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Ten Steps to Complex Learning: a Systematic Approach to Four-Component

Instructional Design (3rd ed.), by Jeroen J. G. van Merriënboer and Paul A.
Kirschner

Article  in  TechTrends · February 2018

DOI: 10.1007/s11528-018-0254-0

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Book Review

Ten steps to complex learning: A systematic approach to four-component instructional design (3rd ed.),
by Jeroen J. G. van Merriënboer and Paul A. Kirschner.

Book review originally published in Techtrends journal:

Francom, G. M. (2018). Ten steps to complex learning: A systematic approach to four-component

instructional design (3rded.), by Jeroen J. G. van Merriënboer and Paul A. Kirschner.TechTrends. 62(2),
204-205.

Gregory M. Francom

Northern State University

A growing category of instructional design models have emphasized the importance of centering
learning on real-world tasks or problems to better support application and transfer of learning (Francom
& Gardner, 2014). Perhaps the most comprehensive and research-based of these task-centered learning
models is van Merriënboer’s four-component instructional design (4C/ID) model for training complex
cognitive skills (see van Merriënboer, 1997; van Merriënboer, Jelsma, & Paas, 1992). Now in its third
edition, Ten Steps to Complex Learning provides the reader with a comprehensive step-by-step
approach to designing and developing instruction according to the 4C/ID model.

Previous writings about the 4C/ID model emphasized fundamental learning processes based on
cognitive learning research and theory (van Merriënboer, 1997; van Merriënboer et al., 1992). The focus
for the 10 steps model featured in this book, by contrast, is practical steps for analyzing and designing
task-centered instruction. The book preface features guidelines for chapters that are suggested or
optional reading, and chapter summaries provide succinct instructional design guidelines from the
chapter.

Ten Steps to Complex Learning contains 16 chapters with an average of about 20 pages per
chapter and is organized into three sections. The first section provides an introduction to the 4C/ID
model and 10 steps, and the second includes a chapter for each of the 10 steps for designing complex
learning. The third and final section includes three chapters which discuss domain-general skill learning,
assessment programs and future directions for training and research.

In the first section, the first chapter discusses three persistent issues in the fields of education
and instructional design and proposes that the four components of the 4C/ID model help to overcome
these issues. The three issues are: (a) compartmentalization, or separation of to-be-learned tasks into
distinct categories of learning; (b) fragmentation, or breaking down learning into separate objectives;
and (c) the transfer paradox, in which learning methods that are more efficient for reaching separate,
isolated objectives may not be the best methods to support transfer of learning.

Van Merriënboer and Kirschner (2018) explain in the second chapter that the four components
in the 4C/ID model – learning tasks, supportive information, procedural information, and part-task
practice – provide a more integrated and holistic approach for complex learning to avoid the pitfalls of
compartmentalization, fragmentation and the transfer paradox. Supporting real-world learning tasks
that integrate knowledge, skills and attitudes for complex learning can mitigate the drawbacks of
compartmentalization and fragmentation. Providing variability of practice in task classes and
distinguishing between rule-based and schema-based processes for training design can help overcome
issues related to the transfer paradox. As the four components are introduced, the authors also discuss
the dynamic selection of learning tasks as a way to support individualized learning, and media – such as
simulations, flipped classrooms and blended learning situations – that can be used to support training
and instruction.

In chapter three, the authors provide an overview of the 10 steps referred to in the book’s title.
Each of the four components in the 4C/ID model are covered in the 10 steps. Learning tasks comprises
three of the 10 steps (design learning tasks, design performance assessments and sequence learning
tasks). Three of the steps also make up supportive information (design supportive information, analyze
cognitive strategies and analyze mental models) and three more make up procedural information
(design procedural information, analyze cognitive rules and analyze prerequisite knowledge). Design
part-task practice is the last of the 10 steps.

The second section of this book contains one chapter for each of the 10 steps. Each of these
chapters includes a heading that discusses the importance of the step and the conditions under which
the step should be completed. Chapters four, five and six discuss steps that relate to learning tasks,
including designing the tasks, designing related performance assessments and sequencing learning
tasks. Guidelines for task identification and design include moving from low to high fidelity, varying tasks
in ways that they vary in the real world and fading learner support and guidance. A major
implementation issue for task-centered instruction is how to identify and design appropriate learning
tasks, and the information in these chapters provides perhaps the most comprehensive guidance to date
for identifying and designing learning tasks for task-centered learning, and particularly for sequencing
learning tasks within task classes. While this section does provide a some learning task examples, I felt it
could give the reader more sample learning tasks from a wider variety of learning content areas.
Chapter six shares various ways to sequence learning tasks and task classes by simplifying the task
performance at first, emphasizing simple then complex aspects of the task, or combining whole and
part-task sequencing with whole-task sequencing first, for example.

The next three steps featured in chapters seven, eight and nine focus on the use of supportive
information for task-centered learning. Supportive information helps learners gain the knowledge,
cognitive strategies and mental models needed to perform non-routine aspects of learning tasks.
Chapter seven on supportive information presents various teaching methods that can be used for
learner acquisition of supportive information and also discusses when the different strategies may be
most effective. I found this chapter comprehensive, but not prescriptive in its approach. While various
methods were mentioned for procedural information presentation and instruction, more guidance could
have been included to help the reader clearly identify real-world training situations in which the various
approaches would best apply. In chapters 10, 11 and 12, procedural information is covered, including
the steps to analyze cognitive rules and prerequisite knowledge. Rules for the presentation of
procedural information are given, including when and how to provide just-in-time information as part of
a learning experience. Chapter 13 features the 10th and last step, design part-task practice.

The final section of the book contains two chapters that are new to this third edition of the
book, including chapter 14 on domain-general skills such as self-directed learning, self-regulated
 learning and information literacy. Though the authors indicate that this chapter could help educators
enhancing 21st century skills among students, I felt that it would not as likely be applied by practicing
educators within classrooms as it would be by instructional designers or trainers. Another new chapter
(15) on assessment programs shares various methods for assessing learning tasks, supportive
information, procedural information, part-task practice and domain-general skills. The final chapter cites
current research and theory to situate the 10 steps within the field of instructional design and task-
centered learning and also discuss suggested directions for future research.

Overall, Ten Steps to Complex Learning is an excellent resource for proficient instructional
designers, trainers and educators interested in improving their knowledge and practice of analysis and
design for complex, task-centered learning. The 10 steps model takes a comprehensive – rather than
prescriptive – approach, making it a suitable resource for instructional designers and educators who
already have some experience and knowledge of instructional design and cognitive theory.

References

Francom, G. M., & Gardner, J. L. (2014). What is task-centered learning? TechTrends, 58(5), 27–35.

van Merriënboer, J. J. G. (1997). Training complex cognitive skills: A four-component instructional design

model for technical training. Englewood Cliffs, NJ: Educational Technology Publications.

van Merriënboer, J. J. G., Jelsma, O., & Paas, F. (1992). Training for reflective expertise: A four-

component instructional design model for complex cognitive skills. Educational Technology

Research and Development, 40(2), 23–43.

van Merriënboer, J. J. G., & Kirschner, P. A. (2018). Ten steps to complex learning: A systematic approach

to four-component instructional design (3rd ed.). New York: Routledge.

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