Proposal view
| Proposal Type: | Symposium |
|---|---|
| Domain: | Teaching and Instructional Design |
| SIG: | Instructional Design |
| Type | Invited EARLI Symposium |
| Title | Trends in instructional design for complex learning |
| Abstract | Complex learning aims at the integration of knowledge, skills, and attitudes; the coordination of qualitatively different constituent skills, and the transfer of what is learned to daily life or work settings. New instructional design models are needed to allow for such complex learning. These models stress the integration of knowledge, skills and attitudes through the use of whole, meaningful learning tasks. They aim at integrated learning objectives and help learners to coordinate different aspects of whole tasks by scaffolding their performance. And they aim at transfer of learning by means of mathemagenic instructional methods that stimulate learners to construct general, abstract knowledge. A fundamental rethinking of traditional instructional design is necessary. In this symposium, trends in instructional design for complex learning will be discussed from four highly interrelated perspectives: (1) cognitive foundations, (2) cognitive task analysis, (3) holistic design, and (4) performance assessment. The four contributions to the symposium will be discussed by Jan Elen from the Catholic University of Leuven, Belgium. |
| Equipment |
Slide projector |
| Keywords | Cognitive skills Instructional design/development Integrated learning |
| Chair list | |||||
|---|---|---|---|---|---|
| Name | Surname | Institution | Country | EARLI Number | |
| Sean | Early | University of California | United States | searly@usc.edu | |
| Organiser list | |||||
|---|---|---|---|---|---|
| Name | Surname | Institution | Country | EARLI Number | |
| Jeroen | van Merrienboer | Open University of the Netherlands | Netherlands | jeroen.vanmerrienboer@ou.nl | |
| Discussant list | |||||
|---|---|---|---|---|---|
| Name | Surname | Institution | Country | EARLI Number | |
| Jan | Elen | University of Leuven | Belgium | jan.elen@ped.kuleuven.be | |
| Paper Details |
|---|
| Title | Cognitive foundations of complex learning |
|---|---|
| Abstract | Humans have evolved to deal with two distinct categories of complex learning: biologically primary and biologically secondary (Geary, in press). From an information processing perspective, the most complex knowledge we acquire is biologically primary knowledge that we have evolved to acquire, such as a first language, face recognition or general problem solving. It is acquired unconsciously and without instruction. In contrast, biologically secondary knowledge, while far less information rich, requires direct instruction and conscious effort. This presentation will be concerned with the cognitive load theory principles that govern the acquisition of biologically secondary knowledge. |
| Summary |
Invited symposium proposal for the EARLI 2007, Budapest, Hungary TRENDS IN INSTRUCTIONAL DESIGN FOR COMPLEX LEARNING Organizer: Jeroen J. G. van Merrienboer, Open University of the Netherlands Complex learning aims at the integration of knowledge, skills, and attitudes; the coordination of qualitatively different constituent skills, and the transfer of what is learned to daily life or work settings. New instructional design models are needed to allow for such complex learning. These models stress the integration of knowledge, skills and attitudes through the use of whole, meaningful learning tasks. They aim at integrated learning objectives and help learners to coordinate different aspects of whole tasks by scaffolding their performance. And they aim at transfer of learning by means of mathemagenic instructional methods that stimulate learners to construct general, abstract knowledge. A fundamental rethinking of traditional instructional design is necessary. In this symposium, trends in instructional design for complex learning will be discussed from four highly interrelated perspectives: (1) cognitive foundations, (2) cognitive task analysis, (3) holistic design, and (4) performance assessment. The four contributions to the symposium will be discussed by Jan Elen from the Catholic University of Leuven, Belgium. Cognitive Foundations of Complex Learning John Sweller, University of New South Wales, Australia Humans have evolved to deal with two distinct categories of complex learning: biologically primary and biologically secondary (Geary, in press). From an information processing perspective, the most complex knowledge we acquire is biologically primary knowledge that we have evolved to acquire, such as a first language, face recognition or general problem solving. It is acquired unconsciously and without instruction. In contrast, biologically secondary knowledge, while far less information rich, requires direct instruction and conscious effort. This presentation will be concerned with the cognitive load theory principles that govern the acquisition of biologically secondary knowledge. Cognitive Task Analysis for Complex Learning Richard Clark, Kenneth Yates, & Sean Early, University of Southern California, USA Cognitive task analysis (CTA) consists of a variety of interview and observation strategies designed to capture an accurate and complete description of the knowledge experts use to perform complex tasks. Complex tasks are defined as those where performance requires the integrated use of both controlled (conscious, conceptual) and automated (unconscious cognitive strategy) knowledge to handle tasks whose performance often extends over many hours or days. The results of CTA are used as the basis of expert systems, the development of tests to certify job or task competence and as the content of instruction when people must acquire new and complex knowledge in order to achieve a performance goal. This presentation will review past research on CTA including a meta-analysis of CTA-based training and two studies where CTA data was used to train trauma surgeons. Holistic Design for Complex Learning Jeroen J. G. van Merrienboer, Open University of the Netherlands Traditional instructional design models use an atomistic approach, in which a complex learning domain is analyzed into small parts that are subsequently taught in a sequential fashion. For complex learning, the atomistic approach needs to be replaced by a holistic approach. This presentation will discuss a systematic, holistic approach to the design of complex learning, called the Ten Steps (van Merrienboer & Kirschner, in press). The Ten Steps yield educational programs that are built from four basic components: (1) learning tasks, (2) supportive information, (3) procedural information, and (4) part-task practice. Concrete examples of educational programs and research results concerning their effectiveness will be discussed. Assessing the Progress of Learning and Mental Model Development for Complex and Ill-structured Learning Tasks J. Michael Spector, Florida State University, USA Robust assessment methods for well-defined procedural tasks and for declarative knowledge exist. However, there are many challenges with regard to assessing improvements in learning when the tasks to be learned are less well defined. We present a methodology for capturing and assessing relevant cognitive aspects of complex task performance. |
| Keywords | Cognition Integrated learning Learning theory |
| Appendices | |
| Authors | ||||||
|---|---|---|---|---|---|---|
| Name | Surname | Institution | Country | EARLI Number | Presenting | |
| John | Sweller | University of New South Wales | Australia | j.sweller@unsw.edu.au | * | |
| Title | Cognitive task analysis for complex learning |
|---|---|
| Abstract | Cognitive task analysis (CTA) consists of a variety of interview and observation strategies designed to capture an accurate and complete description of the knowledge experts use to perform complex tasks. Complex tasks are defined as those where performance requires the integrated use of both controlled (conscious, conceptual) and automated (unconscious cognitive strategy) knowledge to handle tasks whose performance often extends over many hours or days. The results of CTA are used as the basis of expert systems, the development of tests to certify job or task competence and as the content of instruction when people must acquire new and complex knowledge in order to achieve a performance goal. This presentation will review past research on CTA including a meta-analysis of CTA-based training and two studies where CTA data was used to train trauma surgeons. |
| Summary | Invited symposium proposal for the EARLI 2007, Budapest, Hungary TRENDS IN INSTRUCTIONAL DESIGN FOR COMPLEX LEARNING Organizer: Jeroen J. G. van Merrienboer, Open University of the Netherlands Complex learning aims at the integration of knowledge, skills, and attitudes; the coordination of qualitatively different constituent skills, and the transfer of what is learned to daily life or work settings. New instructional design models are needed to allow for such complex learning. These models stress the integration of knowledge, skills and attitudes through the use of whole, meaningful learning tasks. They aim at integrated learning objectives and help learners to coordinate different aspects of whole tasks by scaffolding their performance. And they aim at transfer of learning by means of mathemagenic instructional methods that stimulate learners to construct general, abstract knowledge. A fundamental rethinking of traditional instructional design is necessary. In this symposium, trends in instructional design for complex learning will be discussed from four highly interrelated perspectives: (1) cognitive foundations, (2) cognitive task analysis, (3) holistic design, and (4) performance assessment. The four contributions to the symposium will be discussed by Jan Elen from the Catholic University of Leuven, Belgium. Cognitive Foundations of Complex Learning John Sweller, University of New South Wales, Australia Humans have evolved to deal with two distinct categories of complex learning: biologically primary and biologically secondary (Geary, in press). From an information processing perspective, the most complex knowledge we acquire is biologically primary knowledge that we have evolved to acquire, such as a first language, face recognition or general problem solving. It is acquired unconsciously and without instruction. In contrast, biologically secondary knowledge, while far less information rich, requires direct instruction and conscious effort. This presentation will be concerned with the cognitive load theory principles that govern the acquisition of biologically secondary knowledge. Cognitive Task Analysis for Complex Learning Richard Clark, Kenneth Yates, & Sean Early, University of Southern California, USA Cognitive task analysis (CTA) consists of a variety of interview and observation strategies designed to capture an accurate and complete description of the knowledge experts use to perform complex tasks. Complex tasks are defined as those where performance requires the integrated use of both controlled (conscious, conceptual) and automated (unconscious cognitive strategy) knowledge to handle tasks whose performance often extends over many hours or days. The results of CTA are used as the basis of expert systems, the development of tests to certify job or task competence and as the content of instruction when people must acquire new and complex knowledge in order to achieve a performance goal. This presentation will review past research on CTA including a meta-analysis of CTA-based training and two studies where CTA data was used to train trauma surgeons. Holistic Design for Complex Learning Jeroen J. G. van Merrienboer, Open University of the Netherlands Traditional instructional design models use an atomistic approach, in which a complex learning domain is analyzed into small parts that are subsequently taught in a sequential fashion. For complex learning, the atomistic approach needs to be replaced by a holistic approach. This presentation will discuss a systematic, holistic approach to the design of complex learning, called the Ten Steps (van Merrienboer & Kirschner, in press). The Ten Steps yield educational programs that are built from four basic components: (1) learning tasks, (2) supportive information, (3) procedural information, and (4) part-task practice. Concrete examples of educational programs and research results concerning their effectiveness will be discussed. Assessing the Progress of Learning and Mental Model Development for Complex and Ill-structured Learning Tasks J. Michael Spector, Florida State University, USA Robust assessment methods for well-defined procedural tasks and for declarative knowledge exist. However, there are many challenges with regard to assessing improvements in learning when the tasks to be learned are less well defined. We present a methodology for capturing and assessing relevant cognitive aspects of complex task performance. |
| Keywords | Assessment methods Cognitive skills Instructional design/development |
| Appendices | |
| Authors | ||||||
|---|---|---|---|---|---|---|
| Name | Surname | Institution | Country | EARLI Number | Presenting | |
| Richard | Clark | University of Southern California | United States | clark@usc.edu | * | |
| Kenneth | Yates | University of Southern California | United States | kenneth.yates@usc.edu | ||
| Sean | Early | University of Southern California | United States | searly@usc.edu | ||
| Title | Holistic design for complex learning |
|---|---|
| Abstract | Traditional instructional design models use an atomistic approach, in which a complex learning domain is analyzed into small parts that are subsequently taught in a sequential fashion. For complex learning, the atomistic approach needs to be replaced by a holistic approach. This presentation will discuss a systematic, holistic approach to the design of complex learning, called the Ten Steps (van Merrienboer & Kirschner, in press). The Ten Steps yield educational programs that are built from four basic components: (1) learning tasks, (2) supportive information, (3) procedural information, and (4) part-task practice. Concrete examples of educational programs and research results concerning their effectiveness will be discussed. |
| Summary | Invited symposium proposal for the EARLI 2007, Budapest, Hungary TRENDS IN INSTRUCTIONAL DESIGN FOR COMPLEX LEARNING Organizer: Jeroen J. G. van Merrienboer, Open University of the Netherlands Complex learning aims at the integration of knowledge, skills, and attitudes; the coordination of qualitatively different constituent skills, and the transfer of what is learned to daily life or work settings. New instructional design models are needed to allow for such complex learning. These models stress the integration of knowledge, skills and attitudes through the use of whole, meaningful learning tasks. They aim at integrated learning objectives and help learners to coordinate different aspects of whole tasks by scaffolding their performance. And they aim at transfer of learning by means of mathemagenic instructional methods that stimulate learners to construct general, abstract knowledge. A fundamental rethinking of traditional instructional design is necessary. In this symposium, trends in instructional design for complex learning will be discussed from four highly interrelated perspectives: (1) cognitive foundations, (2) cognitive task analysis, (3) holistic design, and (4) performance assessment. The four contributions to the symposium will be discussed by Jan Elen from the Catholic University of Leuven, Belgium. Cognitive Foundations of Complex Learning John Sweller, University of New South Wales, Australia Humans have evolved to deal with two distinct categories of complex learning: biologically primary and biologically secondary (Geary, in press). From an information processing perspective, the most complex knowledge we acquire is biologically primary knowledge that we have evolved to acquire, such as a first language, face recognition or general problem solving. It is acquired unconsciously and without instruction. In contrast, biologically secondary knowledge, while far less information rich, requires direct instruction and conscious effort. This presentation will be concerned with the cognitive load theory principles that govern the acquisition of biologically secondary knowledge. Cognitive Task Analysis for Complex Learning Richard Clark, Kenneth Yates, & Sean Early, University of Southern California, USA Cognitive task analysis (CTA) consists of a variety of interview and observation strategies designed to capture an accurate and complete description of the knowledge experts use to perform complex tasks. Complex tasks are defined as those where performance requires the integrated use of both controlled (conscious, conceptual) and automated (unconscious cognitive strategy) knowledge to handle tasks whose performance often extends over many hours or days. The results of CTA are used as the basis of expert systems, the development of tests to certify job or task competence and as the content of instruction when people must acquire new and complex knowledge in order to achieve a performance goal. This presentation will review past research on CTA including a meta-analysis of CTA-based training and two studies where CTA data was used to train trauma surgeons. Holistic Design for Complex Learning Jeroen J. G. van Merrienboer, Open University of the Netherlands Traditional instructional design models use an atomistic approach, in which a complex learning domain is analyzed into small parts that are subsequently taught in a sequential fashion. For complex learning, the atomistic approach needs to be replaced by a holistic approach. This presentation will discuss a systematic, holistic approach to the design of complex learning, called the Ten Steps (van Merrienboer & Kirschner, in press). The Ten Steps yield educational programs that are built from four basic components: (1) learning tasks, (2) supportive information, (3) procedural information, and (4) part-task practice. Concrete examples of educational programs and research results concerning their effectiveness will be discussed. Assessing the Progress of Learning and Mental Model Development for Complex and Ill-structured Learning Tasks J. Michael Spector, Florida State University, USA Robust assessment methods for well-defined procedural tasks and for declarative knowledge exist. However, there are many challenges with regard to assessing improvements in learning when the tasks to be learned are less well defined. We present a methodology for capturing and assessing relevant cognitive aspects of complex task performance. |
| Keywords | Competence based learning Instructional design/development Instructional strategies |
| Appendices | |
| Authors | ||||||
|---|---|---|---|---|---|---|
| Name | Surname | Institution | Country | EARLI Number | Presenting | |
| Jeroen | van Merrienboer | Open University of the Netherlands | Netherlands | jeroen.vanmerrienboer@ou.nl | * | |
| Liesbeth | Kester | Open University of the Netherlands | Netherlands | liesbeth.kester@ou.nl | ||
| Title | Assessing the Progress of Learning and Mental Model Development for Complex and Ill-structured Learning Tasks |
|---|---|
| Abstract | Robust assessment methods for well-defined procedural tasks and for declarative knowledge exist. However, there are many challenges with regard to assessing improvements in learning when the tasks to be learned are less well defined. We present a methodology for capturing and assessing relevant cognitive aspects of complex task performance. |
| Summary | Invited symposium proposal for the EARLI 2007, Budapest, Hungary TRENDS IN INSTRUCTIONAL DESIGN FOR COMPLEX LEARNING Organizer: Jeroen J. G. van Merrienboer, Open University of the Netherlands Complex learning aims at the integration of knowledge, skills, and attitudes; the coordination of qualitatively different constituent skills, and the transfer of what is learned to daily life or work settings. New instructional design models are needed to allow for such complex learning. These models stress the integration of knowledge, skills and attitudes through the use of whole, meaningful learning tasks. They aim at integrated learning objectives and help learners to coordinate different aspects of whole tasks by scaffolding their performance. And they aim at transfer of learning by means of mathemagenic instructional methods that stimulate learners to construct general, abstract knowledge. A fundamental rethinking of traditional instructional design is necessary. In this symposium, trends in instructional design for complex learning will be discussed from four highly interrelated perspectives: (1) cognitive foundations, (2) cognitive task analysis, (3) holistic design, and (4) performance assessment. The four contributions to the symposium will be discussed by Jan Elen from the Catholic University of Leuven, Belgium. Cognitive Foundations of Complex Learning John Sweller, University of New South Wales, Australia Humans have evolved to deal with two distinct categories of complex learning: biologically primary and biologically secondary (Geary, in press). From an information processing perspective, the most complex knowledge we acquire is biologically primary knowledge that we have evolved to acquire, such as a first language, face recognition or general problem solving. It is acquired unconsciously and without instruction. In contrast, biologically secondary knowledge, while far less information rich, requires direct instruction and conscious effort. This presentation will be concerned with the cognitive load theory principles that govern the acquisition of biologically secondary knowledge. Cognitive Task Analysis for Complex Learning Richard Clark, Kenneth Yates, & Sean Early, University of Southern California, USA Cognitive task analysis (CTA) consists of a variety of interview and observation strategies designed to capture an accurate and complete description of the knowledge experts use to perform complex tasks. Complex tasks are defined as those where performance requires the integrated use of both controlled (conscious, conceptual) and automated (unconscious cognitive strategy) knowledge to handle tasks whose performance often extends over many hours or days. The results of CTA are used as the basis of expert systems, the development of tests to certify job or task competence and as the content of instruction when people must acquire new and complex knowledge in order to achieve a performance goal. This presentation will review past research on CTA including a meta-analysis of CTA-based training and two studies where CTA data was used to train trauma surgeons. Holistic Design for Complex Learning Jeroen J. G. van Merrienboer, Open University of the Netherlands Traditional instructional design models use an atomistic approach, in which a complex learning domain is analyzed into small parts that are subsequently taught in a sequential fashion. For complex learning, the atomistic approach needs to be replaced by a holistic approach. This presentation will discuss a systematic, holistic approach to the design of complex learning, called the Ten Steps (van Merrienboer & Kirschner, in press). The Ten Steps yield educational programs that are built from four basic components: (1) learning tasks, (2) supportive information, (3) procedural information, and (4) part-task practice. Concrete examples of educational programs and research results concerning their effectiveness will be discussed. Assessing the Progress of Learning and Mental Model Development for Complex and Ill-structured Learning Tasks J. Michael Spector, Florida State University, USA Robust assessment methods for well-defined procedural tasks and for declarative knowledge exist. However, there are many challenges with regard to assessing improvements in learning when the tasks to be learned are less well defined. We present a methodology for capturing and assessing relevant cognitive aspects of complex task performance. |
| Keywords | Assessment of competence Assessment software Cognitive processes/development |
| Appendices | |
| Authors | ||||||
|---|---|---|---|---|---|---|
| Name | Surname | Institution | Country | EARLI Number | Presenting | |
| J. Michael | Spector | Florida State University | United States | mspector@lsi.fsu.edu | * | |
