ABSTRACT
This chapter presents guidelines for the design of learning tasks, the first design component of the Ten Steps and basic to it. It is the pebble that is cast in the pond. The chapter describes how real-life tasks serve as the basis for designing learning tasks. It discusses how learners perform these tasks in real and/or simulated task environments. The chapter shows the importance of using a varied set of learning tasks is emphasized. It explains the concepts of built-in task support and problem-solving guidance. The chapter discusses, in order, learning tasks with different levels of built-in support, including conventional tasks, imitation tasks, and cases, among others, and different approaches to give problem-solving guidance to learners who are working on the tasks. It also explains the principle that both support and guidance should be diminished in a process of scaffolding as learners acquire more expertise. There is a strict necessity for scaffolding due to the expertise reversal effect.
