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Instructional Design for Advanced Learners: Establishing
Connections between the Theoretical Frameworks of
Cognitive Load and Deliberate Practice
Citation for published version (APA):
Van Gog, T., Ericsson, K. A., Rikers, R., & Paas, F. (2005). Instructional Design for Advanced Learners:
Establishing Connections between the Theoretical Frameworks of Cognitive Load and Deliberate Practice.
Educational Technology, Research and Development, 53(3), 73-81. https://doi.org/10.1007/BF02504799
DOI:
10.1007/BF02504799
Document status and date:
Published: 01/09/2005
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Instructional Design for Advanced Learners: Establishing Connections between the
Theoretical Frameworks of Cognitive Load and Deliberate Practice
Tamara van Gog
1
, K. Anders Ericsson
2
, Remy M. J. P. Rikers
3
and Fred Paas
1
1
Educational Technology Expertise Center, Open University of the Netherlands
2
Psychology Department at Florida State University, Florida, USA
3
Psychology Department at Erasmus University Rotterdam, The Netherlands
Cognitive load theory (CLT) has been successful in identifying instructional formats that are
more effective and efficient than conventional problem solving in the initial, novice phase of
skill acquisition. However, recent findings regarding the “expertise reversal effect” have
begun to stimulate cognitive load theorists to broaden their horizon to the question of how
instructional design should be altered as a learner's knowledge increases. To answer this
question, it is important to understand how expertise is acquired and what fosters its
development. Expert performance research, and, in particular, the theoretical framework of
deliberate practice have given us a better understanding of the principles and activities that are
essential in order to excel in a domain. This article explores how these activities and
principles can be used to design instructional formats based on CLT for higher levels of skills
mastery. The value of these formats for e-learning environments in which learning tasks can
be adaptively selected on the basis of online assessments of the learner's level of expertise is
discussed.
Educational Technology Research and Development, 53(3), 73-81
http://www.springerlink.com/content/q813420202j4n811/
© 2005 Springer, all rights reserved