1. WANTED: Alternative to Traditional Learning
Quote from Jeroen J. G. van Merriënboer
“all learning tasks [should] differ from each other on all
dimensions that also differ in the real world, such as
the context…in which the task is performed, the way in
which the task is presented, the saliency of the
defining characteristics, and so forth. This allows the
learners to abstract more general information from the
details of each single task.”
(http://www.daveswhiteboard.com/archives/1899)
Presented By :
Alyssa Berry, Kimberly Perry, Arkova Scott

2. Theorist:
Jeroen J.G. Van Merrienboer (A.K.A "JVM")
Van Merrienboer is
a professor from the
Netherlands whose research
interests are in instructional
and multimedia design by
developing the Holistic
Design approach.
He authored the four main
components of the learning
blueprint called 4c/ID.

3. The Key Features of the Holistic Design model are:
• Knowledge Skills & Attitude: From KS&A to Professional
Competences
o Addresses: Compartmentalization
• Scaffolding: From Single to Integrated Objectives
o Addresses: Fragmentation
• Mathemagenic Methods: From Teaching for the test to
teaching for transfer
o Addresses: Transfer Paradox
Holistic Design Approach Defined

4. Why Holistic Approach?
The Argument
• Complex tasks are reduced into
simple elements are not well suited
to perform complex learning tasks.
• Holistic approach prevents
piecemeal instruction
• Holistic instructional design allows
students to coordinate multiple
objectives

5. Diagram A

6. 4C/ID Model:
Four components of Instructional Design
How to teach complex skills for real world application

7. Holistic Design Approach
Using a holistic design approach solves three common problems in
education, namely:
• Compartmentalization- the tendency in traditional education to
teach knowledge, skills, and attitudes separately
• Fragmentation- teaching the objectives piece-by-piece without
paying attention to the relationships between pieces
• Transfer Paradox- the use of instructional methods that are highly
efficient to reach specific learning objectives, measured by real
world performance ability.
Reference:http://www.scitopics.com/four_component_instructional_design_4C_ID.html

8. Inspiration for Holistic Approach
Bloom's Taxonomy• Three types of learning:
Cognitive, Psychomotor and
Affective.
• Bloom's Taxonomy is
referring to the Cognitive
domain.
• The Lower order thinking
skills "knowledge" require
learners to provide basic recall
information
• The Higher order thinking
skills "Evaluation" require
learners to provide a solution
and justify it.

9. Inspiration Cont.
Gagne's Taxonomy
Gagne makes distinctions between
verbal information, intellectual skills,
cognitive strategies, attitudes and
psycho motor skills (KS&A)
Intellectual Skills
• 1. Discrimination- Distinguishing distinct
parts of the same class
• 2. Concrete Concepts-Seeing the
essential similarity among a class of objects
• 3. Rule Using-states the relationship
among concepts
• 4. higher-order rules (problem solving)-
combining lower level rules to solve problems
** When intellectuals skills are taught,
it is imperative that foundations skills
are taught first**

10. KS&A--Knowledge, Skills and Attitudes
Definition
• Cognitive: Mental Skills
(Knowledge)
• Affective: Growth in
Feelings or emotional
areas
(Attitude)
• Psychomotor: Manual
or physical skills
(Skills)

11. This taxonomy of learning
behaviors can be thought of
as “the goals of the learning
process.”
After a sequence of
instruction or training, the
learner should have
acquired new skills,
knowledge, and/or
attitudes.
KS&A--Knowledge, Skills and Attitudes
Application

12. Scaffolding Whole-Task Performance
Definition
The holistic design model suggests
scaffolding as en effective
alternative.
Scaffolding is when support is
provided for a performance and
then slowly faded away.
ex. First, working on projects with
the solution given in its entirety.
Then, transition into filling in the
missing parts of an incomplete
project. Finally, work on
conventional tasks with no support.

13. From Single to Integrated Objectives
Application
In Prior instructional
design methods, the
learner is taught one or a
very limited number of
constituent skills (problem
solving skills) at the same
time.
Breaking down complex
tasks into small elements
does not allow learners to
transfer their knowledge to
other situations.
Holistic Design model
replaces a part-task with a
whole-task paradigm. The
parts or skills being taught
need to be coordinated with
higher level strategies from
the beginning of the
instruction.
Single objectives should no
longer function as basis for
the of instructional.
The basis for instructional
should be on the result of a
tasks analysis which may
take a variety of forms.

14. Mathemagenic Methods
Definition
Mathemagenic deals with two
key concepts; Cost and Transfer
The concept is the higher the
cost (investment-time learning
tasks) the higher the knowledge
of transfer and adversely the low
cost yield low transfer of
learning.
This speaks to the idea that
traditional learning teaching for
test yielding low competency vs.
teaching for transfer that yields
high competency.
"Give Birth to Knowledge"

15. The best instructional method under Holistic design approach
includes learning objectives:
Integrated learning goals = Transfer of Learning = Transfer Paradox
Transfer Paradox - a design approach aimed at high transfer performance for complex tasks.
"Teaching complex rather than simple tasks: balancing intrinsic and germane load to
enhance transfer of learning"
Transfer paradox consist of complex learning skills and constituent skills
There are two types of constituent skills:
Recurrent Constituent Skills-(performance objective)schema-based problem solving and
reasoning. The objective is to improve performance and that consist of observable steps.
NonRecurrent Constituent Skills-
Abstract knowledge (general)
“The fundamental problem facing
the field of instructional design
these days is the inability of
education and training to achieve
transfer of learning.” Jeroen J.
G. van Merriënboer

16. For those of you who are teachers or educators, What do you
think of this concept of transfer learning?

17. Transfer Paradox
... In recent years, Educators have been held accountable to the
"No Child Left Behind" law, which includes but is not limited to
state standardized test scores remaining at a certain level. In
many classrooms educators feel forced to teach to the test.
What in the holistic design approach does JVM suggest that
teaching to the test prohibits? How can you avoid this in your
own life as an educator/ professional?

18. KS & A Questions and Discussion
1. What are some of
the activities you could up
with when trying to reinforce
information to your learner:
A. Comprehension
B. Knowledge
C. Evaluation
D. Synthesis
E. Applicaton
F. Analysis

19. Scaffolding
When teaching elementary students basic algebra a teacher
might follow this sequence :
1. 5 + 2 = 7
2. _ + 2 =7
3. _ + _ =7
What are some of ideas of ways you can think of to provide a
scaffold in your teaching ? or - As a professional how can you
provide support (scaffolding) for your staff as they learn new
tasks/skills?

20. References
van Merriënboeri, J. G. (2008). The Four-Component Instructional Design Model:
Multimedia Principles in Environments for Complex Learning. THE CAMBRIDGE
HANDBOOK OF MULTIMEDIA LEARNING, NEW YORK: CAMBRIDGE
UNIVERSITY PRESS.
Reiser, R. A., Dempsey, J. A. Trends and Issues in Instructional Design and
Technology p.72-91. First principles of Instruction: A synthesis
van Merriënboeri, J. G, Kirschner, P. A., Kester, L. (2008). Taking the Load off a
Learner's Mind: Instructional Design for Complex Learning.
Sweller, J. ,van Merrienboer, J. G., Paas3, Fred G. W. C.(1998). Cognitive
Architecture and Instructional Design. Educational Psychology Review, Vol. 10, No.
3
van Merriënboeri, J. G. (2010). Training complex cognitive skills: a Four-
Component Instructional Design. Retrieved from
http://www.daveswhiteboard.com/archives/2056