Richard E. Clark Resources

Articles/Papers By Dick Clark

For educational purposes only… not for resale…

Cognitive Task Analysis

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

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. cta_chapter_2008

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. aera_cta_workshop_2011_04_11

Cyber-learning, Games, and Media

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. clark_yin_yang

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. clark_2010_nonconscious_learning_motivation_icer_9sep2010

Clark, R. E. (2010). Recent neuroscience and cognitive research findings on cyber learning. Presentation at the Association for Educational Communications and Technology, Anaheim, CA. clark_aect_friday_keynote_10_29_2010

Clark, R. E. (2010). Surprising evidence about the motivational processes influencing cyber-learning. Presentation at the Association for Educational Communications and Technology, Anaheim, CA. clark_aect_oct_28_2010

Clark, R. E. (2011). Games for Instruction?. Presentation at the American Educational Research Association, New Orleans, LA. aera_games_debate_clark_2011

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. clark_choi_five_design_principles

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. clark_five_common

Guided Experiential Learning

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. clark_gel

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. clark_gel_workshop_tradoc_05

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. clark_yates_early_moulton_ispi_2008_11_20

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. (Large file (10MB) publisher proof) clark_etal_2009_analysis_of_the_failure_of_electronic_media

Instructional Research Reviews

Clark, R.E. (1998). Motivating performance: Part 1 – Diagnosing and solving motivation problems. Performance Improvement, 37(8), 39-46. clark_motivating_performance_pi98

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

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. clark_ch3

Clark, R. E. (2004). What works in distance learning: Instructional strategies. In H. O�Neil (Ed.) What works in distance learning: Guidelines. Greenwich, CT: Information Age Publishers. clark_ch6_what_works

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

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. clark_automated_knowledge_2006

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. clark_unconscious_knowledge_and_change

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. clark_guidance_chapter_2009

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). clark_active_ingredients

Clark, R. E. (2011, July-August). The impact of non-conscious knowledge on educational technology research and design. Educational Technology. clark_automated_knowledge_et2011

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. clark_clark_cognitive_load_neuroscience_2010

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

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

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

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). clark_gel_adaptability

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. clark_etal_surgical_aar_2008_06_21

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. condly_incentives

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

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. (See below.) kirschner_Sweller_Clark

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. sullivan_etal_cta

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. clark_etal_2010_math

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. clark_4cid

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. velmahos_clark

Direct Instruction versus Constructivism Controversy

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. kirschner_Sweller_Clark

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. hmelo_ep07

Kuhn, D. (2007). Is direct instruction an answer to the right question? Educational Psychologist, 42(2), 109-113. kuhn_ep_07

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. schmidt_etal_ep07

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. sweller_kirschner_clark_reply_ep07

Other

Type Hype? – Why many researchers are thinking twice about the Myers-Briggs Type Indicator – By Richard E. Clark myers briggs mbti critique richard e. clark edd usc 2002

Books By Dick Clark

Learning from Media : The Collected Writings of Richard Clark

3e57a43d152f03ae90cf877e4b8e70fb53b5d0d9

At Amazon – here.

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

51xvmpPBDUL._SX343_BO1,204,203,200_

At Amazon – here.

Videos of Dick Clark

On YouTube…

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, EdD

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.

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.

Contact Information

 

# # #