A model for optimizing step size of learning tasks in competency-based multimedia practicals |
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| Authors: | Rob J Nadolski Paul A Kirschner Jeroen J G van Merriënboer Hans G K Hummel |
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| Institution: | (1) Educational Technology Expertise, Center, Open University of the Netherlands, Valkenburgerweg 177, 6419 AT Heerlen, The Netherlands |
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| Abstract: | Learners are often overwhelmed by the complexity of realistic learning tasks, but reducing this complexity through traditional Instructional Design (ID) methods jeopardizes the authenticity of the learning experience. To solve this apparent paradox, a two-phase ID model is presented. Phase 1 consists of cognitive task analysis, where a systematic approach to problem solving (SAP) is identified in conjunction with skill decomposition and determination of task complexity. In the subsequent design phase, inductive micro-level sequencing based on the four-component ID model (van Merriënboer, 1997) is applied where worked-out examples and problems accompanied by process worksheets assure the necessary variability of practice. Step size in a multiple-step whole-task approach—needed for the process worksheets—is determined on the basis of estimated part-task complexity. A developmental study of the model is illustrated with examples from the domain of law. |
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