II layer – design, develop, and prototype one task class
4. Create learning tasks for one class
Focus on designing and developing the series of simulations (tasks) for one condition. If you work with the first easiest condition, then usually, it consists of very easy tasks that an educational designer could manage to design and develop. However, if you are unfamiliar with a field or designing a program for advanced students, you could need a practitioner's help.
Design tasks within the condition. You need to design several simulations with the decreased scaffolding. Each task should represent your real-life problem in a chosen condition. The gradual decrease of support and guidance provides scaffolding.
The support is the amount of problem that is solved for the student.
The guidance is the amount of help that is offered to learners to help with solving tasks.
The support is the amount of problem that is solved for the student.
The guidance is the amount of help that is offered to learners to help with solving tasks.
Here are the types of tasks with decreased support:
Case study
Reverse
Reverse
Fully solved but the initial steps and conditions are hidden
The student is shown how someone has already solved the whole task, and the beginning is hidden from the students. They should reflect on what condition could cause exactly such a course of events.
Imitation
Imitation
One task is fully solved, the similar task is not solved
The student is provided with an example of a solved task and a similar task. The student must independently solve the task based on an example.
A-specific goal
A-specific goal
Unsolved
The student is provided with the task's conditions and an abstract goal. The student should specify the goal and think about how the way of solving the task will change depending on the specified goal.
Completion
Completion
Partially unsolved or solved with mistakes
Part of the task has been solved for the students, they need to finish the rest. The student must identify the missing steps in the solution and complete the solution. Another variant is that students must find errors in the solution, correct them, and complete the task.
Conventional
Conventional
Unsolved
Students solve the whole task entirely on their own.
You always need to end up with the conventional task. You do not need to start with a case; choose for the first task the one that students could handle based on their initial level. You also do need to design the whole intermediate types of tasks but be sure that students can smoothly go from the first one to the conventional one.
Remember that each task should be the simulation of your whole real-life problem that demands students to use the system of skills. That is why I suggest you go back to your real-life problem and compare each task with it; they should match!
Book design is the art of incorporating the content, style, format, design, and sequence of the various components of a book into a coherent whole. In the words of Jan Tschichold, "methods and rules upon which it is impossible to improve, have been developed over centuries. To produce perfect books, these rules have to be brought back to life and applied."
Front matter, or preliminaries, is the first section of a book and is usually the smallest section in terms of the number of pages. Each page is counted, but no folio or page number is expressed or printed, on either display pages or blank pages.
Remember that each task should be the simulation of your whole real-life problem that demands students to use the system of skills. That is why I suggest you go back to your real-life problem and compare each task with it; they should match!
Book design is the art of incorporating the content, style, format, design, and sequence of the various components of a book into a coherent whole. In the words of Jan Tschichold, "methods and rules upon which it is impossible to improve, have been developed over centuries. To produce perfect books, these rules have to be brought back to life and applied."
Front matter, or preliminaries, is the first section of a book and is usually the smallest section in terms of the number of pages. Each page is counted, but no folio or page number is expressed or printed, on either display pages or blank pages.
How will you organize the students ' work with tasks?
Who or what is needed for delivering the task and for facilitation?
How much time will be needed to work on the task? When will students work with it?
What we strive for:
Authenticity
The each learning task is the simulation of the whole problem situation from the real world. So, it requires to integrate knowledge, skills, and attitudes
Variability
Of course, tasks should differ from each other, without copy-past.
Scaffolding
Within each class, the amount of given support and guidance should gradually decrease from the first task to the last one:
- The first simulation should be feasible for students (it is unnecessary to always start with a case).
- The last task is the most complex one. It should be with zero support and guidance; that is, students should manage it by themselves.
- Each intermediate task should gradually decrease the level of support and guidance.
In further layers, you will improve the skill hierarchy that will help specify the information students need to learn to handle all simulations and information that can help students just when solving a particular task. You will finish the first layer with the planning of development and implementation.
The algorithm for 4C/ID model from my experience
1
I — Define and analyze the real-life problem to choose the appropriate task sequence.
1. Define the real-life problem's border and size
2. Define the problem's complexity conditions
3. Sequence the classes' conditions
1. Define the real-life problem's border and size
2. Define the problem's complexity conditions
3. Sequence the classes' conditions
2
II layer — Design, develop, and prototype one task class.
4. Create learning tasks for one class
5. Improve the skill hierarchy and design the other three components for one class
6. Design the performance assessment for one class
7. Plan the development and prototyping of one task class
4. Create learning tasks for one class
5. Improve the skill hierarchy and design the other three components for one class
6. Design the performance assessment for one class
7. Plan the development and prototyping of one task class
3
III — Improve the four components for one class.
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