www.clarktraining.com 602.230.9190

Spring - Fall 2007

Evidence-Based Workshops and Resources for Developing Effective Classroom

and e-Learning Instruction

Available Online and in Onsite and Public SessionsSee insert for public session

dates and cities

NEW! Leveraging the Virtual

Classroom - Seminar and Book(see P. 14 and 19)

Virtual Classroom Seminars:Building Expertise – P 9E-Learning & Science of

Instruction – P 12Efficiency in Learning – P 15

GetCertified!See p. 2-5

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Dr. Ruth Clark, President

Dr. Ann Kwinn, Partner

About our Seminars

CLARK Training & Consulting was established in 1988 by Dr. Ruth Colvin Clark, noted instructional psychologist and author of award-winning books on evidence-based training methods. In 2004 Dr. Ann Kwinn became a partner in CLARK Training and Consulting Ann has 19 years experience in design and development of Award Winning e-Learning programs. CLARK Training & Consulting is supported by a staff of dynamic instructors with extensive professional credits and on-the-job experience.

Why Attend CLARK Seminars:

Whether you take one or all eight of our seminars, you will benefit from a program with the following features:• No Fads: All of the tools and techniques you learn in our seminars are based on research evidence.• Human Learning Foundation: All of the techniques presented in our seminars are based on a current model of

human learning psychology. • Continuity: Because all of the seminars were developed by Dr. Clark, they reflect a consistent approach to

instruction that gives you a unified experience as you progress through the seminars.• Project Based: All of our seminars allow you to apply our guidelines and models in case study and project

assignments.• No Note Taking: Because extensive note taking can actually distract you from learning, you will receive a com-

plete set of structured notes (a participant guide) along with a supplementary text so you can devote your full attention to applying new skills.

• Small Classes: To give you maximum personal support, our class sizes are maintained at 20 or less.

What You Will Receive:• A comprehensive seminar workbook, to serve as your ready reference manual back on the job• A textbook providing workshop-oriented support and reference material• Additional job aids and worksheets to help you plan your performance improvement intervention• Current research articles to help you prepare for the seminar (pertains to our advanced seminars)• Continental breakfast, lunch, and coffee breaks each day at our public workshops• A certificate of completion

About Onsite Sessions:• If you have several people to train at one time, we can present any of our seminars at your location.

An in-house program offers you the benefits of:• Tailoring the program to your applications• Scheduling the session at a time and location convenient for you• Saving your organization the cost of individual travel and expenses

Tailoring CLARK Seminars to Your Needs:From testing to human learning, see page 20 for one-day add ons to your seminar at bargain rates. We can also help you assess your needs with a skill scan of your organization’s training goals and staff readiness.

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Certification

The CLARK Performance-Based ISD (Instructional Systems Design) Certification Program..................,.....................2

The CLARK Performance-Based e-Learning Certification Program......................................................,..............................4

Seminars

How to Plan, Develop and Evaluate Training.............................................................................................................................6

CLARK Online: How to Plan, Develop and Evaluate Training...................................................................................7

Needs Assessment for Performance Technologists: Tools and Techniques......................................................................8

Building Expertise:How to Apply Learning Psychology to Instructional Design.......................................................................................9

How to Plan, Design and Evaluate e-Learning..........................................................................................................................10

E-Learning Producer: How to Carry out All Phases of e-Learning Development...................................................................................................11

E-Learning and the Science of Instruction.....................................................................................................................12

Graphics for Learning: How to Plan and Select Visuals that Teach..............................................................................................................................13

How to Leverage the Virtual Classroom...............................................................................................14

Efficiency in Learning: Evidence-based Guidelines to Manage Cognitive Load.............................................................................................15

Resources

Consulting Services.........................................................................................................................................................................16

Certified Instructors.......................................................................................................................................................................17

Books by Dr. Ruth Clark...............................................................................................................................................................18

Special Programs by Dr. Clark.....................................................................................................................................................20

Price List............................................................................................................................................................................................21

NEW!

ONLINE

ILT or ONLINE

ILT or ONLINE

ILT or ONLINE

ILT or ONLINE

Table of Contents

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Some CLARK Certified Clients:

• Bristol Myers Squibb• Wells Fargo• SBC• Ingram Micro• National Electronics Warranty• Connectiv• FileNet• 1st Class Solutions• Areva

Enroll in Spring or Fall 2007 Public

Certification Series! See insert

for cities and dates

OuR THREE-COuRSE ISD CERTIFICATION PROGRAM

“This certification series exceeded all our incoming expectations! Our instruc-tors are more competent when working clients as we are able to assess their needs and deliver a better product. I would recommend the CTC Certification program to anyone!” Tami Longmire – Training Manager - AREVA

In the United States, approximately 50 to 60 billion dollars are invested in organiza-tional training yearly! And the vast majority of that investment goes to the salaries of the training staff that designs, delivers, and administers internal training. Certi-fication is one way to ensure that the training staff investment pays off. Certifica-tion in the CLARK Instructional Systems Design program ensures a common and comprehensive set of skills and language shared within a training staff.

The CLARK ISD Certification requires more than just attending classes. Each participant will demonstrate com-petency by completing a work-related product aligned to three core skill areas: human performance technology, instructional design of classroom learning materials, and application of human psychological learning processes. See the opposite page for details on how the program works.

Why CLARK ISD Certification?

1. Consistency in your organization’s approach to course design and development2. A common language for all course designers3. Credentials for individual course designers4. A portfolio of your ISD products5. Demonstrated transfer of new ISD skills to the job

Skills Demonstrated in the Program:During the Needs Assessment Phase you will learn to:• Define business goals and metrics linked to an organizational opportunity or problem• Evaluate business processes and performers to identify barriers and solutions• Plan and organize a performance and training needs assessment• Interview management, workers, and customers individually and in groups• Evaluate work products to identify performance gaps and their causes• Design surveys• Write an effective needs assessment report for your project stakeholders

During the Instructional Design Phase you will learn to:• Conduct a job and task analysis• Organize course and lesson content• Write learning objectives• Design effective practice exercises• Develop classroom training materials• Evaluate the outcomes of your training

During the Learning Psychology Phase you will learn to:• Design training materials that support working and long-term

memory • Support six essential psychological learning processes• Design a problem-based learning module• Apply recent research on instructional methods that work

The CLARK Performance-Based ISD (Instructional Systems Design) Certification Program

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Needs Assessment For Performance

Technologists: Tools & Techniques

How to Plan, Develop And Evaluate

Training

Building Expertise:How to Apply

Learning Psychologyto Instructional

Design

Certification Review And Completion

Document a needs assessment for your

organization and submit a final report

Design and evaluateclassroom lesson

Evaluate your lesson project for its

application of human information

processing methods

Project 1

Project 2

Project 3

The Clark ISD Certification Process

Courses Projects

Online Options: 1) PDET – Blended

Self- study 2) Building Expertise

– Virtual Classroom

Courses:During the program, you will take three hands-on courses:• Needs Assessment for Performance Technologists: Tools and Techniques

–See course details on page 8• How to Plan, Develop, and Evaluate Training (PDET) ILT or Online – See course details on pages 6 and 7• Building Expertise: Virtual Class – See course details on page 9During each course, you will start a project that will be completed at your

work site.

Project Summaries:Project 1: Conduct a Needs Assessment for your Organization

For your first project you will conduct a performance assessment in which you apply 3 -5 techniques to gather data linked to an opportunity or problem within a line organization. Your project deliverables include:• A Needs Assessment Project Plan• A Needs Assessment Data Form• A Training Needs Assessment Data Form• A Needs Assessment Report

Project 2: Design and Develop Training

For your second project, you will plan, design, and de-velop a lesson related to a training need you uncovered during your needs assessment project. Your project deliverables include:• A job and task analysis• A student guide for one lesson• A valid lesson quiz

Project 3: Assess Your Training for Support of Human Learning Processes

For your final project, you will evaluate your project 2 lesson for how effectively it supports human learning processes. Your project deliverable is a report that summarizes:• Instructional methods you used to support psycho-

logical learning processes• Which instructional architecture you used and why• How your organization could apply problem-based

learning strategies.

Who Should Certify:• Anyone newly assigned to design and develop effective organizational training• Any training team that wants to standardize their instructional processes on the proven

CLARK ISD methodology• Any one wanting a portfolio to submit for ASTD or ISPI Certification

How the Certification Program Works

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Enroll in Spring 2007 Public

Certification Series! See insert for cities

and dates

OuR THREE-COuRSE E-LEARNING CERTIFICATION PROGRAM

“In our opinion, this is THE best certification program around. We researched the market for months, and the Clark program was worth every penny. We expect it to do great things for the credibility of our business.”—Paul Hibink, Digital Latitudes“I have dealt with theory and content for years, but learning to translate that visu-ally into an engaging and interactive on-line course was well worth the time and money.”—Beth Jones, Training Coordinator-Jefferson County Public Library

To save training dollars and provide consistent training, e-learning has grown to about 25% of all organizational instruction. But dollars saved are an illusion unless e-learning is aligned to organizational objectives and effectively designed.

The CLARK e-Learning Certification program requires each participant to demonstrate competency by completing a work-related product aligned to three core skills areas: human performance technology, instructional design applied to e-learning, and application of the latest research in learning. See the opposite page for details on how the program works.

Why CLARK e-Learning Certification?

1. Professional competency in the design and selection of e-learning that pays off in achievement of business goals

2. A common language and process for all e-learning designers in your organization3. Demonstrated transfer of new e-learning skills to the job4. A portfolio of your e-learning products5. The ability to explain the evidence behind the techniques you use in your e-learning programs

Skills Demonstrated in the Program:During the Needs Assessment Phase you will learn to:• Define business goals and metrics linked to an opportunity or problem• Evaluate business processes and performers to identify barriers and solutions• Plan and organize a performance and training needs assessment• Interview management, workers, and customers individually and in groups• Evaluate work products to identify performance gaps and their causes• Design surveys• Write an effective needs assessment report for your project stakeholders

During the Design and Evaluation of e-Learning Phase you will learn to:• Display content on a screen for greatest impact• Design effective e-learning interactions and feedback• Create design documents, storyboards and site maps for your e-learning

course• Evaluate the outcomes of your e-learning training

During the e-Learning and the Science of Instruction Phase, (onsite sessions only) You will learn to:• Apply evidence-based guidelines for best use of graphics, text, and audio• Support six key psychological learning processes• Design practice and examples proven to work in e-learning• Design a problem-based learning module

Or Human Psychological Learning Processes (for public sessions) See Page 2.

The CLARK Performance-Based e-Learning Certification Program

Earn your CLARK e-Learning Certificate

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NEW Take Building Expertise

via Virtual Classroom

Needs Assessment For Performance

Technologists: Tools & Techniques

How to Plan, DesignAnd Evaluate

e-Learning

E-Learning &The Science ofInstruction or

Building Expertise:Human Learning

Psychology

Certification Review And Completion

Document a needsassessment with justification for

e-Learning

Create an e-learning design document,

sitemap & storyboards or a finished lesson

Evaluate your e-lesson project for its application of

current research in multimedia design

Project 1

Project 2

Project 3

The e-Learning Certification Process

Courses Projects

Courses:During the program, you will take three hands-on courses:• Needs Assessment for Performance Technologists: Tools and Techniques

See course details on page 8• How to Plan, Design, and Evaluate e-Learning See course details on page 10• E-Learning and the Science of Instruction (or Building Expertise for public

sessions) - See course details on pages 9 and 12During each course, you will start a project that will be completed at your work site.

Project Summaries:Project 1: Conduct a Needs Assessment at your Organization

In your first project you will conduct a performance assessment in which you apply 3 - 5 techniques to gather data addressing an opportunity or problem within a line organization. Your project deliverables include:• A Needs Assessment Project Plan• A Needs Assessment Data Form• A Needs Assessment report that includes your media delivery decisions

Project 2: Design of e-Learning

In your second project, you will plan, design, and devel-op an e-lesson related to a training need you uncovered during your needs assessment project. Your project deliverables include a design document, site map and storyboards or finished lesson with:• Application level learning objectives• A description of the media selection rationale• Screens that apply effective display guidelines• Application level e-learning interactions with

feedback

Project 3: Assess Your Training for Use of Evidence-Based Instructional Methods

In your final project, you will apply what you learn about instructional methods and human learning processes by evaluating your Project 2 lesson for its application of instructional support. Your project deliverable is a report that evaluates how effectively you have applied research-based guidelines regarding:• Use of visuals, text, and audio• Use of on-screen learning agents• Interaction design and placement • Use of navigational features to optimize learner

control• Design of problem-centered e-learning

How the Certification Program Works

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Winner of the ISPI Outstanding

Instructional Product Award

The Content-Performance Matrix

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The following special One-day Workshop Additions are recommended for this course:

Test Development — Graphics for Learning — Building Expertise — Efficiency in Learning

(Please see page 20 for more details)

OuR FOuR-DAy AWARD WINNING INSTRuCTIONAL DESIGN WORKSHOP

“It has really benefited me to learn from a CLARK representative instead of someone who attended the class and passed along the information. I have so much more knowledge and clarity that I can’t wait to fix my previous courses I have designed.”—- Deb Loucks, Trainer, GMAC Insurance”Wonderful investment of my time to hone my design skills”—Rita Houston, Manager - Coca Cola Corp.”I was completely engaged throughout the session. The course content will have a positive impact on my job performance.”—Joanne Sproat, Training Delivery Supervisor - Washington Mutual

Why take the PDET workshop?

1. In four days you will produce your own lesson guaranteed to achieve your instructional goals2. Learn a systematic process you can apply to all your training requirements3. use the same language and processes as your colleagues who have already learned to CLARK

their training

You will learn to: • Apply the CLARK Instructional Systems Design (ISD)

process to your training projects• Conduct a task analysis to define the audience, training

content, and course objectives• Distinguish between procedural and principle-based tasks• Create course and lesson outlines based on task analysis• Write learning objectives to match job and task analysis• Match instructional methods to your content: facts,

concepts, processes, procedures or principles• Use structured writing techniques to create course

handouts• Design valid practice exercises and tests• Plan four approaches to evaluate training success

Who should attend:• Instructional designers, curriculum developers, and other training professionals responsible for developing and

managing classroom-based training and reference materials• Content, technical, and subject matter experts with training assignments (no training experience is needed)• Anyone working toward their CLARK ISD Certification

How to Plan, Develop, and Evaluate Training (PDET)

You will receive a free copy of Dr. Clark’s bestselling book, Developing Technical Training.

Our model for linking training methods to content types

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How to Plan, Develop, and Evaluate Training (PDET) How to Plan, Develop, and Evaluate Training (PDET): CLARK Online: Blended Self Paced Course

OuR AWARD-WINNING INSTRuCTIONAL DESIGN WORKSHOP IN A SELF-PACED BLENDED FORMAT

“The on-line training allowed me the time and flexibility to use a portion of current training materials I am developing as a topic for my exercises. This provided customized training and feedback which was VERY applicable to my job!. Also- My mentor was a perfect match! Very thorough, knowledgeable, patient, and responsive.”—Julianne Schmidt, DLA Training Center

Why Take Online PDET?

1. you can work at your own pace and in the convenience of your own office2. No loss of productivity from being away from the job3. Save travel dollars and avoid time away from home4. Perfect for global learners with English as a 2nd language

How Online PDET Works:

Resources in this Blended Learning Experi-ence:

1. Workbook and Text

Use the same fully documented workbook used in the classroom course along with Dr. Clark’s best selling, Developing Technical Training.

2. Online Guidance and Exercises

Log into our Online PDET web site which con-tains a syllabus of your assignments, interactive exercises with feedback, sample projects and design/development tools.

3. Instructor Mentoring

Complete the same projects as the classroom version under the mentorship of a certified CLARK instructor. After independently completing your assigned readings and online exercises, you will send your project products to your mentor for review and discussion. Your deliverables include your job and task analysis, lesson learning objectives, lesson outline, a sample concept map, and your final lesson project.

Our Commitment:The main difference in taking CLARK Online is the self-discipline you need to complete assignments and project work on schedule. We look forward to working with you as a partner in your learning efforts!

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Needs assessment techniques

Download “Aligning Training to Business Results” June 2005

T&D Magazine. Click on Articles at www.Clarktraining.com

Needs Assessment for Performance Technologists: Tools and Techniques

OuR THREE-DAy WORKSHOP THAT SHOWS yOu HOW TO IMPROVE yOuR ORGANIzATION’S BOTTOM LINE

The format, facilitator and materials were excellent. I loved how the whole course revolved around a project that has real world implications rather than a bogus scenario.Jack BenedictGMAC Insurance-

I think we as HR professionals, often focus on a solution without clearly defining the business goal, much less aligning with that goal. We should be more bottom liners in our quest to aid the business. I now see a clearer picture ofwhat I need to focus my efforts on. Jerry HovisRockwell Collins

Why take Needs Assessment?

In this seminar, you will learn the latest tools and techniques of performance technology. you will learn how to plan and conduct an organizational study with the goal of recommending interventions, not necessarily training, that optimize human performance, impact operational outcomes, and sup-port the strategic goals of the organization in a cost-effective manner.

You will learn to improve your organization’s bottom line by:• Defining the operational goals for your organization• Aligning solutions, including training to operational goals• Improving business processes and individual worker outputs• Planning and conducting group and individual interviews• Observing work products, procedures, and processes• Using operational data as the basis for recommendations• Planning evaluation at the time of needs assessment• Writing effective needs assessment reports

Who should attend: • Training professionals and managers charged with

improving human performance in their organizations through training and other interventions

• Trainers who need to define their training objectives, instructional content and delivery media to ensure their training meets organiza-tional requirements

• Human resource professionals• Performance consultants

This is a hands-on seminar where you will actually plan a needs assess-ment using data from your organization.

This is the first workshop in our Certification Series.

Visit our website at www.clarktraining.com and click on the book cover for a complete class agenda.

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You will receive a complimentary copy of the award-winning book, Building Expertise.

The following special One-day Workshop Additions are recommended for this course:

Graphics for Learning — Efficiency in Learning

(Please see page 20 for more details)

Building Expertise: How to Apply Learning Psychology to Instructional Design

Human learning processes

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SPuBLIC SESSIONS NOW OFFERED VIA VIRTuAL CLASSROOMON SITES OFFERED VIA VIRTuAL CLASSROOM OR ILT 2 DAy CLASS

“Building Expertise was ‘hands on’ training on how to solve major problems with my courses: students over-whelmed with information, material forgotten by course end, and training content not applied back on the job. The course itself modeled the principles it taught, and the virtual classroom was an unexpected bonus. All in all, an incredible payback on 12 hours.” —Dennis L. Parish, CPA – American Institute of CPA’s As either a stand-alone course or as the capstone of the Instructional Design Certification program, training practi-tioners will find the Building Expertise seminar invaluable. Through extensive research in cognitive psychology and her own experience, Ruth validates the things that WORK in designing instruction, and more importantly, tells you WHY they work.—Dr. Don Shannon, Washington Mutual

Why take Building Expertise? The most valuable intellectual capital for the 21st century organization is human expertise. This unique seminar developed for trainers and course developers at any level of experience summarizes the most recent psychological research for design and development of training for classroom or multimedia delivery. Taken either as a stand-alone seminar or as part of our ISD certification program (page 2), this interactive two-day seminar will teach you the “why’s” behind the “how-to’s” of instructional design and delivery.

You will learn to:• Apply four different instructional architectures: Receptive, directive,

guided discovery, and exploratory• Identify the basic psychological processes that underpin learning• Experience the strengths and weaknesses of your working memory• Help your learners build the right mental models• Apply instructional methods that:

• Manage cognitive load in working memory• Encourage encoding into and retrieval from long-term memory

• Design problem-based learning workshops

Who should attend:• New trainers or training managers who would like to get an overview of human learning processes to apply to the design/delivery or evaluation of training• Training professionals involved in the design, development, and/or delivery of instruction who want to improve their ef-fectiveness by applying recent cognitive research• Developers of e-learning interested in moving beyond “tell and ask” courseware• Anyone interested in applying recent knowledge about how humans learn and transfer new knowledge and skills

Now Available Via Virtual

Classroom or ILT (onsites only)

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Newly Revised–

Now a 4 or a

5 Day Class

In-class testing of multimedia case studies

How to Plan, Design and Evaluate e-Learning

OuR FOuR DAy INTRODuCTION TO DESIGN OF EFFECTIVE ASyNCHRONOuS E-LEARNING

“This workshop gives our e-Learning designers a solid foundation on which to build effective training. CLARK Training is our preferred vendor for all our e-Learning needs.” —Dick Hannasch, Principal Financial Group

“An eye-opening experience. Just the information on screen “real-estate” alone was worth the money. The method is easy to follow, in a simple format that can work with even the most extensive content..” —Beth Jones, Training Coordinator, Jefferson County Library

In a world of rapid change and varying travel budgets, e-learning is quickly becom-ing a favored delivery alternative to classroom instruction. However, we know from research that learning is only as effective as the design of the lessons. This fast-paced, four-day comprehensive course builds the skills you need to: select the best instructional strategy and media for your e-course, create user-friendly interfaces and interactions, design an effective course and lesson, develop a pilot lesson, and evaluate the outcomes of your e-learning prod-ucts. This course focuses on asynchronous e-learning.

Why take Plan, Design and Evaluate e-Learning?

1. In 4 days you will learn all the basic processes and skills you need to create effective asynchronous e-learning

2. use the same language and processes as your colleagues who already apply the CLARK e-learning methodology

3. During the class you will design, develop, and evaluate a complete e-learning lesson

You will learn to:• Determine the best e-learning instructional strategy

to accomplish your instructional goals• Review techniques for job and task analysis as the

foundation for your design• Design interactive screens• Design effective interactions and feedback• Create a sitemap and storyboards for an

e-learning course• Write for the web• Test a pilot e-lesson

Who should attend:• Training and courseware managers and instructional

designers who are new to design of asynchronous e-learning

• Anyone reviewing asynchronous e-learning programs for purchase• Anyone working with asynchronous e-learning vendors • Graphic artists, programmers, and subject matter experts who work with e-learning teams and need the basic

instructional design principles and processes involved.

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OuR FIVE DAy ADVANCED E-LEARNING PRODuCTION CLASS; FOR ONSITE SESSIONS ONLy

“In looking back now, having developed courses on my own as well as in coordination with vendors, the e-Learning Producer course was where it all came together. The experience of personally developing all the related design, development and implementation documents/files in a lab environment was invaluable.” —Scott Silvester, IRS/SBSE - Technology Enabled Learning

Have you had some experience in e-learning, but need more hands-on practice and instruction on the best design and development processes to use? Have you encountered problems getting your ideas translated into a working product? Bring in your own projects and work through all phases of the e-learning design and development cycle in this action learning workshop, which blends learning with real work. During the seminar, you will create all the necessary project deliverables, from assembling the development schedule through writing a design document, sto-ryboard and site map, programming, testing, implementation, and even creating a course maintenance plan.

Why take e-Learning Producer?

1. Add to your basic design knowledge the tips and tricks for successful project management of e-learning production projects

2. Establish a common methodology for your e-learning team3. During the course you will practice all of the necessary tasks of e-learning development

You will learn to:• Create an e-learning design and development

project schedule• Draw a site map based on a completed task

analysis and course outline• Write a high-level design document and create

sample interface templates• Write detailed storyboards for one lesson• Carry out the storyboards to create a finished

e-learning application in PowerPoint• Devise a test plan and field test survey designed

to identify potential problems specific to your project

• Test the application using the test plan and data collection tool

• Write an implementation and maintenance plan for your specific application and organization

Who should attend: • E-learning project managers who supervise internal or external development teams• Instructional designers who want to adapt their course development skills to e- learning• Graphic artists, programmers, and subject matter experts who work in e-learning• E-learning designers and developers who have encountered process or communication problems

in past projects

This is a hands-on workshop designed for individuals working on an active e-learning project.

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Class participants work on design documents

e-Learning Producer: How to Carry Out All Phases of e-Learning Development

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Se-Learning and the Science of Instruction

You will receive a copy of the 2nd Edition of e-Learning and the Science of Instruction coauthored by Ruth Clark and Richard Mayer

The following special One-day Workshop Additions are recommended for this course:

Graphics for Learning — Efficiency in Learning

(Please see page 20 for more details)

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OuR 15 HOuR VIRTuAL CLASSROOM WORKSHOP BASED ON THE NEW EDITION OF DRS. CLARK AND MAyER’S AWARD-WINNING BOOK

“The e-Learning and the Science of Instruction Book will be my Bible for future projects.” —Libby Koopman, IRS“The book, e-Learning and the Science of Instruction has been an absolute joy to me. Many of the principles that you wrote about I already knew as a ‘gut-feel.’ Now I have proof. I cannot tell you how much that means to me.” —Michael Richards, eLearning Media

Why take e-Learning and the Science of Instruction?

1. Learn the latest research updates on asynchronous and synchronous e-learning from the Second Edition of this Award Winning book!

2. Feel confident when presenting your e-learning designs to your clients3. Know not only what works in e-learning but why it works

You will learn what research tells us about how to:• Leverage on-screen visuals• Maximize learning from visuals with onscreen text and audio• Display onscreen text• Use onscreen agents and language to improve learning• Avoid distracting visuals, audio, and stories• Fade examples into practice to manage mental load• Create engaging examples• Design practice and feedback that promotes learning• Integrate synchronous and asynchronous collaborative activities into

your e-learning• Teach problem-solving skills in e-learning• Identify opportunities for games and simulations

Who should attend:• Individuals in business and industry responsible for selection

of effective e-learning for their organizations• Instructional designers/developers responsible for design

and development of e-learning courseware• Anyone interested in the psychology and research behind

instructional methods in e-learning

NEWLY UPDATED PUBLIC SESSIONS IN

VIRTUAL CLASSROOM ONSITES BY ILT

OR VIRTUAL

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The following special One-day Workshop Additions are recommended for this course:

Efficiency in Learning

(Please see page 20 for more details)

Graphics for Learning: How to Plan and Select Visuals That Teach

Bring in some sample training materials with graphics (workbooks, screen captures, or storyboards) and start applying the workshop guidelines right away!

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NEW WORKSHOP!

Receive your free copy at the workshop!

OuR TWO-DAy WORKSHOP THAT SHOWS yOu HOW TO uSE VISuALS EFFECTIVELy

Understanding the ‘why’ behind use of graphics and text and how they promote or detract from learning. - Gerald White, TAP Pharmaceutical

Taking samples of course content to the workshop allowed me to get some great feedback from the instructor and the other participants. I was able to apply what I learned right away. —Linda Conklin, Yellow Transportation

The full potential of visuals to increase learning and improve work performance is often unrealized. Too often, training materials are a wall of words. In other cases elaborate thematic or decorative visuals are used to spice up workbooks or screens. Either way, the potential for graphics to promote learning is lost.

Why take Graphics for Learning?

Based on the book, Graphics for Learning, by Dr. Ruth Clark and Chopeta Lyons, this hands-on evidence-based workshop shows you how to apply research-based guidelines and a graphic design model to visualize training con-tent delivered in workbooks, e-learning or slides. This is not a “how to draw” workshop. Its focus is on what kinds of visuals work and why.

You will learn to:• Visualize five lesson content types• Select graphics based on their communication and psychological

functions rather than surface features• Plan graphic treatments early in the course design process in ways that

position visuals as one element in the entire instructional landscape• Avoid graphics that defeat human learning processes• Select graphics that support one of seven key psychological learning events• Summarize research studies that support your visual recommendations• Communicate your graphic plans to others on the development team

Who should attend:The workshop does not assume any skills in graphic arts or design. It is suitable for anyone involved in the planning, production or selection of instructional materials that support organizational knowledge and skills: • Instructional designers who would like to plan and communicate visuals more effectively• Graphic specialists who would like to know the research behind what kinds of graphics promote learning• Professionals who produce their own training materials• Anyone involved in the review and selection of courseware for their organization• Book publishers or writers who want visuals that work

NEWLY UPDATED PUBLIC SESSIONS IN

VIRTUAL CLASSROOM ONSITES BY ILT

OR VIRTUAL

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TAKE OuR NEW COuRSE IN FOuR VIRTuAL CLASSROOM PuBLIC SESSIONS OR IN A 2 DAy INSTRuCTOR-LED ONSITE CLASS !

“Participating in an effectively designed and delivered virtual class IS the best way to learn how to design virtual instructor-led training. I was completely engaged throughout the seminar.” - Apryl Johnson - Charles Schwab

“Excellent! My virtual delivery skills have experienced important improvements.” - Julie Tillotson - Xcel Energy

“Wonderful! This class and information will greatly help me in the virtual classroom! I liked the seminar’s interactivity, examples, and enthusiasm of the instructor.” - Carla Bartlets - IRS

Why Take How to Leverage the Virtual Classroom? To save travel costs and time away from work, organizations are embracing the virtual classroom. However dollar savings are

an illusion when virtual classroom training fails to use the powerful learning features of this new technology. Get a true return on investment from your virtual classroom by learning how to design and facilitate effective virtual classroom events!

You will learn to: • Determine when it’s appropriate to use the virtual classroom to

achieve your instructional goals• Plan blended training events that incorporate synchronous and

asynchronous work

• Develop virtual classroom sessions that keep your participants engaged and learning

• Select and develop visuals that promote learning

• Explain your visuals effectively with text and with audio

• Embed frequent and engaging interactions into your presentations

• Use application sharing to teach software skills

• Promote collaborative activities

Who should attend:This workshop assumes prior experience in instructional design and basic familiarity with the mechanics of a virtual classroom tool. It is

appropriate for:• Developers of virtual classroom events

• Producers who help others develop and deliver effective virtual classroom sessions

• Facilitators who are involved in production and facilitation of virtual classroom sessions• Anyone interested in learning how to effectively leverage the features of the virtual classroom proven to support learning

Course Options For individuals: Take a public session that meets virtually once a week for a month. Scheduled on demand. For public sessions you may register for: - Audit - $699 – you attend the class but do not complete a project or receive a certificate - Certificate - $999 – you attend class, complete a project, and receive instructor feedback and a certificate For Groups: Two day instructor-led onsite or four virtual classroom sessions

Get a free copy of Ruth’s most recent

book: The New Virtual Classroom

with this class

NOTE: This class will be delivered via Elluminate virtual classroom software.. However the skills you will learn apply to any virtual classroom tool with a white board, audio, and interactive facilities.

Requirements:

A PC or Mac computer with an Internet connection, micro-phone, and either headphones or speakers. You do not need to purchase any software or software license to take these courses or have any previous virtual classroom experience.

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This advanced Workshop taught only by Dr. Clark

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Praise for Efficiency in Learning

“The pressure is on to accelerate the learning process and the only way we, as instructional designers, can begin to achieve that goal is to help learners learn better. You can start by reading this book!” –Barbara Fillicaro ASTD Online Book Review

“In today’s organizations there is a lot of pressure to accelerate the learning process. By helping learners learn more efficiently, we can realize this goal.” –Melissa Baddeley - Performance Improvement (2006) Book Review page 46.

Why take Efficiency in Learning?

The biggest expense in organizational training is the time participants spend away from work. Based on Ruth Clark’s new book, coauthored with Frank Nguyen and John Sweller, this seminar will teach you how to create efficient learning environments that result in faster learning, better learning, or both. The techniques covered are based on over 25 years of experimental research on cognitive load theory. Cognitive load is the amount of mental ef-fort instruction imposes on working (or short term) memory.

You will learn to:• Apply the most recent research on human learning processes in ways that

minimize overload in working memory• Develop training materials that minimize cognitive load through best use

and display of visuals, text, and audio in workbooks, on slides, and in all forms of e-learning

• Accelerate learning with worked examples• Identify which differences among learners are most important• Adjust your training for different levels of expertise• Create adaptive instruction with rapid forms of testing• Distinguish among three forms of cognitive load: extraneous, intrinsic, and

germane and balance these for maximum efficiency• Exploit working memory capacity with germane (or relevant) cognitive

load• Calculate and plot efficiency metrics for lessons

Who should attend:• Any instructional professional with at least 2 years experience in developing or delivering training• Experienced instructional designers creating classroom, virtual classroom, or asynchronous e-learning• Any graduate of the CLARK ISD Instructional Design Certification Program • Training managers or evaluators who would like to learn evidence-based methods to save time and get better

learning results

You will receive a free copy of Dr. Clark’s latest book: Efficiency in Learning.

Includes CD with examples of how to apply cognitive load theory to synchronous and asynchro-nous e-learning plus video commentary from Dr John Sweller.

Efficiency in Learning: Evidence-based Guidelines to Manage Cognitive Load

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Sample ProjectsFor Kaiser Permanente, we trained a core team of designers, then worked with a larger team of SMEs to develop a 40-hour underwriter training program.

For IBM and eTeaming, we consulted on design and develop-ment of a performance support/e-learning program for virtual team collaboration.

For Florida Power and Light, we conducted a needs assess-ment of their e-learning design and development process and made recommendations, providing process documentation.

For Fiserv Investments we assessed their e-learning courses and virtually provided a tailored combination of training and consulting.

For ASTD we developed all materials, including a case study video, for their Designing Learning Certificate program.

For T-Mobile we assessed the staff’s individual instructional design skills via portfolio and interview.

For Areva we developed a custom needs assessment process and forms.

Consulting Services

LET OuR ExPERIENCED STAFF GuIDE yOuR TRAINING PROGRAMS

“Clark Training & Consulting brought the unusual blend of sound science and practical experience to the work at hand.” —Phyllis Finnemore, eTeaming

Clark Training and Consulting has extensive experience helping clients to define performance needs, design training, and evaluate training alternatives. We specialize in applying cognitive instructional methods to your training requirements. Let our experienced staff guide your training programs.

Needs Assessment:We can help you get started or build on your cur-rent training program by:• Specifying your organizational goals• Defining project constraints• Reviewing work requirements, tools, and metrics

Training Design:We will work with your content experts to develop effective training materials for: classroom or e-learning: synchronous, asynchronous or blended learning environments. We will work with your subject matter experts to:• Document a job and task analysis• Write outlines and learning objectives• Devise an appropriate instructional design with

effective use of graphics and valid practice exercises

e-Learning:We can help you either get started in e-learning or build upon past projects. We can:• Assess organizational readiness and

appropriateness of content• Develop an e-learning strategy and production

or conversion process including testing• Provide training, mentoring and coaching in

e-learning course design• Design or evaluate programs based on

E-learning and the Science of Instruction• Assist in choosing and using collaborative

features, learning objects or LMSs/LCMSs

Training Evaluation:We will help you evaluate internal or external training programs. Evaluation activities can include:• Course feature evaluation• Design and validation of tests• Creation of an evaluation plan for training

transfer or return on investment• Skill assessment – individually or aggregated

Please see our web site for further description and other sample projects.

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Mr. Barry GallowayAssociate Instructor

For the past twenty years, Barry has been designing, developing, and delivering CBT, e-Learning, classroom instruc-

tion, and multimedia performance support systems. He holds a Master of Science degree in Instructional/Perfor-

mance Technology, and has designed training and support systems for dozens of industry, non-profit, and public

sector organizations that include the U.S. Customs Service, U.S. Army, U.S. Transportation Security Administra-

tion, AARP, Network Solutions, Verizon, and Ryder System, Inc.

Certified Instructors

Dr. Ruth ClarkPrincipal/President

A recognized specialist in instructional

design and technical training, Dr. Clark

holds a doctorate in Educational

Psychology and Instructional Technol-

ogy from the University of Southern

California. Prior to founding CLARK

Training & Consulting, Dr. Clark served

as training manager for Southern California Edison. She is past

president of the International Society for Performance Improvement

and an author of six books and numerous articles. Ruth was the

2006 recipient of the Thomas F. Gilbert Award for Distinguished

Professional Achievement from ISPI.

Dr. Ann KwinnPartner and Director of E-Learning

In the past 19 years, Dr. Kwinn has

designed and managed the develop-

ment of over 25 e-learning programs,

and consulted on others, receiving

three CINDY awards and Multimedia

Producer magazine’s Top 100 Producers.

Dr. Kwinn holds a Ph.D. in Instructional

Technology from USC, was a research fellow at ETS and taught at

UC Irvine. She is co-author with Ruth Clark of the book, The New

Virtual Classroom and co-author with Bill Brandon and Karen Hyder

of the online book, The eLearning Guild Guide to Creating and Produc-

ing Successful Online Instruction. Dr. Kwinn has written many articles

and book chapters and has presented at several conferences. She is

the designer of Clark’s e-Learning Producer seminar.

Ms. Chopeta LyonsAssociate Instructor

Ms. Chopeta Lyons is co-creator and

designer of our How to Plan, Design,

and Evaluate e-Learning workshop.

She is also co-author with Dr. Clark of

Graphics for Learning. Since 1983, she

has designed and developed online ed-

ucational and training software, employ-

ing computer, multimedia and web technologies (CBT, Multimedia,

and WBT) for a client list that includes Hewitt Associates, IBM,

Motorola, Travelers, Xantel, Bachman Software, CIGNA, March of

Dimes, Bank of Boston, Citibank, VMSoftware and USBancorp. Two

recent multimedia projects under her direction are recipients of

Brandon Hall gold and silver awards. In addition to training design

and staff development for large-scale projects, she is the author of a

textbook and numerous articles.

Ms. Trudy MandevilleAssociate Instructor

Trudy’s thirty years experience in adult

education includes creating innovative

health education programs, designing

online continuing education programs

for the medical community, and

developing blended e-learning technical

training for leading edge high technol-

ogy firms. In addition to the health care and high tech audiences,

she also has successfully extended her expertise to financial services

companies, banking, call centers, and customer service organizations.

Trudy has a BS in Nursing from Salve Regina University and an MBA

from Bryant University.

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“I came to the training field as a technology writer with no formal ID training, and I have

found her research-based approach extremely helpful. Because of her work, I feel much more confident in my ability to serve our

clients responsibly and effectively.” - Mitt Jones, instructional designer, Via Training LLC

Books by Dr. Ruth Clark

Building Expertise - Second EditionBuilding Expertise is completely revised with new chapters and updated research inall chapters. Like the first edition, it focuses on how to select instructional methods toenhance human cognitive learning processes. All new research is summarized, and illus-trates how you can:• Support selective attention and minimize divided attention during learning• Reduce extraneous psychological load in your materials• Activate relevant prior knowledge and avoid activation of irrelevant mental models• Help learners build mental models• Support transfer of learning for procedural and far transfer skills• Design problem-centered learning environments• Support metacognitive skills as they apply to self-directed learning and to domain specific problem solving• Apply cognitive models of motivation

($39.95)

Developing Technical TrainingThis book provides practical, research based guidelines and examples that will help you design effective, job-based technical or “soft skills” training that has a positive impact on your organization. Based on the research of Dr. David Merrill and Robert Horn, this text is used in many master and doctoral programs and is made up of four parts:1) The Technology of Training: An Introduction2) Designing Training for Five Basic Content Types (facts, concepts, processes, proce-

dures, principles)3) Organization of Lessons and Courses4) Computer-Based Training: Some Unique Guidelines

($31.95)

e-Learning and the Science of InstructionWinner of the 2004 ISPI Award of Excellence in Instructional Communicatione-Learning and the Science of Instruction is an award-winning book about what worksin e-learning. Unlike many other books on multimedia training, the guidelinespresented are based on empirical research – not opinion! Written in partnership withDr. Richard Mayer, an internationally recognized researcher in multimedia learning, thebook addresses what research tells us about the best use of text, graphics, audio, prac-tice, examples and collaborative facilities to maximize learning.

Although the guidelines apply to all types of e-learning products, the primary focus is on e-learning designed and developed for job-based training.

This book includes the following chapters:Chapters 1 and 2: e-Learning Promise and Pitfalls, How People Learn from e-CoursesChapters 3 - 8: The Multimedia, Contiguity, Modality, Redundancy, Coherence, and Personalization PrinciplesChapters 9 - 13: Use of Practice, Leveraging Examples, Collaboration, Learner Control, Problem-SolvingChapter 14: Applying the Guidelines

($39.95)

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SGraphics for LearningThe full potential of visuals to increase learning and improve performance is often unrealized. Too often, training materials are a wall of words. In other cases, elabo-rate themes or decorative visuals are used to spice up workbooks or screens. Either way, the potential for graphics to promote learning is lost.

Graphics for Learning, by Dr. Ruth Clark and Chopeta Lyons, shows you how to apply research-based guidelines and a graphic design model to visualize training content delivered in workbooks, e-learning, or slides and includes the following sections:1) The Foundation• Three Views of Instructional Visuals• A Visual Design Model for Planning Graphics Systematically2) How to Use Visuals to Support Psychological Learning Processes3) How to Visualize Lesson Content4) How to Plan and Communicate Your Visuals

($50.00)

Efficiency in Learning“I recommend Efficiency in Learning to any training and develop-ment professional. The experienced professional will find it insight-ful and may even shake up your views on the standard approach to instructional design. New professionals will find that it gives them a tremendous advantage for starting their career in the right direction.” – Diane Sidwell Jones Training Media

Learn about the most powerful, pervasive, practical and proven instructional theory of the 21st Century. Whether you are a facilitator, designer, or developer of training, cognitive load applies to you! Follow the guidelines in this book to create environments proven to result in faster learning, better learning or both! Get a free copy with our workshop! See page 15!

($50.00)

The New Virtual Classroom by Ruth Clark and Ann KwinnFacilitators and developers of virtual classroom events can learn proven methods to leverage virtual classroom technology in this brand new book with the following major parts:

Meet the New Virtual Classroom

Learning in the New Virtual Classroom

Engaging Participants in the New Virtual Classroom

Optimizing your Virtual Events

Creating Effective Learning Events in the Virtual Classroom

To purchase any of Dr. Clark’s texts, click on bookstore at www.clarktraining.com.

NEW!

AVAILABLE April 2007

CheCk our website for free preview Chapter

(available MarCh, 2007)

Get a free copywith our

Virtual classroomworkshop

see page 14

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ES Special Programs by Dr. Ruth Clark: In Person and Virtual

Planning a special event for your staff or professional training organization? We offer 1-2 hour interactive keynotes or full day programs for 10-100 participants. Call 602-230-9190 to schedule your event.

Dr. Clark has given keynote presentations to the Canadian Society for Training and Development, Wells Fargo, The University of Southern Alabama, The Conference on Distance Learning, and is featured as a Training Legend Speaker at the 2007 ASTD ICE event.

Efficiency in Learning: Updating 7 ± 2 (1 hour to full day)Based on Ruth Clark’s book, Efficiency in Learning, this program will teach you evidence-based methods that speed up learning, achieve better learning outcomes or both. Over 25 years of research by Dr. John Sweller pro-vide the foundation for guidelines on designing training environments that work in harmony with human learning processes. You will apply research and examples from synchronous and asynchronous training environments to maximize instructional efficiency.

New Media: New Brain? (1 hour to 1 day)Some advocates of gaming in e-learning suggest that the digital natives have increased mental capacity as a result of playing video games. In this interactive session, you will test your own mental capacity and see what research tells us about the learning abilities of the younger generation. Learn which multimedia features promote learning and which features are at risk to depress learning.

The Science of Instruction 1 hour to 1 dayBased on the latest research in instructional psychology, Ruth Clark describes the guidelines, the evidence, and the psychology behind the best use of instructional modes, methods, and media to promote learning.

How to Use the Virtual Classroom 1 hour presentation to full day workshopThis session will overview Ruth Clark’s DVEP model of how to exploit the features of the virtual classroom to yield better learning. The model is based on research cited in her previous books on how to best use visuals, text and audio as well as how to best design and deploy interactions. Participants will have an opportunity to see some examples of how the model is applied and complete some short design exercises.

Graphics for Learning 1-3 hoursChopeta Lyons or Ruth Clark will show how to plan for or select effective graphics for learning. This program will include examples, guidelines, and the research and psychology behind given recommendations. This program is suitable for audiences of any level of graphic experience. Examples include print and multimedia. Please see page 13 for more information.

Special One Day Workshop Additions for Onsite Sessions Test Development: Learn how to create valid tests. Graphics for Learning: Learn how to design visuals that promote learning. Efficiency in Learning: Learn the basic techniques to accelerate learning from Dr. Clark’s latest book: Efficiency in Learning. Virtual Classroom Introduction: Learn about the basic features and uses of the Virtual Classroom Building Expertise: Learn the basics of how to support working and long-term memory during learning.e-Learning and the Science of Instruction: Get an overview of what research tells us about how to use visuals, text, and audio to promote learning in multimedia courses

For more information, visit our website at www.clarktraining.com.

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PR

ICE

SPublic Seminars

Public seminars are open to individuals and small groups. Class prices include tuition and materials.New classes will be added throughout the year based on demand.

CLARK ISD or e-LEARNING Certification Program $5,600 per student3 – Course Program

How to Plan, Develop and Evaluate Training $1,795 per studentFour-day workshop

CLARK Online: How to Plan, Develop and Evaluate Training $1,495 per studentSelf-paced, blended workshop

Needs Assessment for Performance Technologists: $1,495 per studentTools and TechniquesThree-day workshop

Building Expertise: $1,195 per studentFive 3 hour virtual sessions

How to Plan, Design, and Evaluate e-Learning $1,895 per studentFour-day workshop

e-Learning and the Science of Instruction $999 per studentFive 3 hour virtual sessions

Graphics for Learning: $999 per studentHow to Plan and Select Visuals that Teach Two-day workshop How to Leverage the Virtual Classroom $999 per student – Certificate levelFour 2 hour virtual sessions $699 per student – Audit level

Efficiency in Learning $999 per studentEvidence-Based Guidelines to Manage Cognitive LoadFive 3 hour virtual sessions

Prices and dates are subject to change

Visit our website for updates on public seminars

Onsite Seminars

Groups of 8 or more can save on travel costs by booking seminars onsite.Call 602-230-9190 for a quote.

www.clarktraining.com 602.230.9190

2007 Price List

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87401perMit No. 1

CLARK Training & Consulting 1423 E. Main Street, PMB #193Cortez, CO 81321

Classroom and Online Courses Offered by CLARK Training & Consulting in 2007See the current class schedule inside or on our website: www.clarktraining.com.

ISD or E-LEARNING CERTIFICATION Offered by CLARK Training & Consulting in 2007

Instructional Systems Design Certification e-Learning Certification

The certification process includes a series of three courses along with work-related project assignments in which you will apply your new skills. A unique and valuable feature is the close, personal coaching you will receive from our staff at each stage of the process. For more information about the CLARK ISD and E-LEARNING CERTIFICATION processes, see pages 2 and 4.

How to Plan Develop, and Evaluate Training

CLARK Online: How to Plan, Develop and Evaluate Train-ing

How to Plan, Design and Evaluate e-Learning

e-Learning Producer: How to Carry Out All Phases of e-Learning Development

e-Learning and the Science of Instruction

Needs Assessment for Performance Technologists: Tools and Techniques

Building Expertise: How to Apply Learning Psychol-ogy to Instructional Design

Efficiency in Learning: Evidence-based Guidelines to Manage Cognitive Load

Graphics for Learning: How to Plan and Select Visuals that Teach

How to Leverage the Virtual Classroom