Instructional design for advanced learners: training recognition skills to hasten expertise |
| |
Authors: | Peter Jae Fadde |
| |
Institution: | (1) College of Education and Human Services, Department of Curriculum and Instruction, Southern Illinois University-Carbondale, 625 Wham Drive/Mailcode 4610, Carbondale, IL 62901, USA |
| |
Abstract: | Expertise in domains ranging from sports to surgery involves a process of recognition-primed decision-making (RPD) in which
experts make rapid, intuitive decisions based on recognizing critical features of dynamic performance situations. While the
development of expert RPD is assumed to require years of domain experience, the transition from competence to expertise may
potentially be hastened by training that specifically targets the recognition aspect of RPD. This article describes a recognition training approach that is based on expertise theories, research findings,
and laboratory measurement techniques. This approach repurposes laboratory research tasks as deliberate practice training
tasks. Although pioneered in sports expertise research, this approach is appropriate for pre-service and in-service professionals
in a wide range of domains that involve rapid, recognition-primed decision-making.
Peter Jae Fadde
is Assistant Professor of Instructional Technology and Instructional Design in the Department of Curriculum and Instruction
within the College of Education and Human Services at Southern Illinois University-Carbondale and co-coordinator of the Collaboratory
for Interactive Learning Research at SIU-C. |
| |
Keywords: | Advanced learning Expertise Instructional design Performance Recognition-primed decision-making Training |
本文献已被 SpringerLink 等数据库收录! |
|