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| Dedication | |
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| Preface | |
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| The Human Learner-What Research Tells Us | |
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| Learning Is Not Easy (Especially When Others Make It So Hard) | |
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| What Is This Book About? | |
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| An Introduction to Some �Familiar Terms� | |
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| Basic Vocabulary-The Terms of the Trade | |
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| Two Key Principles: Your Mantra as a Trainer (Educator, Instructor) | |
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| Live or Technology-Based: It's All the Same | |
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| What's in This Book and Why | |
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| Remember This | |
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| The Human Learner | |
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| What Is Learning? | |
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| How We Learn: Senses, Filters, and Memory | |
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| What Does This Mean for the Learner … and the Trainer? | |
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| Remember This | |
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| What You Must Know to Be a Better Trainer | |
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| Getting Learners to Learn | |
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| Different Types of Knowledge: Declarative and Procedural | |
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| Key Ingredients for Learning | |
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| Adapting for Differences in Ability, Prior Knowledge, and Motivation | |
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| Remember This | |
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| Adult Learning Principles | |
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| Good Classes and Bad Classes | |
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| Four Key Adult Learning Principles | |
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| The Bottom Line on Adult Learning Principles | |
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| Remember This | |
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| A Five-Step Model for Creating Terrific Training Sessions | |
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| Six Universal Principles From Research on Learning | |
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| A Universal Model for Structuring Any Learning Session | |
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| The Training Session Planning Session | |
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| The Training Session Scripting Sheet | |
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| Using the Five-Step Model to Retrofit Existing Training Sessions | |
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| Final Review of the Five-Step Model | |
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| Remember This | |
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| Getting Learners to Remember | |
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| Metacognition: The Executive Learning Controls | |
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| Cognitive Strategies: How to Build Learning Faster, Better, Cheaper | |
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| Remember This | |
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| Applying What You Have Learned-Making Learning Research Work | |
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| Training Approaches and a Cornucopia of Learning Activities | |
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| Four Major Types of Training | |
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| Pulling the Four Types of Training Together | |
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| 25 Training Activities You Can Use | |
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| Summarizing the Activities | |
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| Closing the Door on This Active Chapter | |
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| Remember This | |
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| Testing or Examining-What's the Difference? | |
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| What Was That All About? | |
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| Testing Versus Exams | |
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| How Do I Go About Creating Tests? | |
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| Creating Tests | |
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| Remember This | |
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| Training-Learning With Technology and Beyond | |
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| Training and Technology | |
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| What Is Technology and What Does It Do for Learning? | |
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| Ideal Versus Real | |
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| What Can We Realistically Expect From the Use of Technology in Learning? | |
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| Should We Ignore Technology? | |
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| Caveat Emptor (Let the Buyer Beware) | |
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| Promises, Promises, Promises | |
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| Remember This | |
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| Learning With Technology: Making It Work | |
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| Hit or Myth? | |
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| What Makes for Quality Online Learning? | |
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| Online Learning Is Not the First Decision You Make | |
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| Blended Learning | |
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| How Would You Blend? | |
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| Beyond Traditional Blended Learning | |
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| New Informal Learning Approaches | |
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| The Rise of Web 2.0 | |
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| Integrating Web 2.0 Into Training | |
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| Resources and Examples: Ideas for Using New Media in Learning | |
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| The New Blended Learning and the Future of Training | |
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| Remember This | |
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| Closing Out on Learning with Technology: Making It Work | |
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| Wrapping It Up | |
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| Hit or Myth: What's the Truth? | |
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| The Bottom Line on Learning | |
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| Hit or Myth-A Final Match-Up | |
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| Concluding Reflections on Telling Ain't Training | |
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| A Rapid Review of Telling Ain't Training | |
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| Something to Think About-Reflections From Carl Jung | |
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| Endnotes | |
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| About the Authors | |
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| Index | |