Ten Steps to Complex Learning - Jeroen J G van Merriënboer

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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 f

Résumé :
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....

Sommaire:

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....