Richard E. Clark Resources

Articles/Papers By Dick Clark

For educational purposes only … not for resale …

Motivation

Clark, R. E. & Saxberg, B. (March 13, 2019). 4 Reasons Good Employees Lose Their Motivation. Harvard Business Review. HERE

Clark, R. E., & Saxberg, B. (2018). Engineering Motivation Using the Belief-Expectancy-Control Framework. Interdisciplinary Education and Psychology, 2(1),4-32. HERE

Clark, R. E., Howard, K. and Early, S. (2006). Motivational challenges experienced in highly complex learning environments. In Elen, J. and Clark, R. E. (Eds.). Handling complexity in learning environments: Research and Theory. Oxford, G.B.: Elsevier Science Ltd, 27-43. HERE

Clark, R. E. (January 2005) Five Research-Tested Team Motivation Strategies. Performance Improvement Journal. 13-17. HERE

Clark, R. E. (2005). What Works In Distance Learning: Instructional Strategies. In, O’Neil, H. (Ed.) What Works in Distance Learning: Guidelines. Greenwich, Connecticut: Information Age Publishers. 25 – 40. HERE

Clark, R. E. (2003) Fostering the work motivation of individuals and teams. Performance Improvement, 42(3), 21-29. HERE

Condly, S., Clark, R. E. & Stolovitch, H. S. (2003). The effects of incentives on workplace performance: A meta-analytic review of research studies. Performance Improvement Quarterly. 16(3). 46-63. HERE

Cognitive Task Analysis and Automated Knowledge

Clark, R. E. (2014). Cognitive Task Analysis for Expert-Based Instruction in Healthcare. In Spector, J. M. Merrill, M. D. Elen, J. and Bishop, M. J. (Eds.). Handbook of Research on Educational Communications and Technology, 4th Edition. 541-551. ISBN 978-1-4614-3184-8. HERE

Clark, R. E., Pugh, C. M., Yates, K.A., Inaba, K., Green, D., & Sullivan, M. (2012) The use of cognitive task analysis to improve instructional descriptions of procedures. Journal for Surgical Research. HERE

Clark, R.E., Feldon, D., & Yates, K. (2011, April) Using Cognitive Task Analysis to capture expert knowledge and skills for research and instructional design. Workshop presented at the American Educational Research Association, New Orleans, LA. HERE

Yates, K. A., Sullivan, M. and Clark, R. E. (2011). Integrated studies in the use of Cognitive Task Analysis to capture surgical expertise for Central Venous Catheter Placement and Open Cricothyrotomy. American Journal of Surgery. 203(1). 76-80. HERE

Clark, R. E. (July August 2011) The Impact of Non-Conscious Knowledge on Educational Technology Research and Design. Educational Technology. 3-11. HERE

Sullivan, M. E., Yates, K. A., Baker, C. J., & Clark, R. E. (2010). Cognitive task analysis and its role in teaching technical skills. In Tsueda, S., Scott, D. and Jones. D. (Eds.). Textbook of Simulation, Skills and Team Training. Woodbury, CT: Cine-Med. HERE

Clark, R. E. (2009). Resistance to change: Unconscious knowledge and the challenge of unlearning. In, Berliner, D. C. and Kupermintz, H. (Eds.). Fostering Change in Institutions, Environments and People. New York: Rutledge, 75-94. HERE

Clark, R.E., Feldon, D., Van Merrienboer, J.J.G., Yates, K., and Early, S. (2008) Cognitive task analysis. In J.M. Spector, M.D. Merrill, J.J.G. van Merrienboer, & M.P. Driscoll (Eds.). Handbook of research on educational communications and technology (3rd ed.). Mahwah, NJ: Lawrence Erlbaum Associates. HERE

Clark, R. E. (2006). Not knowing what we don’t know: Reframing the importance of automated knowledge for educational research. In, Clarebout, G. and Elen, J. Avoiding Simplicity, confronting complexity: Advances in studying and designing (computer based) powerful learning environments. ISBN 90-77874-43-7. Sense Publishers, Rotterdam. 3 – 15. HERE

Clark, R. E., & Estes, F. (1998). Cognitive task analysis. International Journal of Educational Research, 25(5), 403-417. HERE

Animated Agents in Training

Clark, R. E. and Choi, S. (2005). Five design principles for experiments on the effects of animated pedagogical agents. Journal of Educational Computing Research. 32(3). 209-225. HERE

Multimedia Learning Design

Clark, R. E., Feldon, D. F. and Jeong, S. (In Press), Fifteen Common but
Questionable Principles of Multimedia Learning, In R. E. Mayer (Ed.) The
Cambridge Handbook of Multimedia Learning (Chapter 3). New York:
Cambridge University Press. HERE

Clark, R. E. & Feldon, D. E. (2014). Ten Common but Questionable Principles of Multimedia Learning. In Mayer, R. (Ed.) Cambridge Handbook of Multimedia Learning: Second Edition.151-173. HERE

Clark, R. E. & Feldon, D. F. (2005). Five common but questionable principles of multimedia learning. In Mayer, R. (Ed.) Cambridge Handbook of Multimedia Learning. Cambridge: Cambridge University Press. 97-117. HERE

Cyber-learning, Games and Media

Clark, R. E. (2011). Games for Instruction?. Presentation at the American Educational Research Association, New Orleans, LA. HERE

Clark, R. E. (2010). Surprising evidence about the motivational processes influencing cyber-learning. Presentation at the Association for Educational Communications and Technology, Anaheim, CA. HERE

Clark, R. E. (2010). Cognitive and neuroscience research on learning and instruction: Recent insights about the impact of non-conscious knowledge on problem solving, higher order thinking skills and interactive cyber-learning environments. Presentation made at the the International Conference on Education Research (ICER), Seoul, South Korea. HERE

Clark, R. E. (2010). Recent neuroscience and cognitive research findings on cyber learning. Presentation at the Association for Educational Communications and Technology, Anaheim, CA. HERE

Clark, R.E. (May-June 2008). What evidence would change your mind about the learning benefit of serious games? Educational Technology. 56-57. HERE

Clark, R. E. (May-June 2007) Learning from serious games? Arguments, evidence and research suggestions. Educational Technology. 56 – 59. HERE

Clark, R.E., & Choi, S. (2005). Five design principles for experiments on the effects of animated pedagogical agents. Journal of Educational Computing Research,32(3), 209-223. HERE

Clark, R. E. & Feldon, D. F. (2005). Five common but questionable principles of multimedia learning. In R. E. Mayer (Ed.), Cambridge handbook of multimedia learning.Cambridge: Cambridge University Press. HERE

Clark, R. E. (1999). Yin and yang cognitive motivational processes operating in multimedia learning environments. In J. van Merrienboer (Ed.) Cognition and multimedia design. Herleen, Netherlands: Open University Press. HERE

Clark, R. E. (1983) Reconsidering research on learning from media., Review of Educational Research, 53(4), 445-459. HERE

Guided Experiential Learning

Clark, R. E., Yates, K., Early, S. & Moulton, K. (2010). An analysis of the failure of electronic media and discovery-based learning: Evidence for the performance benefits of guided training methods. In K. H. Silber, & R. Foshay, (Eds.). Handbook of training and improving workplace performance, Volume I: Instructional design and training delivery. Washington, DC: International Society for Performance Improvement. HERE

Clark, R. E. (October 2005). Guided Experiential Learning: Training Design and Evaluation. Invited address to the Secretary of The Army’s Distance Learning Subcommittee. Williamsburg Virginia, October 5, 2005. HERE

Clark, R. E. (2004). Design Document For A Guided Experiential Learning Course. Final report on contract DAAD 19-99-D-0046-0004 from TRADOC to the Institute for Creative Technology and the Rossier School of Education. HERE

Instructional Research Reviews

Clark, R. E. (2011, July-August). The impact of non-conscious knowledge on educational technology research and design. Educational Technology. HERE

Sweller, J., Clark, R. E., & Kirschner, P. (November 2010). Teaching general problem-solving skills Is not a substitute for, or a viable addition to, teaching mathematics. Docemust. HERE

Clark, R.E. and Clark, V. P. (2010), From Neo-Behaviorism to neuroscience: Perspectives on the origins and future contributions of cognitive load research. In J. Plass, R. Moreno, & R. Bruken (Eds.), Cognitive load: Theory and application. New York: Cambridge University Press. HERE

Clark, R. E. (2009). How much and what type of guidance is optimal for learning from instruction? In S. Tobias, & T. M. Duffy (Eds.), Constructivist Theory Applied to Instruction: Success or Failure? (pp. 158-183). New York: Routledge, Taylor and Francis. HERE

Clark, R. E. (2009). Translating research into new instructional technologies for higher education: The active ingredient process. The Journal of Computing in Higher Education, 1(1). HERE

Sullivan, M. E., Ortega, A., Wasserberg, N., Kaufman, H., Nyquist, J., & Clark, R. E. (2008). Assessing the teaching of procedural skills: Can Cognitive Task Analysis add to our traditional teaching methods? The American Journal of Surgery, 195, 20-23. HERE

Clark, R. E. & Feldon, D. F. (2008). GEL, adaptable expertise and transfer of training. Report produced under contract sponsored by the U.S. Army Research, Development, and Engineering Command (RDECOM). HERE

Clark, R. E., Pugh, C. M., Yates, K. A. and Sullivan, M. (June 2008). The use of cognitive task analysis and simulators for after action review of medical events in Iraq.Technical Report 5-21- 2008 developed for the Center for Cognitive Technology, Rossier School of Education, University of Southern California. HERE

Clark, R.E. (2008). Resistance to change: Unconscious knowledge and the challenge of unlearning. In D.C. Berliner, & H. Kupermintz (Eds.), Changing institutions, environments, and people. Mahwah, NJ: Lawrence Erlbaum Associates. HERE

Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based experiential and inquiry-based teaching. Educational Psychologist, 41(2), 75-86. HERE

Clark, R. E. (2006). Not knowing what we don’t know: Reframing the importance of automated knowledge for educational research. In, Clarebout, G. and Elen, J. Avoiding Simplicity, confronting complexity: Advances in studying and designing (computer based) powerful learning environments. ISBN 90-77874-43-7. Sense Publishers, Rotterdam. HERE

Clark, R. E. (2005). Research-tested team motivation strategies. Performance Improvement, 44(1), 13-16. HERE

Velmahos, G., Toutouzas, K., Sillin, L., Chan, L., Clark, R. E. Theodorou, D., Maupin, F. (2004). Cognitive task analysis for teaching technical skills in an animate surgical skills laboratory. The American Journal of Surgery, 187, 114-119. HERE

Clark, R. E. (2004). What works in distance learning: Motivation strategies. In H. O’Neil (Ed.), What works in distance learning: Guidelines (pp. 89-110). Greenwich, CT: Information Age Publishers. HERE

Condly, S. J., Clark, R. E., & Stolvitch, H. D. (2003). The effects of incentives on workplace performance: A meta-analytic review of research studies. Performance Improvement Quarterly, 16(3), 7-24. HERE

Clark, R. E. (2003). Fostering the work motivation of individuals and teams. Performance Improvement, 42(3), 21-29. HERE

Van Merrienboer, J. J. G., Clark, R. E., de Croock, M. B. M. (2002). Blueprints for complex learning: The 4C/ID-Model. Educational Technology Research and Development, 50(2), 39-64. HERE

Clark, R. E., & Estes, F. (2000). A proposal for the collaborative development of authentic performance technology. Performance Improvement, 40(4), 48-53. HERE

Farrington, J., & Clark, R. E. (2000). Snake oil, science, and performance products. Performance Improvement, 39(10), 5-10. HERE

Clark, R. E., & Estes, F. (1999). The development of authentic educational technologies. Educational Technology, 39(2), 5-16. HERE

Clark, R.E. (1998). Motivating performance: Part 1 – Diagnosing and solving motivation problems. Performance Improvement, 37(8), 39-46. HERE

Clark, R. E., & Estes, F. (1998). Technology or craft: What are we doing? Educational Technology, 38(5), 5-11. HERE

Direct Instruction versus Constructivism Controversy

Schmidt, H. G., Loyens, S. M. M., van Gog, T., & Paas, F. (2007). Problem-based learning is compatible with human cognitive architecture: Commentary on Kirschner, Sweller, and Clark (2006). Educational Psychologist, 42(2), 91-97. HERE

Sweller, J., Kirschner, P. A., & Clark, R. E. (2007). Why minimally guided teaching techniques do not work: A reply to commentaries. Educational Psychologist, 42(2), 115-121. HERE

Kuhn, D. (2007). Is direct instruction an answer to the right question? Educational Psychologist, 42(2), 109-113. HERE

Hmelo-Silver, C. E., Duncan, R. G., & Chinn, C. A. (2007). Scaffolding and achievement in problem-based and inquiry learning: A response to Kirschner, Sweller, and Clark (2006). Educational Psychologist, 42(2), 99-107. HERE

Other

Type Hype? – Why many researchers are thinking twice about the Myers-Briggs Type Indicator – By Richard E. Clark HERE

Books By Dick Clark

Learning from Media : The Collected Writings of Richard Clark

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At Amazon – here.

Turning Research Into Results: A Guide to Selecting the Right Performance Solutions

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At Amazon – here.

Videos of Dick Clark

On YouTube…

Instructional Currentz – February 2021

Dick Clark – HPT Video 2020

Richard E. (Dick) Clark – HPT Legacy Series 2019

Richard E. (Dick) Clark – HPT Legacy Series 2012

Dr Richard Clark at USC CCT 2008 on Non-Conscious Knowledge and CTA

Dr. Richard Clark

Videos About Dr. Clark

Biographical Sketch of Richard E Clark by Nadia Naffi_Dec2014

Richard E. Clark, Ed.D.

Dr. Richard Clark is Emeritus Professor of Educational Psychology and Technology in the Rossier School of Education and Emeritus Clinical Research Professor of Surgery in the Keck School of Medicine.

Clark Richard Full Resume 08-2020

r-clark-portrait

His interest is in the development of evidence-based practice for developing advanced expertise for children and adults in school and at work. He specializes in reviews of research and best practice on strategies for human performance improvement including organizational gap analysis, the development of advanced expertise using cognitive task analysis and fully guided teaching, performance motivation and on current applications of instructional technology for instruction and assessment.

His books include: Turning Research Into Results: A guide to selecting the right performance solutions (2012, Information Age Publishers), which received the International Society for Performance Improvement Award of Excellence, and Learning from Media: Arguments, analysis and evidence (2008, Information Age Publishers) and Handling Complexity in Learning Environments: Research and Theory (Elsevier, 2006) In 2002, he won the Thomas F. Gilbert distinguished professional achievement award from ISPI, in 2003, he received the Socrates award for excellence in teaching in the Rossier School of Education; in 2008 the Thalheimer Award for bridging the gap between science and practice, the Socrates award for excellence in teaching from USC and the Outstanding Civilian Service Award from the U. S. Army and in 2013 the USC Faculty Lifetime Achievement Award, He is an elected Fellow of the American Psychological Association (Division 15, Educational Psychology), a Fellow in the Association of Applied Psychology, the American Educational Research Association and a Founding Fellow of the American Psychological Society. He teaches courses in learning theory, motivation research and instructional design.