The end of software training ?

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 i...

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Bibliographic Details
Published in:Journal of computer assisted learning 2000-12, Vol.16 (4), p.366-375
Main Author: Van Merrienboer, J.J.G.
Format: Article
Language:English
Subjects:
Application software
Biological and medical sciences
Computer Software
Ergonomics. Human factors
Fundamental and applied biological sciences. Psychology
Individual
Instructional Design
Interface
IT-use
Manuals
Occupational psychology
Paradigm Shifts
Professional Development
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Screen images
Skill Development
Training
Training Needs
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Summary: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.
ISSN:0266-4909
1365-2729
DOI:10.1046/j.1365-2729.2000.00149.x