Ten Steps to Complex Learning

Ten Steps to Complex Learning presents a path from a training problem to a training solution in a way that students, practitioners (both instructional designers and teachers), and researchers can understand and easily implement.

Autorentext

Jeroen J. G. van Merriënboer is Professor of Learning and Instruction at Maastricht University, the Netherlands, where he is Research Director of the Graduate School of Health Professions Education (SHE). He also holds honorary positions at the University of Bergen in Norway and the Open University of the Netherlands. He has published over 300 journal articles and book chapters in the areas of learning and instruction and medical education.

Paul A. Kirschner is Distinguished University Professor and Professor of Educational Psychology at the Open University of the Netherlands, as well as Visiting Professor of Education with a special emphasis on Learning and Interaction in Teacher Education at the University of Oulu, Finland. He has published more than 300 journal articles, books, and book chapters in the areas of learning, instruction, and collaborative learning.

Zusammenfassung
Ten Steps to Complex Learning presents a path from an educational problem to a solution in a way that students, practitioners, and researchers can understand and easily use. Students in the field of instructional design can use this book to broaden their knowledge of the design of training programs for complex learning. Practitioners can use this book as a reference guide to support their design of courses, curricula, or environments for complex learning. Now fully revised to incorporate the most current research in the field, this third edition of Ten Steps to Complex Learning includes many references to recent research as well as two new chapters. One new chapter deals with the training of 21st-century skills in educational programs based on the Ten Steps. The other deals with the design of assessment programs that are fully aligned with the Ten Steps. In the closing chapter, new directions for the further development of the Ten Steps are discussed.

Inhalt

CONTENTS

About the Authors

Preface

Acknowledgements

1 A NEW APPROACH TO INSTRUCTION

1.1 Complex Learning

1.2 A Holistic Design Approach

1.3 Four Components and Ten Steps

2 FOUR BLUEPRINT COMPONENTS

2.1 Training Blueprints

2.2 Preventing Compartmentalization

2.3 Avoiding Fragmentation

2.4 Dealing with the Transfer Paradox

2.5 Individualized Instruction

2.6 Media for the Four Components

2.7 Summary

3 TEN STEPS

3.1 Ten Design Activities

3.2 System Dynamics

3.3 The Pebble-in-the-Pond: From Activities to Steps

3.4 Ten Steps within an ISD Context

3.5 Summary

4 STEP 1: DESIGN LEARNING TASKS

4.1 Real-Life Tasks

4.2 Real and Simulated Task Environments

4.3 Variability of Practice

4.4 Learner Support and Guidance

4.5 Built-in Task Support

4.6 Problem-Solving Guidance

4.7 Scaffolding Support and Guidance

4.8 Summary of Guidelines

5 STEP 2: DESIGN PERFORMANCE ASSESSMENTS

5.1 Skill Decomposition

5.2 Formulating Performance Objectives

5.3 Classifying Performance Objectives

5.4 Performance Assessments

5.5 Summary of Guidelines

6 STEP 3: SEQUENCE LEARNING TASKS

6.1 Whole-Task Sequencing of Learning Tasks

6.2 Task Classes and Learner Support

6.3 Part-Task Sequencing of Learning Tasks

6.4 Individualized Learning Trajectories

6.5 Summary of Guidelines

7 STEP 4: DESIGN SUPPORTIVE INFORMATION

7.1 Providing SAPs and Domain Models

7.2 Illustrating SAPs and Domain Models

7.3 Strategies for Presenting Supportive Information

7.4 Cognitive Feedback

7.5 Media for Supportive Information

7.6 Supportive Information in the Training Blueprint

7.7 Summary of Guidelines

8 STEP 5: ANALYZE COGNITIVE STRATEGIES

8.1 Specify SAPs

8.2 Analyzing Intuitive Cognitive Strategies

8.3 Using SAPs to Make Design Decisions

8.4 Summary of Guidelines

9 STEP 6: ANALYZE MENTAL MODELS

9.1 Specify Domain Models

9.2 Analyzing Intuitive Mental Models

9.3 Using Domain Models to Make Design Decisions

9.4 Summary of Guidelines

10 STEP 7: DESIGN PROCEDURAL INFORMATION

10.1 Providing Just-In-Time Information Displays

10.2 Exemplifying Just-In-Time Information

10.3 Strategies for Presenting Procedural Information

10.4 Corrective Feedback

10.5 Media for Procedural Information

10.6 Procedural Information in the Training Blueprint

10.7 Summary of Guidelines

11 STEP 8: ANALYZE COGNITIVE RULES

11.1 Specify IF-THEN Rules and Procedures

11.2 Analyzing Typical Errors and Malrules

11.3 Using Cognitive Rules to Make Design Decisions

11.4 Summary of Guidelines

12 STEP 9: ANALYZE PREREQUISITE KNOWLEDGE

12.1 Specify Concepts, Facts, and Physical Models

12.2 Analyzing Misconceptions

12.3 Using Prerequisite Knowledge to Make Design Decisions

12.4 Summary of Guidelines

13 STEP 10: DESIGN PART-TASK PRACTICE

13.1 Practice Items

13.2 Part-Task Sequencing for Part-Task Practice

13.3 Procedural Information for Part-Task Practice

13.4 Overlearning

13.5 Independent Part-Task Practice

13.6 Media for Part-Task Practice

13.7 Part-Task Practice in the Training Blueprint

13.8 Summary of Guidelines

14 DOMAIN-GENERAL SKILLS

14.1 Self-Regulated and Self-Directed Learning

14.2 Training Information Literacy Skills

14.3 Deliberate Practice for Building Routines

14.4 21st Century Skills

14.5 Summary

15 PROGRAMS OF ASSESSMENT

15.1 Miller's Pyramid and the Four Components

15.2 Summative Assessment of Learning Tasks

15.3 Summative Assessment of Supportive Information

15.4 Summative Assessment of Part-Tasks and Procedural Information

15.5 Summative Assessment of Domain-General Skills

15.6 Summary

16 CLOSING REMARKS

16.1 Positioning the Ten Steps

16.2 Future Directions

16.3 A Final Word