Download Accelerated Expertise: Training for High Proficiency in a by Paul J. Feltovich, Robert R. Hoffman, Paul Ward, Lia PDF

By Paul J. Feltovich, Robert R. Hoffman, Paul Ward, Lia DiBello, Stephen M. Fiore, Dee H. Andrews

Pace in buying the information and talents to accomplish projects is essential. but, it nonetheless in general takes decades to accomplish excessive talent in numerous jobs and professions, in govt, enterprise, undefined, and in the course of the deepest region. There will be nice benefits if regimens of teaching should be demonstrated that can speed up the fulfillment of excessive degrees of skillability. This ebook discusses the build of sped up studying. It encompasses a evaluation of the learn literature on studying acquisition and retention, specialize in setting up what works, and why. This contains numerous demonstrations of sped up studying, with particular rules, plans and roadmaps for doing so. The impetus for the publication used to be a tasking from the safeguard technology and expertise Advisory staff, that is the head point technology and know-how policy-making panel within the division of protection. even if, the e-book makes use of either army and non-military exemplar case studies.

It is probably going that tools for acceleration will leverage applied sciences and services together with digital education, cross-training, education throughout strategic and tactical degrees, and coaching for resilience and adaptivity.

This quantity offers a wealth of knowledge and counsel for these drawn to the concept that or phenomenon of "accelerating learning" in schooling, education, psychology, academia quite often, executive, army, or industry.(less)

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Junior, senior). 6 describes the skill factors definitive of each level on the scale. Although much research has focused on performance at the level of the expert, we must repeatedly regain focus on a proficiency scale that begins at the novice level but explicitly considers the apprentice-level and intermediate journeyman categories. A scale in which the category of “novice” —as a person who knows next to nothing about a domain—is not nearly as pertinent as the concept of the junior journeyman.

We tap this literature in the chapters in this book. If there can be any one generalization about the science of training and instructional design and in which we can be confident, it is this: Generalization is difficult. This chapter provides an overview of some of the important findings concerning training and practice. We present a synopsis rather than exhaustive review of the state-ofthe-science about promoting and accelerating learning. Before we commence, we should note that what is currently known has often been elucidated from studies on academic laboratory tasks, which tend to be simple and brief relative to the tasks conducted in domains of expertise.

The semi-structured interviews confirmed that the best “lessons learned” were in situations that placed new demands on the worker. , Feltovich, Spiro, & Coulson, 1989; Feltovich, Coulson, & Spiro, 2001). That research identified characteristics of problems that cause cognitive difficulty for learners, but not so much for experts. It also revealed how people respond to these elements of difficulty in learning and in the application of knowledge. The research was initially driven by the identification of important biomedical science concepts that routinely cause difficulty among students for learning, understanding and application.

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