In chapter fifteen, Clark and Mayer (2011) discuss the concept behind building thinking

skills for e-Learning. An essential question for the reader - can thinking skills be trained?
Employers need employees who are capable of thinking critically. Thinking skills training
programs are utilized in the workforce to provide employees with skills needed to problem solve.
Clark and Mayer (2011) provide examples how individuals can be challenged with job-specific
scenarios using a whole-task course design. A whole-task course design is centered around
solving a problem closely related to what the user would see in their actual work environment. A
whole-task course can be designed using part-task instruction or whole-task instruction. With
part-task instruction, the content is divided into segments (Clark and Mayer, 2011, p. 345).
Whole-task instruction centers around a problem, provides guided learning, and provides an
inductive approach to learning (Clark and Mayer, 2011, p. 350). Incorporating part-task
instruction with whole-task instruction could also prove to be beneficial for the learner. Towards
the end of chapter fifteen, Clark and Mayer (2011) summarize a method called structured expert
sessions. In one example, experts such as head nurses are interviewed to determine the most
difficult aspects of their job. Their feedback was used to plan an intensive care nursing problemsolving training (Clark and Mayer, 2011, p. 362).
This chapter provides valuable information for course designers. This chapter could also
prove to be beneficial for instructors evaluating a training program. In todays society, building
thinking skills for learners is important. An employee is more valuable to the employer if they
are able to quickly adapt, and problem solving is a desired trait for many jobs. For the ISD
project, this information will be valuable when determining the instructional design. Activities
should be based on real-world scenarios. For each lesson, the learners should be responsible for
observing, analyzing, describing, and acting (Clark and Mayer, 2011, p. 359). After graduation, I

would like to obtain a position outside of the classroom as an Instructional Technology

Facilitator. I could use this information when planning for professional development offerings. I
would also like to obtain a position possibly teaching online classes for a college. When
deciding how to build my course, I would have to keep in mind the concepts covered in chapter
fifteen.

References
Clark, R. C., & Mayer, R. E. (2011). E-learning and the science of instruction: Proven
guidelines for consumers and designers of multimedia learning. San Francisco, CA:
Pfeiffer.