Training design for competency development Clause Samples

Training design for competency development. Instruction within a competency-based curriculum is not necessarily designed to support competency development. CBE and its underlying theories are curriculum theories, and not so much an instructional design theory [132]. CBE gives guidelines on how to build a competency-based curriculum, but it does not provide guidelines for the design of the instruction or the form of the training. ▇▇▇ ▇▇▇▇▇▇▇▇▇▇▇ and ▇▇▇▇▇▇▇▇▇ [201] list nine examples of theoretical design models that can be applied for complex learning. These models converge on one central point: the need for authentic learning tasks as the driving force for complex learning. Authentic learning tasks help learners to integrate all parts of a competency (knowledge, skills and attitudes). They stimulate the coordination of constituent skills, and they facilitate the transfer of what has been learned to new situations and tasks [107]. Among the nine theories mentioned by ▇▇▇ ▇▇▇▇▇▇▇▇▇▇▇ and ▇▇▇▇▇▇▇▇▇ [201] are the well-known cognitive apprenticeship theory [36], the constructivist learning environments [96], and the 4C/ID model [198]. Of these theories, we find in particular the Four Compon- ents for Instructional Design (4C/ID) model interesting for our research. Van Merriënboer [198] introduced the 4C/ID model in 1997, providing guidelines for instructional design for competency development. The theoretical model of 4C/ID has later been adapted by ▇▇▇ ▇▇▇▇▇▇▇▇▇▇▇ and ▇▇▇▇▇▇▇▇▇ [201] to provide more concrete guidance in the prescriptive "Ten Steps to Complex Learning" approach. In Chapter 3, we will use the 4C/ID model as the basis for answering RQ 1. Whereas the other models are mostly focused on curriculum design in general, the 4C/ID model is more specific and provides guidelines to design learning activities. On the design research map ▇▇▇▇▇▇▇ [176], the 4C/ID model can be positioned as a research-led model with an expert mindset. In Section 3.2, we will translate the components of the 4C/ID model into game elements. The 4C/ID model [199] describes training environments for complex learning in four interrelated components: (1) learning tasks, (2) supportive information, (3) procedural information, and (4) part-task practice (see Figure 2.1). We follow the order of the components as given by ▇▇▇ ▇▇▇▇▇▇▇▇▇▇▇ and ▇▇▇▇▇▇▇▇▇ [201]. They describe the four components as follows [201, p. 12-13]. 1. Learning tasks. Authentic whole-task experiences based on real-life tasks that aim at the integration of know...