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The Accelerated Learning Handbook: A Creative Guide to Designing and Delivering Faster, More Effective Training Programs
Discover how today's corporations are benefiting from accelerated learning to speed training time, improve results, and reduce costs.
Accelerated learning is the use of music, color, emotion, play, and creativity to involve the whole student and enliven the learning experience. The Accelerated Learning Handbook is the first definitive book to explain state-of-the-art accelerated learning techniques to trainers and teachers, and features 40 techniques designed to save money while producing far better results.
Leading expert Dave Meier provides an overview of the background and underlying principles of accelerated learning, and reviews the latest supporting research results. Training professionals will look to The Accelerated Learning Handbook
Improve the long-term value of trainingCut course development time by halfDiscover tips for music- and computer-based learning
Accelerated learning is the use of music, color, emotion, play, and creativity to involve the whole student and enliven the learning experience. The Accelerated Learning Handbook is the first definitive book to explain state-of-the-art accelerated learning techniques to trainers and teachers, and features 40 techniques designed to save money while producing far better results.
Leading expert Dave Meier provides an overview of the background and underlying principles of accelerated learning, and reviews the latest supporting research results. Training professionals will look to The Accelerated Learning Handbook
Improve the long-term value of trainingCut course development time by halfDiscover tips for music- and computer-based learning
305 pages, Kindle Edition
First published January 1, 2000
40 people are currently reading
329 people want to read
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Displaying 1 - 8 of 8 reviews
December 23, 2015
As a professional trainer, I like to read books that help improve my training skills. I'd read about the theories of accelerated learning in the past, and wanted to see them in a more practical context. I should start by saying that this book does contain some useful ideas about making training more dynamic, involving and interesting for learners, which can't help but make it more effective. Author Meier also provides some good "Examples from the field" that help to illustrate what he's talking about in a more concrete way.
But unfortunately, at 15 years old, the book is also hopelessly out-of-date. The technology the author vaguely describes is ancient by today's computer standards, so it's difficult to apply. He strongly advocates the use of overhead transparencies, which nobody uses any more in the age of PowerPoint. He barely mentions the Internet, only briefly touching on its potential. Many of the companies listed at the back don't have websites, some don't even have an email address, and some have doubtless gone out of business since this book was published.
But this is trivial as you can always find resources if you look. What's worse is what he believes about learning that is, quite frankly, wrong. I'm the first one to agree that most presentations are terrible, but this guy seems to think that the inability to sit still for a few minutes is the fault of the presenter, not the listener. He blathers on about left and right brain dominance, even though that's just a myth. He also talks about learning styles, another legend that research has thoroughly debunked. He says learners should assess themselves - while it can help to some degree if they try to gauge what they've learned, over 20 years' training experience tells me that a non-expert learner unfamiliar with educational techniques is not automatically a good self-evaluator and needs a lot of support in this task. He makes a lot of sweeping generalizations about the effectiveness of his techniques in comparison with traditional modes of learning. In an attempt to justify his assertions, he sometimes cites research, presumably found in the books mentioned in a reference list at the back, but he does not specify from which text he got his "facts", so it's impossible to follow up. About half-way through the book, he also stops providing practical examples of training that use his techniques: the sections on imagery, natural light, aromas, computers, and course design are all missing this helpful feature. It makes you wonder just how effective these are. And there is no mention of how well these techniques work across cultures, or how to adapt them for such application.
At first, I was going to give this book 3 stars for some interesting and creative ideas. But too much of the material is out-of-date, unsupported by research and quite frankly incorrect, so it gets 2 stars only. If you choose to use this book, pick and choose carefully and do you own research. It would be a pity to select an ineffective methodology because of an old, misinformed text.
But unfortunately, at 15 years old, the book is also hopelessly out-of-date. The technology the author vaguely describes is ancient by today's computer standards, so it's difficult to apply. He strongly advocates the use of overhead transparencies, which nobody uses any more in the age of PowerPoint. He barely mentions the Internet, only briefly touching on its potential. Many of the companies listed at the back don't have websites, some don't even have an email address, and some have doubtless gone out of business since this book was published.
But this is trivial as you can always find resources if you look. What's worse is what he believes about learning that is, quite frankly, wrong. I'm the first one to agree that most presentations are terrible, but this guy seems to think that the inability to sit still for a few minutes is the fault of the presenter, not the listener. He blathers on about left and right brain dominance, even though that's just a myth. He also talks about learning styles, another legend that research has thoroughly debunked. He says learners should assess themselves - while it can help to some degree if they try to gauge what they've learned, over 20 years' training experience tells me that a non-expert learner unfamiliar with educational techniques is not automatically a good self-evaluator and needs a lot of support in this task. He makes a lot of sweeping generalizations about the effectiveness of his techniques in comparison with traditional modes of learning. In an attempt to justify his assertions, he sometimes cites research, presumably found in the books mentioned in a reference list at the back, but he does not specify from which text he got his "facts", so it's impossible to follow up. About half-way through the book, he also stops providing practical examples of training that use his techniques: the sections on imagery, natural light, aromas, computers, and course design are all missing this helpful feature. It makes you wonder just how effective these are. And there is no mention of how well these techniques work across cultures, or how to adapt them for such application.
At first, I was going to give this book 3 stars for some interesting and creative ideas. But too much of the material is out-of-date, unsupported by research and quite frankly incorrect, so it gets 2 stars only. If you choose to use this book, pick and choose carefully and do you own research. It would be a pity to select an ineffective methodology because of an old, misinformed text.
October 14, 2013
Excellent guide to experiential learning with tips on how to design and implement. The thought is to present the material and let the learners learn. Also love the idea of putting joy in learning and that a good Accelerated Learning facilitator Cares (about their learners and the subject), is Creative (always improving to increase learning) and has the Courage to try new things.
January 8, 2008
Buku ini beri aku ide buat skripsi. Karena pas beli di Sebuah toko buku jogja trus ku baca dan malam itu juga aku dapet pokok masalah buat dikembangin jadi skripsi. Thanks Dave Meier
July 6, 2023
Appreciative to a friend and mentor for recommending this book to me as I embark on my new journey in education. This education framework will be beneficial not just in the context of a classroom but also in any other space where learning is taking place. Even though its 20+ years old the material is very relevant and i'm glad to have it as a resource for going forward.
September 1, 2014
A company for whom I was doing some consulting had recently come across this book and was looking at it to reduce the time to develop and implement learning solutions. I read this so that I could understand what they liked about the approach and how it could be used.
Quite honestly, I thought the book was incredibly elementary. Yes, I suppose it could appeal to folks who are just starting out in instructional design. But it does reinforce some out-of-date concepts, such as learning styles (whether or not people are visual, auditory or kinesthetic learners.) Learning styles only mean that the learner themselves prefer to learn a certain way - not that they CANNOT learn in any other way. The learning styles theory is not one that should be promoted. Kirkpatrick's Four Levels of Evaluation are also promoted in this book, which is another old way of doing things. I would never do smile sheets (Level One) again and you can't measure knowledge transfer without defining success first and ensuring that the learning is not left to chance once the learner leaves the classroom. It takes a good six - nine months before true evaluation can take place. I also fight against Level Two evaluations - life is not a multiple-choice test.
I will agree that the best learning/knowledge transfer occurs when all senses are engaged. I agree that people learn best when they are actively engaged - whole body if possible. The pervasive standard of butts in chairs that extends from grade school through corporate training programs has been debunked over and over and yet no one is willing to make a change.
Outdated and irrelevant.
© Angela Risner 2014. Unauthorized use and/or duplication of this material without express and written permission from Goodreads or Angela Risner is strictly prohibited. Excerpts and links may be used, provided that full and clear credit is given to Angela Risner with appropriate and specific direction to the original content.
Quite honestly, I thought the book was incredibly elementary. Yes, I suppose it could appeal to folks who are just starting out in instructional design. But it does reinforce some out-of-date concepts, such as learning styles (whether or not people are visual, auditory or kinesthetic learners.) Learning styles only mean that the learner themselves prefer to learn a certain way - not that they CANNOT learn in any other way. The learning styles theory is not one that should be promoted. Kirkpatrick's Four Levels of Evaluation are also promoted in this book, which is another old way of doing things. I would never do smile sheets (Level One) again and you can't measure knowledge transfer without defining success first and ensuring that the learning is not left to chance once the learner leaves the classroom. It takes a good six - nine months before true evaluation can take place. I also fight against Level Two evaluations - life is not a multiple-choice test.
I will agree that the best learning/knowledge transfer occurs when all senses are engaged. I agree that people learn best when they are actively engaged - whole body if possible. The pervasive standard of butts in chairs that extends from grade school through corporate training programs has been debunked over and over and yet no one is willing to make a change.
Outdated and irrelevant.
© Angela Risner 2014. Unauthorized use and/or duplication of this material without express and written permission from Goodreads or Angela Risner is strictly prohibited. Excerpts and links may be used, provided that full and clear credit is given to Angela Risner with appropriate and specific direction to the original content.
April 20, 2011
I used to give this book out to all of my training clients. It is a great book for anyone starting a career in training delivery and design.
July 26, 2011
Read JUN 2001
January 15, 2019
Learning is not the storage of information, but the creation of meaning, knowledge, and actionable value by the mind of the learner. This book transforms the way we think about designing learning.
Displaying 1 - 8 of 8 reviews