The article "Taking the Load Off a Learner’s Mind: Instructional Design for Complex Learning" by Jeroen J. G. van Merriënboer, Paul A. Kirschner, and Liesbeth Kester discusses the challenges of integrating knowledge, skills, and attitudes in complex learning tasks and the importance of managing cognitive load to facilitate effective learning. The authors emphasize the need for authentic learning tasks but highlight that these tasks can be overwhelming due to their complexity. They propose a framework for scaffolding practice and just-in-time information presentation to control cognitive load effectively. The article outlines two main approaches for scaffolding whole-task practice: simple-to-complex sequencing and the use of alternative tasks such as worked-out examples and completion tasks. These methods help learners gradually build up their skills and reduce the intrinsic cognitive load associated with complex tasks. Additionally, the authors discuss the importance of just-in-time information presentation, where learners receive necessary information when they need it during task performance to minimize extraneous cognitive load. The article also introduces a design model for complex learning, known as the 4C/ID model, which consists of four components: learning tasks, supportive information, procedural information, and part-task practice. This model is designed to align with cognitive load theory (CLT) and provide a structured approach to instructional design. The authors conclude by discussing the theoretical and practical implications of their framework, emphasizing the importance of managing cognitive load to enhance learning outcomes.The article "Taking the Load Off a Learner’s Mind: Instructional Design for Complex Learning" by Jeroen J. G. van Merriënboer, Paul A. Kirschner, and Liesbeth Kester discusses the challenges of integrating knowledge, skills, and attitudes in complex learning tasks and the importance of managing cognitive load to facilitate effective learning. The authors emphasize the need for authentic learning tasks but highlight that these tasks can be overwhelming due to their complexity. They propose a framework for scaffolding practice and just-in-time information presentation to control cognitive load effectively. The article outlines two main approaches for scaffolding whole-task practice: simple-to-complex sequencing and the use of alternative tasks such as worked-out examples and completion tasks. These methods help learners gradually build up their skills and reduce the intrinsic cognitive load associated with complex tasks. Additionally, the authors discuss the importance of just-in-time information presentation, where learners receive necessary information when they need it during task performance to minimize extraneous cognitive load. The article also introduces a design model for complex learning, known as the 4C/ID model, which consists of four components: learning tasks, supportive information, procedural information, and part-task practice. This model is designed to align with cognitive load theory (CLT) and provide a structured approach to instructional design. The authors conclude by discussing the theoretical and practical implications of their framework, emphasizing the importance of managing cognitive load to enhance learning outcomes.