ID for Competency−based Learning: New Directions for Design, Delivery and Diagnosis

Jeroen J.G. van Merriënboer

Abstract


Currently, there is a clear trend towards competency−based learning. But Instructional Design models provide yet little guidance for the development of such competency−based instructional systems. It is argued that rich, realistic learning tasks are always at the heart of competency−based learning. From this starting point, nine directions for a new paradigm of Instructional Design are presented: Three directions pertain to the design of learning tasks; three directions pertain to the delivery of those tasks and learning resources in multimedia learning environments, and three directions pertain to the diagnosis of learners' progress.

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