Sharing at

Institute of Adult Learning, SingaporeInstitute of Adult Learning, SingaporeAdult Education Network

Special Interest Group (Instructional Design)

Whole Task Approach to Holistic Learning

(Instructional Design)

Whole Task Approach to Holistic Learning of Vocational Competences

T B ChTang Buay Choobuaytang@gmail.com

While waiting for the session to start

At your table,Di th diff b t• Discuss the difference between

• Holistic Education• Holistic Learning of CompetenceHolistic Learning of Competence

• Get one of the members to post your table’s view at the Facebook ID SIG 13 Jan Group.pIf none of you are member of the Facebook Group, post your table’s view of a flip chart

• You may want to refer to the following articles (printed copies at your table):

Holistic education: An interpretation for teachers in the IB programmeshttp://blogs.ibo.org/positionpapers/files/2010/09/Holistic-education_John-Hare.pdf

Structural characteristics and target categories of holistic vocational trainingwww.cedefop.europa.eu/etv/Upload/.../122/17_en_ott.pdf

Outline

• Recap: Concept of competence• Holistic Education vs Holistic Learning of Competence• Why Holistic Learning of competence?• Whole Task Approach to Holistic Learning of

Competence• Components of a Whole Task• Holistic Design for complex competence-based learning

– an introduction

Recap: Instructional Design for Competence-based learning

Key purpose

To facilitate learner acquisition of competence

Activity: What is a competence?• Think… On your own think about

– What is the definition of competence?– What is the definition of competence?– What are the elements of competence?

• Write… Write your views on a piece of paper• Show… Upon signal from the facilitate, show your views to your

group members• Discuss and negotiate Within your group discuss and come to aDiscuss and negotiate… Within your group, discuss and come to a

consensus on the definition and elements of a competence• Share… Present your group’s view on a flipchart. You can use any

format text pictures diagramsformat, text, pictures, diagrams….

Strategy: Show Down

Nature of competence

Competence P f i l A tiCompetence

Professional Action Competencevs

Methodological Knowledge

gcompetence

Technical competence

Social competence

SkillsAttitude

Personal competence

Ability to perform workplace task Ability to perform task at the workplace

vs

Nature of competence –Important considerations for competence-based instructional designImportant considerations for competence based instructional design

Professional Action Competence1. Workplace context frames task

-> Learning should be authentic

Methodological

2. Workplace standards determines “Ability”

> Assessment should be authentic Methodologicalcompetence

-> Assessment should be authentic

3. T M S P are applied holistically in an integrated manner to

Technical competence

Social competence

in an integrated manner to perform the task at workplace

-> Learning and Assessment should be holistic/integrated. pg

4. Integrated application of several Competence Elements is required

A i f l i & Personal competence

-> Appropriate sequence of learning & scaffolds needed to promote systematic acquisition and integration

- > Learning materials should support

Ability to perform task at the workplace

Learning materials should supportdevelopment of mental model for integrated application

Holistic Learning and Holistic Education

• In your view, is there a difference between Holistic Learning & Holistic Education?Learning & Holistic Education? If yes, what are the differences?

Holistic Education Holistic Learning of competence

Holistic development and growth of the child

Holistic development of competencies for work and

lifelong learning

Focus on developing each

g g

Focus on equipping each individual such that they p g

child into a responsible and useful citizen.

ycan make continuous

productive contributions at the workplace

Why Holistic Learning of Competence?

• Read the story “Every Curriculum Tells A Story” by Roger SchankRoger Schankhttp://www.socraticarts.com/docs/SCCwhitepaper.pdf

A ti it Wh t i ith th i l ?Activity: What is wrong with the curriculum?• There are 3 problems with this curriculum:

– Fragmentation – learners unable to integrate the different pieces of content into coherent and meaningful wholes;into coherent and meaningful wholes;

– Compartmentalization – learners unable to integrate the different elements of the target competences, namely Knowledge, Skills, and attitudes (or T M S P); andS P); and

– Low transfer of learning - Learners unable to apply their learning to perform at the workplace or to new problems/situations

( M i b 2006)(van Merriënboer, 2006)

• In your groups, discuss and cite examples from the story to illustrate each of the problem.

How should the curriculum be designed to avoid these problems?– How should the curriculum be designed to avoid these problems?

Why Holistic Learning of Competence?

Theoretical Basis

• Gestalt theory

Brain-based perspective• Proposes that learning is about grasping of a

structural whole

• Situated Learning

• Adult Learning

• A "Gestalt" is an integrated whole system of integrated parts, and the whole is greater than th f it tAdult Learning the sum of its parts.

• Proposes 5 gestalt factors. Each factor is a condition that helps one perceive situations ascondition that helps one perceive situations as a whole or totality.

• Factor of Similarity proposes that like parts tendGestalt

• Factor of Similarity proposes that like parts tend to be grouped together in cognition. Hence, learning is facilitated if similar or related ideas are linked together as a whole and contrastedare linked together as a whole and contrasted with opposing or complementary sets of ideas.

Why Holistic Learning of Competence?

Theoretical Basis

• Gestalt theory

How learning takes place perspective• A group of learning theories that posits that

learning should be situated within authentic i i d l

• Situated Learning

• Adult Learning

activity, context, and culture.

• First proposed by Lave and Wenger as a model f l i i it f tiAdult Learning of learning in a community of practice

• Example of subsequent theories include• Cognitive Apprenticeship (Brown Collins &• Cognitive Apprenticeship (Brown, Collins &

Duguid) – emphasises importance of situating learning in authentic real world taskstasks

• Anchored Instruction (Cognition & Technology Group at Vanderbilt)- proposes that learning should be situated or anchoredthat learning should be situated or anchored in real life problem situations or tasks.

Why Holistic Learning of Competence?

Theoretical Basis

• Gestalt theory

How adults learn perspective• Transformative Learning

• Process of using a prior interpretation to i d i i f

• Situated Learning

• Adult Learning

construe a new or revised interpretation of the meaning of one’s experience in order to guide future action" (Mezirow, 1996: 162)Adult Learning 162).

• Suggest that learning for adults begins with a real life “disorienting dilemma”

• Context-based Learning (recent theories in adult learning)

• learning is a social constructed• learning is a social, constructed phenomenon

• Same concept as Situated Learning

Why Holistic Learning of Competence?

Practical Considerations• Task Complexity• Task Complexity

– Performing a sub-skill in isolation is different from performing it in the context of the real world task

– Automaticity of a sub-skill achieved through isolated practice is often not transferable to the context of performing within the real world task.

Complexity and variability of the real world context• Complexity and variability of the real world context– Need to learn and apply the knowledge and skills to varied set of, and/or

complex, real-world contexts and settings

Demands of Learning Transfer

Highly Simple P d l b d

Highly Complex P i i l d b d

Increasing need for holistic learning

Procedural-based- Very near transfer

Principled-based- Very far transfer

Whole Task Approach

• Focus on the overall goal to be attained throughout the entire processentire process.

• A work place task ( or whole task) that is assignable and has meaningful work outcomes are used to framehas meaningful work outcomes are used to frame learning

• The workplace task is learned as a whole instead ofThe workplace task is learned as a whole instead of discretely as a set of individual sub-skills, where each part of the learning is taught in relations to the whole task.

Whole Task Approach

Some models and frameworks• Cognitive Apprenticeship (Collins Brown & Newman 1989)• Cognitive Apprenticeship (Collins, Brown & Newman, 1989), • Constructive Learning Environments (Jonassen, 1999), • Goal-Based Scenarios (Schank, Berman, & MacPerson, 1999)( )• 4C/ID-model (van Merriënboer, J. J. G, 1997)• Pebble-in-the-Pond (Merrill, 2000)• Read the reading materials at http://www.delicious.com/buay/SIG

• In your group, discuss and create a graphic representation to depict your understanding of your group’s assigned modelyour understanding of your group’s assigned model.

• What is used to situate the whole task?• What constitute the “content” to be learn?• What are the instructional design process/elements/components?What are the instructional design process/elements/components?

• You may want to use an online graphic representation tools, e.g. • Mindmesiter - http://www.mindmeister.com/

Prezi http://www prezi com/• Prezi - http://www.prezi.com/

Whole Task Approach to Competence-based LearningCompetence based Learning

What is used to situate the whole task?

• Real world task problem and/or scenario• Real world task, problem and/or scenarioCharacteristics of a well designed task, problem or scenario to situate learning

• Mirrors the real work situation• Replicates the typical elements of the real world context • Requires/Allows learners to carry out all the sub-tasks that will demonstrate

their competencetheir competence • Content and information required to help students plan their learning of the

competence are provided• Criteria and methods for assessing students’ competence are included• Criteria and methods for assessing students competence are included• Requirements and instructions are clearly described • Presented in a manner that is meaningful and motivating to learners

In your group, evaluate the 2 scenarios provided. • Are they well designed?• Are they well designed?

• Do you see all the above characteristics in the scenarios?

Whole Task Approach to Competence-based LearningCompetence based Learning

What constitute the “content” to be learn?

Methodological t

Professional Action Competence

competence

Technical competence

Social competence

P lPersonal competence

Whole Task Approach to Competence-based LearningCompetence based Learning

What are the instructional design process/elements/components?

Identify “what” to teach

• Identify “Whole Task”f

Design “how” to teach

• Design task/scenario/ bl t it t th• Identify sub-tasks

• Sequence sub-tasks based on actual work process

problem to situate the learning

• Group content into manageable chunks for process

• Identify knowledge, M, S & P for each sub-task

glearning

• Determine learning sequence of each chunk of contentof content

• Design learning & assessment activities

• Identify learning /resources/materials

needed to support the learning activitiesTask Analysis

Whole Task Approach to Competence-based LearningCompetence based Learning

What are the instructional design process/elements/components?

Ways to do Task Analysis – further readings• Cognitive Task Analysis

http://www.cogtech.usc.edu/publications/clark etal cognitive task analysis chapter.pdfp g p _ _ g _ _ y _ p p

• Perform a Task Analysishttp://classweb.gmu.edu/ndabbagh/Resources/Resources2/taskanalysis2.htm

• Task Analysiswww.cs.uga.edu/~eileen/4800/Notes/task.pptSimilarShare

• Cognitive Task Analysishttp://siteresources.worldbank.org/WBI/Resources/213798-1194538727144/3Final-Cog Task Analysis.pdfg_ _ y p

Whole Task Approach to Competence-based LearningCompetence based Learning

What are the instructional design process/elements/components?

Framework/Models for structuring learning activities• Cognitive Apprenticeship (Collins, Brown & Newman, 1989), • Constructive Learning Environments (Jonassen, 1999),Constructive Learning Environments (Jonassen, 1999), • Goal-Based Scenarios (Schank, Berman, & MacPerson, 1999)• 4C/ID-model (van Merriënboer, J. J. G, 1997)• Pebble-in-the-Pond (Merrill, 2000)( , )

Further readings - http://www.delicious.com/buay/SIG

Thank youThank you