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Competency-based education is characterized by the fact that rich learning tasks, which are more or less representative for later professional tasks, form the backbone of a curriculum. All other parts of the curriculum (lectures, practicals, skills training etc.) are connected to this backbone. Thus, competencies are not coupled to separate courses or modules but developed throughout the curriculum. In addition, a flexible curriculum should make it possible to take elsewhere-acquired competencies into account. Taken together, these characteristics of a competency-based curriculum indicate that for each individual student with a particular learner profile at a particular moment in time, it should be possible to select suitable or necessary learning tasks, to emphasize or de-emphasize particular aspects of those learning tasks, and to exclude other learning tasks. The main goal of the proposed project is to develop an effective model for personalized task selection in a competency-based, electronic learning environment in secondary vocational education. This includes the specification of a learner profile, a dynamic task selection model, and assessments for updating the learner profile. Three experiments will study (1) effects on student satisfaction and learning outcomes of giving students—limited—control over learning task selection, (2) transfer effects of increased variability in a set of selected learning tasks, and (3) differential transfer effects of increased variability in example materials ("presentation variability") and increased variability in required problem solving behavior ("practice variability"). The dynamic task selection models developed and validated in this project make it possible to select appropriate learning tasks for students, increase the flexibility of education, and can be directly implemented in electronic learning environments.
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Gemma Corbalán Pérez en Liesbeth Kester
Onderzoeksprojecten
Cognitive load theory