Customer Reviews

Ten Steps to Complex Learning: A Systematic Approach to Four-Component Instructional Design

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There are many guidelines for designing instruction. Most provide sound guidance but are based primarily on the experience of the authors or perhaps common practice in the field. Ten Steps is based on van Merrienboer's previous work on his 4C-ID model. This model is based on careful research on the instructional process. In a previous review of this model I suggested that his previous book is a classic in the field of instructional design. This new presentation of this model makes it more accessible to practitioners by providing step-by-step guidance to the application of the model. Following this approach will result in instruction that is effective, efficient and engaging. This approach encompasses the best of problem-centered learning with direct instruction. It is wonderful combination of the best that is known of our craft without being doctrinaire. I highly recommend this work to every instructional designer.

There are many books available today that give advice about how to design training. Most of them are based on approaches that were developed in the mid 1970's and a majority of them are adequate for training that emphasizes relatively simple skills. This book is based on our most current knowledge about how to support complex learning and the transfer of knowledge beyond training to work. The authors, Jeroen vanMerrienboer and Paul Kirschner are both internationally recognized university faculty who have extensive experience in business and government training. They define complex learning as involving "the integration of knowledge, skills and attitudes, the coordination of qualitatively different constituent skills and the transfer of what is learned in school or training to daily life and work settings". The ten step approach they describe is currently being used to train people who perform highly complex jobs in both North America and Europe. It has also been used by people who are developing courses for schools and universities. The training that results from their design system can be presented by instructors in classroom settings or by the latest multi-media technology. Each of the ten steps they describe is supported both by applications in a variety of settings and solid research on learning and transfer. The book focuses on describing when each of the ten steps is necessary or useful and how to implement steps. Text boxes on pages describe the research support for key aspects of each step.

In my view, this book presents a very comprehensive approach that is based on both "best practice" and "solid research". It represents the most current "state of the art and science" of learning, training and transfer and it is well worth the investment for anyone involved in instruction, corporate training or the management of training systems.

Richard Clark, Director, Center for Cognitive Technology, University of Southern California