Solving Instructional Design Dilemmas to Develop a Video Enhanced Rubric with Modeling Examples to Support Mental Model Development of Complex Skills: The Viewbrics-Project Use Case

Autor/inn/en	Ackermans, Kevin; Rusman, Ellen; Brand-Gruwel, Saskia; Specht, Marcus
Titel	Solving Instructional Design Dilemmas to Develop a Video Enhanced Rubric with Modeling Examples to Support Mental Model Development of Complex Skills: The Viewbrics-Project Use Case
Quelle	In: Educational Technology Research and Development, 67 (2019) 4, S.983-1002 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ackermans, Kevin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-1629
DOI	10.1007/s11423-019-09668-1
Schlagwörter	Problem Solving; Instructional Design; Video Technology; Scoring Rubrics; Schemata (Cognition); Skill Development; Difficulty Level; Formative Evaluation; Feedback (Response); Mastery Learning; Multimedia Instruction; Learning Motivation; Secondary Schools; Foreign Countries; Netherlands + Suchen Sie Ihr Suchwort? Problemlösen; Lesson concept; Lessonplan; Unterrichtsentwurf; Scoring formulas; Auswertungsbogen; Cognition; Schema; Kognition; Kompetenzentwicklung; Qualifikationsentwicklung; Schwierigkeitsgrad; Multimediales Lernen; Motivation for studies; Lernmotivation; Sekundarschule; Ausland; Niederlande
Abstract	For learners, it can be difficult to imagine how to perform a complex skill based on textual information from solely a text-based analytic rubric. Rubrics lack (1) the contextual information needed to convey real-world attributes (2) the dynamic information (such as gesturing in the complex skill of presenting) (3) the procedural information required to support the automation of constituent skills. We propose to address the text-based rubric's deficiencies by adding video-modeling examples, self-explanation prompts, an intertwined educational- and instructional narrative, natural segmentation, and a non-verbal script. With the resulting Video Enhanced Rubric, we aim to improve the formative assessment of complex skills by fostering learner's mental model development, feedback quality, and complex skill mastery. Designing multimedia to support the formative assessment of complex skills using can cause dilemmas for instructional designers. For example, is learner control needed to foster intrinsic motivation or is it deemed to create extraneous cognitive load? Is it wise to use a video modeling example of peer-aged learners when the model does not display perfect performance? We found seven dilemmas around proven complex skill development, motivational design, and multimedia design guidelines. This paper presents a theoretical contribution to instructional design by introducing a framework to address dilemmas regarding such design dilemmas. As a practical contribution, we support educational researchers and practitioners by presenting six practical guidelines for designing a Video Enhanced Rubric. A use case of the Viewbrics-project provides insight into the practical application of the framework within the context of Dutch pre-university education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01