Ten Stepsto Complex Learning

Iwan WopereisEducational Technology Expertise Centre

(OTEC)Open University of the Netherlands (OUNL)

Workshop Ten Competence Winter School 2008Innsbruck, AustriaFebruary 21, 2008

analyse non-recurrent aspects

analyze recurrent aspects

8 cognitive rules

9 prerequisiteknowledge

5 cognitivestrategies

6 mentalmodels

3 performanceobjectives

2 task classes

1 learning tasks

4 supportive information

7 procedural information

10 part - task practice

Workshop schedule

• Introduction: Complex learning and Instructional Design

• Four-component Instructional Design• Group task

• Coffee break

• Ten Steps to Complex Learning• Group task• Discussion

Workshop schedule

• Introduction: Complex learning and Instructional Design

• Four-component Instructional Design• Group tasks

• Coffee break

• Ten Steps to Complex Learning• Group tasks• Discussion

But first… a premezzo!

Vladimir Mironov, Nuno Reis, Brian Derby (2006). Bioprinting: a beginning.Tissue Engineering. 12(4), 631-634.

New York Stock Exchange floor keeps shrinkingInternational Herald Tribune, September 23, 2007

Hochberg et al. (2006, July 13). Neuronal ensemble control of prosthetic devices by a human with tetraplegia. Nature.

Santhanam et al. (2006, July 13). A high-performance brain-computer interface. Nature.

Focus on complex learning

1997 2007

Questions

1. Who of you is involved in instructional design (ID) for complex learning?

2. For those who are: Can you describe the way you design (your ID process)?

Instructional (Systems) Design

Tripp & Bichelmeyer (1990)

Instructional (Systems) Design (ADDIE)

Analysis

Design

Development

Implementation

Evaluation

ID Scope (4C/ID)

Analysis

Design

Development

Implementation

Evaluation

Complex learning

• the integration of knowledge, skills, and attitudes;

• the coordination of qualitatively different constituent skills;

• the transfer of what is learned in the school or training setting to daily life and work settings.

searching for literature

Formulating search queryFormulating search query

Selecting appropriate database

Selecting appropriate database

Perf orming searchPerf orming search

Selecting resultsSelecting results

Searching f or literatureSearching f or literature

Determining relevant fi eld of study

Determining relevant fi eld of study

Determining relevant period of

time

Determining relevant period of

time

Combining search

terms in query

Combining search

terms in query

Using a thesaurus

Using Boolean

operators

Operating search

program

Determining fi elds that

will be searched in

Determining fi elds that

will be searched in

Translating the client’s research question

into relevant search terms

Translating the client’s research question

into relevant search terms

Constituent skill

Knowledge

Attitude

Formulating search queryFormulating search query

Selecting appropriate database

Selecting appropriate database

Perf orming searchPerf orming search

Selecting resultsSelecting results

Searching f or literatureSearching f or literature

Determining relevant fi eld of study

Determining relevant fi eld of study

Determining relevant period of

time

Determining relevant period of

time

Combining search

terms in query

Combining search

terms in query

Using a thesaurus

Using Boolean

operators

Operating search

program

Determining fi elds that

will be searched in

Determining fi elds that

will be searched in

Translating the client’s research question

into relevant search terms

Translating the client’s research question

into relevant search terms

Constituent skill

Knowledge

Attitude

Complex learning: problems• Compartmentalization• Fragmentation• Transfer paradox

Compartmentalization

The separation of a whole into distinct parts or categories

• Example: focus on particular domain:• Cognitive• Affective• Psychomotor

• Example: distinction between models for• Declarative learning (conceptional

knowledge)• Procedural learning (procedural skills)

Compartmentalization

What kind of surgeon do you prefer?

• Knows a lot about the human body but has ten thumbs

• Has excellent technical skills but looks down on his patients

• Is friendly but his professional knowledge is outdated

• None of the above

Compartmentalization Integration

Fragmentation

• Process of breaking something into small, incomplete or isolated parts

• Example: Atomistic models• Analyze learning domain in small pieces• Teach piece-by-piece

Fragmentation Coordination

• Holistic models• Analyze learning domain in

coherence; relations between pieces

• Teach from simple to more complex wholes

• Focus on coordination of pieces

Example

Bachelor Psychology OUNL

Phase 1:Researchquestion

Phase 2:Data collection

Phase 4:Conclusion anddiscussion

Phase 3:Data analysis

1

234567

Transfer paradox

Transfer paradox Differentiation• E1-E1-E1 / E2-E2-E2 / E3-E3-E3 [blocked order]

• Students reach the learning objectives fast• But low transfer of learning (they cannot diagnose E4)

• E3-E2-E2 / E1-E3-E3 / E1-E2-E1 [random order]• Students take more time to reach the objectives• But much higher transfer of learning (able to diagnose

E4!)

• Differentation for complex skills• Variability for problem-solving aspects of a complex

task• Repetition for routine aspects of a complex task

Questions

1. Do you recognize the aforementioned problems (in your work)?

2. Can you give an example?

“The whole is more than the sum of its parts.“

Holistic design

References:• See Reigeluth (1999), Merrill (2002) and

Van Merriënboer & Kester (in press) for examples

Some examples:• Reigeluth (1983; 1999): Elaboration theory• Schank (1993/1994): Goal-based scenario’s• Van Merriënboer (1997; & Kirschner 2007):

4CID/Ten Steps

1997 2007

Questions

1. Instructional Design: where to focus on?

Four components (Van Merriënboer,

1997)

1. Learning tasks• Backbone of the training program

2. Supportive information3. Procedural information4. Part-task practice

1. Learning tasks

-Based on real-life tasks-Integrative-Aim at transfer of learning (variability)

1. Learning tasks (and task classes)•Task classes contain equivalent tasks with the same difficulty•Higher complexity for each subsequent task class (from easy to difficult)

1. Learning tasks (and task classes)•Task classes contain equivalent tasks with the same difficulty•Higher complexity for each subsequent task class (from easy to difficult)

Small buildings

Private houses

Multi functional structures

1. Learning tasks (and task classes)•Task classes contain equivalent tasks with the same difficulty•Higher complexity for each subsequent task class (from easy to difficult)

Small buildings

Private houses

Multi functional structures

Appartment Detached house

Row house

1. Learning tasks and task classes•Diminishing support and guidance within a task class (“scaffolding”)

1. Learning tasks and task classes•Diminishing support and guidance within a task class (“scaffolding”)

Small buildings

Private houses

Multi functional structures

Appartment Detached house

Row house

Worked example

Completion task

Conventional task

2. Supportive information•Systematic approaches to problem solving (SAPs)

• Help to develop cognitive strategies

•Conceptual/structural/causal models• Help to develop mental models

3. Procedural information

•For routine aspects of learning tasks•Present precisely when necessary (Just-in-time)

4. Part-task practice

•Repetition•Procedural info•Cognitive context

Assignment (1)

1. Study the worked-out example and try to represent the training blueprint in a model• Use for learning tasks• Use for supportive information• Use for procedural information• Use for part-task practice

2. Characterize the three task classes: mark the differences and elaborate on this

Assignment (2)

3. Elaborate on the sequencing of learning tasks: how is this concretized in the training blueprint

4. Elaborate on the guidance and support in the training blueprint

5. Elaborate on the variability of practice

6. What is your idea about the training blueprint: robust; deficiencies?

Ad. 1

Ad. 4

Learning, teaching and media

1. Learning tasks

2. Supportiveinformation

3. Procedural information

4. Part-taskpractice

Schema construction

(problem solving, reasoning)

Induction

Schema automation(routines)

Elaboration

KnowledgeCompilation

Strengthening

Real / simulated taskenvironments

Hyper- & multi-mediasystems

EPSS, on-linehelp systems

Drill & practiceCBT

Learning, teaching and media

1. Learning tasks

2. Supportiveinformation

3. Procedural information

4. Part-taskpractice

Schema construction

(problem solving, reasoning)

Induction

Schema automation(routines)

Elaboration

KnowledgeCompilation

Strengthening

Real / simulated taskenvironments

Hyper- & multi-mediasystems

EPSS, on-linehelp systems

Drill & practiceCBT

Learning, teaching and media

1. Learning tasks

2. Supportiveinformation

3. Procedural information

4. Part-taskpractice

Schema construction

(problem solving, reasoning)

Induction

Schema automation(routines)

Elaboration

KnowledgeCompilation

Strengthening

Real / simulated taskenvironments

Hyper- & multi-mediasystems

EPSS, on-linehelp systems

Drill & practiceCBT

Learning, teaching and media

1. Learning tasks

2. Supportiveinformation

3. Procedural information

4. Part-taskpractice

Schema construction

(problem solving, reasoning)

Induction

Schema automation(routines)

Elaboration

KnowledgeCompilation

Strengthening

Real / simulated taskenvironments

Hyper- & multi-mediasystems

EPSS, on-linehelp systems

Drill & practiceCBT

Learning, teaching and media

1. Learning tasks

2. Supportiveinformation

3. Procedural information

4. Part-taskpractice

Schema construction

(problem solving, reasoning)

Induction

Schema automation(routines)

Elaboration

KnowledgeCompilation

Strengthening

Real / simulated taskenvironments

Hyper- & multi-mediasystems

EPSS, on-linehelp systems

Drill & practiceCBT

Assignment

1. Let’s forget financial constraints; what media would you choose for working out the components of the training blueprint. Focus on the first task class.

Coffee break!

1. Design learning tasks

2. Sequence task classes

8. Analyze cognitive rules

3. Set performance objectives

4. design supportive information

5. Analyze cognitive strategies

6. Analyze mental models

7. design procedural information

9. Analyze prerequisite knowledge

10. design part-task practice

Ten Steps