IDT 873 Abstract: Cognitive Task Analysis Jennifer Maddrellvan Merrienboer, J. J. G., Kirschner, P. A., & Kester, L. (2003). Taking the Load Off a Learner'sMind: Instructional Design for Complex Learning.

Educational Psychologist

(1), 5-13.

Overview

Citing decades of prior cognitive load theory and research, van Merrienboer, Kirschner,and Kester (2003) offer a theoretical framework and instruction design model for complexlearning. Noting a recent emphasis on

authentic learning tasks

(such as project and problem- based learning approaches) to support complex learning, they consider the implications oncognitive load and offer a model designed to manage both intrinsic and extraneous cognitiveload.

Theory

While the theories underlying the use of authentic learning tasks may vary, a commonassumption is that authentic tasks help learners to integrate the knowledge and skills necessaryfor complex task performance (van Merrienboer et al., 2003). However, given the novicelearner’s weak problem-solving methods, they face high

extraneous

cognitive load whenconfronted with authentic tasks. In addition, the complexity inherent in the authentic task presents high

intrinsic

cognitive load. Therefore, based on cognitive load theory, engaging inhighly complex authentic learning tasks may strain the novice learner’s limited working memoryand subject the learner to excessive cognitive load.

Proposal

van Merrienboer et al. focus their attention on both the nature and the delivery timing of the presented information. They suggest that

supportive information

(knowledge necessary for problem solving and reasoning) is best presented before the learner engages in the learning task.Such supportive task specific information is inherently complex and needed in order to knowhow to approach the learning task. Presenting the supportive information first helps learnersconstruct schemas to be used as they begin task performance.In contrast, van Merrienboer et al. suggest that

procedural information

(the

how to

instructions for rule application) is best presented when needed during task performance. Theyargue that such just-in-time presentation of procedural information reduces the potential for split-attention effects that may occur when the learner attempts to integrate procedural informationlearned previously with actions he or she is taking now.

Heuristics

From these suggested practices, van Merrienboer et al. offer an instructional designmodel (the 4C / ID model) for complex learning that focuses on four components: 1) learningtasks, 2) supportive information, 3) procedural information, and 4) part-task practice. Theheuristics for designers within the 4C / ID model is to sequence from simple versions of the

whole

task beginning with a high level of support and ending with a complex version withoutsupport. In addition, as discussed above, supportive information is to be presented in advance of performance while procedural information required to perform the task is to be presented as thetask is being performed. Finally, to encourage automaticity, additional repetitive practice should be incorporated for parts of the task.

Critique

The focus of the article is

not

an examination of the effects of authentic learning tasks onlearning, but rather the implications of incorporating such tasks on the learner’s cognitive load.As such, the article offers a bridge across theory, research, and practice. A key strength of thearticle is the authors’ focus on the reality of limited working memory and the high cognitive load