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Boek 'Ten steps to complex learning' (3e editie) samenvatting -ENGLISH

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Ten Steps to Complex Learning

NL Dit is een samenvatting van het boek 'ten steps to complex learning' Het boek is engels, de samenvatting ook! Net zo makkelijk met de terminologie. Rondom eind maart zal ik ook de hoorcolleges, werkcollege en kennisclips samengevat online zetten nadat alle lessen geweest zijn. EN This i...

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Geupload op 6 februari 2025
Aantal pagina's 39
Geschreven in 2024/2025
Type Samenvatting

ten steps
complex learning
onderwijswetenschappen
educational scienes
kirschner
van merrienboer
four components
supportive information
procedural information
part task practice
learning tasks

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1. Samenvatting - Boek 'ten steps to complex learning' (3e editie) samenvatting -english
2. Samenvatting - Kennisclip 'ontwerpen van leersituaties - gevorderd'
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Ten steps to complex learning (3d edition) – A systematic approach to four-component
instructional design (van Merrienboer & Kirschner).
Chapter 1: A new approach to instruction

Chapter 2: Four blueprint components

Chapter 3: Ten steps

Chapter 4: step 1 – design learning tasks

Chapter 5: step 2 – design performance assessments

Chapter 6: step 3 – sequence learning tasks

Chapter 7: step 4 – design supportive information

Chapter 8: step 5 – analyze cognitive strategies

Chapter 9: step 6 – analyse mental models

Chapter 10: step 7 – design procedural information

Chapter 11: step 8 – analyze cognitive rules

Chapter 12: step 9 – analyze prerequisite knowledge

Chapter 13: step 10 – design part-task practice

Chapter 14: Domain-general skills

Chapter 15: Programs of assessment

Chapter 16: Closing remarks

Chapter 1: A new approach to instruction

1.1 Complex learning

Complex learning = integrating knowledge, skills and attitudes; coordinating qualitatively different
constituent skills; and often transferring what is learned to daily settings.

Education and training need to achieve transfer. Design theory must support the development of
training programs for learners who need to learn and transfer professional competencies or complex
skills acquired in their study to an increasingly varied set of real-world context and settings.

1.2 A holistic design approach

Atomistic approach = complex contents/tasks are continually reduced to simpler or smaller elements.
It does not work well if the elements are closely interrelated.

Holistic approach = the whole is more than the sum of its parts. Relationships between elements. Deals
with complexity without losing sight of the interrelationships between the elements taught. Offers a
solution for 3 problems in the educational field:

1. Compartmentalization = separation of a whole into distinct parts or categories. Holistic design
models am at integrating declarative, procedural and affective learning. They facilitate the

, development of an integrated knowledge base that increases the chance that transfer of
learning occurs.
2. Fragmentation = the process of breaking something into small, incomplete or isolated parts.
Problem: most complex skills are characterized by numerous interactions between the
different aspects of task performance, with very high demands on their coordination.
3. Transfer paradox = methods that work best for reaching isolated, specific objectives are often
not the methods that work best for reaching integrated objectives and increasing transfer of
learning.
Interleaving (random practice schedule) is less efficient but higher transfer of learning.
Learners compare and contrast different errors with each other and construct knowledge that is
general and abstract rather than bound to the specific concrete errors.
1.3 Four components and ten steps

The ten steps are prescriptive and aim to provide a version of the model that is practicable for teachers,
domain experts involved in training design and instructional designers.

The four components:

1. Learning tasks
2. Supportive information
3. Procedural information
4. Park-task practice

Chapter 2: Four blueprint components

2.1 Training blueprints

Learning tasks = authentic whole-task experiences based on real-life tasks/situation. Aim: integrating
knowledge, skills and attitudes. High variability, organized in simple-to-complex task classes, exhibits
diminishing learner support and guidance.

Supportive information = info helpful for learning and performing the problem-solving, reasoning, and
decision-making aspects of learning tasks. Explaining how a domain is organized and how problems
are (or should be) approached. Specified per task class and always available for learners. What
learners already know and what they need to know to successfully carry out the learning task (bridge).
Facilitates construction of cognitive schemas. Leaners can fruitfully work on the nonrecurrent aspects
of learning tasks within the same task class.

Procedural information = info prerequisite for learning and performing routine aspects of learning
tasks. Specifies exactly how to perform the routine aspect of the task (how-to) and is presented just in
time when needed. It quickly fades as learners gain more expertise. To facilitate schema automation.

Park-task practice = items provided to help learners reach a high level of automaticity for selected
routine aspects of a task. Often repetitive practice, but only after the routine aspect is introduced in the
context of a whole meaningful learning task. To facilitate schema automation.

A high-variability sequence of whole, authentic learning tasks provdes the backbone of a training
program for complex learning.

2.2 Preventing compartmentalization

Constituent skills are horizontally adjacent to each other and can be performed sequentially (first
select than formulate) or simultaneously (formulate and perform). Aspect of a complex skill.

,- Nonrecurrent skills; if: they need to be performed as schema-based processes. Problem-solving,
reasoning, decision-making aspects of behavior.
- Recurrent skills; if: they will be performed as rule-based processes, routine aspects and sometimes
fully automatic aspects of behavior.

Inductive learning induces new knowledge from concrete experiences.

Variability of practice: all learning tasks differ from each other on all dimensions on which tasks also
differ in the real world, such as context/situation.

2.3 Avoiding fragmentation

Complex learning is learning to coordinate the constituent skills that make up real-life task
performance.

Task complexity = the number of elements inherent to a task along with the degree of interaction
between those elements. More coordination means more interaction between the elements.

Task classes = categories of learning tasks, each representing a version of the task with a particular
level of complexity.

Task support = provide learners with assistance with the task elements involved in the training, namely
the steps in a solution that get them from the givens to the goals.

Solution-process guidance = provide learners with assistance with the process inherent to finding a
solution (process-oriented).

2.4 Dealing with the transfer paradox

Experts can effectively perform constituent skills because they formed cognitive and psychomotor
rules that directly drive particular actions under particular circumstances.

The key to development of schema-based processes is variability of practice.
The key to the development of rule-based processes is repetitive practice.

Procedural information should facilitate schema automation and should make the information
available during task performance so that it can be easily embedded in cognitive rules in a subprocess
of schema automation called rule formation.

Part-task practice facilitate schema automation and in particular a subprocess called strengthening,
whereby cognitive rules accumulate strength each time they are successfully applied by the learner.

Cognitive load theory:

o Consider human cognitive architecture when designing instruction. It is a limited working
memory with partly independent processing units for information which interacts with
unlimited long-term memory.
o Intrinsic CL: number of elements that must be simultaneously processed in working memory.
Function of performing the task.
 learning tasks: simple-to-complex task classes. Less element interactivity, fewer elements
and interaction. Complex task classes then improves.
o Extraneous CL: extra load beyond intrinsic resulting from poorly designed instruction.
 learning tasks: provide support and guidance for the first learning task thus preventing a
weak-method problem.

, o Germane CL: processes that directly contribute to learning (schema construction and schema
automation).
o limitations: not alone sufficient to develop useful instructional design model.
o Training blueprints built from the 4 components are consistent with cognitive load theory
because they reduce unnecessary cognitive load and free up cognitive resources that van be
devoted to schema construction and automatization.

2.5 Individualized instruction

Dynamic task instruction = possible to offer individual learners a sequence of learning tasks that is
optimally adjusted to their individual and specific learning needs. Leads to higher learning outcomes
and better transfer performance.

Rules of thumb:

1. Task classes: if performance on unsupported learning tasks meets all standards for acceptable
performance leaner proceeds to next task class, more complex higher level of support. If it
doesn’t meet all standards, proceed at current complexity level to either another unsupported
learning task or a learning task with specific support.
2. Support and guidance: If performance on supported learning tasks meets all standards for
performance, proceed with less support. If it doesn’t; proceed to either a learning task with the
same level of support or a learning task with a higher level of specific support.
3. Variability: new learning tasks are selecting in a way that the whole set of learning tasks
eventually varies on all dimensions that also vary in the world.

Performance assessment of supported learning tasks is only used for formative assessment, the sole
goal is to improve the quality of the learning process.

Teacher or system Self-directed learner
Learning tasks Adaptive learning On-demand education
 teacher selects and presents  learner searches and selects
learning task for learner. own tasks.
Supportive information Planned information provision Resource-based learning
 teacher presents relevant  learner searches and studies
info before learner starts useful info from all available
working on new task class. resources.
Procedural information Unsolicited info presentation Solicited info presentation
 teacher acts as assistant  learner searches and
looking over shoulder and consults manual, reference,
present procedural info when technology when needed
needed. during task performance.
Part-task practice Dependent part-task practice Independent part-task practice
 teacher provides practice for  Learner searches and
a selected to-be-automated practices tasks in order to
recurrent aspect after this has improve whole-task
been introduced in whole performance.
learning task.
Giving full control to learners will only be effective if they already have well-developed self-directed
learning skills, meaning that they are able to plan their own task execution, monitor/assess own
performance, control/regulate own learning and orient themselves to learning opportunities. In many
cases learners do not possess these skills!

Second-order scaffolding = involves a gradual transition from teacher control to learner control.

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