Ten steps to complex learning: a systematic approach to four-component instructional design
Gespeichert in:
| Beteiligte Personen: | , |
|---|---|
| Format: | Buch |
| Sprache: | Englisch |
| Veröffentlicht: |
New York ; London
Routledge
2018
|
| Ausgabe: | Third edition |
| Schlagwörter: | |
| Links: | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=030000552&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=030000552&sequence=000004&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA |
| Umfang: | xv, 399 Seiten Illustrationen |
| ISBN: | 9781138080799 9781138080805 |
Internformat
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Datensatz im Suchindex
| _version_ | 1819265231223783424 |
|---|---|
| adam_text | Contents
About the Authors ix
Preface xi
Acknowledgments XV
A New Approach to Instruction 1
1.1 Complex Learning 2
i .2 A Holistic Design Approach 5
1.3 Four Components and Ten Steps 8
2 Four Blueprint Components 11
2.1 Training Blueprints 12
2.2 Preventing Compartmentalization 13
2.3 Avoiding Fragmentation 16
2.4 Dealing With the Transfer Paradox 18
2.5 Individualized Instruction 25
2.6 Media for the Four Components 32
2.7 Summary 37
3 Ten Steps 39
3.1 Ten Design Activities 40
3.2 System Dynamics 43
3.3 The Pehble-in-the-Pond: From Activities to Steps 46
3.4 Ten Steps Within an ISD Context 49
3.5 Summary 50
4 Step 1: Design Learning Tasks
4.1 Real-Life Tasks 53
4.2 Real and Simulated Task Environments 56
52
vi Contents
4.3 Variability of Practice 64
4A Learner Support and Guidance 67
4.5 Built-in Task Support 70
4.6 Problem-Solving Guidance 75
4.7 Scaffolding Support and Guidance 79
4.8 Summary of Guidelines 81
5 Step 2: Design Performance Assessments 83
5.1 Skill Decomposition 85
5.2 Formulating Performance Objectives 89
5.3 Classifying Performance Objectives 94
5.4 Performance Assessments 101
5.5 Summary of Guidelines 109
6 Step 3: Sequence Learning Tasks 111
6.1 Whole-Task Sequencing of Learning Tasks 113
6.2 Task Classes and Learner Support 119
6.3 Part-Task Sequencing of Learning Tasks 121
6.4 Individualized Learning Trajectories 129
6.5 Summary of Guidelines 139
7 Step 4: Design Supportive Information 141
7.1 Providing SAPs and Domain Models 142
7.2 Illustrating SAPs and Domain Models 150
7.3 Strategies for Presenting Supportive Information 153
7.4 Cognitive Feedback 158
7.5 Media for Supportive Information 161
7.6 Supportive Information in the Training Blueprint 166
7.7 Summary of Guidelines 168
8 Step 5: Analyze Cognitive Strategies 170
8.1 Specify SAPs 171
8.2 Analyzing Intuitive Cognitive Strategies 176
8.3 Using SAPs to Make Design Decisions 177
8.4 Summary of Guidelines 180
9 Step 6: Analyze Mental Models 181
9.1 Specify Domain Models 182
9.2 Analyzing Intuitive Mental Models 192
9.3 Using Domain Models to Make Design Decisions 193
9.4 Summary of Guidelines 197
Contents vii
10 Step 7: Design Procedural Information 199
10. 1 Providing Just-In-Time Information Displays 201
10.2 Exemplifying Just-In-Time Information 209
10.3 Strategies for Presenting Procedural Information 211
10.4 Corrective Feedback 216
10.5 Media for Procedural Information 220
10.6 Procedural Information in the Training Blueprint 222
10.7 Summary of Guidelines 224
11 Step 8: Analyze Cognitive Rules 226
11.1 Specify IF-THEN Rules and Procedures 227
11.2 Analyzing Typical Errors and Malrules 234
11.3 Using Cognitive Rules to Make Design Decisions 235
11.4 Summary of Guidelines 237
12 Step 9: Analyze Prerequisite Knowledge 239
12.1 Specify Concepts, Facts, and Physical Models 240
12.2 Analyzing Misconceptions 248
12.3 Using Prerequisite Knowledge to Make Design Decisions 249
12.4 Summary of Guidelines 250
13 Step 10: Design Part-Task Practice 232
13.1 Practice Items 254
13.2 Part-Task Sequencing for Part-Task Practice 259
13.3 Procedural Information for Part-Task Practice 262
13.4 Overlearning 266
13.5 Independent Part-Task Practice 268
13.6 Media for Part-Task Practice 270
13.7 Part-Task Practice in the Training Blueprint 271
13.8 Summary of Guidelines 273
14 Domain-General Skills 275
14.1 Self-Regulated and Self-Directed Learning 277
14.2 Training Information Literacy Skills 282
14.3 Deliberate Practice for Building Routines 288
14.4 21st-Century Skills 291
14.5 Summary 294
15 Programs of Assessment 296
15.1 Miller}s Pyramid and the Four Components 298
15.2 Summative Assessmen t of Learning Tasks 300
viii Contents
15.3 Summative Assessment of Supportive Information 302
15.4 Summative Assessment of Part-Tasks and Procedural
Information 305
15.5 Summative Assessment of Domain- General Skills 3 09
15.6 Summary 312
16 Closing Remarks 313
16.1 Positioning the Ten Steps 314
16.2 Future Directions 317
16.3 A Final Word 325
Appendix 1 327
Appendix 2 333
References 337
Glossary 356
Illustrations 377
Author Index 381
Subject Index 387
Ten Steps to Complex Learning
Ten Steps to Complex Learning presents a path from an educational problem
to a solution in a way that students, practitioners, and researchers can under-
stand 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.
|
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| author | Merriënboer, Jeroen J. G. van 1959-2023 Kirschner, Paul Arthur 1951- |
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| author_role | aut aut |
| author_sort | Merriënboer, Jeroen J. G. van 1959-2023 |
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| discipline | Pädagogik Psychologie |
| edition | Third edition |
| format | Book |
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| id | DE-604.BV044602146 |
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| indexdate | 2024-12-20T18:06:58Z |
| institution | BVB |
| isbn | 9781138080799 9781138080805 |
| language | English |
| lccn | 017024174 |
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| physical | xv, 399 Seiten Illustrationen |
| publishDate | 2018 |
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| spellingShingle | Merriënboer, Jeroen J. G. van 1959-2023 Kirschner, Paul Arthur 1951- Ten steps to complex learning a systematic approach to four-component instructional design Erziehung Instructional systems Design Education / General Education / Computers & Technology Neue Technologie (DE-588)4194462-8 gnd Unterricht (DE-588)4062005-0 gnd Lehrmittel (DE-588)4074111-4 gnd |
| subject_GND | (DE-588)4194462-8 (DE-588)4062005-0 (DE-588)4074111-4 |
| title | Ten steps to complex learning a systematic approach to four-component instructional design |
| title_alt | 10 steps steps to complex learning |
| 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 and Paul A. Kirschner |
| title_fullStr | Ten steps to complex learning a systematic approach to four-component instructional design Jeroen J.G. van Merriënboer and Paul A. Kirschner |
| title_full_unstemmed | Ten steps to complex learning a systematic approach to four-component instructional design Jeroen J.G. van Merriënboer and 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 | Erziehung Instructional systems Design Education / General Education / Computers & Technology Neue Technologie (DE-588)4194462-8 gnd Unterricht (DE-588)4062005-0 gnd Lehrmittel (DE-588)4074111-4 gnd |
| topic_facet | Erziehung Instructional systems Design Education / General Education / Computers & Technology Neue Technologie Unterricht Lehrmittel |
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