ten steps to complex learning iwan wopereis educational technology expertise centre (otec) open...
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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
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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
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Workshop schedule
• Introduction: Complex learning and Instructional Design
• Four-component Instructional Design• Group task
• Coffee break
• Ten Steps to Complex Learning• Group task• Discussion
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Workshop schedule
• Introduction: Complex learning and Instructional Design
• Four-component Instructional Design• Group tasks
• Coffee break
• Ten Steps to Complex Learning• Group tasks• Discussion
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But first… a premezzo!
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Vladimir Mironov, Nuno Reis, Brian Derby (2006). Bioprinting: a beginning.Tissue Engineering. 12(4), 631-634.
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New York Stock Exchange floor keeps shrinkingInternational Herald Tribune, September 23, 2007
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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.
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Focus on complex learning
1997 2007
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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)?
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Instructional (Systems) Design
Tripp & Bichelmeyer (1990)
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Instructional (Systems) Design (ADDIE)
Analysis
Design
Development
Implementation
Evaluation
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ID Scope (4C/ID)
Analysis
Design
Development
Implementation
Evaluation
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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.
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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
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Complex learning: problems• Compartmentalization• Fragmentation• Transfer paradox
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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)
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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
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Compartmentalization Integration
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Fragmentation
• Process of breaking something into small, incomplete or isolated parts
• Example: Atomistic models• Analyze learning domain in small pieces• Teach piece-by-piece
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Fragmentation Coordination
• Holistic models• Analyze learning domain in
coherence; relations between pieces
• Teach from simple to more complex wholes
• Focus on coordination of pieces
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Example
Bachelor Psychology OUNL
Phase 1:Researchquestion
Phase 2:Data collection
Phase 4:Conclusion anddiscussion
Phase 3:Data analysis
1
234567
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Transfer paradox
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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
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Questions
1. Do you recognize the aforementioned problems (in your work)?
2. Can you give an example?
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“The whole is more than the sum of its parts.“
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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
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1997 2007
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Questions
1. Instructional Design: where to focus on?
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Four components (Van Merriënboer,
1997)
1. Learning tasks• Backbone of the training program
2. Supportive information3. Procedural information4. Part-task practice
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1. Learning tasks
-Based on real-life tasks-Integrative-Aim at transfer of learning (variability)
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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)
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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
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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
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1. Learning tasks and task classes•Diminishing support and guidance within a task class (“scaffolding”)
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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
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2. Supportive information•Systematic approaches to problem solving (SAPs)
• Help to develop cognitive strategies
•Conceptual/structural/causal models• Help to develop mental models
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3. Procedural information
•For routine aspects of learning tasks•Present precisely when necessary (Just-in-time)
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4. Part-task practice
•Repetition•Procedural info•Cognitive context
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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
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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?
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Ad. 1
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Ad. 4
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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
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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
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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
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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
![Page 70: Ten Steps to Complex Learning Iwan Wopereis Educational Technology Expertise Centre (OTEC) Open University of the Netherlands (OUNL) Workshop Ten Competence](https://reader035.vdocuments.net/reader035/viewer/2022070306/5516d5b85503468e338b46e1/html5/thumbnails/70.jpg)
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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
![Page 72: Ten Steps to Complex Learning Iwan Wopereis Educational Technology Expertise Centre (OTEC) Open University of the Netherlands (OUNL) Workshop Ten Competence](https://reader035.vdocuments.net/reader035/viewer/2022070306/5516d5b85503468e338b46e1/html5/thumbnails/72.jpg)
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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.
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Coffee break!
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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
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