A Model for Optimizing Step Size of Learning Tasks in Competency-based Multimedia Practicals
Educational Technology Research and Development Volume 49, Number 3, ISSN 1042-1629
Presents a two-phase instructional design model that focuses on optimizing step size in whole-task approaches to learning complex, mainly non-recurrent, cognitive skills. 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. (AEF)
Nadolski, R.J., Kirschner, P.A., van Merrienboer, J.J.G. & Hummel, H.G.K. (2001). A Model for Optimizing Step Size of Learning Tasks in Competency-based Multimedia Practicals. Educational Technology Research and Development, 49(3), 87-103.
Cited ByView References & Citations Map
Traits, Skills, & Competencies Aligned with Workplace Demands: What Today's Instructional Designers Need to Master
Jenny Wakefield, Scott Warren & Leila Mills, University of North Texas, United States
Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 3126–3132
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