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The end of software training ?
Author(s) -
Van Merrienboer J.J.G.
Publication year - 2000
Publication title -
journal of computer assisted learning
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.583
H-Index - 93
eISSN - 1365-2729
pISSN - 0266-4909
DOI - 10.1046/j.1365-2729.2000.00149.x
Subject(s) - computer science , instructional design , task (project management) , presentation (obstetrics) , context (archaeology) , software , multimedia , selection (genetic algorithm) , computer assisted instruction , software development , task analysis , human–computer interaction , artificial intelligence , engineering , medicine , paleontology , systems engineering , biology , radiology , programming language
The contributions to this Special Issue are discussed within an Instructional Design framework. A distinction is made between contributions concerned with task and content analysis, design and selection of instructional methods, and instructional message design. Three major trends indicate a shift in focus: • from narrow learning tasks for operating the software per se to rich learning tasks for using the software in the context of meaningful task performance; • from methods that stress procedural descriptions and related exercises to methods that stress guided exploration and scaffolding and so aim at deep system understanding, and • from low‐load presentation formats to formats that also evoke active processing and elaboration of presented information. These trends indicate the end of software training. It has grown up and is no longer fundamentally different from regular professional skills training.