{"product_id":"ten-steps-to-complex-learning-9781138080805","title":"Ten Steps to Complex Learning","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cem\u003eTen Steps to Complex Learning\u003c\/em\u003e presents a path from an educational problem to a solution in a way that students, practitioners, and researchers can understand and easily use. Students in the field of instructional design can use this book to broaden their knowledge of the design of training programs for complex learning. Practitioners can use this book as a reference guide to support their design of courses, curricula, or environments for complex learning. \u003c\/p\u003e\u003cp\u003eNow fully revised to incorporate the most current research in the field, this third edition of \u003ci\u003eTen Steps to Complex Learning\u003c\/i\u003e includes many references to recent research as well as two new chapters. One new chapter deals with the training of 21st-century skills in educational programs based on the Ten Steps. The other deals with the design of assessment programs that are fully aligned with the Ten Steps. In the closing chapter, new directions for the further development of the Ten Steps are discussed.\u003c\/p\u003e\u003cp\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003c\/p\u003e\u003cp\u003e\"There are many books on instructional design and many books on learning theory and human cognition. There are very few that adequately discuss both human cognitive processes and the instructional design principles that flow from our knowledge of cognition. This book manages the regretfully rare feat of intelligently describing both processes. It should be read by everyone interested in instructional procedures. If we can convince educators to follow the ten steps, both they and their students will have their working lives enhanced.\"\u003c\/p\u003e\u003cp\u003e—John Sweller, Emeritus Professor of Educational Psychology in the School of Education at the University of New South Wales, Australia\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eCONTENTS\u003c\/p\u003e\u003cp\u003eAbout the Authors\u003c\/p\u003e\u003cp\u003ePreface\u003c\/p\u003e\u003cp\u003eAcknowledgements\u003c\/p\u003e\u003cp\u003e1 A NEW APPROACH TO INSTRUCTION \u003c\/p\u003e\u003cp\u003e1.1 Complex Learning \u003c\/p\u003e\u003cp\u003e1.2 A Holistic Design Approach \u003c\/p\u003e\u003cp\u003e1.3 Four Components and Ten Steps \u003c\/p\u003e\u003cp\u003e2 FOUR BLUEPRINT COMPONENTS \u003c\/p\u003e\u003cp\u003e2.1 Training Blueprints \u003c\/p\u003e\u003cp\u003e2.2 Preventing Compartmentalization \u003c\/p\u003e\u003cp\u003e2.3 Avoiding Fragmentation \u003c\/p\u003e\u003cp\u003e2.4 Dealing with the Transfer Paradox \u003c\/p\u003e\u003cp\u003e2.5 Individualized Instruction \u003c\/p\u003e\u003cp\u003e2.6 Media for the Four Components \u003c\/p\u003e\u003cp\u003e2.7 Summary \u003c\/p\u003e\u003cp\u003e3 TEN STEPS \u003c\/p\u003e\u003cp\u003e3.1 Ten Design Activities \u003c\/p\u003e\u003cp\u003e3.2 System Dynamics \u003c\/p\u003e\u003cp\u003e3.3 The Pebble-in-the-Pond: From Activities to Steps \u003c\/p\u003e\u003cp\u003e3.4 Ten Steps within an ISD Context \u003c\/p\u003e\u003cp\u003e3.5 Summary \u003c\/p\u003e\u003cp\u003e4 STEP 1: DESIGN LEARNING TASKS \u003c\/p\u003e\u003cp\u003e4.1 Real-Life Tasks \u003c\/p\u003e\u003cp\u003e4.2 Real and Simulated Task Environments \u003c\/p\u003e\u003cp\u003e4.3 Variability of Practice \u003c\/p\u003e\u003cp\u003e4.4 Learner Support and Guidance \u003c\/p\u003e\u003cp\u003e4.5 Built-in Task Support \u003c\/p\u003e\u003cp\u003e4.6 Problem-Solving Guidance \u003c\/p\u003e\u003cp\u003e4.7 Scaffolding Support and Guidance \u003c\/p\u003e\u003cp\u003e4.8 Summary of Guidelines \u003c\/p\u003e\u003cp\u003e5 STEP 2: DESIGN PERFORMANCE ASSESSMENTS \u003c\/p\u003e\u003cp\u003e5.1 Skill Decomposition \u003c\/p\u003e\u003cp\u003e5.2 Formulating Performance Objectives \u003c\/p\u003e\u003cp\u003e5.3 Classifying Performance Objectives \u003c\/p\u003e\u003cp\u003e5.4 Performance Assessments \u003c\/p\u003e\u003cp\u003e5.5 Summary of Guidelines \u003c\/p\u003e\u003cp\u003e6 STEP 3: SEQUENCE LEARNING TASKS \u003c\/p\u003e\u003cp\u003e6.1 Whole-Task Sequencing of Learning Tasks \u003c\/p\u003e\u003cp\u003e6.2 Task Classes and Learner Support \u003c\/p\u003e\u003cp\u003e6.3 Part-Task Sequencing of Learning Tasks \u003c\/p\u003e\u003cp\u003e6.4 Individualized Learning Trajectories \u003c\/p\u003e\u003cp\u003e6.5 Summary of Guidelines \u003c\/p\u003e\u003cp\u003e7 STEP 4: DESIGN SUPPORTIVE INFORMATION \u003c\/p\u003e\u003cp\u003e7.1 Providing SAPs and Domain Models \u003c\/p\u003e\u003cp\u003e7.2 Illustrating SAPs and Domain Models \u003c\/p\u003e\u003cp\u003e7.3 Strategies for Presenting Supportive Information \u003c\/p\u003e\u003cp\u003e7.4 Cognitive Feedback \u003c\/p\u003e\u003cp\u003e7.5 Media for Supportive Information \u003c\/p\u003e\u003cp\u003e7.6 Supportive Information in the Training Blueprint \u003c\/p\u003e\u003cp\u003e7.7 Summary of Guidelines \u003c\/p\u003e\u003cp\u003e8 STEP 5: ANALYZE COGNITIVE STRATEGIES \u003c\/p\u003e\u003cp\u003e8.1 Specify SAPs \u003c\/p\u003e\u003cp\u003e8.2 Analyzing Intuitive Cognitive Strategies \u003c\/p\u003e\u003cp\u003e8.3 Using SAPs to Make Design Decisions \u003c\/p\u003e\u003cp\u003e8.4 Summary of Guidelines \u003c\/p\u003e\u003cp\u003e9 STEP 6: ANALYZE MENTAL MODELS \u003c\/p\u003e\u003cp\u003e9.1 Specify Domain Models \u003c\/p\u003e\u003cp\u003e9.2 Analyzing Intuitive Mental Models \u003c\/p\u003e\u003cp\u003e9.3 Using Domain Models to Make Design Decisions \u003c\/p\u003e\u003cp\u003e9.4 Summary of Guidelines \u003c\/p\u003e\u003cp\u003e10 STEP 7: DESIGN PROCEDURAL INFORMATION \u003c\/p\u003e\u003cp\u003e10.1 Providing Just-In-Time Information Displays \u003c\/p\u003e\u003cp\u003e10.2 Exemplifying Just-In-Time Information \u003c\/p\u003e\u003cp\u003e10.3 Strategies for Presenting Procedural Information \u003c\/p\u003e\u003cp\u003e10.4 Corrective Feedback \u003c\/p\u003e\u003cp\u003e10.5 Media for Procedural Information \u003c\/p\u003e\u003cp\u003e10.6 Procedural Information in the Training Blueprint \u003c\/p\u003e\u003cp\u003e10.7 Summary of Guidelines \u003c\/p\u003e\u003cp\u003e11 STEP 8: ANALYZE COGNITIVE RULES \u003c\/p\u003e\u003cp\u003e11.1 Specify IF-THEN Rules and Procedures \u003c\/p\u003e\u003cp\u003e11.2 Analyzing Typical Errors and Malrules \u003c\/p\u003e\u003cp\u003e11.3 Using Cognitive Rules to Make Design Decisions \u003c\/p\u003e\u003cp\u003e11.4 Summary of Guidelines \u003c\/p\u003e\u003cp\u003e12 STEP 9: ANALYZE PREREQUISITE KNOWLEDGE \u003c\/p\u003e\u003cp\u003e12.1 Specify Concepts, Facts, and Physical Models \u003c\/p\u003e\u003cp\u003e12.2 Analyzing Misconceptions \u003c\/p\u003e\u003cp\u003e12.3 Using Prerequisite Knowledge to Make Design Decisions \u003c\/p\u003e\u003cp\u003e12.4 Summary of Guidelines \u003c\/p\u003e\u003cp\u003e13 STEP 10: DESIGN PART-TASK PRACTICE \u003c\/p\u003e\u003cp\u003e13.1 Practice Items \u003c\/p\u003e\u003cp\u003e13.2 Part-Task Sequencing for Part-Task Practice \u003c\/p\u003e\u003cp\u003e13.3 Procedural Information for Part-Task Practice \u003c\/p\u003e\u003cp\u003e13.4 Overlearning \u003c\/p\u003e\u003cp\u003e13.5 Independent Part-Task Practice \u003c\/p\u003e\u003cp\u003e13.6 Media for Part-Task Practice \u003c\/p\u003e\u003cp\u003e13.7 Part-Task Practice in the Training Blueprint \u003c\/p\u003e\u003cp\u003e13.8 Summary of Guidelines \u003c\/p\u003e\u003cp\u003e14 DOMAIN-GENERAL SKILLS \u003c\/p\u003e\u003cp\u003e14.1 Self-Regulated and Self-Directed Learning \u003c\/p\u003e\u003cp\u003e14.2 Training Information Literacy Skills \u003c\/p\u003e\u003cp\u003e14.3 Deliberate Practice for Building Routines \u003c\/p\u003e\u003cp\u003e14.4 21st Century Skills \u003c\/p\u003e\u003cp\u003e14.5 Summary \u003c\/p\u003e\u003cp\u003e15 PROGRAMS OF ASSESSMENT \u003c\/p\u003e\u003cp\u003e15.1 Miller’s Pyramid and the Four Components \u003c\/p\u003e\u003cp\u003e15.2 Summative Assessment of Learning Tasks \u003c\/p\u003e\u003cp\u003e15.3 Summative Assessment of Supportive Information \u003c\/p\u003e\u003cp\u003e15.4 Summative Assessment of Part-Tasks and Procedural Information \u003c\/p\u003e\u003cp\u003e15.5 Summative Assessment of Domain-General Skills \u003c\/p\u003e\u003cp\u003e15.6 Summary \u003c\/p\u003e\u003cp\u003e16 CLOSING REMARKS \u003c\/p\u003e\u003cp\u003e16.1 Positioning the Ten Steps \u003c\/p\u003e\u003cp\u003e16.2 Future Directions \u003c\/p\u003e\u003cp\u003e16.3 A Final Word \u003c\/p\u003e","brand":"Taylor \u0026 Francis Ltd","offers":[{"title":"Default Title","offer_id":49371827896663,"sku":"9781138080805","price":28.49,"currency_code":"GBP","in_stock":false}],"url":"https:\/\/bookcurl.com\/products\/ten-steps-to-complex-learning-9781138080805","provider":"Book Curl","version":"1.0","type":"link"}