Monday, November 17
1:30 PM-5:00 PM
UTC

Instructional Design of Authentic E-Learning Environments

Tutorial ID: 23755
  1. aaa
    Theo Bastiaens
    Fernuniversitaet in Hagen

Abstract: It has been generally accepted by education and industry that technological and societal changes have led to a need for complex knowledge and skills in both higher education and the workplace. 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. However, since such design models are relatively rare, certainly in the field of E-learning. Designers often have to fall back on their own ideas and intuition when designing and developing their E-learning materials. This tutorial include an examination of the so-called 4C/ID (Four-Components Instructional Design Model) from Jeroen van Merriënboer (1997) for the development of authentic e-learning tasks.

Objectives

The tutorial 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. Participants in this workshop will receive an orientation to the model as well as hands-on practice using the model to create instruction.

Topical Outline

The goal of the workshop is to sketch a fruitful approach to the pedagogical design of e-learning. At the start, we describe the general design of this model for authentic e-learning tasks. The workshop is structured in five topics: 1. Create a holistic view of the job 2. Simplifying assumptions which make it easier 3. Criteria for authentic e-learning tasks 4. Support for deep level learning 5. Procedural support Next to this we provide illustrations of well-designed integrated e-learning products and discuss the application of this model and each of its components in the individual situations of participants.

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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