Workshop schedule Introduction: Complex learning and Instructional Design Four-component...

Workshop schedule

• Introduction: Complex learning and Instructional Design

• Four-component Instructional Design• Group task

• Coffee break

• Ten Steps to Complex Learning• Group task• Discussion

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

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




Ten Steps

searching for literature

Formulating search queryFormulating search query

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 period of

time


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


will be searched in

Translating the client’s research question

into relevant search terms



Constituent skill

Knowledge

Attitude

Formulating search queryFormulating search query



Perf orming searchPerf orming search

Selecting resultsSelecting results

Searching f or literatureSearching f or literature




time


time

Combining search

terms in query

Combining search

terms in query

Using a thesaurus

Using Boolean

operators

Operating search

program


will be searched in


will be searched in





Constituent skill

Knowledge

Attitude

A

B

C



analyze rules

analyze prerequisiteknowledge

analyzecognitive

strategies

analyzementalmodels

decomposethe complex skill

sequence skill clustersand/or task classes

A

B

C



analyze rules


analyzecognitive

strategies

analyzementalmodels



Step 1

Step 1.1 Design learning tasks• You typically need more than one

learning task for a task class• Start from concrete cases (“files”) that

provide a basis for the design of the learning task

• Key learning process is induction:• Learners mindfully abstract away from their

concrete experiences

givenstate

goalstate

solution

problem solving process

Task support

Guidance

generation

transformationin

terp

reta

tion

inte

rpre

tatio

n

Product-oriented tasks

• Case study/ worked example• Reverse task• Imitation task • Goal free task• Completion task• Conventional task

Much support

Little support

scaffolding / problem-solving support

Case study

Learners receive a research question, a list with found articles, and a search query that has been

used to generate the list with articles. They must evaluate the

quality of the list with articles and the search query

Reverse task

Learners receive a list with articles and a search query that has been

used to generate this list with articles. They must indicate for

which possible research questions the list with articles and the search

query could be relevant

Given situation:

System does not work correctly.

Goal:

Diagnose the faulty component and repair it

SOLUTION

Reparation of PID Controller TC 2.

Given situation:

System does not work correctly.

Goal:

Diagnose the faulty component and repair it

SOLUTION

Reparation of PID Controller TC 2.

¿ What were the symptoms ?

to the left is an example of a three-room appartment. Now make a design for a two-room appartment.

Imitation task

Completion task

Learners receive a research question, the goal to generate a

list with a limited number of relevant articles, and an

incomplete search query. They must complete the search query, perform the search and make a

selection of relevant articles

Goalfree task

Learners receive a research question and an a-specific goal, e.g. to come up with as many

search queries as possible that could be relevant to the research question. They must formulate

those search queries

Conventional task

Learners receive a research question and the goal to

generate a list with limited number of relevant articles. They formulate the search

query, perform the search, and make a selection of relevant

articles

Given: A car that starts from rest and accelerates uniformly at 2 meters/s2 in a straight line has an average velocity of 17 meters/s.

Goal: How far has it traveled?

Operators: s = v * t , v = .5V and V =

a * t (V=final velocity, v=average

velocity, a=accelaration, t=time, s=distance)

Conventional task

Assignment: design learning tasks1. Describe the problem for

‘searching relevant literature’ in (1) given situation, (2) goal situation, and (3) solution

2. Complete the training blueprint by designing two learning tasks for the third task class

process-oriented tasks

product-oriented tasks

givenstate

goalstate

solution

applying operatorsor problem solving

Task Class 3:Learners are confronted with situations where the concepts in the to-be-searched

domain are not clearly defined. Identical terms are used for different concepts, and identical concepts are described with different terms. A large amount of articles are written about the subject and articles are written in several fields of research. Therefore, next to searching on titles of articles, the search also needs to be performed on abstracts and texts. Also, databases from different fields of research have to be searched. Many search terms need to be interconnected with Boolean operators to make sure that all relevant articles (using different terminology) are found and that irrelevant articles (using the same terminology as relevant ones) are excluded.

Supportive Information: Presentation of cognitive strategiesSAP for determining the number of databases to search and whether to also search on abstracts and full texts.

Supportive Information: Presentation of mental modelsStructural model of templates of search queries describing Boolean combinations of search terms that can be used to search for articles about ill-defined subjects.Conceptual model of different types of databases for different fields of study, describing structure, special search requirements, etc.

Learning Task 3.1: t.b.a. Procedural informationProcedures for searching specific databases

Part-ta

sk P

ractic

e

Apply

ing B

oole

an o

pera

tors

Learning Task 3.2: t.b.a. Procedural information Procedures for searching specific databases (fading)

Supportive Information: Cognitive feedbackLearners receive feedback on their approach to solve the problem in Learning

Task 3.2.

Task Class 3:Learners are confronted with situations where the concepts in the to-be-searched

domain are not clearly defined. Identical terms are used for different concepts, and identical concepts are described with different terms. A large amount of articles are written about the subject and articles are written in several fields of research. Therefore, next to searching on titles of articles, the search also needs to be performed on abstracts and texts. Also, databases from different fields of research have to be searched. Many search terms need to be interconnected with Boolean operators to make sure that all relevant articles (using different terminology) are found and that irrelevant articles (using the same terminology as relevant ones) are excluded.

Supportive Information: Presentation of cognitive strategiesSAP for determining the number of databases to search and whether to also search on abstracts and full texts.

Supportive Information: Presentation of mental modelsStructural model of templates of search queries describing Boolean combinations of search terms that can be used to search for articles about ill-defined subjects.Conceptual model of different types of databases for different fields of study, describing structure, special search requirements, etc.

Learning Task 3.1: Completion + Reverse

Learners receive a research question and an elaborate search query. They have to predict which databases should be used and then perform the query. They then have to refine the query and select relevant articles.

Procedural informationProcedures for searching specific databases

Part-ta

sk P

ractic

e

Apply

ing B

oole

an o

pera

tors

Learning Task 3.2: ConventionalLearners receive a research question.

They have to perform a literature search for the 10 most relevant articles.

Procedural information Procedures for searching specific databases (fading)

Supportive Information: Cognitive feedbackLearners receive feedback on their approach to solve the problem in Learning

Task 3.2.



givenstate

goalstate

solution


Process support

• Expert modeling• Performance constraints or training

wheels• Process worksheets or cognitive tools• Conventional tasks

Much support

Little support

scaffolding / problem-solving support

Modeling examples Worked-out examples in which

explicit attention is paid to the problem-solving process

E.g., a video on which an expert is solving a problem and thinking aloud: explaining what he is doing and why he is doing it

Performance Constraints Identify the phases the learner must go

through in a systematic problem-solving process (cognitive strategy)

E.g., a systematic problem-solving approach for solving chemistry problems.

Performance constraint: one particular phase may only be entered after correctly completing the previous phase.

Understand the problem- read the problem carefully- etc.

Make a scheme of the problem- draw the system, draw system boundaries- write down characteristics of system boundaries-etc.

determine if it is a standard problem

Execute routine operations- have computation and answer well-ordered- etc.

check answer- compare answer to estimation of the unknownsign, magnitude and dimension- etc.

problem solved?

END

no

Identify key relationships- check conditions for validity- chart the key relationships- check relations for validity in this problemsituation- etc.

Convert to standard problem- write down the unknown using the right symbols- write down valid key relationships in whichthe unknown occurs- etc.

soluble set of equations?

Introduce alternate processes- try to reformulate the problem- introduce special cases- try to find useful analogical problems- let the problem rest for a while- etc.

no

no

yes

yes

yes

START

Process worksheets Describe the phases to go through while

solving a problem (cognitive strategy) List rules-of-thumb that may help to

complete each phase E.g., systematic approach to problem

solving for preparing a plea, judging a patent application...

Search with program to

retrieve documents

Specify classes, keywords, databases

Read application

Perform examination

Write draft communication

Write draft vote

Write search report

Are there major

defects?

start

stop

Build first impression, by looking at drawings, main claims, and the first

page

If you read an application, then• start with studying the drawings and put them next to the text.• start with reading the main claims.

Get a grip on an application by reading the whole thing minus claims

If you read an application, then• highlight/underline passages that refer to prior art, technical effects, and formal defects.• first study any independent claims if reference is made to such claims in the text.• focus attention on detailed descriptions related to drawings.• use any references that are made to prior art as input or starting point for your search.• only study dependent claims after you understand the application.

start

stop

yes no

Phase in Problem-solving Process Rules-of-thumb / Guiding Questions 1. Order the documents in the file Try to order the documents chronologically, categorically

(e.g., legal documents, letters, notes), or by relevance. 2. Get acquainted with the file Answer questions such as "Which sub domain of law is

relevant here"? or "How do I estimate my client’s chances"? 3. Study the file thoroughly Answers questions such as "What is the specific legal

question here"? "What sections of the law are relevant here"? or "What legal consequence is most convenient for my client"?

4. Analyze the situation for preparing and conducting the plea

Answer questions such as "Which judge will try the case"? "Where will the trial take place"? or "At what time of day"?

5. Determine a useful strategy for preparing and conducting the plea

Weigh the importance of the results of phases 3 and 4 and take your own capabilities (e.g., your style of pleading) into account when deciding about aspects to include in your plea.

6. Determine the way to proceed from the strategy to pleading

Write a draft plea note in spoken language using the results of phases 3 and 5. Always keep your goal in mind and use a well-argumented style to express yourself.

7. Determine the way to proceed from the plea note to conducting the plea

Transform the plea note into index cards containing the basic outline of your plea and practice the plea with the index cards paying attention to verbal and non-verbal aspects of behavior.

8. Make the plea and practice it Ask friends to give you feedback on your plea, and record your practice pleas on videotape for self-evaluation.

9. Plead in court Pay attention to the reactions of the various listeners and adapt your style to them.

Assignment: design learning tasks1. Think of a systematic approach

and some rules of thumb to solve the problem from the previous assignment

2. Design several types of process support for your learning tasks



givenstate

goalstate

solution


A

B

C



analyze rules


analyzecognitive

strategies

analyzementalmodels



A

B

C



analyze rules


analyzecognitive

strategies

analyzementalmodels



sequence skill clusters and/or task classes

Step 2

“...the ability to produce a coherent and appropriate

sequence of case studies and problems is a key feature in the design of constructivist

learning environments”

(Collins, Brown, & Newman, 1987)

Step 2.1 Sequencing task classes• Sequence task classes from simple to

complex• Whole-task approach

• Learners develop a holistic vision on the task

• zoom-lens metaphor• focus on the coordination and integration of

constituent skills

simplifying assumptions

see SAP

Make a list with simplifying assumptions or complexity factors

First task class: simplest level for all factors Final task class: most difficult level for all

factors Add task classes in between

Assignment: simplifying assumptions1. Think of a systematic approach

and some rules of thumb to solve the problem from the previous assignment

2. Design several types of process support for your learning tasks



givenstate

goalstate

solution


Example:Searching for literature: simplifying assumptions

Number of expected articles (a few, many)

Type of search (titles, abstracts, full texts)

Amount of search terms and Boolean operators (few search terms, many search terms but no Booleans, many search terms connected with Booleans)

Type of database that is searched (one familiar database, all relevant databases)

Variability and contextual interference Facilitates “mindful abstraction” Important for reaching transfer

NOTSimple-to-complex

Sequencing learning tasks within one task class

Step 2.2 (optional!) Sequence on macro level• Only for highly complex skills!

• If: impossible to find a task class that is simple enough to start the training with

• Define small number of “skill clusters”• Meaningfully interrelated set of constituent

skills• Reflect authentic and non-trivial tasks• Clusters preferably overlap• First cluster enables learners to quickly

start with practice

E

A B C D

“forward chaining” one-by-one A - B - C - D

snowballing A- AB - ABC - ABCD=E

“backward chaining” one-by-one D based on results of ABC - C based on results of AB -

B based on results of A - A

snowballing D based on results of ABC - CD based on results of AB - BCD based on results of A - ABCD=E

Confront with useful models right from the beginning

Performing substantive examination

Issuing the communication or vote (including B09)

Re-examining the application

Examination of amendments

Discussions with applicant

Writing further communication or refusal

Patent examination

Preparing the search report

Analyze applications

Determinemain featuresof invention

Classifyapplication

Determineinventiondescribed/inventiveconcept

Determineinventionclaimed

Lack ofunity?

Perform the search

Determinesearchstrategy

Usesearchtools

Evaluatesearchresults

Write B09 (pre-examination result)

Determineclaimedsubject-matter

Novelty/inventivestep?

Other EPCrequirements?

Comparedocuments withinvention

Select relevantdocuments

123

Example (patent examination: skill clusters)

perform a substantive examination based on an application and given search report

write a B-09 (pre-examination results) and perform a substantive examination, based on an application and given search results

perform the complete patent examination

And then define task classes for each skill cluster…...

Example

Task classes for cluster 1

Application and search report given. Writing votes for clear applications, search report correctly citing A-documents only.

Application and search report given. Writing communications for clear applications. Search report citing X and Y-documents.

Application and search report given. Writing communication. Application is long and verbose; search report citing A-documents only.



8 cognitive rules



6 mentalmodels


2 task classes

1 learning tasks



10 part-task practice

Discussion on steps 3-10

Computer tools for 4C/ID

Develop, store and edit all intermediate analysis and design products

Different perspectives, filtering Integrated set of 10 editors

Template use, consistency checking, partial automation

Enables re-use of all products Blueprint is XML-compatible (IMS-LD) Input for Authorware, Toolbook, EML-authoring

system??



8. Analyze cognitive rules


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

Discussion

Questions?

[email protected]

Information



8 cognitive rules



6 mentalmodels


2 task classes

1 learning tasks



10 part - task practice

1997 2007

Thank you for your attention!

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