Ten steps to complex learning: a systematic approach to four-component instructional design
Gespeichert in:
| Beteiligte Personen: | , |
|---|---|
| Format: | Buch |
| Sprache: | Englisch |
| Veröffentlicht: |
Mahwah, NJ [u.a.]
Erlbaum
2007
|
| Schlagwörter: | |
| Links: | 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 |
| Beschreibung: | Includes bibliographical references (p. 261-277) and indexes |
| Umfang: | XIII, 306 S. Ill., graph. Darst. |
| ISBN: | 0805857923 0805857931 1410618056 9780805857924 9780805857931 9781410618054 |
Internformat
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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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Datensatz im Suchindex
| _version_ | 1819281875044139008 |
|---|---|
| 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
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| isbn | 0805857923 0805857931 1410618056 9780805857924 9780805857931 9781410618054 |
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| 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_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 |
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