Tables, figures and useful rows – ‘’Ten steps to complex learning’’ (van Merriënboer & Kirschner)
Chapter 1: a new approach to instruction
*Three persistent problems in the field of education:
1. Compartmentalization (separation of a whole into distinct parts/categories)
2. Fragmentation (process of breaking something into small, incomplete/isolated parts )
3. Transfer paradox (designer wants efficiency (minimize numbers of practice items to learn,
time-on-task and investment of learner) but this does not lead to effectivity (low transfer))
- Solution = holistic design approach (deals with complexity without losing sight of the
interrelationships between the elements).
*Four blueprint components of 4C/ID and the Ten Steps:
Chapter 2: four blueprint components
*A schematic training blueprint for complex learning and the main features of each of the components:
*Constituent skills types:
a) Sequentially: horizontally adjacent to each other, after each other)
b) Simultaneously: horizontally adjacent to each other but can be performed at the same time
(coordination needed).
c) Vertical: enable the learning and performance of skills higher in the hierarchy (prerequisite).
,*Cognitive load theory
- Cognitive architecture consists of a limited working memory with partly independent
processing units for visual/spatial and auditory/verbal information.
- Interacts with an unlimited long-term memory.
- Intrinsic CL = number of elements that must be simultaneously processed in working memory.
More numbers of elements ask for more coordination between them.
a) Task processing: a task with many constituent skills that must be coordinated. Expertise
effects this because they can combine multiple elements into one that they can process in
working memory as single element (chunking).
b) Germane processing: processes that directly contribute to schema construction and
automation. Connect new information to existing.
- Extraneous CL = extra load beyond the ICL mainly resulting from poorly designed instruction.
*The cycle for dynamic task selection based on continuous assessment of individual performance on
learning tasks:
*System control and learner control for the four blueprint components (W ho is in control in
individualized instruction?):
Teacher/system (system- Self-directed learner (learner
control) control)
Learning tasks Adaptive learning: teacher On-demand education: self-
selects and presents suitable directed learner searches and
tasks for individual learner. selects her own tasks.
Supportive information Planned information Resource-based learning:
provision: teacher presents self-directed learner searches
relevant SI before learner starts and studies useful SI from all
working on new task class and available resources.
ensures this information
remains available.
Procedural information Unsolicited information Solicited information
presentation: teacher acts as presentation: self-directed
assistant looking over the learner searches and consults
shoulder and presents PI manuals, quick reference
precisely when a learner needs guides or mobile technologies
it. when needed during task
, performance.
Part-task practice Dependent part-task Independent part-task
practice: teacher provides part- practice: self-directed learner
task practice for a selected to- searches and practices part-
be-automated recurrent aspect tasks in order to improve her
after this aspect has been whole-task performance.
introduced in a whole learning
task.
*Relationships among basic learning processes, blueprint components and suitable media
Learning processes Subprocess Blueprint Traditional media New media
component
Schema Inductive Learning tasks Real-task Computer-
construction learning environment, role- simulated task
play, project environment,
groups, problem- virtual reality,
based learning serious games.
groups.
Schema Elaboration Suppportive Textbooks, Hypermedia,
construction information lectures, multimedia
encyclopaedia, systems, social
physical models. media, micro
worlds.
Schema Rule formation Procedural Teacher is Online job aids
automation information assistant looking and help
over shoulder, systems, mobile
learning aids, technologies,
reference guides, augmented
manuals. reality.
Schema Strengthening Part-task practice Paper and pencil, Drill-and-
automation practical, real task practice
environment, computer-based
skills laboratory. training, part-
task trainers,
games for basic
skills training.
* Double-blended learning in the schematic training blueprint
Chapter 3: ten steps
Chapter 1: a new approach to instruction
*Three persistent problems in the field of education:
1. Compartmentalization (separation of a whole into distinct parts/categories)
2. Fragmentation (process of breaking something into small, incomplete/isolated parts )
3. Transfer paradox (designer wants efficiency (minimize numbers of practice items to learn,
time-on-task and investment of learner) but this does not lead to effectivity (low transfer))
- Solution = holistic design approach (deals with complexity without losing sight of the
interrelationships between the elements).
*Four blueprint components of 4C/ID and the Ten Steps:
Chapter 2: four blueprint components
*A schematic training blueprint for complex learning and the main features of each of the components:
*Constituent skills types:
a) Sequentially: horizontally adjacent to each other, after each other)
b) Simultaneously: horizontally adjacent to each other but can be performed at the same time
(coordination needed).
c) Vertical: enable the learning and performance of skills higher in the hierarchy (prerequisite).
,*Cognitive load theory
- Cognitive architecture consists of a limited working memory with partly independent
processing units for visual/spatial and auditory/verbal information.
- Interacts with an unlimited long-term memory.
- Intrinsic CL = number of elements that must be simultaneously processed in working memory.
More numbers of elements ask for more coordination between them.
a) Task processing: a task with many constituent skills that must be coordinated. Expertise
effects this because they can combine multiple elements into one that they can process in
working memory as single element (chunking).
b) Germane processing: processes that directly contribute to schema construction and
automation. Connect new information to existing.
- Extraneous CL = extra load beyond the ICL mainly resulting from poorly designed instruction.
*The cycle for dynamic task selection based on continuous assessment of individual performance on
learning tasks:
*System control and learner control for the four blueprint components (W ho is in control in
individualized instruction?):
Teacher/system (system- Self-directed learner (learner
control) control)
Learning tasks Adaptive learning: teacher On-demand education: self-
selects and presents suitable directed learner searches and
tasks for individual learner. selects her own tasks.
Supportive information Planned information Resource-based learning:
provision: teacher presents self-directed learner searches
relevant SI before learner starts and studies useful SI from all
working on new task class and available resources.
ensures this information
remains available.
Procedural information Unsolicited information Solicited information
presentation: teacher acts as presentation: self-directed
assistant looking over the learner searches and consults
shoulder and presents PI manuals, quick reference
precisely when a learner needs guides or mobile technologies
it. when needed during task
, performance.
Part-task practice Dependent part-task Independent part-task
practice: teacher provides part- practice: self-directed learner
task practice for a selected to- searches and practices part-
be-automated recurrent aspect tasks in order to improve her
after this aspect has been whole-task performance.
introduced in a whole learning
task.
*Relationships among basic learning processes, blueprint components and suitable media
Learning processes Subprocess Blueprint Traditional media New media
component
Schema Inductive Learning tasks Real-task Computer-
construction learning environment, role- simulated task
play, project environment,
groups, problem- virtual reality,
based learning serious games.
groups.
Schema Elaboration Suppportive Textbooks, Hypermedia,
construction information lectures, multimedia
encyclopaedia, systems, social
physical models. media, micro
worlds.
Schema Rule formation Procedural Teacher is Online job aids
automation information assistant looking and help
over shoulder, systems, mobile
learning aids, technologies,
reference guides, augmented
manuals. reality.
Schema Strengthening Part-task practice Paper and pencil, Drill-and-
automation practical, real task practice
environment, computer-based
skills laboratory. training, part-
task trainers,
games for basic
skills training.
* Double-blended learning in the schematic training blueprint
Chapter 3: ten steps
