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210123 ||| eng |
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|a 1562863940
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|a LB1044.88
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|a Myers, Judith Gillespie
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|a How to select and use learning tools
|c Judith Gillespie Myers
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| 260 |
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|a Alexandria, Va.
|b ASTD Press
|c 2005
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| 300 |
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|a 1 online resource
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| 505 |
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|a Includes bibliographical references
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| 653 |
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|a Training / http://id.loc.gov/authorities/subjects/sh97006179
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| 653 |
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|a instructional materials / aat
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| 653 |
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|a Formation
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| 653 |
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|a training / aat
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| 653 |
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|a Training / fast
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| 653 |
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|a Teaching / Aids and devices / fast
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| 653 |
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|a Matériel didactique
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| 653 |
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|a Teaching / Aids and devices / http://id.loc.gov/authorities/subjects/sh85133053
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| 041 |
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|a eng
|2 ISO 639-2
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| 989 |
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|b OREILLY
|a O'Reilly
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| 490 |
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|a Information life line
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| 500 |
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|a "Instructional systems development.". - Title from title screen
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| 856 |
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|u https://learning.oreilly.com/library/view/~/9781562863944/?ar
|x Verlag
|3 Volltext
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|a 371.33
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|a Learning professionals have a wide variety of options when it comes to using learning tools to get the learners' interest, clarify and expand concepts, clarify relationships, model tasks or behaviors, stay on track, and improve retention and application. But what are all those options and how does the learning professional select the appropriate one for his or her needs? This Infoline provides descriptions of 11 learning tools organized into three categories: for use in training rooms, for use in and out of training rooms, and for use out of training rooms. The issue describes advantages and disadvantages of each tool along with basic presentation and preparation tips
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