Ruth Colvin Clark
A leader in the field of IDT:
Instructional Design and
Why I chose Ruth Colvin clark
I chose Ruth Clark because of:
her impressive contributions to the field of IDT nationally
She has the unique characteristics of translating research
into usable guide line.
She is a leader to emulate.
She has a company of her own which isVERY successful.
Ruth Clark was born in San Francisco, California.
After graduating high school, Clark went on to
earn a Bachelors of Arts in Biology and
Chemistry, graduating Magna Cum Laude from
Immaculate Heart College in 1964.
She then went on to earn a Masters of Arts in
Biological Chemistry from the Department of
Biology at the University of California, Los
Angeles in 1966.
In 1998, Clark completed her Doctor of
Education degree in Instructional Psychology
from the School of Education at the University
of Southern California.
Contribution to the field IDT
Dr. Clarks' work mostly emphasized:
cognitive and evidence-based methods
for training and performance
effective use of graphics, multimedia and
learning, and e-learning.
Ruth Clark is the author of seven books
and many articles on applying research
evidence to the design, development and
delivery of workforce learning.
She was also aTraining Legend Speaker at the 2007 ASTD
Also the founder and CEO forCLARKTraining &
• offers a full spectrum of training for workforce learning
and development professionals.
For over 20 years Dr. Clark has worked as an independent
consultant offering workshops, keynotes, and consulting
on design and development of workforce learning
environments for classroom, asynchronous
e-learning, and the virtual classroom.
Dr. Clark served as training manager for Southern
She served as the president of the International
Society for Performance Improvement in 1996.
Dr. Clark is the 2006 recipient of theThomas F.
Award from ISPI.
And a frequent speaker at ASTD, e-Learning
Guild, and ISPI Conferences.
Apart from the awards she’s received for her
publications, Clark’s work is also impacting
practitioners from all around the world.
translate valid empirical research into usable
guidelines for practitioners.
Clark’s work has centered on cognitive
methods for designing training as well as
media’s application in instruction.
Evidence-Based Instruction and Cognition
Some books published by Ruth
ELearning and the Science of
Guidelines for Consumers
and Designers of Multimedia
Learning, 3rd Edition
Efficiency in Learning: Evidence-
Based Guidelines to Manage
by Ruth Colvin Clark
"Efficiency in Learning" offers a road
map of the most effective ways to use
the three fundamental communication
of training: visuals, written text, and
audio. Regardless of how you are
delivering your training materials--in the
classroom, in print, by synchronous or
asynchronous media--the book's
methods are easily applied to your lesson
presentations, handouts, references.
"DevelopingTechnicalTraining" has been
a reliable resource for both new and
seasoned training specialists. The third
edition outlines a systematic approach
called the Instructional Systems Design
(ISD) process shows how to teach
Throughout the book, Clark defines each
content type and illustrates how to
implement the best instructional methods
for delivery in either print or e-learning
"Building Expertise" draws on the most
recent evidence on how to build innovative
forms of expertise and translates that
evidence into guidelines for instructional
designers, course developers and
facilitators, technical communicators, and
other human performance professionals.
Ruth Colvin Clark summarizes
psychological theories concerning ways
instructional methods support human
“The NewVirtual Classroom" draws on the
most current research in multimedia
learning as well as practitioner experience to
show how to effectively harness the power
of the virtual classroom.Written by Ruth
Clark, co-author of the best selling "e-
Learning & the Science of Instruction," and
Ann Kwinn3/4recognized experts in
instructional design and workforce learning,
this important resource includes guidelines,
research, and illustrative examples that
clearly show how to leverage the powerful
instructional features in the new virtual
Written by instructional design experts Ruth
ColvinClark and Chopeta Lyons, "Graphics for
Learning" includes a graphic design model
that guides you through the visual planning
process--from needs assessment through
production. No matter how much or little
expertise you have working with graphics, this
book will help you boost your return on
investment by giving you the information you
need to design and implement the most
More of her published books can be found on
Dr. Clark also published many articles and journals.
One of the popular article was on the Four
Architectures of Instruction. She explains that:
Receptive Learning: reflects an absorptive metaphor of
Directive Learning: reflects a behavioral model of learning.
Guided Discovery Learning: reflects a cognitive model of
Exploratory Learning: reflects a cognitive model of learning
with a constructivist emphasis.
More of her articles can be found on
Ruth Clark’s work over the years has proven
to be of vital importance to practitioners in
the field of InstructionalTechnology.
She is calling for the field to grow into its
She says, “We don’t have the professional
recognition and the credibility that other
professions do and my hope is in the next 20
years we’ll get a lot more of that”.
Currently, Clark is working on finishing a book
on how to use the new virtual classroom
She is also always looking for partnerships
with academic practitioners engaged in long-
range programs of experimental research on
instructional and other performance support
She also says “The trick to successful use of
delivery medium, electronic or traditional, is
to exploit the features of that medium in
ways that lead to learning”
In an effort to aid practitioners in the field
design more effective e-learning instructional
modules, Clark has developed the DVEP
The DVEP model stands for Define,Visualize,
Engage, and Package.
Clark, R. C. (2002). Applying cognitive strategies to instructional
design. Performance Improvement, 41(7), 8-14.
Clark, R. C. (2003). Building expertise: Cognitive methods for
training and performance improvement.Washington, D.C.:
International Society for Performance Improvement.
Clark, R. C., Nguyen, F., Sweller, J. (2006). Efficiency in Learning.
San Francisco: Jossey Bass Pfeiffer
Department of Psychology, University of California Santa
Barbara. “Richard E. Mayer.” Retrieved from the Internet on
March 19, 2006 from
Materi, R. (Fall 2003). A conversation with Dr. Ruth Clark.The
Canadian Learning Journal, 8(2), 6,7,10.