Blog posts

The Four-Component Instructional Design model or 4C/ID-model working assumption is that complex learning platforms can be described by four basic components (van Merriënboer, Clark, et al., 2002), which in turn creates a blueprint for the design of the learning platform:

<b>Learning Tasks</b> — concrete, authentic, whole task experiences that are provided to learners in order to promote schema construction for non-recurrent aspects and, to a certain degree, rule automation by compilation for recurrent aspects.

<b>Supportive Information</b> — information that is supportive to the learning and performance of non-recurrent aspects of learning tasks

<b>JIT Information</b> — information that is prerequisite to the learning and performance of recurrent aspects of learning tasks

<b>Part-task Practice</b> — practice items that are provided to learners in order to promote rule automation for selected recurrent aspects of the whole complex skill

<p><b>Questions:</b></p> <ol> <li>What do you expect learners to be able to DO after completing the course that they can’t do now?</li> <li>What are the consequences TO THE LEARNER if the learner fails to master the intended outcomes?</li> <li>Can you show me an active demonstration, a detailed simulation, or provide an opportunity to directly observe the desired performance?</li> <li>What specific performance mistakes do new learners regularly make?</li> <li>What tools, resources, job aids, or help do successful performers (or even experts) use to do these tasks?</li></ol>

That is, when you analyze a group, the findings often suggest that learning styles are relative unimportant, however, when you look at an individual, then the learning style often distinguishes itself as a key component of being able to learn or not.

Thus the main take-away that I get from the paper if that if you are an instructor, manager, etc. who has to help the individual learners, then learning styles make sense. On the other hand, if you are an instructional designer or someone who directs her or his efforts at the group, then learning styles are probably not that important.

<p>Typically, you will find added costs in the following areas when it comes to integrating accessibility:</p> <ul> <li>Determining accessibility requirements for final deliverables</li> <li>Developing internal style guides and best practices</li> <li>Training staff</li> <li>Finding new toolsets</li> <li>Modifying existing codebases</li> <li>Additional QA time &amp; resources</li> <li>Consultant Fees/ Salary for an internal Subject Matter Expert</li></ul>

Kirchner (2011 study) – collaboration in problem solving – notes that collaboration takes cognitive resources.&nbsp; Do you benefit enough? If the problems are relatively easy, then learning better in a solo setting.&nbsp; If problems more complex, then collab will lead to better learning.

<p>Here’s what <em>not</em> to do when you’re trying to expand or leverage your network:</p> <p><b>1. Try to take before you give.</b> </p>

<b>2. Assume others should care about your needs.</b> &nbsp;

Care about others first; then, and only then, will they truly care back.

4. Assume tools create connections.

<b>5. Reach too high.</b>

The “status” level of your connections is irrelevant. All that matters is whether you can help each other reach your goals.