The book

The Ten Steps to Complex Learning are a practical and modified version of the four-component instructional design model (for short, 4C/ID-model). Previous descriptions of this model had a descriptive nature with an emphasis on the psychological basis of the model and the relationships between design components and learning processes. Ten Steps are mainly prescriptive and aim to provide a version of the model that is practicable for teachers, domain experts involved in educational and/or training design, and less experienced instructional designers.

The model described in this book is directed towards vocational and professional education, job-oriented university programs (e.g., medicine, business administration, law), and competency-based training programs in business and industry as well as governmental and military organizations. It will typically be used to develop educational or training programs with duration of several months - ranging from a few weeks to several years. In terms of curriculum design, the model will typically be used to design a - substantial - part of a curriculum that is directed towards the development of one professional competency or complex skill. Computer-based tools will be very helpful to carry out larger design projects.

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Table of contents

- Preface.
- A New Approach to Instruction.
- Four Blueprint Components.
- Ten Steps.
- Step 1: Design Learning Tasks.
- Step 2: Sequence Task Classes.
- Step 3: Set Performance Objectives.
- Step 4: Design Supportive Information.
- Step 5: Analyze Cognitive Strategies.
- Step 6: Analyze Mental Models.
- Step 7: Design Procedural Information.
- Step 8: Analyze Cognitive Rules.
- Step 9: Analyze Prerequisite Knowledge.
- Step 10: Design Part-Task Practice.
- Use of Media.
- Self-Directed Learning.
- Closing Remarks.

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About the authors

Jeroen J. G. van Merrienboer, PhD, is full professor of Learning and Instruction at the Department of Educational Development and Research of Maastricht University and Research Program Director of the School of Health Professions Education. Van Merrienboer specializes in cognitive architecture and instruction, instructional design for complex learning, holistic approaches to instructional design, and adaptive e-learning applications. He has published over 100 scientific articles in the area of learning and instruction and serves on the board of highly ranked scientific journals, such as Educational Research Review; Educational Technology, Research and Development; Computers in Human Behavior; Technology, Instruction, Cognition and Learning; the Journal of Educational Computing Research, and Educational Technology Magazine.
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Paul A. Kirschner, PhD, is professor of Educational Psychology at the Centre for Learning Sciences and Technologies (CELSTEC) at the Open University of the Netherlands and is the Chair of the Learning and Cognition research programme there. He is an internationally recognized expert in his field. A few notable examples of this is his election to the CSCL and ISLS Executive Boards of the International Society for the Learning Sciences (ISLS) where he was recently chosen as president elect, his selection as a member of the Scientific Technical Council of SURFfoundation, his associate editorship of the highly ranked journal Computers in Human Behavior and his editorship of two recent and very successful books (Visualizing Argumentation and What we know about CSCL). His areas of expertise include computer supported collaborative learning, designing electronic and other innovative learning environments, media-use in education, development of teacher extensive (distance) learning materials, use of practicals for the acquisition of cognitive skills and competencies, design and development of electronic learning an working environments, and innovation the use of information technology educational systems.
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How to order
 

 

Ten Steps to Complex Learning (Second edition)

Internet offers you several options to order the second edition of the book Ten Steps to Complex Learning. You can for instance order the book on the web site of:

 

Ten Steps to Complex Learning (First edition)

Internet offers you several options to order the book Ten Steps to Complex Learning. You can for instance order the book on the web site of:
Training Complex Cognitive Skills

The Ten Steps to Complex Learning are a modified version of the four-component instructional design model (for short, 4C/ID-model). The 4C/ID-model is described in detail in the award-winning book Training Complex Cognitive Skills (see customer reviews). This book can be ordered by using the:

 		 Innovatief Onderwijs in de Praktijk

A practical Dutch version of the 4C/ID-model is described in the booklet Innovatief Onderwijs Ontwerpen [Innovative Educational Design]. This booklet can be ordered on the web site of:
Innovatief Onderwijs Ontwerpen

A practical Dutch version of the 4C/ID-model is described in the booklet Innovatief Onderwijs Ontwerpen [Innovative Educational Design]. This booklet can be ordered on the web site of:

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Further information

Research
The Ten Steps approach to instructional design is based on research conducted by the authors and their colleagues. More information on the research program, projects, and researchers can be found on the web site of the Center for Learning and Technologies (CELSTEC) of the Open University of the Netherlands.

Tools
The Norwegian company eNovateas produces and sells computer-based instructional design tools that are fully consistent with the Ten Steps. More information on the tools (i.e., ADAPT-IT Blueprint Designer) can be found on their web site.

Selected readings
If you want to read more about the Ten Steps approach and related research some of the undermentioned literature might be of interest.

English

  • Van Merrienboer, J. J. G. (1997). Training complex cognitive skills: A four-component instructional design model for technical training. Englewood Cliffs, NJ: Educational Technology Publications.
  • Van Merrienboer, J. J. G. (1999). Cognition and multimedia design for complex learning (Inaugural Address). Heerlen, The Netherlands: Open University of the Netherlands. full text
  • Van Merrienboer, J. J. G. (2007). Alternate models of instructional design: Holistic design approaches and complex learning. In R. A. Reiser & J. V. Dempsey (Eds.), Trends and issues in instructional design and technology (2nd Ed.) (pp. 72-81). Old Tappan, NJ: Pearson / Merrill-Prentice Hall.
  • Van Merrienboer, J. J. G., Kirschner, P. A., & Kester, L. (2003). Taking the load of a learners' mind: Instructional design for complex learning. Educational Psychologist, 38(1), 5-13. full text
  • Van Merrienboer, J. J. G., & Sweller, J. (2005). Cognitive load theory and complex learning: Recent developments and future directions. Educational Psychology Review, 17, 147-177. abstract
  • Van Merrienboer, J. J. G., & Sluijsmans, D. M. A. (2009). Toward a synthesis of cognitive load theory, four-component instructional design, and self-directed learning. Educational Psychology Review, 21, 55-66. abstract
  • Sweller, J., van Merrienboer, J. J. G., & Paas, F. (1998). Cognitive architecture and instructional design. Educational Psychology Review, 10(3), 251-296. abstract
  • Van Merrienboer, J. J. G., Clark, R. E., & de Croock, M. B. M. (2002). Blueprints for complex learning: The 4C/ID-model. Educational Technology, Research and Development, 50(2), 39-64. full text
  • Van Merrienboer, J. J. G., Jelsma, O., & Paas, F. (1992). Training for reflective expertise: A four-component instructional design model for complex cognitive skills. Educational Technology, Research and Development, 40(2), 23-43. abstract

Dutch

  • De Croock, M. B. M., & van Merrienboer, J. J. G. (2003). Een trainingsblauwdruk voor het leren van complexe cognitieve vaardigheden: het 4C/ID*-model. In: P.W.J. Schramade (Red.). Handboek Effectief Opleiden (5.1-4.01-4.42). 's-Gravenhage: Delwel.

  • Janssen-Noordman, A. M. B., & van Merrienboer, J. J. G. (2002). Innovatief onderwijs ontwerpen: Via leertaken naar complexe vaardigheden [Innovative instructional design: From learning tasks to complex skills]. Groningen, The Netherlands: Wolters Noordhoff.

  • Van Merrienboer, J. J. G. (2002). De ontbrekende didactiek van E-leren [The missing didactics of e-learning]. Pedagogische Studien, 79(6), 494-502. full text

  • Van Merrienboer, J. J. G. (2005). Het ontwerpen van leertaken binnen de wetenschappen: Four-components instructional design als generatief ontwerpmodel (Inaugural address for the Honorary Chair Ererector Verhaegen). Hasselt, Belgium: University of Hasselt. full text

  • Van Merrienboer, J. J. G. (2010). Innovatief onderwijs ontwerpen in het gezondheidsdomein (Inaugural address). Maastricht: Maastricht University. full text

Ten Steps put into practice
If you want to read more about projects where the Ten Steps approach is used to design instruction, you can read the following literature and project web sites:

Literature (English)

  • Janssen-Noordman, A. M. B., Van Merrienboer, J. J. G., Van der Vleuten, C. P. M., & Scherpbier, A. J. J. A. (2006). Design of integrated practice for learning professional competences. Medical Teacher, 28, 447-452. full text
  • Lim, J., Reiser, R. A., Olina, Z. (2009). The effects of part-task and whole-task instructional approaches on acquisition and transfer of a complex cognitive skill. Educational Technology, Research and Development, 57, 61-77. abstract
  • Frick, T. W., Chadha, R., Watson, C., & Zlatkovska, E. (2010). Improving course evaluations to improve instruction and complex learning in higher education. Educational Technology, Research and Development, 58, 115-136. abstract
     

Literature (Dutch)

  • Hoogveld, B., & Steinen, H. (2008). Eerstejaars zicht geven op hun latere beroep: herontwerp van de propedeuse Facility Management met behulp van het 4C-ID model. Tijdschrift voor Hoger Onderwijs, 26, 66-76.
  • Brand-Gruwel, S., Wopereis, I., & Poortman-Cremers, S. (2005). Informatieproblemen oplossen geïntegreerd in het curriculum: een pilot binnen een lerarenopleiding Nederlands. Tijdschrift voor Hoger Onderwijs, 23, 88-103. full text
  • Brand-Gruwel, S., Wopereis, I., Poortman-Cremers, S., Van der Molen-Willebrands, M., Brouns, T., & Sloep, P. (2004). Integreren van de vaardigheid 'Informatieproblemen Oplossen' in het curriculum: Handleiding voor docenten en onderwijsontwerpers in het hoger onderwijs. Utrecht, The Netherlands: Digitale Universiteit.
  • Cremers, P., Eggink, J., & Hoetink, F. (2006). 4C/ID: de puzzel past steeds beter. Onderzoek van Onderwijs, 35, 9-14. abstract
  • Janssen-Noordman, A. (2006). Hoe praktisch is het vier componenten instructieontwerpmodel? Onderzoek van Onderwijs, 35, 24-27. abstract / full text
  • Janssen-Noordman, A., Nelissen-De Vos, Y., & Ummels, N. (2002). Aanleren van complexe vaardigheden. OnderwijsInnovatie, 4(3), 17-26, full text
  • Janssen-Noordman, A., Van Merriënboer, J. J. G., Van der Vleuten, C., & Bouhuijs, P. (2000). Het leren van complexe taken. Onderzoek van Onderwijs, 29(3), 37-40.
  • Gerards-Last, D., Van den Broek-Van den Boom, M., & Nelissen-De Vos, Y. (2007). Het competentiegericht curriculum gebouwd met als leidraad 4C/ID. Onderzoek van Onderwijs, 36, 36-39. abstract
  • Hoogveld, A., & Tabbers, H. K. (2001). De docent als ontwerper. In: A. Wald & J. van der Linden (Eds.), Leren in perspectief (pp. 131-141). Leuven, Belgium: Garant. full text
  • Hoogveld, B. (2006). Opleiden voor de toekomst. OnderwijsInnovatie, 8(3),  29-31. full text
  • Hoogveld, B., & Jansen, H. (Eds.)(2007). Opleiden voor de toekomst: Werken met het 4C-ID model in de praktijk. Heerlen, The Netherlands: Open Universiteit Nederland.

Web sites (Dutch)

Book Reviews
Read what others think of the book:

  • Kowch, E. G. (2008). [Review of the book Ten steps to complex learning: A systematic approach to four-component instructional design]. Canadian Journal of Learning and Technology, 34(1). Retrieved March 06, 2009, from http://www.cjlt.ca/index.php/cjlt/article/view/177/173.
  • Mishra, S. (2008). [Review of the book Ten steps to complex learning]. British Journal of Educational Technology, 39, 754-755. full text.
  • Merrill. M. D. (2008). Outstanding guidance for developing effective instruction [Review of the book Ten steps to complex learning: A systematic approach to four-component instructional design]. Retrieved March 06, 2009 from Amazon.com.
  • Clark, R. (2007). Finally, a clear approach to designing training for complex knowledge [Review of the book Ten steps to complex learning: A systematic approach to four-component instructional design]. Retrieved March 06, from Amazon.com.



         

Contact
For more information you can contact Iwan Wopereis.

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Archive

Ten Steps Events

  • April 27, 2012 - Fifth Symposium 4C-ID 'How to implement a 4C-ID design blueprint' (keynotes and round table sessions). Utrecht, the Netherlands.
  • April 14, 2011 - Fourth Symposium 4C-ID 'Designing supportive information' (keynotes and round table sessions). Utrecht, the Netherlands.
  • June 4, 2010 - Inaugural Address Professor Jeroen van Merrienboer 'Innovative Educational Design within the Health Domain'. Maastricht, the Netherlands.
  • March 5, 2010 - Third Symposium 4C-ID 'Flexible use of 4C-ID Principles' (keynotes and round table sessions). Utrecht, the Netherlands.
  • September 7, 2009 - Professor Van Merrienboer keynote speaker at the 12.Fachtagung Paedagogische Psychologie der Deutschen Gesellschaft fuer Psychologie (DGPs), PAEPS, Saarbruecken, Germany.
  • August 26, 2009 - Professor Van Merrienboer keynote speaker at the 13th biennial conference for Research on Learning and Instuction (a.k.a. the EARLI), Amsterdam, the Netherlands.
  • April 14, 2009 - Professor Van Merrienboer speaker at the AERA ('Scaffolding self-directed learning through shared control'), San Diego, USA.
  • Februari 10, 2009 - Professor Paul Kirschner speaker at the National e-Learning Congres, Eindhoven, the Netherlands.
  • November 28, 2008 - Professor Kirschner speaker ('ICT Myth Busting: Broodje Aap Verhalen over ICT in het Onderwijs') at FIFI 2008. Amsterdam, the Netherlands.
  • November 13, 2008 - Second Symposium 4C-ID 'Towards an implementable educational blueprint' (keynotes and structured poster sessions). Rotterdam, the Netherlands.
  • September 25, 2008 - Professor Kirschner keynote speaker at the 6th conference of the Hellenic Scientific Society of Information and Communication Technologies in Education, Limassol, Cyprus.
  • March 25, 2008 - Professor Van Merrienboer speaker at AERA symposium 'Current Perspectives for Improving Learning and Performance through Cognitive Task Analysis and Instructional Design', New York, USA.
  • February 26 and 27, 2008 - Professor Van Merrienboer speaker / workshop leader at the Learning Sciences Research Center of the East China Normal University, Shanghai, China.
  • February 21, 2008 - Workshop Ten Steps to Complex Learning by Iwan Wopereis at the TenCompetence Winter School, Innsbruck, Austria. [Slide show part 1 - part 2]
  • December 7, 2007 - Professor Kirschner keynote speaker at the IADIS CELDA 2007 conference in Algarve, Portugal.
  • November 30, 2007 - Symposium '10th anniversary 4C-ID model' (keynotes and round table sessions). Utrecht, the Netherlands. [flyer]
  • September 3, 2007 - Professor Van Merrienboer invited speaker at symposium 'Brain, Learning, and Educational Innovation'. Maastricht, the Netherlands.
  • September 1, 2007 - Professor Van Merrienboer organiser/speaker EARLI invited symposium 'Trends in instructional design for complex learning'. Budapest, Hungary.
  • August 28, 2007 - Professor Kirschner organiser/speaker EARLI symposium 'Why constructivist teaching does not work'. Budapest, Hungary. [pictorial impression]
  • June 14, 2007 - Professor Kirschner keynote speaker at the NBE 2007 conference 'The Power of Media in Education' in Rovaniemi, Finland.
  • June 7, 2007 - Professor Van Merrienboer keynote speaker at the Onderwijs Research Dagen in Groningen, the Netherlands. [slide show - interview]
  • April 27, 2007 - Professor Van Merrienboer keynote speaker at the annual conference of the Korean Society of Educational Technology. [slide show]

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