In the past, engineering programmes were developed with separate technical learning outcomes supplemented by generic attributes. The latter were in most cases a standalone set of attributes developed by academic institutions or professional societies overseeing engineering accreditation processes. Although the technical learning outcomes were well…

A discussion of the role of task analysis in theory of instruction and theory of learning set within the broader context of theory of knowledge. (HB)

This paper analyses new methods of teaching skiing in terms of a computational paradigm for learning called increasingly complex microworlds (ICM). Examining the factors that underlie the dramatic enhancement of the learning of skiing led to the focus on the processes of simplification, debugging, and coaching. These three processes are studied in…

The authors argue against the current view of task analysis which assumes that learning is a univariant process. They feel that learning is a multivariant process and that task analysis should also take into consideration an analysis of the learning task, the cognitive processes which affect the acquisition of the learning task, and the learner's…