Instructional design for advanced learners: training recognition skills to hasten expertise

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.

Dynamics of instructional and perceptual factors in instructional design competence development

“…One estimate is that an individual requires 10 years and 10,000 hours of explicit and deliberate practice to become expert in an applied professional skill (Ericsson, Krampe & Tesch-Römer, 1993). However, even over time, practice must increase in complexity and challenge or it can result in little to no change in true skill (Fadde, 2009). Moving learners toward greater expertise, or competence attainment in a complex, applied field, requires providing clear performance standards, with continuous practice, and standards-attentive feedback on their developing expertise (Fadde, 2009).…”

“…However, even over time, practice must increase in complexity and challenge or it can result in little to no change in true skill (Fadde, 2009). Moving learners toward greater expertise, or competence attainment in a complex, applied field, requires providing clear performance standards, with continuous practice, and standards-attentive feedback on their developing expertise (Fadde, 2009). The schematic organisation which experts develop is highly situated, dependent on its strategic context-of-application (Ross, Shafer & Klein, 2006), and it includes multiple potential strategies to solve problems (Anderson, 2000;Bereiter & Scardamalia, 1993;Bransford, Brown & Cocking, 1999;Goel & Pirolli, 1992).…”

“…Teaching and explicitly modeling expertise in any field requires the expert to make the invisible visible, to make implicit internal thinking processes explicit and apparent to learners (Fadde, 2009). Collaborative and team-based learning activities deepen intellectual development as individuals challenge one another's perspectives, through mutual inquiry and reflection (Lawrence, 2002).…”

“…Dynamic group engagement creates social spaces that facilitate inquiry, linking learners and instructors as partners in unique knowledge creation (York, 2005). In addition to the role of collaboration in learning design, collaboration is a critical skill in professional design practice (Cennamo & Kalk, 2004;Fadde, 2009;Richey, Fields & Foxon, 2001), so it is a component of design expertise.…”

“…However, this study added tools drawing from multiple paradigms of ID not addressed in those earlier studies, seen through richer data sources (e.g., observations, interviews). Examples here include the nature and role of deliberate practice (Ericsson, Krampe & Tesch-Römer, 1993;Fadde, 2009), the role of problem/task complexity (Ericsson, Rikers & Paas, 2005), the role of metacognitive processing (Flavell, 1991), and the linkages between educational activities and ID practice articulated in the learning environments (Quinn, 1992;Rose, 2002). The complex data enabled us to unlock some of the "how" and "why" of design features that contributed to the development of both demonstrated and perceived ID competence.…”