Monday, October 26
1:30 PM-5:00 PM
UTC

Instructional Design of Authentic E-Learning Environments

Workshop ID: 26313
  1. aaa
    Theo Bastiaens
    Fernuniversität in Hagen

Abstract: A ‘new’ view on learning has emerged, based on social-constructivist and situated theories, in which real-world problems are presented to students/trainees. Modern instructional-design (ID) models assume that realistic and rich learning tasks are the driving force for learning. Well-designed learning tasks stimulate learners to integrate and coordinate required skills, knowledge, and attitudes in a way that can be transferred to real-life conditions. This puts forward the need for a design model to accommodate complex learning tasks. However, since such design models are relatively rare, designers often have to fall back on their own ideas and intuition when designing and developing their E-learning materials. Even when models are available, designers are challenged to create learning experiences that leave deep and lasting impacts on learners, targeting not just skill development but changes in identity as learners come to see themselves as competent problem solvers and team contributors. This workshop examines the four-components instructional design model from Jeroen van Merriënboer (1997) for the development of authentic e-learning tasks.

Objectives

The workshop offers specific guidelines for creating the kind of e-learning material, education and industry are calling for. It supports the development of complex learning tasks and consists of four interrelated blueprint components. The backbone of the model is formed by electronic learning tasks which are defined as concrete, authentic and meaningful ‘whole task experiences’. The second component is called supportive information. This is information that is supportive to the learning and performance of non-recurrent aspects of learning tasks (e.g. problem solving and reasoning). Just-in-time information is the third component and is prerequisite to the learning and performance of recurrent aspects of learning tasks. The last component is called part task practice. These are in fact additional exercises when a high level of automation is required after instruction. Learners in class will receive an orientation to the model as well as hands-on practice using the model to create instruction.

Topical Outline

Outline: 1. Create a holistic view of the job – create meaningful ‘whole task experiences’ 2. Simplifying assumptions, considerations that make a job less or more complex 3. Five criteria for authentic e-learning tasks are discusses, examples of authentic e-learning environments are evaluated 4. Support for deep level learning and the necessary mental model analysis 5. Procedural support and the creation of ‘job aids’

Prerequisites

This session is appropriate for Educational technologists, teachers, webdesigners.

Experience Level

Beginner

Qualifications

Theo Bastiaens is director of the Institute of Educational Science and Media Research at the Fernuniversität in Hagen, Germany and professor at the Open University of the Netherlands, the Netherlands. His expertise is instructional design of e-learning, human resource development and authentic learning tasks. He is involved in international projects on the implications of authentic learning tasks, Open Educational Resources and E-learning.
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