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Ten Steps to Complex Learning

A Systematic Approach to Four-Component Instructional Design

Paperback Engels 2017 9781138080805
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Samenvatting

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.

Specificaties

ISBN13:9781138080805
Taal:Engels
Bindwijze:paperback
Aantal pagina's:399
Uitgever:Routledge
Druk:3
Verschijningsdatum:17-10-2017
ISSN:

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Over Jeroen van Merrienboer

Jeroen van Merrienboer is full professsor of Learning and Instruction at Maastricht University and Research Director of the School of Health Professions Education (SHE). He specializes in instructional design for the health professions and most of his research is related to cognitive load theory or four-component instructional design (4C/ID). Jeroen published more than 350 journal articles and book chapters and he received numerous international awards and prizes for his research.

Andere boeken door Jeroen van Merrienboer

Over Paul Kirschner

Paul A. Kirschner (1951) is Distinguished University Professor 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 where he was also honored with an Honorary Doctorate (doctor honoris causa). He was previously professor of Educational Psychology and Programme Director of the Fostering Effective, Efficient and Enjoyable Learning environments (FEEEL) programme at the Welten Institute, Research Centre for Learning, Teaching, and Technology at the Open University of the Netherlands. He is an internationally recognized expert in the fields of educational psychology and instructional design. He is Research Fellow of the American Educational Research Association and the Netherlands Institute for Advanced Study in the Humanities and Social Science. He was President of the International Society for the Learning Sciences (ISLS) in 2010-2011, member of both the ISLS CSCL Board and the Executive Committee of the Society and he is an AERA Research Fellow (the first European to receive this honor). He is currently a member of the Scientific Technical Council of the Foundation for University Computing Facilities (SURF WTR) in the Netherlands and was a member of the Dutch Educational Council and, as such, was an advisor to the Minister of Education (2000-2004). He is chief editor of the Journal of Computer Assisted Learning, associate editor of Computers in Human Behavior, and has published two very successful books: Ten Steps to Complex Learning (now in its second revised edition and translated/published in Korea and China) and Urban Legends about Learning and Education. He also co-edited two other books (Visualizing Argumentation and What we know about CSCL). His areas of expertise include interaction in learning, collaboration for learning (computer-supported collaborative learning), and regulation of learning.

Andere boeken door Paul Kirschner

Inhoudsopgave

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

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