HCD.6:4.2 - Build a Sufficiently Whole Task

1. Give the task a real purpose. State the situation, result recipient, decision or operation, intended work product, and what happens next when the result is acceptable.
2. Include the relations that elicit the target action. Supply the facts, comparisons, interfaces, alternative explanations, configuration identifiers, constraints, or specialist-return conditions that make the selected Method relevant.
3. Make the human contribution visible. State what the person must notice, choose, calculate, explain, adapt, coordinate, check, or return. Preserve what references, AI, tools, peers, and specialists may contribute.
4. Declare success and critical error before the attempt. Use target-domain criteria. Include warranted uncertainty and stopping conditions; a polished answer cannot compensate for a critical mismatch.
5. Remove irrelevant burden. Omit production detail that changes neither the target action nor its interpretation. When realism introduces another independently limiting contribution, prepare it, support it, or split the practice purpose.
6. Keep the result feasible. Fit the case, feedback, correction, and retry inside the declared learner and provider resources. A case too large for the available observation window returns for redesign rather than silently extending the programme.

Show what encompassing work is being performed through the target action during the attempt. A practice task can isolate a weak intermediate contribution, but it must also prepare the combination in which that contribution is needed. For a dancer whose strength and figure recall are already adequate, suitable reduced-demand practice can develop balance during rotation. Returning to the figure then tests coordination with its timing and other movements. Select variations that change that coordination; listing more figure names supplies no such test. State which assistance is available during practice and which will be available during later performance. FPF B.1.5.EW helps recover this vertical; the dance Method, not the framework example, determines the exercise and acceptable result.

When the task presupposes a distinction the learner cannot yet notice, HCD.6.1 helps construct an accessible encounter, vary a misleading cue and connect the noticed difference to action. Incorporate that attempt into the task and return to the whole contribution. A preparatory encounter need not remain a step of later performance.