ABSTRACT
This chapter discusses methods for the sequencing of task classes that define simple-to-complex categories of learning tasks. For each task class, the characteristics or features of the learning tasks belonging to it need to be specified. The progression of task classes—filled with learning tasks—provides a global outline of the training program. The chapter discusses whole-task sequencing for defining task classes, including simplifying conditions, emphasis manipulation, and knowledge progression methods. All of these methods start the training program with a task class containing whole tasks representative for the simplest tasks encountered in the real world. The chapter also discusses the issue of learner support for tasks within the same task class. Whereas learning tasks within the same task class are equally complex, a high level of support is typically available for the first learning task. The chapter then discusses part-task sequencing. It then explains the realization of individualized learning trajectories.
