e-lecture tutorial ten steps to complex learning welcome to this online tutorial on ten steps to...
TRANSCRIPT
E-lecture
Tutorial Ten Steps to Complex Learning
Welcome to this online tutorial on Ten Steps to Complex Learning. The Ten Steps provide a systematic approach to four-component instructional design (4C/ID for short).
4C/ID builds educational programs from four components: 1. Learning tasks2. Supportive information3. Procedural information4. Part-task practiceThe 4C/ID model has been fully described in the book Training Complex Cognitive Skills (1997).
Ten Steps to Complex Learning (2007/2013) not only describes how to design the four components, but also how to perform six auxiliary activities that form part of a systematic instructional design process.
Navigating Through the Tutorial
• Click in the navigation toolbar at the top of the page to go to one particular component or step.
• The buttons ‘previous’ and ‘next’ at the bottom of the screen will take you to the previous or next page.
• The button ‘E-lecture’ at the bottom of the page will take you to the web-lecture corresponding with that page.
• The button ‘Examples’ at the bottom of the page will take you to examples exemplying the theory described at that page.
2 Develop Assessment Instruments
9 Analyze Prerequisite Knowledge
8 Analyze Cognitive Rules
6 Analyze Mental Models
5 Analyze Cognitive Strategies
3 Sequence Learning Tasks
1 Design Learning Tasks 4 Design Supportive Information
7 Design Procedural Information
10 Design Part- Task Practice
Star
t 1/3 End
COMPONENT 1 COMPONENT 2 COMPONENT 3 COMPONENT 4
The Four Components
1 Learning Tasks are typically based on real-life or professional tasks and provide concrete experiences to learners. A series of learning tasks serves as the backbone of an educational program.
2 Supportive Information helps learners to perform non-routine aspects (problem solving, reasoning, decision making) of learning tasks. It is presented to them before they start working on learning tasks and/or made available to them while they are working on these tasks.
3 Procedural Information tells learners how to perform routine aspects of learning tasks (how-to instructions). It is best presented to them just-in-time, precisely when they need it during their work on learning tasks.
4 Part-Task Practice provides additional practice on routine aspects of learning tasks that need to become fully automated. It only starts after learners have become familiar with the routine aspect in the context of whole, meaningful learning tasks.
2 Develop Assessment Instruments
9 Analyze Prerequisite Knowledge
8 Analyze Cognitive Rules
6 Analyze Mental Models
5 Analyze Cognitive Strategies
3 Sequence Learning Tasks
1 Design Learning Tasks 4 Design Supportive Information
7 Design Procedural Information
10 Design Part- Task Practice
Star
t 2/3 End
COMPONENT 1 COMPONENT 2 COMPONENT 3 COMPONENT 4
E-lecture
The Ten Steps
The Ten Steps provide a systematic approach to designing educational programs based on the four components. Four of the steps directly relate to the four components (see Table):
Step 1. Design Learning TasksStep 4. Design Supportive InformationStep 7. Design Procedural InformationStep 10. Design Part-Task Practice
All other steps are auxiliary.
Step 2 is used to develop assessment instruments that make if possible to assess learners’ performance on the learning tasks. Step 3 is used to sequence learning tasks from simple to complex.
Steps 5 and 6 are used to analyze cognitive strategies and mental models that underlie supportive information.
Steps 8 and 9 are used to analyze cognitive rules and prerequisite knowledge that underlie procedural information. Cognitive rules are also needed to design part-task practice.
Component Step
1. LEARNING TASKS
1. Design Learning Tasks
2. Develop Assessment Instruments
3. Sequence Learning Tasks
2. SUPPORTIVE INFORMATION
4. Design Supportive Information
5. Analyze Cognitive Strategies
6. Analyze Mental Models
3. PROCEDURAL INFORMATION
7. Design Procedural Information
8. Analyze Cognitive Rules
9. Analyze Prerequisite Knowledge
4. PART-TASK PRACTICE
10. Design Part-Task Practice
2 Develop Assessment Instruments
9 Analyze Prerequisite Knowledge
8 Analyze Cognitive Rules
6 Analyze Mental Models
5 Analyze Cognitive Strategies
3 Sequence Learning Tasks
1 Design Learning Tasks 4 Design Supportive Information
7 Design Procedural Information
10 Design Part- Task Practice
Star
t 3/3 End
COMPONENT 1 COMPONENT 2 COMPONENT 3 COMPONENT 4
E-lecture
Step 1
Design Learning Tasks
In the schema above for an educational program, learning tasks are indicated as circles. It can be problems that must be solved by the learners, professional task that need to be performed, cases that must be studied, projects that are conducted by small groups of students, and so forth.
Learning tasks are preferably based on real-life or professional tasks. This ensures that the tasks make an appeal on knowledge, skills as well as attitudes. Such integration has positive effects on transfer of learning, that is, the ability to transfer what has been learned to new professional situations or real life.
Learning tasks drive learning from concrete experiences or ‘learning by doing’. The main underlying learning process is inductive learning.
2 Develop Assessment Instruments
9 Analyze Prerequisite Knowledge
8 Analyze Cognitive Rules
6 Analyze Mental Models
5 Analyze Cognitive Strategies
3 Sequence Learning Tasks
1 Design Learning Tasks 1/3 4 Design Supportive Information
7 Design Procedural Information
10 Design Part- Task Practice
Star
t EndCOMPONENT 1 COMPONENT 2 COMPONENT 3 COMPONENT 4
E-lecture
Step 1
Variability of Learning Tasks
In the schema, variability is indicated by the small triangles at different positions in the learning tasks. In order to promote a process of inductive learning, learning tasks should be different from each other on all dimensions on which real-life or professional tasks are also different from each other. This is critical to reaching transfer of learning.
First, learning tasks are different from each other on surface features. Despite differences in surface features, tasks are performed in the same fashion. Compare the butterflies in the picture. Although they differ in color, shape and size they are all called butterflies.
Second, learning tasks should be different from each other on structural features. Tasks that differ from each other on structural features should be performed in different ways.
2 Develop Assessment Instruments
9 Analyze Prerequisite Knowledge
8 Analyze Cognitive Rules
6 Analyze Mental Models
5 Analyze Cognitive Strategies
3 Sequence Learning Tasks
1 Design Learning Tasks 2/3 4 Design Supportive Information
7 Design Procedural Information
10 Design Part- Task Practice
Star
t EndCOMPONENT 1 COMPONENT 2 COMPONENT 3 COMPONENT 4
E-lecture
Step 1
Support and Guidance for Learning Tasks
In the schema, support and guidance are indicated by the filling of the circles. Given support and guidance gradually decrease during the educational program (this is called scaffolding). Thanks to the availability of support and guidance, learners are able to perform tasks that would otherwise be out of their reach. The tasks are thus in their ‘zone of proximal development’ and so optimally promote learning.
Support is built into the learning tasks, comparable with the training wheels on a child’s bike as shown in the picture. A common way to decrease support is first have the learners study worked-out solutions, then let them complete partially given solutions, and finally have them solve conventional problems for which they have to come up with the whole solution.
Guidance is typically provided by a teacher, process worksheet or computer. Compare this to a parent who is running along with the child on a bike and shouting directions.
2 Develop Assessment Instruments
9 Analyze Prerequisite Knowledge
8 Analyze Cognitive Rules
6 Analyze Mental Models
5 Analyze Cognitive Strategies
3 Sequence Learning Tasks
1 Design Learning Tasks 3/3 4 Design Supportive Information
7 Design Procedural Information
10 Design Part- Task Practice
Star
t EndCOMPONENT 1 COMPONENT 2 COMPONENT 3 COMPONENT 4
E-lecture
Step 2
Develop Assessment Instruments
In order to provide feedback to students and to assess them, the quality of their performance on learning tasks needs to be measured. The development of an assessment instrument starts with the specification of a skills hierarchy. In such a hierarchy, the complex skill or professional competency that is taught is at the top and so-called constituent skills are lower in the hierarchy:
All constituent skills in the hierarchy can be categorized as:
• Non-routine skills. These skills involve problem solving, reasoning or decision making and require the presentation of supportive information. This is the default categorization.
• Routine skills. Skills lower in the hierarchy may pertain to routine behaviors that are consistent across learning tasks. They require the presentation of procedural information (green in the Figure).
• Routine to-be-automated skills. Some critical skills may need to become fully automated. They require not only procedural information but also additional part-task practice (red in the Figure).
2 Develop Assessment Instruments 1/3
9 Analyze Prerequisite Knowledge
8 Analyze Cognitive Rules
6 Analyze Mental Models
5 Analyze Cognitive Strategies
3 Sequence Learning Tasks
1 Design Learning Tasks 4 Design Supportive Information
7 Design Procedural Information
10 Design Part- Task Practice
Star
t EndCOMPONENT 1 COMPONENT 2 COMPONENT 3 COMPONENT 4
E-lecture
Step 2
Performance Objectives
Performance objectives can be formulated for all constituent skills in the skills hierarchy. Well-formulated performance objectives contain:
• An action verb that clearly states what learners will be able to do after the educational program.
• Conditions under which performance takes place.• Tools and objects that must be used.• Standards for acceptable performance.
The standards are especially important for the development of an assessment instrument. Three types of standards are:
1. Criteria. These are minimum requirements in terms of speed, accurary, tolerances, wastes etc.
2. Values. These indicate that skills must be performed according to particular rules, regulations, conventions etc.
3. Attitudes. These indicate that task performers must exhibit particular attitudes when performing the skills (e.g., ”with a smile on your face”)
2 Develop Assessment Instruments 2/3
9 Analyze Prerequisite Knowledge
8 Analyze Cognitive Rules
6 Analyze Mental Models
5 Analyze Cognitive Strategies
3 Sequence Learning Tasks
1 Design Learning Tasks 4 Design Supportive Information
7 Design Procedural Information
10 Design Part- Task Practice
Star
t EndCOMPONENT 1 COMPONENT 2 COMPONENT 3 COMPONENT 4
E-lecture
Step 2
Scoring Rubrics
Scoring rubrics can be developed for all standards as specified in the performance objectives. Together, these scoring rubrics make up an assessment instrument that makes it possible to score the learner’s performance on all relevant aspects.
In a development portfolio, the same assessment instrument is used to monitor a learner’s performance over learning tasks, that is, over time. Not all tasks need to be assessed on all different aspects, but over a series of tasks enough information should be gathered to assess a learner on both separate aspects of performance (vertical assessment) and overall task performance (horizontal assessment).
2 Develop Assessment Instruments 3/3
9 Analyze Prerequisite Knowledge
8 Analyze Cognitive Rules
6 Analyze Mental Models
5 Analyze Cognitive Strategies
3 Sequence Learning Tasks
1 Design Learning Tasks 4 Design Supportive Information
7 Design Procedural Information
10 Design Part- Task Practice
Star
t EndCOMPONENT 1 COMPONENT 2 COMPONENT 3 COMPONENT 4
Assessment instrument for driving a car Scale of values Narrative report
Anticipating on other traffic Value: keep all traffic regulations into account None – most – all …
Attitude: give time and space to other traffic Never (1) – Always (5) …
Negotiating a curve Criterion: stay on own lane Yes - No
Criterion: give right of way to straight traffic Yes - No
Attitude: Drive slowly and avoid risk Insufficient (1) – Excellent (5)
Recover from slip on icy road Criterion: Immediately apply opposite lock Yes - No
And so further
E-lecture
Step 3
Sequence Learning Tasks
For educational programs of longer duration, learning tasks typically need to be sequenced from simple to complex. Then, task classes are defined at increasing levels of complexity. In the schema, task classes are indicated by dotted rectangles around a set of equally complex learning tasks.
In the same task class, learning tasks are more or less equally complex, show high variability, and gradually decrease available support and guidance. Only in subsequent task classes, learners practice on more complex tasks. This is called the spiral curriculum.
Note that even learning tasks in the first task class should be representative for the simplest tasks one might encounter in the real world or in the profession.
2 Develop Assessment Instruments
9 Analyze Prerequisite Knowledge
8 Analyze Cognitive Rules
6 Analyze Mental Models
5 Analyze Cognitive Strategies
3 Sequence Learning Tasks 1/2
1 Design Learning Tasks 4 Design Supportive Information
7 Design Procedural Information
10 Design Part- Task Practice
Star
t EndCOMPONENT 1 COMPONENT 2 COMPONENT 3 COMPONENT 4
E-lecture
Step 3
Simplifying Conditions
The Ten Steps describe several methods for sequencing learning tasks. The most popular method is ‘simplifying conditions’’. This method consists of the following steps:
1. Identify the different conditions under which a task may be performedFor driving a car, these might be brand of the car, type of gear, weather conditions, time of day, traffic situation and so forth
2. Identify those conditions that affect the complexity of the taskThese might be type of gear, weather conditions and traffic situation
3. Provide values to the conditions that affect the complexity of the taskFor type of gear, these might be: automatic, hand-changed. For weather conditions: sunny, rainy, icy. For traffic situation: country side, city.
4. Define the first task class using the most simple conditions and define the final task class using the the most complex conditions
First task class: Driving an automatic car in sunny weather in the country sideFinal task class: Driving a hand-changed car in icy weather in a big city
5. Add task classes in between in such a way that there is a gradual increase of complexity from one task class to the next task class
For example, a task class in-between might be driving a hand-changed car in rainy weather in the country side
2 Develop Assessment Instruments
9 Analyze Prerequisite Knowledge
8 Analyze Cognitive Rules
6 Analyze Mental Models
5 Analyze Cognitive Strategies
3 Sequence Learning Tasks 2/2
1 Design Learning Tasks 4 Design Supportive Information
7 Design Procedural Information
10 Design Part- Task Practice
Star
t EndCOMPONENT 1 COMPONENT 2 COMPONENT 3 COMPONENT 4
E-lecture
Step 4
Design Supportive Information
In the schema above for an educational program, supportive information is indicated by the L-shaped figures. Supportive information helps learners to work on non-routine aspects of learning tasks (problem solving, reasoning, decision making). It is often presented in books, lectures and multimedia.
Supportive information is connected to task classes because it allows learners to perform more or less equally complex tasks. For learning tasks at higher levels of complexity (i.e., subsequent task classes), learners need additional supportive information or more elaborated supportive information that allows them to work on more complex tasks.
Supportive information should always be presented in such a way that learners connect the new information to the things they already know. The main underlying learning process is elaboration.
2 Develop Assessment Instruments
9 Analyze Prerequisite Knowledge
8 Analyze Cognitive Rules
6 Analyze Mental Models
5 Analyze Cognitive Strategies
3 Sequence Learning Tasks
1 Design Learning Tasks 4 Design Supportive Information 1/2
7 Design Procedural Information
10 Design Part- Task Practice
Star
t EndCOMPONENT 1 COMPONENT 2 COMPONENT 3 COMPONENT 4
E-lecture
Step 4
Three Types of Supportive Information
1. Domain models. They describe how the learning domain is organized. They help learners to develop mental models of the learning domain. A further distinction can be made between:
a) Conceptual models, describing how things are named in a domain.b) Structural models, describing how things are built in a domain.c) Causal models, describing how things are working in a domain.
2. Systematic approaches to problem solving (SAPs). They describe how a task performer’s actions in the domain should be organized. They help learners to develop cognitive strategies for working in the domain. SAPs are heuristic and typically describe the phases a task performer goes through as well as the rules-of-thumb that may help to successfully complete each of the phases.
3. Cognitive feedback. This type of feedback helps the learner to critically compare and contrast the quality of own mental models with the mental models of experts or peers, and to compare and contrast the quality of own cognitive strategies with the cognitive strategies of experts or peers. Reflection is critical in this process.
2 Develop Assessment Instruments
9 Analyze Prerequisite Knowledge
8 Analyze Cognitive Rules
6 Analyze Mental Models
5 Analyze Cognitive Strategies
3 Sequence Learning Tasks
1 Design Learning Tasks 4 Design Supportive Information 2/2
7 Design Procedural Information
10 Design Part- Task Practice
Star
t EndCOMPONENT 1 COMPONENT 2 COMPONENT 3 COMPONENT 4
E-lecture
Step 5
Analyze Cognitive Strategies
Systematic approaches to problem solving (SAPs) describe how a learner’s actions in the domain should be organized. Often, these approaches are documented in text books or other documentation. Then, there is no need to perform this step.
But if SAPs are not yet available in existing materials, you may need to analyze the cognitive strategies underlying the SAPs. This is typically done by observing and interviewing expert task performers. SAPs are typically described by:
• Specifying phases. These are the phases to go through in a systematic approach to performing the task. The Ten Steps itself provide an example of such phases. They also make clear that not always all phases are relevant, and that jumps between phases are not uncommon.
• Identifying rules-of-thumb. For each of the phases, rules-of-thumb or heuristics are identified that experts use to successfully complete each phase. For example, rules-of-thumb for Step 1, design learning tasks, are: “if you design learning tasks, then start from real-life or professional tasks”, and “if you design learning tasks, then make sure that the tasks are different from each other on all dimensions on which tasks in the real world are also different from each other”.
2 Develop Assessment Instruments
9 Analyze Prerequisite Knowledge
8 Analyze Cognitive Rules
6 Analyze Mental Models
5 Analyze Cognitive Strategies 1/1
3 Sequence Learning Tasks
1 Design Learning Tasks 4 Design Supportive Information
7 Design Procedural Information
10 Design Part- Task Practice
Star
t EndCOMPONENT 1 COMPONENT 2 COMPONENT 3 COMPONENT 4
E-lecture
Step 6
Analyze Mental Models
Domain Models describe how a learning domain is organized. Usually, domain models (teachers often call this “the theory”) are well documented in text and study books or other documentation. Then, there is no need to perform this step.
But if domains models are not yet available in existing materials, you may need to analyze the mental models underlying the domain models. This is typically done by observing and interviewing expert task performers.
Conceptual model Structural model Causal model
2 Develop Assessment Instruments
9 Analyze Prerequisite Knowledge
8 Analyze Cognitive Rules
6 Analyze Mental Models 1/1
5 Analyze Cognitive Strategies
3 Sequence Learning Tasks
1 Design Learning Tasks 4 Design Supportive Information
7 Design Procedural Information
10 Design Part- Task Practice
Star
t EndCOMPONENT 1 COMPONENT 2 COMPONENT 3 COMPONENT 4
E-lecture
Step 7
Design Procedural Information
In the schema above, procedural information is indicated by the upward pointing arrows. Procedural information helps learners perform routine aspects of learning tasks which are consistent from task to task (e.g., reading displays, operating a keyboard, doing basic arithmetic). It is often presented by an instructor (acting as an ‘assistant-looking-over-your-shoulder’ – ALOYS), quick-reference guide or mobile application.
Procedural information is connected to individual learning tasks. It is best presented just-in-time, precisely when learners need it. It fades away for subsequent learning tasks.
Procedural information should be presented in such a way that learners transform the new information into cognitive rules. The main underlying learning process is knowledge compilation.
2 Develop Assessment Instruments
9 Analyze Prerequisite Knowledge
8 Analyze Cognitive Rules
6 Analyze Mental Models
5 Analyze Cognitive Strategies
3 Sequence Learning Tasks
1 Design Learning Tasks 4 Design Supportive Information
7 Design Procedural Information 1/2
10 Design Part- Task Practice
Star
t EndCOMPONENT 1 COMPONENT 2 COMPONENT 3 COMPONENT 4
E-lecture
Step 7
Two Types of Procedural Information
1. Just-in-time information displays. These are how-to instructions telling the learner what to do, precisely while he or she is doing it. They help learners to develop cognitive rules. If how-to instructions contain words or concepts that are not familiar to the learner, explanations are provided. They help learners to develop prerequisite knowledge for correctly using the how-to instructions.
2. Corrective feedback. This type of feedback points out that an error has been made, helps the learner to recover from the error, and provides a hint on how to continue.
Exampe of a JIT information display presenting the routine for changing document orientation in OpenOffice. You see numbered how-to instructions. Unfamiliar concepts are underlined and explained after clicking on them.
2 Develop Assessment Instruments
9 Analyze Prerequisite Knowledge
8 Analyze Cognitive Rules
6 Analyze Mental Models
5 Analyze Cognitive Strategies
3 Sequence Learning Tasks
1 Design Learning Tasks 4 Design Supportive Information
7 Design Procedural Information 2/2
10 Design Part- Task Practice
Star
t EndCOMPONENT 1 COMPONENT 2 COMPONENT 3 COMPONENT 4
E-lecture
Step 8
Analyze Cognitive Rules
just-in-time information displays tell the learner what to do under particular conditions and how to do it. Often, they are documented in quick reference guides, manuals or other documentation. Then, there is no need to perform this step.
But if just-in-time information displays are not yet available, you may need to analyze the cognitive rules underlying them. This is typically done by observing expert task performers. Cognitive rules often take the form of ‘IF condition THEN action’. For example:
IF you want to power on the machine THEN push the power button
All routines can be specified by a set of IF-THEN rules in a rule-based analysis. If the steps of the routine show a temporal order, information-processing analysis provides an alternative. Then, actions and decisions are depicted in a flow-chart (the Figure provides a flow-chart for adding two-digit numbers).
In contrast to SAPs, cognitive rules are not heuristic but algorithmic. If the rules are correctly performed, they warrant that the right answer is reached.
2 Develop Assessment Instruments
9 Analyze Prerequisite Knowledge
8 Analyze Cognitive Rules 1/1
6 Analyze Mental Models
5 Analyze Cognitive Strategies
3 Sequence Learning Tasks
1 Design Learning Tasks 4 Design Supportive Information
7 Design Procedural Information
10 Design Part- Task Practice
Star
t EndCOMPONENT 1 COMPONENT 2 COMPONENT 3 COMPONENT 4
E-lecture
Step 9
Analyze Prerequisite Knowledge
Prerequisite knowledge is conditional to the correct use of cognitive rules. Usually, it is specified in existing just-in-time information displays, together with IF-THEN rules or other algorithms. Then, there is no need to perform this step.
But if just-in-time information displays are not yet available, you may need to analyze the prerequisite knowledge along with the cognitive rules. This process is straightforward. You take a look at the IF-THEN rules or the algorithms and if they contain concepts or words that are not familiar for the learners, these should be explained.
2 Develop Assessment Instruments
9 Analyze Prerequisite Knowledge 1/1
8 Analyze Cognitive Rules
6 Analyze Mental Models
5 Analyze Cognitive Strategies
3 Sequence Learning Tasks
1 Design Learning Tasks 4 Design Supportive Information
7 Design Procedural Information
10 Design Part- Task Practice
Star
t EndCOMPONENT 1 COMPONENT 2 COMPONENT 3 COMPONENT 4
IF you want to power on the machine THEN push the power button
The power button is located at the back of the machine,and looks like this:
fOne of two or more vertical sections of typed lines lying side by side
E-lecture
Step 10
Design Part-Task Practice
In the schema above, part-task practice is indicated by the series of small circles. It helps learners to automate selected routine aspects of learning tasks, such as when practicing musical scales, drilling multiplication tables or training resuscitation skills.
Routine aspects are also part of learning tasks and supported through the presentation of procedural information. Often, this provides sufficient practice to reach the objectives. Additional part-task practice is only necessary for critical routine aspects that need to be developed to a very high level of automaticity!
Part-task practice provides ample repetition and immediate corrective feedback. The underlying learning process is strengthening.
2 Develop Assessment Instruments
9 Analyze Prerequisite Knowledge
8 Analyze Cognitive Rules
6 Analyze Mental Models
5 Analyze Cognitive Strategies
3 Sequence Learning Tasks
1 Design Learning Tasks 4 Design Supportive Information
7 Design Procedural Information
10 Design Part- Task Practice 1/2
Star
t EndCOMPONENT 1 COMPONENT 2 COMPONENT 3 COMPONENT 4
E-lecture
Step 10
Overlearning
In order to reach full automaticity through ‘overlearning’, part-task practice often proceeds through three phases:
1. First train the routine to-be-automated skill to an acceptable level of automaticity;2. then train it under moderate speed stress, and3. finally train it under time-sharing conditions, for example, in the context of the whole task.
Part-task practice is best intermixed with the learning tasks. When part-task practice is provided for more than one constituent skill, it is best intermixed with other part-task practice as well as the learning tasks. This is called intermix training and helps the learners integrate all the things they learn.
2 Develop Assessment Instruments
9 Analyze Prerequisite Knowledge
8 Analyze Cognitive Rules
6 Analyze Mental Models
5 Analyze Cognitive Strategies
3 Sequence Learning Tasks
1 Design Learning Tasks 4 Design Supportive Information
7 Design Procedural Information
10 Design Part- Task Practice 2/2
Star
t EndCOMPONENT 1 COMPONENT 2 COMPONENT 3 COMPONENT 4
E-lecture
Complex Learning, Four Components, and Media
The four components are based on different learning processes: inductive learning, elaboration, knowledge compilation, and strengthening. The term complex learning refers to the simultaneous occurence of these processes. Inductive learning and elaboration are schema-construction processes, knowledge compilation and strengthening are schema-automation processes.
Different learning processes and thus different components require different types of media. The Table lists some suitable media for each component, split up between traditional media and new media.
2 Develop Assessment Instruments
9 Analyze Prerequisite Knowledge
8 Analyze Cognitive Rules
6 Analyze Mental Models
5 Analyze Cognitive Strategies
3 Sequence Learning Tasks
1 Design Learning Tasks 4 Design Supportive Information
7 Design Procedural Information
10 Design Part- Task Practice
Star
tEnd 1/3
COMPONENT 1 COMPONENT 2 COMPONENT 3 COMPONENT 4
Learning Processes Components Traditional Media New Media
Schema Construction
Inductive learning
Learning Tasks
Real task environments, role play, project groups, problem-based learning groups
Computer-simulated task environments, high-fidelity simulators, educational games
Elaboration Supportive Information
Textbooks, lectures, realia Hypermedia, multimedia, discovery worlds, Internet, social media
Schema Automation
Knowledge Compilation
Procedural Information
Assistant-looking-over-your-shoulder, job aids, learning aids, quick reference guides, manuals
Mobile technologies, on-line help systems, electronic performance support systems, augmented reality
Strengthening Part-Task Practice
Paper-and-pencil exercises, skills laboratory, practicals, real task environments
Drill-and-practice computer-based training, part-task trainers
E-lecture
The Final Educational Blueprint
Application of the Ten Steps results in a detailed blueprint for the educational program which is ready for production. The blueprint specifies learning tasks which are typically organized in task classes; supportive information for each task class; procedural information for each learning task, and, when applicable, part-task practice for selected routine aspects. It may also specify suitable media for each component. The blueprint has the following basic format:
2 Develop Assessment Instruments
9 Analyze Prerequisite Knowledge
8 Analyze Cognitive Rules
6 Analyze Mental Models
5 Analyze Cognitive Strategies
3 Sequence Learning Tasks
1 Design Learning Tasks 4 Design Supportive Information
7 Design Procedural Information
10 Design Part- Task Practice
Star
tEnd 2/3
COMPONENT 1 COMPONENT 2 COMPONENT 3 COMPONENT 4
TASK CLASS 1Supportive InformationLearning Task 1.1 Procedural Information
Learning Task 1.2 Procedural Information
Part-Task Practice
Learning Task 1.3
TASK CLASS 2Supportive InformationLearning Task 2.1 Procedural Information
Learning Task 2.2
Learning Task 2.3
TASK CLASS 3Supportive InformationLearning Task 3.1 Procedural Information
And so forth
E-lecture
The Integrated Curriculum
The Ten Steps yield an integrated educational program that is best compared with the skeleton of a mammal; it is one organic whole. The backbone is formed by the learning tasks and all other components are carefully connected to this backbone where they fit best.
Thanks for studying this tutorial. For more information on the Ten Steps and 4C/ID, see www.tensteps.info or read the book Ten Steps to Complex Learning.
2 Develop Assessment Instruments
9 Analyze Prerequisite Knowledge
8 Analyze Cognitive Rules
6 Analyze Mental Models
5 Analyze Cognitive Strategies
3 Sequence Learning Tasks
1 Design Learning Tasks 4 Design Supportive Information
7 Design Procedural Information
10 Design Part- Task Practice
Star
tEnd 3/3
COMPONENT 1 COMPONENT 2 COMPONENT 3 COMPONENT 4
E-lecture