Guided Experiential Learning (GEL)
Cognitive Task Analysis-based direct instruction for education and training
In 2004, Dr. Richard Clark was asked to evaluate a number of training design systems and models focused on a learner "experience" of problems and solutions. This federally funded project (now completed) evaluated currently popular experiential learning approaches such as problem-based learning, constructivist learning and inquiry-based learning. The collaboration surrounding the controversial report on the project has resulted in several publications coauthored with colleagues in the Netherlands and Australia.
See Direct Instruction versus Constructivism Controversy in Publications and Manuscripts.
Our ongoing research in Guided Experiential Learning has resulted in a number of grants, presentations, and publications.
|Clark, R. E. (2004, 2008). Design Document for a Guided Experiential Learning Course. Submitted to satisfy contract DAAD 19-99-D-0046-0004 from TRADOC to the Institute for Creative Technologies and the Rossier School of Education, University of Southern California.|
|Clark, R. E., Yates, K., Early, S. & Moulton, K. (In Press). An analysis of the failure of electronic media and discovery-based learning: Evidence for the performance benefits of guided training methods. In K. H. Silber, & R. Foshay, (Eds.). Handbook of training and improving workplace performance, Volume I: Instructional design and training delivery. Washington, DC: International Society for Performance Improvement.|
|Clark, R.E., & Feldon, D. F. (2008). GEL, Adaptable Expertise and Transfer of Training|
|Clark, R. E. (in press). How much and what type of guidance is optimal for learning from instruction? In S. Tobias, & T. M. Duffy (Eds.), Constructivist Theory Applied to Instruction: Success or Failure? (pp. 158-183). New York: Routledge, Taylor and Francis.|