Traditionally, Cognitive Load Theory (CLT) has focused on instructional methods to decrease extraneous cognitive load so that available cognitive re-sources can be fully devoted to learning. This article strengthens the cognitive base of CLT by linking cognitive processes to the processes used by biologi-cal evolution. The article discusses recent developments in CLT related to the current view in instructional design that real-life tasks should be the driving force for complex learning. First, the complexity, or intrinsic cognitive load, of such tasks is often high so that new methods are needed to manage cogni-tive load. Second, complex learning is a lengthy process requiring learners’ motivational states and levels of expertise development to be taken into ac-count. Third, this perspective requires more advanced methods to measure expertise and cognitive load so that instruction can be flexibly adapted to in-dividual learners ’ needs. Experimental studies are reviewed to illustrate these recent developments. Guidelines for future research are provided.

The project or effort described here has been partially sponsored by the

The article presents empirical evidence for the effectiveness and efficiency of a modified version of Trochim’s (1989a, b) concept mapping approach to define the characteristics of an adaptive learning environment. The effectiveness and the efficiency of the method are attributed to the support that it provides in terms of elicitation, sharing, reflection and representation of knowledge. It produced valuable results in a very short time as compared to classical techniques such as questionnaires and interviews. The interpretation of data suggests some theoretical considerations and practical solutions for the design and development of an

To link to this Article: DOI: 10.1080/10508400802394898

Abstract Expertise in domains ranging from sports to surgery involves a process of recognition-primed decision-making (RPD) in which experts make rapid, intuitive deci-sions based on recognizing critical features of dynamic performance situations. While the development of expert RPD is assumed to require years of domain experience, the tran-sition from competence to expertise may potentially be hastened by training that specifi-cally targets the recognition aspect of RPD. This article describes a recognition training approach that is based on expertise theories, research findings, and laboratory measurement techniques. This approach repurposes laboratory research tasks as deliberate practice training tasks. Although pioneered in sports expertise research, this approach is appropriate for pre-service and in-service professionals in a wide range of domains that involve rapid, recognition-primed decision-making.

Subgoal labeling [1] is a technique known to support learning new knowledge by clustering a group of steps into a higher-level conceptual unit. It has been shown to improve learning by helping learners to form the right mental model. While many learners view video tutorials nowadays, subgoal labels are often not available unless manually provided at production time. This work addresses the challenge of collecting and presenting subgoal labels to a large number of video tutorials. We introduce a mixed-initiative approach to collect subgoal labels in a scalable and efficient manner. The key component of this method is learnersourcing, which channels learners ' activities using the video interface into useful input to the system. The presented method will contribute to the broader availability of subgoal labels in how-to videos. Author Keywords Video tutorials; how-to videos; subgoal labeling;

The effects of three task selection methods on test performance and training efficiency in a computer-based Flight Management System (FMS) training were investigated. A fixed condition was compared to a learner control condition, and a condition using the participants ’ self-rated performance and mental effort. Although, the experimental conditions revealed more positive training effects, no differences were found for training efficiency and test performance. A follow-up study did not confirm the alternative hypothesis that these results were caused by the higher amount of tasks in the fixed condition. Extra analyses suggested that the quality of self-rating needs to be considered in future research.

This is a pre-print of the article that was published as: Hoogveld, A. W. M., Paas, F., Jochems, W. M. G. (2005). Training higher education teachers for instructional design of competency-based education: Product-oriented versus process-oriented worked examples. Teaching and Teacher Education, 21, 287-297.

Kicken, W., Brand-Gruwel, S., & Van Merrienboer, J. J. G. (2008). Scaffolding advice on task selection: A safe path toward self-directed learning in on-demand education. Journal of Vocational

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