ABSTRACT
This conclusion presents some closing thoughts on the key concepts discussed in the preceding chapters of this book. The book describes the Ten Steps to Complex Learning. It discusses the main aims of the model, the four blueprint components, and the Ten Steps for developing educational blueprints based on the four components. The book then describes the teaching of domain-general skills and programmatic assessment in educational programs based on the Ten Steps. It also discusses the position of the Ten Steps in the current field of instructional design and education and sketches some directions for the model's further development. The book introduces the concept of 'double-blended learning' as a promising approach, combining both online and face-to-face activities and learning in the educational setting and the workplace. The Ten Steps shares its focus on real-life tasks as the basis for designing learning tasks with established educational models such as problem-based learning, project-based learning, and the case method.
