Instructional Design Principles for High-Stakes Problem Solving Environments

Introduction: Problem solving in high-stakes learning environments.- Part 1 Theoretical Foundations.- 1 Human cognitive architecture through the lens of cognitive load theory.- 2 Expertise and problem solving in high-stakes environments.- Part 2 High-Stakes Domains.- 3  Problem solving in the security context.- 4 Mental processes in emergency medicine.- 5 Decision making in Aviation.- 6 Developing expertise in the context of mental health.- 7 Design problem in engineering.- Part 3 Design and Analysis.- 8 Understanding the learners.- 9 Conducting Task Analysis.- 10 On the design of instruction and assessment.- 11 Evaluating the effectiveness of instructional methods.- 12 Conclusion: Future considerations for designing instructions in High-Stakes learning environments.

Chwee Beng Lee's excellence in research is reflected in her publication track record, which includes over 50 peer-reviewed journal articles and book chapters in related fields. She has served as a consultant to the SAFTI Military Institute (Singapore Armed Forces) and has trained a large number of military officers in the areas of instructional design, task analysis, performance analysis, evaluation methods and new media in teaching pedagogy. She has designed and taught graduate level courses on instructional design theory, needs analysis, learner analysis, cognitive task analysis, problem solving, evaluation and assessments.
José Hanham is an academic specialising in the educational sciences, particularly instructional design, group dynamics, human motivation and digital technologies. He has worked on a number on industry-funded projects and his research output has been published in leading educational journals, such as Educational Psychology Review and Learning and Instruction. He employs a range of research methods including large-scale quantitative studies, survey design, and experimental design, as well as qualitative methods, such as interviews.
Jimmie Leppink has authored more than 70 peer-reviewed publications on a variety of topics including instructional design, cognitive load theory, program evaluation, and self-regulated learning, as well as the application of quantitative methods in education, psychology, management, and the broader social science context. He has been an Editorial Board member for the international peer-reviewed journals Perspectives on Medical Education, BioMed Central (BMC) Medical Education and Health Professions Education.