Ten steps to complex learning: a systematic approach to four-component instructional design
Saved in:
| Main Authors: | , |
|---|---|
| Format: | Book |
| Language: | English |
| Published: |
Mahwah, NJ [u.a.]
Erlbaum
2007
|
| Subjects: | |
| Online Access: | Inhaltsverzeichnis |
| Item Description: | Includes bibliographical references (p. 261-277) and indexes |
| Physical Description: | XIII, 306 S. Ill., graph. Darst. |
| ISBN: | 0805857923 0805857931 1410618056 9780805857924 9780805857931 9781410618054 |
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| 100 | 1 | |a Merriënboer, Jeroen J. G. van |e Verfasser |4 aut | |
| 245 | 1 | 0 | |a Ten steps to complex learning |b a systematic approach to four-component instructional design |c Jeroen J. G. van Merriënboer ; Paul A. Kirschner |
| 264 | 1 | |a Mahwah, NJ [u.a.] |b Erlbaum |c 2007 | |
| 300 | |a XIII, 306 S. |b Ill., graph. Darst. | ||
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Record in the Search Index
| _version_ | 1804136654901870592 |
|---|---|
| adam_text | Contents
PREFACE
.................................................................................................................ix
ACKNOWLEDGMENTS
........................................................................................xi
ABOUT THE AUTHORS
......................................................................................xiii
PARTI INTRODUCTION
1
A NEW APPROACH TO INSTRUCTION
...........................................................3
1.1
Complex Learning
.......................................................................................4
1.2
A Holistic Design Approach
.......................................................................6
1.3
Four Components and Ten Steps
...............................................................10
2
FOUR BLUEPRINT COMPONENTS
................................................................13
2.1
Training Blueprints
....................................................................................14
2.2
Integration rather than compartmentalization
...........................................15
2.3
Coordination rather than Fragmentation
...................................................17
2.4
Differentiation and the Transfer Paradox
..................................................19
2.5
Realizing Transfer of Learning
.................................................................24
2.6
Summary
....................................................................................................26
3
TEN STEPS
..........................................................................................................27
3.1
Ten Activities
............................................................................................28
3.2
System Dynamics
......................................................................................30
3.3
The Pebble-in-the-Pond: From Activities to Steps
....................................33
3.4
Ten Steps within an ISD Context
..............................................................35
3.5
Summary
....................................................................................................36
PART II THE TEN STEPS TO COMPLEX LEARNING
4
STEP
1:
DESIGN LEARNING TASKS
..............................................................41
4.1
Real-Life Tasks
..........................................................................................42
4.2
Learning Tasks and Support
......................................................................46
4.3
Problem Solving and Guidance
.................................................................50
4.4
Scaffolding Support and Guidance
............................................................53
4.5
Variability of Practice
................................................................................56
4.6
Summary of Guidelines
.............................................................................59
5
STEP
2:
SEQUENCE TASK CLASSES
.............................................................61
5.1
Whole-Task Sequencing of Learning Tasks
..............................................62
5.2
Task Classes and Learner Support
............................................................67
5.3
Part-Task Sequencing of Learning Tasks
..................................................69
5.4
Summary of Guidelines
.............................................................................77
CONTENTS
6
STEP
3:
SET PERFORMANCE OBJECTIVES
.................................................79
6.1
Skill Decomposition
..................................................................................80
6.2
Formulating Performance Objectives
........................................................85
6.3
Classifying Performance Objectives
.........................................................89
6.4
Performance Assessment
...........................................................................94
6.5
Summary of Guidelines
.............................................................................98
7
STEP
4:
DESIGN SUPPORTIVE INFORMATION
...........................................99
7.1
Providing SAPs and Domain Models
......................................................100
7.2
Illustrating SAPs and Domain Models
....................................................106
7.3
Presentation Strategies
.............................................................................108
7.4
Cognitive Feedback
.................................................................................114
7.5
Supportive Information in the Training Blueprint
..................................116
7.6
Summary of Guidelines
...........................................................................118
8
STEP
5:
ANALYZE COGNITIVE STRATEGIES
...........................................121
8.1
Specify SAPs
...........................................................................................122
8.2
Analyzing Intuitive Cognitive Strategies
................................................125
8.3
Using SAPs to Make Design Decisions
..................................................126
8.4
Summary of Guidelines
...........................................................................129
9
STEP
6:
ANALYZE MENTAL MODELS
........................................................131
9.1
Specify Domain Models
..........................................................................132
9.2
Analyzing Intuitive Mental Models
.........................................................140
9.3
Using Domain Models to Make Design Decisions
.................................141
9.4
Summary of Guidelines
...........................................................................144
10
STEP
7:
DESIGN PROCEDURAL INFORMATION
....................................147
10.1
Providing Just-In-Time Information Displays
........................................148
10.2
Exemplifying Just-In-Time Information
.................................................152
10.3
Presentation Strategies
.............................................................................154
10.4
Corrective Feedback
................................................................................159
10.5
Procedural Information in the Training Blueprint
...................................162
10.6
Summary of Guidelines
...........................................................................165
11
STEP
8:
ANALYZE COGNITIVE RULES
....................................................167
11.1
Specify If-Then Rules and Procedures
....................................................168
11.2
Analyzing Typical Errors and Malruies
..................................................173
11.3
Using Cognitive Rules to make Design Decisions
..................................174
11.4
Summary of Guidelines
...........................................................................176
12
STEP
9:
ANALYZE PREREQUISITE KNOWLEDGE
.................................179
12.1
Specify Concepts, Facts, and Physical Models
.......................................180
12.2
Analyzing Misconceptions
......................................................................186
12.3
Using Prerequisite Knowledge to Make Design Decisions
.....................187
12.4
Summary of Guidelines
...........................................................................188
vi
CONTENTS
PARTIU
APPLICATIONS
13
STEP
10: DESIGN
PART-TASK PRACTICE
................................................191
13.1
Practice Items
..........................................................................................192
13.2
Part-Task Sequencing for Part-Task Practice
..........................................196
13.3
Procedural Information for Part-Task Practice
........................................198
13.4
Overlearning
............................................................................................201
13.5
Part-Task Practice in the Training Blueprint
...........................................204
13.6
Summary of Guidelines
...........................................................................206
14
USE OF MEDIA
..:...........................................................................................209
14.1
Media for Learning Tasks
........................................................................210
14.2
Dynamic Task Selection
..........................................................................215
14.3
Secondary Media
.....................................................................................219
14.4
Summary
..................................................................................................225
15
SELF-DIRECTED LEARNING
......................................................................227
15.1
Levels of Self-Directed Learning
............................................................229
15.2
Protocol Portfolio Scoring
.......................................................................231
15.3
Support and Guidance for Self-Directed Learning
..................................237
15.4
Summary
..................................................................................................241
16
CLOSING REMARKS
.....................................................................................243
16.1
Positioning the Ten Steps
........................................................................243
16.2
Future Directions
.....................................................................................246
16.3
A Final Word
...........................................................................................249
APPENDIX
1
OVERVIEW OF THE TEN STEPS
.............................................251
APPENDIX
2
EXAMPLE OF A TRAINING BLUEPRINT
..............................257
REFERENCES
......................................................................................................261
GLOSSARY
..........................................................................................................279
AUTHOR INDEX
.................................................................................................295
SUBJECT INDEX
.................................................................................................301
ILLUSTRATIONS
................................................................................................305
vu
|
| adam_txt |
Contents
PREFACE
.ix
ACKNOWLEDGMENTS
.xi
ABOUT THE AUTHORS
.xiii
PARTI INTRODUCTION
1
A NEW APPROACH TO INSTRUCTION
.3
1.1
Complex Learning
.4
1.2
A Holistic Design Approach
.6
1.3
Four Components and Ten Steps
.10
2
FOUR BLUEPRINT COMPONENTS
.13
2.1
Training Blueprints
.14
2.2
Integration rather than compartmentalization
.15
2.3
Coordination rather than Fragmentation
.17
2.4
Differentiation and the Transfer Paradox
.19
2.5
Realizing Transfer of Learning
.24
2.6
Summary
.26
3
TEN STEPS
.27
3.1
Ten Activities
.28
3.2
System Dynamics
.30
3.3
The Pebble-in-the-Pond: From Activities to Steps
.33
3.4
Ten Steps within an ISD Context
.35
3.5
Summary
.36
PART II THE TEN STEPS TO COMPLEX LEARNING
4
STEP
1:
DESIGN LEARNING TASKS
.41
4.1
Real-Life Tasks
.42
4.2
Learning Tasks and Support
.46
4.3
Problem Solving and Guidance
.50
4.4
Scaffolding Support and Guidance
.53
4.5
Variability of Practice
.56
4.6
Summary of Guidelines
.59
5
STEP
2:
SEQUENCE TASK CLASSES
.61
5.1
Whole-Task Sequencing of Learning Tasks
.62
5.2
Task Classes and Learner Support
.67
5.3
Part-Task Sequencing of Learning Tasks
.69
5.4
Summary of Guidelines
.77
CONTENTS
6
STEP
3:
SET PERFORMANCE OBJECTIVES
.79
6.1
Skill Decomposition
.80
6.2
Formulating Performance Objectives
.85
6.3
Classifying Performance Objectives
.89
6.4
Performance Assessment
.94
6.5
Summary of Guidelines
.98
7
STEP
4:
DESIGN SUPPORTIVE INFORMATION
.99
7.1
Providing SAPs and Domain Models
.100
7.2
Illustrating SAPs and Domain Models
.106
7.3
Presentation Strategies
.108
7.4
Cognitive Feedback
.114
7.5
Supportive Information in the Training Blueprint
.116
7.6
Summary of Guidelines
.118
8
STEP
5:
ANALYZE COGNITIVE STRATEGIES
.121
8.1
Specify SAPs
.122
8.2
Analyzing Intuitive Cognitive Strategies
.125
8.3
Using SAPs to Make Design Decisions
.126
8.4
Summary of Guidelines
.129
9
STEP
6:
ANALYZE MENTAL MODELS
.131
9.1
Specify Domain Models
.132
9.2
Analyzing Intuitive Mental Models
.140
9.3
Using Domain Models to Make Design Decisions
.141
9.4
Summary of Guidelines
.144
10
STEP
7:
DESIGN PROCEDURAL INFORMATION
.147
10.1
Providing Just-In-Time Information Displays
.148
10.2
Exemplifying Just-In-Time Information
.152
10.3
Presentation Strategies
.154
10.4
Corrective Feedback
.159
10.5
Procedural Information in the Training Blueprint
.162
10.6
Summary of Guidelines
.165
11
STEP
8:
ANALYZE COGNITIVE RULES
.167
11.1
Specify If-Then Rules and Procedures
.168
11.2
Analyzing Typical Errors and Malruies
.173
11.3
Using Cognitive Rules to make Design Decisions
.174
11.4
Summary of Guidelines
.176
12
STEP
9:
ANALYZE PREREQUISITE KNOWLEDGE
.179
12.1
Specify Concepts, Facts, and Physical Models
.180
12.2
Analyzing Misconceptions
.186
12.3
Using Prerequisite Knowledge to Make Design Decisions
.187
12.4
Summary of Guidelines
.188
vi
CONTENTS
PARTIU
APPLICATIONS
13
STEP
10: DESIGN
PART-TASK PRACTICE
.191
13.1
Practice Items
.192
13.2
Part-Task Sequencing for Part-Task Practice
.196
13.3
Procedural Information for Part-Task Practice
.198
13.4
Overlearning
.201
13.5
Part-Task Practice in the Training Blueprint
.204
13.6
Summary of Guidelines
.206
14
USE OF MEDIA
.:.209
14.1
Media for Learning Tasks
.210
14.2
Dynamic Task Selection
.215
14.3
Secondary Media
.219
14.4
Summary
.225
15
SELF-DIRECTED LEARNING
.227
15.1
Levels of Self-Directed Learning
.229
15.2
Protocol Portfolio Scoring
.231
15.3
Support and Guidance for Self-Directed Learning
.237
15.4
Summary
.241
16
CLOSING REMARKS
.243
16.1
Positioning the Ten Steps
.243
16.2
Future Directions
.246
16.3
A Final Word
.249
APPENDIX
1
OVERVIEW OF THE TEN STEPS
.251
APPENDIX
2
EXAMPLE OF A TRAINING BLUEPRINT
.257
REFERENCES
.261
GLOSSARY
.279
AUTHOR INDEX
.295
SUBJECT INDEX
.301
ILLUSTRATIONS
.305
vu |
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| illustrated | Illustrated |
| index_date | 2024-07-02T18:10:22Z |
| indexdate | 2024-07-09T20:59:51Z |
| institution | BVB |
| isbn | 0805857923 0805857931 1410618056 9780805857924 9780805857931 9781410618054 |
| language | English |
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| physical | XIII, 306 S. Ill., graph. Darst. |
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| publisher | Erlbaum |
| record_format | marc |
| spelling | Merriënboer, Jeroen J. G. van Verfasser aut Ten steps to complex learning a systematic approach to four-component instructional design Jeroen J. G. van Merriënboer ; Paul A. Kirschner Mahwah, NJ [u.a.] Erlbaum 2007 XIII, 306 S. Ill., graph. Darst. txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references (p. 261-277) and indexes Instructional systems Design Neue Technologie (DE-588)4194462-8 gnd rswk-swf Lehrmittel (DE-588)4074111-4 gnd rswk-swf Unterricht (DE-588)4062005-0 gnd rswk-swf Lehrmittel (DE-588)4074111-4 s Neue Technologie (DE-588)4194462-8 s Unterricht (DE-588)4062005-0 s 1\p DE-604 Kirschner, Paul A. Verfasser aut Digitalisierung UB Regensburg application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=015747699&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis 1\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk |
| spellingShingle | Merriënboer, Jeroen J. G. van Kirschner, Paul A. Ten steps to complex learning a systematic approach to four-component instructional design Instructional systems Design Neue Technologie (DE-588)4194462-8 gnd Lehrmittel (DE-588)4074111-4 gnd Unterricht (DE-588)4062005-0 gnd |
| subject_GND | (DE-588)4194462-8 (DE-588)4074111-4 (DE-588)4062005-0 |
| title | Ten steps to complex learning a systematic approach to four-component instructional design |
| title_auth | Ten steps to complex learning a systematic approach to four-component instructional design |
| title_exact_search | Ten steps to complex learning a systematic approach to four-component instructional design |
| title_exact_search_txtP | Ten steps to complex learning a systematic approach to four-component instructional design |
| title_full | Ten steps to complex learning a systematic approach to four-component instructional design Jeroen J. G. van Merriënboer ; Paul A. Kirschner |
| title_fullStr | Ten steps to complex learning a systematic approach to four-component instructional design Jeroen J. G. van Merriënboer ; Paul A. Kirschner |
| title_full_unstemmed | Ten steps to complex learning a systematic approach to four-component instructional design Jeroen J. G. van Merriënboer ; Paul A. Kirschner |
| title_short | Ten steps to complex learning |
| title_sort | ten steps to complex learning a systematic approach to four component instructional design |
| title_sub | a systematic approach to four-component instructional design |
| topic | Instructional systems Design Neue Technologie (DE-588)4194462-8 gnd Lehrmittel (DE-588)4074111-4 gnd Unterricht (DE-588)4062005-0 gnd |
| topic_facet | Instructional systems Design Neue Technologie Lehrmittel Unterricht |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=015747699&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| work_keys_str_mv | AT merrienboerjeroenjgvan tenstepstocomplexlearningasystematicapproachtofourcomponentinstructionaldesign AT kirschnerpaula tenstepstocomplexlearningasystematicapproachtofourcomponentinstructionaldesign |