Year: 2001
Type: article
Abstract: Currently, there is a clear trend towards competency−based learning. But Instructional Design models provide yet little guidance for the development of such competency−based instructional systems. It is argued that rich, realistic learning tasks are always at the heart of competency−based learning. From this starting point, nine directions for a new paradigm of Instructional Design are presented: Three directions pertain to the design of learning tasks; three directions pertain to the delivery of those tasks and learning resources in multimedia learning environments, and three directions pertain to the diagnosis of learners' progress. ID for Competency−based Learning: New Directions for Design, Delivery and Diagnosis Societal and technological developments go faster and faster. Routine tasks are taken over by machines. Knowledge is quickly becoming obsolete. And for those reasons, education has to focus more and more on complex cognition, which is best reflected in the ability to recognize new problems and to find creative solutions for solving them. If people show complex cognition in a particular domain or profession, we often call them competent in that particular domain. According to Keen (1992), competent performance
Author: Jeroen J. G. van Merriënboer
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W1486861433