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© 2019

Instructional Design Principles for High-Stakes Problem-Solving Environments

Benefits

  • Provides strategies and instructional guidelines for problem solving in various high-stakes environments

  • Links problem solving in various high-stakes learning environments to major learning theories/instructional design principles

  • Discusses issues concerning assessment strategies for various high-stakes environments

Book

Table of contents

  1. Front Matter
    Pages i-x
  2. Chwee Beng Lee, José Hanham, Jimmie Leppink
    Pages 1-6
  3. Theoretical Foundations

    1. Front Matter
      Pages 7-7
    2. José Hanham, Jimmie Leppink
      Pages 25-39
  4. High-Stakes Domains

    1. Front Matter
      Pages 41-41
    2. Chwee Beng Lee, Jimmie Leppink
      Pages 43-54
    3. Jimmie Leppink, José Hanham
      Pages 55-62
    4. José Hanham, Jimmie Leppink
      Pages 63-81
    5. Chwee Beng Lee
      Pages 93-106
  5. Design and Analysis

    1. Front Matter
      Pages 107-107
    2. Chwee Beng Lee, José Hanham
      Pages 109-120
    3. Chwee Beng Lee
      Pages 121-133
    4. Chwee Beng Lee, Jimmie Leppink, José Hanham
      Pages 135-153

About this book

Introduction

This book examines the types of problems and constraints faced by specialists in the areas of security, medicine, mental health, aviation and engineering. Every day we rely on highly trained specialists to solve complex problems in high-stakes environments, that is, environments involving direct threats to the preservation of human life. 

While previous work has tended to focus on problem solving in a single domain, this book covers multiple, related domains. It is divided into three parts, the first of which addresses the theoretical foundations, with coverage of theories of instructional design and expertise. Part two covers the five high-stakes domains and offers directions for training in these domains. In turn, part three provides practical guidelines for instructional design in high-stakes professions, including learner analysis, task analysis, assessment and evaluation. 

The book is intended for a broad readership, including those who operate in high-stress, time-pressure occupations. Trainers at professional organisations can utilise the theoretical frameworks and training strategies discussed in this book when preparing their clients for complex, real-world problem solving. Further, the book offers a valuable resource for academics and graduate students, as well as anyone with an interest in problem solving.

Keywords

High-stakes environment Problem solving Cognitive architecture Intentional learning Instructional design

Authors and affiliations

  1. 1.Western Sydney UniversityPenrithAustralia
  2. 2.Western Sydney UniversityPenrithAustralia
  3. 3.Maastricht UniversityMaastrichtThe Netherlands

About the authors

Chwee Beng Lee’s excellence in research is reflected in her publication track record, which includes over 50 peer-reviewed journal articles and book chapters in related fields. She has served as a consultant to the SAFTI Military Institute (Singapore Armed Forces) and has trained a large number of military officers in the areas of instructional design, task analysis, performance analysis, evaluation methods and new media in teaching pedagogy. She has designed and taught graduate level courses on instructional design theory, needs analysis, learner analysis, cognitive task analysis, problem solving, evaluation and assessments. 

José Hanham is an academic specialising in the educational sciences, particularly instructional design, group dynamics, human motivation and digital technologies. He has worked on a number on industry-funded projects and his research output has been published in leading educational journals, such as Educational Psychology Review and Learning and Instruction. He employs a range of research methods including large-scale quantitative studies, survey design, and experimental design, as well as qualitative methods, such as interviews. 

Jimmie Leppink has authored more than 70 peer-reviewed publications on a variety of topics including instructional design, cognitive load theory, program evaluation, and self-regulated learning, as well as the application of quantitative methods in education, psychology, management, and the broader social science context. He has been an Editorial Board member for the international peer-reviewed journals Perspectives on Medical Education, BioMed Central (BMC) Medical Education and Health Professions Education.

Bibliographic information