Instructional Design for the 21st Century: From Atomistic

to Holistic ApproachesJeroen J. G. van Merriënboer

Open University of the Netherlands

Keynote for the 2007 International Conference of the Korean Society for Educational Technology (KSET), April 27-28, Seoul, Korea.

Contents

1. What is the problem of atomistic approaches to education?

2. Four components and ten steps to complex learning

3. Self-directed learning4. Implications for teaching5. Conclusions

What is the problem with atomistic approaches?

• Compartmentalization– integration

• Fragmentation– coordination

• Transfer paradox– differentiation

Students are not able to

combine the things they

have learned......

From compartmentalization to

integration

What kind of surgeon do you prefer?(a) Knows a lot about the human body but has ten thumbs(b) Has excellent technical skills but looks down on his patients(c) Is friendly but his professional knowledge is outdated(d) None of the above

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

From fragmentation to coordination

• Atomistic models– Analyze learning domain in

small pieces– Teach piece-by-piece

• Holistic models– Analyze learning domain in

coherence; focus on relations between pieces

– Teach from simple to more complex wholes

– Focus on coordination of pieces

• 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

From the ‘transfer paradox’ to differentiation

diagnose three different errors in a technical system …

Four components in the integrated curriculum

• Learning tasks– Backbone of educational program

• Supportive information• Procedural information• Part-task practice

1. Learning tasks

• Based on real-life tasks• Integrative• Aim at transfer

– variability

assignments, projects, problems, tasks, cases …

Aristotle

Organizing learning tasks

• Simple-to-complex task classes– Tasks in same class are equivalent– Classes are ordered from easy to difficult– Aim at coordination

• Support and guidance– From high to low in same task class

(‘scaffolding’)

• Conceptual, causal, & structural models– Develop mental models– Case studies

• Systematic Approaches to Problem solving (SAPs)– Develop cognitive strategies– Expert models

2. Supportive information

Plato

3. Procedural Information

• Aim at routine aspects of task performance

• Present in small units, precisely when necessary (JIT)

4. Part-task practice

• Cognitive context• Repetition• Procedural

information

Constructing the educational blueprint

From 4 components to 10 steps

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

Van Merrienboer, J. J. G., & Kirschner, P. A. (2007). Ten steps to complex learning. Mahwah, NJ: Erlbaum.

www.enovateas.com

Learning, Teaching, & Media

Van Merriënboer, J. J. G., & Kester, L. (2005). The four-component instructional design model: Multimedia principles in environments for complex learning. In R. E. Mayer (Ed.),

The Cambridge handbook of multimedia learning (pp. 71-93). New York: Cambridge University Press.

Schema construction(problem solving,

reasoning)

Induction

Schema automation

(routines)

Elaboration

1. Learning tasks

2. Supportive

information

3. Procedural information

4. Part-taskpractice

KnowledgeCompilation

Strengthening

Real / simulated taskenvironments

Hyper- & multi-mediasystems

EPSS, on-linehelp systems

Drill & practiceCBT

Self-directed learning

1. Independent part-task practice2. JIT open learning3. On-demand education

Level 1

Independent part-task practice

• Students can do part-task practice whenever they like

• “triggered” by the learning tasks• Relatively easy to implement

– often individual practice– e.g., drill-and-practice computer-based

training, on a computer in the corner of the classroom

– application courses, re-animation, presentation skills etc.

Level 2

JIT Open Learning• Students study supportive information

whenever they like; JITOL• Triggered by learning tasks – typically

tasks students come across in real-life settings

• Much more difficult to implement– ad-hoc composition of groups of students– ad-hoc composition of learning contents

Level 3

On-demand education• The self-directed learner in flexible,

on-demand education– Student selects his/her own learning

tasks• at right level of difficulty (i.e., task class)• with right level of support and guidance • in such a way that variability is ensured

– Basis for task selection is• Assessment information (e.g., in portfolio)• Metadata on available tasks

Task selection & Assessment

collectionlearning tasks

assessment-student, peer, teacher

-combinations

performtask

task selection-student

-shared responsibility

Portfolio

on-demand education is a service-orientedrather than a production-oriented educational model

1

4

3

2

Collection of Learning Tasks

• Each student has his or her own curriculum, instead of one curriculum for all students– Learning tasks are ordered in task classes (1, 2, 3)– Per task class: learning tasks with different levels of

support & guidance (a, b, c)– Per level of support & guidance: learning tasks which

differ on dimensions that also differ in the real world

1

cba

2 3

Assessment

• Basis is provided by the performance objectives for all different aspects of task performance (Step 3)– routine, problem-solving/reasoning, attitudes

• POs specify behavior, conditions, tools & objects, and standards:– Criteria (e.g., speed, accuracy)– Values (e.g., conventions, regulations)– Attitudes (e.g., friendly, client-centered)

Portfolio: gathering assessment results

• Protocol Portfolio Scoring (PPS)– Standards for acceptable performance are

the same throughout the whole educational program

– Mix of assessment methods and assessors– Basis for decision making

• Vertical: all information gathered with different assessment methods on one aspect of performance

• Horizontal: overall assessment of performance on the whole task

Learning-task Selectionnext task class

equal support

increase support

decrease support

yes

no

yes

yes

no

meetstandards?

specificerrors?

meetstandards?

support is nil

supported

unsupported

Assessment

Task

selection

Shared responsibility over task selection

• Teacher / school selects subset of N suitable tasks– N increases if students

have better developed self-regulation skills

• Student is given advise for selecting tasks from this subset

student control

system control

Integration and the quality of education is jeopardized if N is too large or advise is absent/suboptimal!

A simple example of using a portfolio in on-demand

education

Planning-Which point to work on?

- Which tasks help to improve?

Reflection- how did it go?

- what are points for improvement?

Implications for teaching

• In addition to the traditional role of presenting and explaining supportive information, teachers become:– designer of learning tasks– instructor acting as “assistant looking

over the shoulder”– advisor/coach for giving advice on how

to plan the own learning process

Conclusions

• Learning tasks are the “linking pin” to reach a holistic approach to education

• On demand-education may help to reach integration of first-order and higher-order skills, but it comes with risks

• In an integrated curriculum, teachers get additional new roles