For over 25 years Ruth Clark has helped workforce learning practitioners apply evidence-based practice guidelines based on valid research. Ruth has developed a number of seminars and written six books that translate important research programs into practical training guidance including e-Learning and the Science of Instruction, Efficiency in Learning, and The New Virtual Classroom.
A science undergraduate, Ruth completed her doctorate in Instructional Psychology/ Educational Technology in 1988 at the University of Southern California. Ruth is a Past President of the International Society of Performance Improvement and a member of the American Educational Research Association. Ruth was honored with the 2006 Thomas F. Gilbert Distinguished Professional Achievement Award by the International Society for Performance Improvement and was a Training Legend Speaker at the ASTD 2007 International Conference. Ruth is currently a dual resident of Southwest Colorado and Phoenix, Arizona and divides her professional time among speaking, teaching, and writing.
Articles by Ruth Clark
Ask trainers to define what they mean by the term “game” and you will likely hear a mix of features or examples. The problem is that many things that could be called a game do not necessarily lead to learning. A leader in the field of instructional technology takes on the question: Is it right to advocate games as a main or frequent instructional strategy?
Instructional designers face the constant challenge of balancing many considerations affecting learning. Of all the guidelines from research offering advice on these matters, few are more challenging than those dealing with cognitive load. How much is too much? Is cognitive load always bad? In this article, two authors who have focused on these questions give you the answers and a systematic view.
Research now shows that traditional classrooms and virtual classrooms (synchronous e-Learning) are about equally effective overall. It’s not the medium that makes the difference; it’s the way in which the designer and the instructor use the features that are available. One of the outstanding e-Learning designers in the world reveals guidelines that will help you use the virtual classroom.
This concludes an expert review of research on best practices in using visuals in e-Learning. Choosing the best graphic for learning purposes depends on your instructional goals, the learning landscape, and the learners who will participate. The systematic visual design model summarized in this outstanding article will enable you to derive the best graphic treatment every time!
Visuals included in your e-Learning can improve learning — if you can figure out how to use them correctly. In this, the first of two parts, two experts guide you through the results of research into the best practices. This is an article you will want to refer to often!
Decisions about e-Learning courseware must begin with an understanding of how the mind works during learning and of what research tells us about the factors that lead to learning. Here are the six principles that have emerged from controlled experiments in how to best use multimedia in e- Learning.