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Developing task design guides through cognitive studies of expertise.

Ormerod, Thomas C. and Ridgway, J. (1999) Developing task design guides through cognitive studies of expertise. In: European Conference on Cognitive Science (ECCS99). , Sienna, Italy, pp. 401-410.

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Abstract

This paper describes two empirical studies that informed the development of a Task Wizard, a computer-based system for presenting task design guidance. Two empirical studies compared specialist task designers with experienced teachers using task design observation and task sorting paradigms. In Study 1, designers worked initially in depth and then worked in breadth before returning to depth-first development, unlike teachers who moved from working in breadth initially to working in depth. In Study 2, designers' classifications of tasks were less dominated by deep conceptual topic-based categories than were those of teachers. These results are the reverse of expert/novice differences identified in the literature and have important implications for theories of design expertise in particular, and complex problemsolving and expertise in general. The studies also provide data on task classifications, evaluative criteria, examples of good and bad designs, and design strategies and practices that informed the development of task design guides. The guides are delivered in the form of a Task Wizard, a computer-based platform for supporting production, adaptation and selection of tasks for classroom activities and examination questions.

Item Type: Contribution in Book/Report/Proceedings
Uncontrolled Keywords: Expert/novice differences ; instructional task design ; conceptual representations ; structured and opportunistic problem decomposition ; protocol analysis ; card sorts ; computer-based design guides.
Subjects: B Philosophy. Psychology. Religion > BF Psychology
Departments: Faculty of Science and Technology > Psychology
ID Code: 10570
Deposited By: Prof Tom Ormerod
Deposited On: 21 Jul 2008 11:33
Refereed?: No
Published?: Published
Last Modified: 26 Jul 2012 20:50
Identification Number:
URI: http://eprints.lancs.ac.uk/id/eprint/10570

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