Ten Steps to Complex Learning: A Systematic Approach to Four-Component Instructional Design

By J. V. van Merriënboer, P. Kirschner. 2007

659 citations recorded by the source corpus.

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Citations in the corpus

The calibration of student judgement through self-assessment: disruptive effects of assessment patterns (2015, background): “…from occasion to occasion, or if the forms in which they are represented require the learning of new skills of production, or if the combination of new subject matter with new forms of assessment task leads to disruption and excessive cognitive load (van Merrienboer & Kirschner, 2007).”
Cognitive Load Theory: Implications for medical education: AMEE Guide No. 86 (2014, methodology): “Van Merriënboer (2013) describes the implications of System 1–System 2 models for training complex skills such as clinical reasoning (van Merriënboer 1997, 2013; van Merriënboer & Kirschner 2013).”
Cognitive task analysis (2009, methodology): “…this approach: Integrated Task Analysis Model (ITAM; Redding, 1995; Ryder & Redding, 1993), Guided Experiential Learning (GEL; Clark, 2004, 2006), and the Four Component Instructional Design system (4C/ID; van Merriënboer, 1997; van Merriënboer et al., 2002; van Merriënboer & Kirschner, in press).”
The worked example and expertise reversal effect in less structured tasks : Learning to reason about legal cases (2013, unknown): “Yet, individuals with higher levels of expertise can perform variable task aspects far more effectively and efficiently than novices, as a result of their experience with many task variations (see e.g., Boshuizen & Schmidt, 1992, 2008; Sweller et al., 1998; Van Merriënboer & Kirschner, 2007).”
A model for programmatic assessment fit for purpose (2012, background): “We deliberately keep this account short, as a fuller account of most of these principles can be found elsewhere (Van der Vleuten et al. 2010).”
The challenge of self‐directed and self‐regulated learning in vocational education: a theoretical analysis and synthesis of requirements (2010, background): “Simulated learning environments in comparison to a real work setting have the advantage that students can develop and improve skills by practicing with well-designed tasks in a safe and controlled environment (van Merriënboer and Kirschner 2007).”
Selecting learning tasks: Effects of adaptation and shared control on learning efficiency and task involvement☆ (2008, background): “With regarding to task characteristics, in a well-designed curriculum learning tasks are ordered from easy to difficult, and learner support decreases as the learners' competence increases (van Merriënboer, 1997; van Merriënboer, Clark, & de Croock, 2002; van Merriënboer & Kirschner, 2007).”
Epistemological and methodological issues for the conceptualization, development, and assessment of ICT-TPCK: Advances in technological pedagogical content knowledge (TPCK) (2009, methodology): “Like other contemporary models in the field of instructional design, such as, for example, van Merrienboer's 4C/ID model (van Merrinboer, 1997; van Merrinboer & Kirschner, 2007), TM departs from traditional behaviourist and systems-oriented C O N T E X T Mapping Topic 1 Topic 2 Topic n … … C1 C2 Cn…”
A K-6 Computational Thinking Curriculum Framework: Implications for Teacher Knowledge (2016, background): “A holistic design approach attempts to “ deal with complexity without losing sight of the separate elements and the interconnections between those elements ” (van Merriënboer & Kirschner, 2007, p. 6).”