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Ten Steps to Complex Learning: A New Approach to Instruction and Instructional Design
16 references·1 citing·42 second hop
Ten Steps to Complex Learning: A New Approach to Instruction and Instructional Design (2008)Ten Steps to Complex Learning: A New Appr…Instructional Theories in Action (2018)Instructional Theories in Act…The Four-Component Instructional Design Model: Multimedia Principles in Environments for Complex Learning (2014)The Four-Component Instructio…Why Minimally Guided Teaching Techniques Do Not Work: A Reply to Commentaries (2007)Why Minimally Guided Teaching…Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching (2006)Why Minimal Guidance During I…Teaching complex rather than simple tasks: balancing intrinsic and germane load to enhance transfer of learning (2006)Teaching complex rather than …Cognitive Load Theory and Complex Learning: Recent Developments and Future Directions (2005)Cognitive Load Theory and Com…Taking the Load Off a Learner's Mind: Instructional Design for Complex Learning (2003)Taking the Load Off a Learner…LEARNING BY DOING (2003)LEARNING BY DOINGLearning by Doing Something Else: Variation, Relatedness, and the Learning Curve (2003)Learning by Doing Something E…Blueprints for complex learning: The 4C/ID-model (2002)Blueprints for complex learni…A pebble-in-the-pond model for instructional design (2002)A pebble-in-the-pond model fo…Training Complex Cognitive Skills: A Four-Component Instructional Design Model for Technical Training (1997)Training Complex Cognitive Sk…Variability of worked examples and transfer of geometrical problem-solving skills: A cognitive-load approach. (1994)Variability of worked example…Cognitive Apprenticeship (1988)Cognitive ApprenticeshipPart-Task Training for Tracking and Manual Control (1985)Part-Task Training for Tracki…Principles of Instructional Design (1974)Principles of Instructional D…Why and when does instructional video facilitate learning? A commentary to the special issue “developments and trends in learning with instructional video” (2018)Why and when does instruction…The magical number seven, plus or minus two: Some limits on our capacity for processing information. (1956)Experiential Learning : Experience as the Source of Learning and Development (1983)Those Who Understand: Knowledge Growth in Teaching (1986)Scaffolding and Achievement in Problem-Based and Inquiry Learning: A Response to Kirschner, Sweller, and Clark (2006) (2007)Cognitive Load Theory (2011)The ICAP Framework: Linking Cognitive Engagement to Active Learning Outcomes (2014)Absorptive Capacity: A New Perspective on Learning and Innovation (1990)Exploration and Exploitation in Organizational Learning (1991)Organizational Learning and Communities-of-Practice: Toward a Unified View of Working, Learning, and Innovation (1991)What makes a process a capability? Heuristics, strategy, and effective capture of opportunities (2007)Team Familiarity, Role Experience, and Performance: Evidence from Indian Software Services (2009)The wear out effect of a game-based student response system (2014)Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities (1984)Situated Cognition and the Culture of Learning (1989)The Psychology of Written Composition (1989)Handbook of reading research (1991)Supporting Students' Construction of Scientific Explanations by Fading Scaffolds in Instructional Materials (2006)Cognitive Load During Problem Solving: Effects on Learning (1988)Self-explanations: How students study and use examples in learning to solve problems (1989)Cognitive Load Theory and the Format of Instruction (1991)Cognitive Load Theory: Instructional Implications of the Interaction between Information Structures and Cognitive Architecture (2004)Cognitive load theory, educational research, and instructional design: some food for thought (2009)Development of an instrument for measuring different types of cognitive load (2013)Human Problem Solving (1972)Review of research in education (1973)Cognitive Architecture and Instructional Design (1998)Ten Steps to Complex Learning: A Systematic Approach to Four-Component Instructional Design (2007)Applying learning theories and instructional design models for effective instruction (2016)The magical number seven, plus or minus two: Some limits on our capacity for processing information. (1994)Structuring the Transition From Example Study to Problem Solving in Cognitive Skill Acquisition: A Cognitive Load Perspective (2003)Instructional Design Consequences of an Analogy between Evolution by Natural Selection and Human Cognitive Architecture (2004)Nine Ways to Reduce Cognitive Load in Multimedia Learning (2003)Cognitive load theory in health professional education: design principles and strategies (2009)Cognitive Architecture and Instructional Design: 20 Years Later (2019)Behavioral Macroeconomics and Macroeconomic Behavior (2002)Active Learning: Cooperation in the College Classroom (2006)Seamless flipped learning: a mobile technology-enhanced flipped classroom with effective learning strategies (2015)The systematic design of instruction (1978)Toward a design theory of problem solving (2000)A five-dimensional framework for authentic assessment (2004)The process of problem‐based learning: what works and why (2011)From Cognitive Load Theory to Collaborative Cognitive Load Theory (2018)
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References

  • 2006Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching6,900 cited
  • 1974Principles of Instructional Design4,479 cited
  • 2005Cognitive Load Theory and Complex Learning: Recent Developments and Future Directions2,204 cited
  • 1988Cognitive Apprenticeship1,299 cited
  • 1994Variability of worked examples and transfer of geometrical problem-solving skills: A cognitive-load approach.1,198 cited
  • 2003LEARNING BY DOING1,088 cited
  • 2003Taking the Load Off a Learner's Mind: Instructional Design for Complex Learning857 cited
  • 2002Blueprints for complex learning: The 4C/ID-model708 cited
  • 1997Training Complex Cognitive Skills: A Four-Component Instructional Design Model for Technical Training661 cited
  • 2003Learning by Doing Something Else: Variation, Relatedness, and the Learning Curve455 cited
  • 2007Why Minimally Guided Teaching Techniques Do Not Work: A Reply to Commentaries434 cited
  • 2006Teaching complex rather than simple tasks: balancing intrinsic and germane load to enhance transfer of learning320 cited
  • 1985Part-Task Training for Tracking and Manual Control235 cited
  • 2002A pebble-in-the-pond model for instructional design156 cited

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  • 2014The Four-Component Instructional Design Model: Multimedia Principles in Environments for Complex Learning155 cited
  • 2018Instructional Theories in Action153 cited
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    • 2018Why and when does instructional video facilitate learning? A commentary to the special issue “developments and trends in learning with instructional video”84 cited