle.Evidence for Using Spoken Rather Than Printed Text.When the Modality Principle Applies.What We Don't Know About Modality.7. Applying the Redundancy Principle: Explain Visuals with Words in Audio OR Text: Not Both.Redundancy Principle 1: Do Not Add On-Screen Text to Narrated Graphics.Psychological Reasons for the Redundancy Principle.Evidence for Omitting Redundant On-Screen Text.Redundancy Principle 2: Consider Adding On-Screen Text to Narration in Special Situations.Psychological Reasons for Exceptions to the Redundancy Principle.Evidence for Including Redundant On-Screen Text.What We Don't Know About Redundancy.8. Applying the Coherence Principle: Adding Material Can Hurt Learning.Coherence Principle 1: Avoid e-Lessons with Extraneous Audio.Psychological Reasons to Avoid Extraneous Audio in e-Learning.Evidence for Omitting Extraneous Audio.Coherence Principle 2: Avoid e-Lessons with Extraneous Graphics.Psychological Reasons to Avoid Extraneous Graphics in e-Learning.Evidence for Omitting Extraneous Graphics Added for Interest.Evidence for Using Simpler Visuals.Coherence Principle 3: Avoid e-Lessons with Extraneous Words.Psychological Reasons to Avoid Extraneous Words in e-Learning.Evidence for Omitting Extraneous Words Added for Interest.Evidence for Omitting Extraneous Words Added to Expand on Key Ideas.Evidence for Omitting Extraneous Words Added for Technical Depth.What We Don't Know About Coherence.9. Applying the Personalization Principle: Use Conversational Style and Virtual Coaches.Personalization Principle 1: Use Conversational Rather Than Formal Style.Psychological Reasons for the Personalization Principle.Evidence for Using Conversational Style.Promote Personalization Through Voice Quality.Promote Personalization Through Polite Speech.Personalization Principle 2: Use Effective On-Screen Coaches to Promote Learning.Personalization Principle 3: Make the Author Visible to Promote Learning.Psychological Reasons for Using a Visible Author.Evidence for the Visible Author.What We Don't Know About Personalization.10. Applying the Segmenting and Pretraining Principles: Managing Complexity by Breaking a Lesson into Parts.Segmenting Principle: Break a Continuous Lesson into Bite-Size Segments.Psychological Reasons for the Segmenting Principle.Evidence for Breaking a Continuous Lesson into Bite-Size Segments.Pretraining Principle: Ensure That Learners Know the Names and Characteristics of Key Concepts.Psychological Reasons for the Pretraining Principle.Evidence for Providing Pretraining in Key Concepts.What We Don't Know About Segmenting and Pretraining.11. Leveraging Examples in e-Learning.What Are Worked Examples?The Psychology of Worked Examples.Evidence for the Benefits of Worked Examples.Worked Example Principle 1: Fade from Worked Examples to Problems.Worked Example Principle 2: Promote Self-Explanations.Worked Example Principle 3: Include Instructional Explanations of Worked Examples in Some Situations.Worked Example Principle 4: Apply the Multimedia Principles to Your Worked Examples.Worked Example Principle 5: Support Learning Transfer.Design Guidelines for Far Transfer Examples.What We Don't Know About Worked Examples.12. Does Practice Make Perfect?What Is Practice in e-Learning?The Paradox of Practice.Practice Principle 1: Add Sufficient Practice Interactions to e-Learning to Achieve the Objective.Practice Principle 2: Mirror the Job.Practice Principle 3: Provide Effective Feedback.Practice Principle 4: Distribute and Mix Practice Among Learning Events.Practice Principle 5: Apply Multimedia PrinciplesPractice Principle 6: Transition from Examples to Practice Gradually.What We Don't Know About Practice.13. Learning Together Virtually.What Is Collaborative Learning?What Is Computer-Supported Collaborative Learning (CSCL)?Some Generalizations About Collaboration.CSCL Research Summaries.Structured Controversy.CSCL: The Bottom Line.What We Don't Know About CSCL.14. Who's in Control? Guidelines for e-Learning Navigation.Learner Control Versus Program Control.Do Learners Make Good Instructional Decisions?Learner Control Principle 1: Give Experienced Learners Control.Learner Control Principle 2: Make Important Instructional Events the Default.Learner Control Principle 3: Consider Adaptive Control.Learner Control Principle 4: Give Pacing Control.Learner Control Principle 5: Offer Navigational Support in Hypermedia Environments.What We Don't Know About Learner Control.15. e-Learning to Build Thinking Skills.Three Types of Thinking Skills.Can Thinking Skills Be Trained?Thinking Skills Principle 1: Focus on Job-Specific Cognitive and Metacognitive Skills.Thinking Skills Principle 2: Consider a Whole-Task Course Design.Evidence for Whole-Task Instruction.Thinking Skills Principle 3: Make Thinking Processes Explicit.Thinking Skills Principle 4: Define Job-Specific Thinking Processes.Teaching Thinking Skills: The Bottom Line.What We Don't Know About Thinking Skills.16. Simulations and Games in e-Learning.The Case for Simulations and Games.What Are Simulations and Games?Do Games and Simulations Teach?Games and Simulations Principle 1: Match Game Types to Learning Goals.Games and Simulations Principle 2: Make Learning Essential to Game Progress.Games and Simulations Principle 3: Build in Proven Instructional Strategies.Games and Simulations Principle 4: Build in Guidance and Structure.Games and Simulations Principle 5: Manage Complexity.Games and Simulations Principle 6: Make Relevance Salient.What We Don't Know About Games and Simulations.17. Applying the Guidelines.Applying Evidence-Based Guidelines to e-Courses.e-Lesson Reviews.Review of Sample 1: Asynchronous e-Lesson on Excel for Small Business.Review of Sample 2: Synchronous e-Lesson on Excel.Review of Sample 3: Automotive Troubleshooting Simulation.Reflections on Past Predictions.Beyond 2011.In Conclusion.References.Glossary.List of Tables and Figures.Name Index.Subject Index.About the Authors.Pfeiffer Publication Guide.
Physical Description:
xviii, 502 p. : ill.
Electronic Location:
http://site.ebrary.com/lib/excellence/Doc?id=10488509
Publication Date:
2011.
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