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Start 1/3. COMPONENT 3. COMPONENT 4. COMPONENT 1. COMPONENT 2. E nd. 1 Design Learning Tasks. 4 Design Supportive Information. 7 Design Procedural Information. 10 Design Part- Task Practice. 2 Develop Assessment Instruments. 3 Sequence Learning Tasks.

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  1. Start 1/3 COMPONENT 3 COMPONENT 4 COMPONENT 1 COMPONENT 2 End 1 Design Learning Tasks 4 Design Supportive Information 7 Design Procedural Information 10 Design Part- Task Practice 2 Develop Assessment Instruments 3 Sequence Learning Tasks 5 Analyze Cognitive Strategies 6 Analyze Mental Models 8 Analyze Cognitive Rules 9 Analyze Prerequisite Knowledge Tutorial Ten Steps to Complex Learning Welcometothis online tutorial on Ten Steps to Complex Learning. The Ten Steps provide a systematic approach tofour-component instructional design (4C/ID for short). 4C/ID buildseducational programs fromfourcomponents: Learning tasks Supportive information Procedural information Part-taskpractice The 4C/ID model has been fullydescribed in the bookTraining Complex Cognitive Skills (1997). Ten Steps to Complex Learning (2007/2013) notonlydescribeshowto design the fourcomponents, but alsohowtoperformsixauxiliaryactivitiesthatform part of a systematicinstructional design process. • Navigating Through the Tutorial • Click in the navigationtoolbar at the top of the page to go tooneparticularcomponent or step. • The buttons ‘previous’ and ‘next’ at the bottom of the screen will take youto the previous or next page. • The button ‘E-lecture’ at the bottom of the page will take youto the web-lecturecorrespondingwiththat page. • The button ‘Examples’ at the bottom of the page will take youtoexamplesexemplying the theorydescribed at that page. E-lecture Examples next

  2. Start 2/3 COMPONENT 3 COMPONENT 4 COMPONENT 1 COMPONENT 2 End 1 Design Learning Tasks 4 Design Supportive Information 7 Design Procedural Information 10 Design Part- Task Practice 2 Develop Assessment Instruments 3 Sequence Learning Tasks 5 Analyze Cognitive Strategies 6 Analyze Mental Models 8 Analyze Cognitive Rules 9 Analyze Prerequisite Knowledge The FourComponents 4 Part-TaskPracticeprovidesadditionalpractice on routine aspects of learningtasksthatneedtobecomefullyautomated. It only starts afterlearners have becomefamiliarwith the routine aspect in the context of whole, meaningfullearningtasks. 1 Learning Tasksare typicallybased on real-life or professional tasks and provide concrete experiencestolearners. A series of learningtasks serves as the backbone of an educational program. 3 Procedural Information tellslearnershowtoperform routine aspects of learningtasks (how-toinstructions). It is best presentedtothem just-in-time, preciselywhentheyneeditduringtheirwork on learningtasks. 2 SupportiveInformation helpslearnerstoperform non-routine aspects (problemsolving, reasoning, decision making) of learningtasks. It is presentedtothembeforethey start workingon learningtasks and/or made availabletothemwhilethey are working on these tasks. E-lecture previous Examples next

  3. Start 3/3 COMPONENT 3 COMPONENT 4 COMPONENT 1 COMPONENT 2 End 1 Design Learning Tasks 4 Design Supportive Information 7 Design Procedural Information 10 Design Part- Task Practice 2 Develop Assessment Instruments 3 Sequence Learning Tasks 5 Analyze Cognitive Strategies 6 Analyze Mental Models 8 Analyze Cognitive Rules 9 Analyze Prerequisite Knowledge The Ten Steps The Ten Steps provide a systematic approach todesigningeducational programs based on the fourcomponents. Four of the steps directlyrelateto the fourcomponents (seeTable): Step 1. Design Learning Tasks Step 4. Design Supportive Information Step 7. Design Procedural Information Step 10. Design Part-TaskPractice Allother steps are auxiliary. Step 2 is usedtodevelop assessment instrumentsthat make ifpossibletoassesslearners’ performance on the learningtasks. Step 3 is usedtosequencelearningtasksfromsimpleto complex. Steps 5 and 6 are usedtoanalyzecognitivestrategiesand mentalmodelsthatunderliesupportive information. Steps 8 and 9 are usedtoanalyzecognitiverulesand prerequisiteknowledgethatunderlieprocedural information. Cognitiverules are alsoneededto design part-taskpractice. E-lecture previous Examples next

  4. Start COMPONENT 3 COMPONENT 4 COMPONENT 1 COMPONENT 2 End 1 Design Learning Tasks 1/3 4 Design Supportive Information 7 Design Procedural Information 10 Design Part- Task Practice 2 Develop Assessment Instruments 3 Sequence Learning Tasks 5 Analyze Cognitive Strategies 6 Analyze Mental Models 8 Analyze Cognitive Rules 9 Analyze Prerequisite Knowledge Step 1 Design Learning Tasks In the schema above for an educational program, learning tasks are indicated as circles. It canbeproblemsthat must besolvedby the learners, professional taskthatneedtobeperformed, cases that must bestudied, projectsthat are conductedby small groups of students, and soforth. Learning tasks are preferablybased on real-life or professional tasks. Thisensuresthat the tasks make an appeal on knowledge, skills as well as attitudes. Suchintegration has positiveeffects on transfer of learning, that is, the abilityto transfer what has been learnedto new professional situations or real life. Learning tasks drive learningfrom concrete experiences or ‘learningbydoing’. The mainunderlyinglearningprocess is inductivelearning. E-lecture previous Examples next

  5. Start COMPONENT 3 COMPONENT 4 COMPONENT 1 COMPONENT 2 End 1 Design Learning Tasks 2/3 4 Design Supportive Information 7 Design Procedural Information 10 Design Part- Task Practice 2 Develop Assessment Instruments 3 Sequence Learning Tasks 5 Analyze Cognitive Strategies 6 Analyze Mental Models 8 Analyze Cognitive Rules 9 Analyze Prerequisite Knowledge Step 1 Variability of Learning Tasks In the schema, variability is indicated by the small trianglesat 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, learningtasks are different fromeachother on surface features. Despitedifferences in surface features, tasks are performed in the same fashion. Compare the butterflies in the picture. Althoughtheydiffer in color, shape and sizethey are allcalledbutterflies. Second, learningtasksshouldbe different fromeachother on structural features. Tasksthatdifferfromeachother on structural features shouldbeperformed in different ways. E-lecture previous Examples next

  6. Start COMPONENT 3 COMPONENT 4 COMPONENT 1 COMPONENT 2 End 1 Design Learning Tasks 3/3 4 Design Supportive Information 7 Design Procedural Information 10 Design Part- Task Practice 2 Develop Assessment Instruments 3 Sequence Learning Tasks 5 Analyze Cognitive Strategies 6 Analyze Mental Models 8 Analyze Cognitive Rules 9 Analyze Prerequisite Knowledge 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 learningtasks, comparablewith the training wheels on a child’s bike as shown in the picture. A common way todecrease support is first have the learnersstudyworked-out solutions, then let them complete partiallygivensolutions, and finally have themsolveconventionalproblemsforwhichthey have tocome up with the whole solution. Guidance is typicallyprovidedby a teacher, processworksheet or computer. Comparethisto a parentwho is running alongwith the child on a bike and shoutingdirections. E-lecture previous Examples next

  7. Start COMPONENT 3 COMPONENT 4 COMPONENT 1 COMPONENT 2 End 1 Design Learning Tasks 4 Design Supportive Information 7 Design Procedural Information 10 Design Part- Task Practice 2 Develop Assessment Instruments 1/3 3 Sequence Learning Tasks 5 Analyze Cognitive Strategies 6 Analyze Mental Models 8 Analyze Cognitive Rules 9 Analyze Prerequisite Knowledge • Step 2 • Develop Assessment Instruments • In order toprovide feedback tostudents and toassessthem, the quality of their performance on learningtasksneedstobemeasured. The development of an assessment instrument starts with the specification of a skills hierarchy. In such a hierarchy, the complex skill or professional competencythat is taught is at the top and so-called constituent skills are lower in the hierarchy: • All constituent skills in the hierarchycanbecategorized as: • Non-routine skills. These skills involveproblemsolving, reasoning or decision making and require the presentation of supportive information. This is the default categorization. • Routine skills. Skills lower in the hierarchymaypertainto routine behaviorsthat are consistent acrosslearningtasks. Theyrequire the presentation of procedural information (green in the Figure). • Routine to-be-automated skills. Somecritical skills mayneedtobecomefullyautomated. Theyrequirenotonlyprocedural information but alsoadditional part-taskpractice (red in the Figure). E-lecture previous Examples next

  8. Start COMPONENT 3 COMPONENT 4 COMPONENT 1 COMPONENT 2 End 1 Design Learning Tasks 4 Design Supportive Information 7 Design Procedural Information 10 Design Part- Task Practice 2 Develop Assessment Instruments 2/3 3 Sequence Learning Tasks 5 Analyze Cognitive Strategies 6 Analyze Mental Models 8 Analyze Cognitive Rules 9 Analyze Prerequisite Knowledge • Step 2 • Performance Objectives • Performance objectivescanbeformulatedforall constituent skills in the skills hierarchy. Well-formulated performance objectivescontain: • An action verbthatclearlystateswhatlearnerswillbeabletodoafter the educational program. • Conditionsunderwhich performance takes place. • Tools and objectsthat must beused. • Standards foracceptable performance. • The standards are especially important for the development of an assessment instrument. Three types of standards are: • Criteria. These are minimum requirements in terms of speed, accurary, tolerances, wastes etc. • Values. These indicatethat skills must beperformedaccordingtoparticularrules, regulations, conventions etc. • Attitudes. These indicatethattask performers must exhibitparticular attitudes whenperforming the skills (e.g., ”with a smile on your face”) E-lecture previous Examples next

  9. Start COMPONENT 3 COMPONENT 4 COMPONENT 1 COMPONENT 2 End 1 Design Learning Tasks 4 Design Supportive Information 7 Design Procedural Information 10 Design Part- Task Practice 2 Develop Assessment Instruments 3/3 3 Sequence Learning Tasks 5 Analyze Cognitive Strategies 6 Analyze Mental Models 8 Analyze Cognitive Rules 9 Analyze Prerequisite Knowledge Step 2 Scoring Rubrics Scoring rubricscanbedevelopedforallstandards as specified in the performance objectives. Together, these scoring rubrics make up an assessment instrument thatmakesitpossibleto score the learner’s performance on all relevant aspects. In a development portfolio, the same assessment instrument is usedto monitor a learner’s performance over learningtasks, that is, over time. Notalltasksneedtobeassessed on all different aspects, but over a series of tasksenough information shouldbegatheredtoassess a learner on both separate aspects of performance (vertical assessment) and overall task performance (horizontal assessment). E-lecture previous Examples next

  10. Start COMPONENT 3 COMPONENT 4 COMPONENT 1 COMPONENT 2 End 1 Design Learning Tasks 4 Design Supportive Information 7 Design Procedural Information 10 Design Part- Task Practice 2 Develop Assessment Instruments 3 Sequence Learning Tasks 1/2 5 Analyze Cognitive Strategies 6 Analyze Mental Models 8 Analyze Cognitive Rules 9 Analyze Prerequisite Knowledge 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. E-lecture previous Examples next

  11. Start COMPONENT 3 COMPONENT 4 COMPONENT 1 COMPONENT 2 End 1 Design Learning Tasks 4 Design Supportive Information 7 Design Procedural Information 10 Design Part- Task Practice 2 Develop Assessment Instruments 3 Sequence Learning Tasks 2/2 5 Analyze Cognitive Strategies 6 Analyze Mental Models 8 Analyze Cognitive Rules 9 Analyze Prerequisite Knowledge • Step 3 • Simplifying Conditions • The Ten Steps describeseveralmethodsforsequencinglearningtasks. The most popularmethod is ‘simplifyingconditions’’. Thismethodconsists of the following steps: • Identify the different conditionsunderwhich a taskmaybeperformed • For driving a car, these mightbe brand of the car, type of gear, weatherconditions, time of day, traffic situation and soforth • Identifythoseconditionsthat affect the complexity of the task • These mightbe type of gear, weatherconditions and traffic situation • Providevaluesto the conditionsthat affect the complexity of the task • For type of gear, these mightbe: automatic, hand-changed. For weatherconditions: sunny, rainy, icy. For traffic situation: country side, city. • Define the first task class using the most simpleconditionsand define the finaltask class using the the most complex conditions • First task class: Driving an automatic car in sunnyweather in the country side • Finaltask class: Driving a hand-changedcar in icyweather in a big city • Addtask classes in between in such a way thatthere is a gradualincrease of complexityfromonetask class to the next task class • For example, a task class in-betweenmightbedriving a hand-changedcar in rainyweather in the country side E-lecture previous Examples next

  12. Start COMPONENT 3 COMPONENT 4 COMPONENT 1 COMPONENT 2 End 1 Design Learning Tasks 4 Design Supportive Information 1/2 7 Design Procedural Information 10 Design Part- Task Practice 2 Develop Assessment Instruments 3 Sequence Learning Tasks 5 Analyze Cognitive Strategies 6 Analyze Mental Models 8 Analyze Cognitive Rules 9 Analyze Prerequisite Knowledge Step 4 Design Supportive Information In the schema abovefor an educational program, supportive information is indicatedby the L-shapedfigures. Supportive information helpslearnerstowork on non-routine aspects of learning tasks (problem solving, reasoning, decision making). It is often presented in books, lectures and multimedia. Supportive information is connectedtotask classes becauseitallowslearnerstoperform more or lessequally complex tasks. For learningtasks at higher levels of complexity (i.e., subsequenttask classes), learnersneedadditionalsupportive information or more elaboratedsupportive information thatallowsthemtowork 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. E-lecture previous Examples next

  13. Start COMPONENT 3 COMPONENT 4 COMPONENT 1 COMPONENT 2 End 1 Design Learning Tasks 4 Design Supportive Information 2/2 7 Design Procedural Information 10 Design Part- Task Practice 2 Develop Assessment Instruments 3 Sequence Learning Tasks 5 Analyze Cognitive Strategies 6 Analyze Mental Models 8 Analyze Cognitive Rules 9 Analyze Prerequisite Knowledge • Step 4 • Three Types of Supportive Information • Domain models. Theydescribehowthe learning domain is organized. They help learners to develop mental models of the learning domain. A further distinction can be made between: • Conceptualmodels, describinghowthings are named in a domain. • Structuralmodels, describinghowthings are built in a domain. • Causalmodels, describinghowthings are working in a domain. • 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. • Cognitive feedback. This type of feedback helps the learnertocriticallycompare and contrast the quality of ownmentalmodelswith the mentalmodels of experts or peers, and tocompare and contrast the quality of owncognitivestrategieswith the cognitivestrategies of experts or peers. Reflection is critical in thisprocess. E-lecture previous Examples next

  14. Start COMPONENT 3 COMPONENT 4 COMPONENT 1 COMPONENT 2 End 1 Design Learning Tasks 4 Design Supportive Information 7 Design Procedural Information 10 Design Part- Task Practice 2 Develop Assessment Instruments 3 Sequence Learning Tasks 5 Analyze Cognitive Strategies 1/1 6 Analyze Mental Models 8 Analyze Cognitive Rules 9 Analyze Prerequisite Knowledge • 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”. E-lecture previous Examples next

  15. Start COMPONENT 3 COMPONENT 4 COMPONENT 1 COMPONENT 2 End 1 Design Learning Tasks 4 Design Supportive Information 7 Design Procedural Information 10 Design Part- Task Practice 2 Develop Assessment Instruments 3 Sequence Learning Tasks 5 Analyze Cognitive Strategies 6 Analyze Mental Models 1/1 8 Analyze Cognitive Rules 9 Analyze Prerequisite Knowledge • 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 E-lecture previous Examples next

  16. Start COMPONENT 3 COMPONENT 4 COMPONENT 1 COMPONENT 2 End 1 Design Learning Tasks 4 Design Supportive Information 7 Design Procedural Information 1/2 10 Design Part- Task Practice 2 Develop Assessment Instruments 3 Sequence Learning Tasks 5 Analyze Cognitive Strategies 6 Analyze Mental Models 8 Analyze Cognitive Rules 9 Analyze Prerequisite Knowledge • Step 7 • Design Procedural Information • In the schema above, procedural information is indicatedby theupwardpointingarrows. Procedural information helpslearnersperform 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 connectedtoindividuallearningtasks. It is best presented just-in-time, preciselywhenlearnersneed it. It fadesawayforsubsequentlearningtasks. • 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. E-lecture previous Examples next

  17. Start COMPONENT 3 COMPONENT 4 COMPONENT 1 COMPONENT 2 End 1 Design Learning Tasks 4 Design Supportive Information 7 Design Procedural Information 2/2 10 Design Part- Task Practice 2 Develop Assessment Instruments 3 Sequence Learning Tasks 5 Analyze Cognitive Strategies 6 Analyze Mental Models 8 Analyze Cognitive Rules 9 Analyze Prerequisite Knowledge • Step 7 • Two Types of Procedural Information • Just-in-time information displays. These are how-toinstructions telling the learnerwhatto do, preciselywhile he or she is doing it. They help learnerstodevelopcognitiverules. Ifhow-toinstructionscontainwords or conceptsthat are notfamiliarto the learner, explanations are provided. They help learnerstodevelopprerequisiteknowledgeforcorrectlyusing the how-toinstructions. • Corrective feedback. This type of feedback points out that an error has been made, helps the learnertorecoverfrom the error, and provides a hint on howto continue. Exampe of a JIT information display presenting the routine forchanging document orientation in OpenOffice. Youseenumberedhow-toinstructions. Unfamiliarconcepts are underlined and explainedafterclicking on them. E-lecture previous Examples next

  18. Start COMPONENT 3 COMPONENT 4 COMPONENT 1 COMPONENT 2 End 1 Design Learning Tasks 4 Design Supportive Information 7 Design Procedural Information 10 Design Part- Task Practice 2 Develop Assessment Instruments 3 Sequence Learning Tasks 5 Analyze Cognitive Strategies 6 Analyze Mental Models 8 Analyze Cognitive Rules 1/1 9 Analyze Prerequisite Knowledge • 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. E-lecture previous Examples next

  19. Start COMPONENT 3 COMPONENT 4 COMPONENT 1 COMPONENT 2 End 1 Design Learning Tasks 4 Design Supportive Information 7 Design Procedural Information 10 Design Part- Task Practice 2 Develop Assessment Instruments 3 Sequence Learning Tasks 5 Analyze Cognitive Strategies 6 Analyze Mental Models 8 Analyze Cognitive Rules 9 Analyze Prerequisite Knowledge 1/1 • 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. • 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 likethis: • f One of two or more verticalsections of typedlineslying side by side E-lecture previous Examples next

  20. Start COMPONENT 3 COMPONENT 4 COMPONENT 1 COMPONENT 2 End 1 Design Learning Tasks 4 Design Supportive Information 7 Design Procedural Information 10 Design Part- Task Practice 1/2 2 Develop Assessment Instruments 3 Sequence Learning Tasks 5 Analyze Cognitive Strategies 6 Analyze Mental Models 8 Analyze Cognitive Rules 9 Analyze Prerequisite Knowledge • Step 10 • Design Part-Task Practice • In the schema above, part-taskpractice is indicatedby the series of small circles. It helpslearnersto 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 learningtasks and supportedthrough the presentation of procedural information. Often, thisprovidessufficientpracticetoreach the objectives. Additional part-taskpractice is onlynecessaryforcritical routine aspectsthatneedtobedevelopedto a very high level of automaticity! • Part-task practice provides ample repetition and immediate corrective feedback. The underlying learning process is strengthening. E-lecture previous Examples next

  21. Start COMPONENT 3 COMPONENT 4 COMPONENT 1 COMPONENT 2 End 1 Design Learning Tasks 4 Design Supportive Information 7 Design Procedural Information 10 Design Part- Task Practice 2/2 2 Develop Assessment Instruments 3 Sequence Learning Tasks 5 Analyze Cognitive Strategies 6 Analyze Mental Models 8 Analyze Cognitive Rules 9 Analyze Prerequisite Knowledge • Step 10 • Overlearning • In order to reach full automaticity through ‘overlearning’, part-task practice often proceeds throughthree phases: • First train the routine to-be-automated skill to an acceptable level of automaticity; • then train it under moderate speed stress, and • 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. E-lecture previous Examples next

  22. Start COMPONENT 3 COMPONENT 4 COMPONENT 1 COMPONENT 2 End 1/3 1 Design Learning Tasks 4 Design Supportive Information 7 Design Procedural Information 10 Design Part- Task Practice 2 Develop Assessment Instruments 3 Sequence Learning Tasks 5 Analyze Cognitive Strategies 6 Analyze Mental Models 8 Analyze Cognitive Rules 9 Analyze Prerequisite Knowledge • Complex Learning, FourComponents, and Media • The fourcomponents are based on different learningprocesses: inductivelearning, elaboration, knowledgecompilation, and strengthening. The term complex learningrefersto the simultaneousoccurence of these processes. Inductivelearning and elaboration are schema-constructionprocesses, knowledgecompilation and strengthening are schema-automationprocesses. • Different learningprocesses and thus different componentsrequire different types of media. The Tablelistssomesuitable media foreach component, split up between traditional media and new media. E-lecture previous Examples next

  23. Start COMPONENT 3 COMPONENT 4 COMPONENT 1 COMPONENT 2 End 2/3 1 Design Learning Tasks 4 Design Supportive Information 7 Design Procedural Information 10 Design Part- Task Practice 2 Develop Assessment Instruments 3 Sequence Learning Tasks 5 Analyze Cognitive Strategies 6 Analyze Mental Models 8 Analyze Cognitive Rules 9 Analyze Prerequisite Knowledge • The FinalEducational Blueprint • Application of the Ten Steps results in a detailed blueprint for the educational program which is ready forproduction. The blueprint specifieslearningtaskswhich are typicallyorganized in task classes; supportive information foreachtask class; procedural information foreachlearningtask, and, whenapplicable, part-taskpracticeforselected routine aspects. It mayalsospecifysuitable media foreach component. The blueprint has the following basic format: E-lecture previous Examples next

  24. Start COMPONENT 3 COMPONENT 4 COMPONENT 1 COMPONENT 2 End 3/3 1 Design Learning Tasks 4 Design Supportive Information 7 Design Procedural Information 10 Design Part- Task Practice 2 Develop Assessment Instruments 3 Sequence Learning Tasks 5 Analyze Cognitive Strategies 6 Analyze Mental Models 8 Analyze Cognitive Rules 9 Analyze Prerequisite Knowledge • 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. E-lecture previous Examples

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