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Complex Learning Task
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Complex Learning Task:
The Holistic Approaches The Whole-Task Approach Our textbook, Trends and issues in instructional design and technology (Reiser & Dempsey, 2007), devotes much of Chapter 8 to holistic instructional design. How does this differ from other design methods? Many instructional design approaches are atomistic, where “. . . complex contents and tasks are reduced into simpler elements” (p 73). This approach does not naturally lead to transfer of the skill set to the real world. A holistic approach, which takes a whole-task approach to a problem, allows and encourages students to “. . . learn and transfer professional competences or complex cognitive skills to an increasingly varied set of real-world contexts and settings” (p 73). Scaffolding Learning tasks that connect to a complex task is scaffolding. Without going back to an atomistic approach, students learn tasks, known as constituent skills, over several lessons. All of these constituent skills “need to be coordinated and controlled by higher-level strategies from the beginning of the training program” (p 76). By creating learning opportunities for each constituent skill, the teacher will provide the learners with: “. . . all possible conditions that simplify the performance of the task” (p 76). Mathemagenic This approach stresses the “transfer of learning” (p 76). It allows students to experience a “variability of practice” as well as a “random sequencing of learning tasks” (p 77). Als...
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