MSc in experimental and cognitive psychology from the Free University of Amsterdam (1984)
PhD in instructional technology, cum laude, from the University of Twente (1990)
University of Twente, assistant professor of instructional technology (1990-1992)
University of Twente, associate professor of instructional technology (1992-1997)
University of Maastricht, associate professor of educational psychology (1997-1998)
Open University of the Netherlands, full professor of educational technology (1998-)
Instructional design for complex learning
intelligent performance support for instuctional design
interactive computer-based learning environments forcomplex skills
cognition and instruction
technical training
Advanced design approach for personalized training: Interactive Tools (ADAPTit)
An operations management approach to improve flexibility of the educational organization in higher professional education
Cognitive load imposed bij just-in-time information presentation: The effects of instructional design on the learning of just-in-time information.
Mental workload as a determinant for the dynamic selection of learning tasks in aviation training
Reflection prompts and feedback as a means to foster the self-regulated learning competence
Task complexity related step size in systematic approaches to problem solving as support device in Competency-based Multimedia Practicals
The role of design strategies for designing and developing electronic, competency based learning environments
The teacher as a designer: Effects of a web based training in Instructional Systems Design method on teachers approach of designing learning tasks
Tools for identification, representation and validation of competencies in higher education
Cognitive load theory as a guideline for the identification of transfer-enhancing instructional measures
Van Merriënboer, J.J. G., Clark, R.E., & De Croock, M.B.M. (2002). Blueprints for complex learning: The 4C/ID-model. Educational Technology, Research and Development, 50(2), 39-64
Van Merriënboer, J.J.G., Kirschner, P.A., & Kester, L. (2003). Taking the load of a learners' mind: Instructional design for complex learning. Educational Psychologist, 38(1), 5-13.
Lowyck, J., Poysa, J., & van Merriënboer, J.J.G. (in press). Conditions of ICT-based design for learning communities. Technology, Instruction, Cognition and Learning.
Van Merriënboer, J.J.G., Kirschner, P.A., & Kester, L. (2003). Taking the load of a learners' mind: Instructional design for complex learning. Educational Psychologist, 38(1), 5-13.
Van Gerven, P.W.M., Paas, F.G.W.C., van Merriënboer, J.J.G., & Schmidt, H.G. (2002). Cognitive load theory and aging: Effects of worked examples on training efficiency. Learning and Instruction, 12, 87-105.
Van Merriënboer, J.J.G. (2002). De ontbrekende didactiek van E-leren [The missing didactics of e-learning]. Pedagogische Studieën, 79(6), 494-502.
Van Merriënboer, J.J.G., Clark, R.E., & De Croock, M.B.M. (2002). Blueprints for complex learning: The 4C/ID-model. Educational Technology, Research and Development, 50(2), 39-64.
Van Merriënboer, J.J.G., & De Croock, M.B.M. (2002). Performance-based ISD: 10 steps to complex learning. Performance Improvement, 41(7), 33-38.
Van Merriënboer, J.J.G., & Martens, R. (2002). Computer-based tools for instructional design. Educational Technology, Research and Development, 50(4), 5-9.
Van Merriënboer, J.J.G., Schuurman, J.G., De Croock, M.B.M., & Paas, F.G.W.C. (2002). Redirecting learners attention during training: Effects on cognitive load, transfer test performance and training efficiency. Learning and Instruction, 12, 11-37.
Van Merriënboer, J.J.G., Seel, N.M., & Kirschner, P.A. (2002). Mental models as a new foundation for instructional design. Educational Technology, 17(2), 60-66.
Camp, G., Paas, F.G.W.C., Rikers, R., & van Merriënboer, J.J.G. (2001). Dynamic problem selection in air traffic control training: A comparison between performance, mental effort and mental efficiency. Computers in Human Behavior, 17, 575-595.
Van Merriënboer, J.J.G. (2001). ID for competency-based learning: New directions for design, delivery and diagnosis. Interactive Educational Multimedia, 3, 12-26.
Van Merriënboer, J.J.G., & Kirschner, P.A. (2001). Three worlds of instructional design: State of the art and future directions. Instructional Science, 29, 429-441.
Janssen-Noordman, A., an Merriënboer, J.J.G., van der Vleuten, C., & Bouhuijs, P. (2000). Het leren van complexe taken [Learning complex tasks]. Onderzoek van Onderwijs, 29(3), 37-40.
Van Gerven, P.W.M., Paas, F.G.W.C., van Merriënboer, J.J.G., & Schmidt, H.G. (2000). Cognitive load theory and the acquisition of complex cognitive skills in the elderly: Towards an integrative framework. Educational Gerontology, 26, 503-521.
Van Merriënboer, J.J.G. (2000). The end of software training? Journal of Computer Assisted Learning, 16, 366-375.
Sweller, J., van Merriënboer, J.J.G., & Paas, F.G.W.C. (1998). Cognitive architecture and instructional design. Educational Psychology Review, 10(3), 251-296.
Gros, B., Elen, J., Kerres, M., van Merriënboer, J., & Spector, M. (1997). Instructional design and the authoring of multimedia and hypermedia systems: Does a marriage make sense? Educational Technology, january-february 1997, 48-56.
Van Merriënboer, J.J.G., De Croock, M.B.M., & Jelsma, O. (1997). The transfer paradox: Effects of contextual interference on retention and transfer performance of a complex cognitive skill. Perceptual and Motor Skills, 84, 784-786.
De Corte, E., Verschaffel, L., Entwistle, N., & van Merriënboer, J.J.G. (Eds.) (in press). Unravelling basic components and dimensions of powerful learning environments. Oxford: Elsevier Science.
Van Merriënboer, J.J.G., & Martens, R. (Eds.) (2002). Computer-based tools for instructional design. Educational Technology, Research and Development, 50(4), Special Issue.
Janssen-Noordman, A.M.B., & van Merriënboer, J.J.G. (2002). Innovatief onderwijs ontwerpen: Via leertaken naar complexe vaardigheden (Hoger Onderwijs Reeks) [Innovative instructional design: From learning tasks to complex skills]. Groningen: Wolters Noordhoff.
Van Merriënboer, J.J.G., Moerkerke, G., & Gros, B. (Eds.) (1998). Instructional Design for Problem-based Learning - Proceedings of the third workshop of the EARLI SIG Instructional Design. Maastricht, The Netherlands: Maastricht University Press.
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., & Paas, F.G.W.C. (in press). Powerful learning and the many faces of instructional design: Toward a framework for the design of powerful learning environments. In E. de Corte, L.Verschaffel, N. Entwistle, & J. van Merriënboer (Eds), Unravelling basic components and dimensions of powerful learning environments. Oxford: Elsevier Science.
Van Merriënboer, J.J.G., Bastiaens, Th., & Hoogveld, B. (in press). Instructional design for integrated e-learning. In W. Jochems, J. van Merriënboer, & R. Koper (Eds.), Integrated E-Learning. London, UK: Kogan Page.
Van Merriënboer, J.J.G., & Tabbers, H. (2002). Cognitieve belastingstheorie en multimedia-ontwerp [Cognitive load theory and multimedia design]. In A. Wald & H. Leenders (Eds.), Wat heeft onderwijsonderzoek het onderwijs te bieden? (pp. 115-117). s Gravenhage: NWO/PROO.
Van Merriënboer, J.J.G., & van Dijk, E.M.A.G. (1998). Use and misuse of taxonomies of learning: Dealing with integrated educational goals in the design of computer science curricula. In F. Mulder & T. van Weert (Eds.), Informatics in Higher Education (pp. 179-189). London: Chapman and Hall.
Van Merriënboer, J.J.G. (1998). Cognitive load theory and the design of problems in PBL. In J. van Merriënboer, G. Moerkerke & B. Gros (Eds.), Instructional Design for Problem-based Learning - Proceedings of the third workshop of the EARLI SIG Instructional Design. University of Maastricht, The Netherlands.
Dijkstra, S., & van Merriënboer, J.J.G. (1997). Plans, procedures, and theories to solve instructional design problems. In S. Dijkstra, N. Seel, F. Schott, & R.D. Tennyson (Eds.), Instructional design: International perspectives (Vol. 2). Hillsdale, NJ: Lawrence Erlbaum Associates.
Van Merriënboer, J.J.G., & Dijkstra, S. (1997). The Four-Component Instructional Design Model for training complex cognitive skills. In R. D. Tennyson, N. Seel, S. Dijkstra, & F. Schott (Eds.), Instructional Design: International Perspectives (Vol. 1). Hillsdale, NJ: Lawrence Erlbaum Associates.
Van Merrienboer, J.J.G. (1999). Cognition and multimedia design for complex learning (Inaugural Address). Heerlen, The Netherlands: Open University of the Netherlands.
CV and complete review of publications1993 - Outstanding Journal Article Award for the article Van Merriënboer, J., 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. Awarded by the Division of Instructional Design (DID) of the Association for Educational Communications and Technology.
1999 - Outstanding Book-of-the-Year Award for the book Van Merriënboer, J.J.G. (1997). Training complex cognitive skills. Englewood Cliffs, NJ: Educational Technology Publications. Awarded by the Association for Educational Communications and Technology.
2000 - World Leader in Educational Technology. Awarded by Training Magazine, November issue, featuring in the article Quiet Revolutionist.
2002 - International Contributions Award, awarded by the International Council of the Association for Educational Communications and Technology.
