Relevant bibliographies by topics / Dreyfus Model of Skills Acquisition

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  2. Dissertations / Theses
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Academic literature on the topic 'Dreyfus Model of Skills Acquisition'

Author: Grafiati
Published: 4 June 2021
Last updated: 7 February 2022

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Journal articles on the topic "Dreyfus Model of Skills Acquisition"

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Chukwuedo, Samson Onyeluka, and Theresa Chinyere Ogbuanya. "Potential pathways for proficiency training in computer maintenance technology among prospective electronic technology education graduates." Education + Training 62, no. 2 (January 1, 2020): 100–115. http://dx.doi.org/10.1108/et-07-2019-0146.

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Purpose The purpose of this paper is to investigate the cause–effect relationship between vocational support and the levels of acquisition of practical skills via learning self-efficacy during a training intervention in computer maintenance technology among vocational electronic technology students. Design/methodology/approach Quasi-experimental research was employed. The participants were 84 undergraduates of vocational electronic technology education in Nigeria. The study applied the modified stages of the Dreyfus model of skills acquisition as the training model. The study proposed a four-simple mediation models based on the first four stages of the modified Dreyfus model of skills acquisition (namely, novice, advanced beginner, competent and proficient stages) via practical skills learning self-efficacy. Findings The result showed significant effects of perceived vocational support in practical skills training on the levels of acquisition of practical skills in computer maintenance technology. Learning self-efficacy mediated the relationship between perceived vocational support and three levels of practical skills acquisition (advanced beginner, competent and proficient). Research limitations/implications All possible mediation pathways were not covered in this study. However, the study x-rayed the tendency of pathways in training intervention in vocational education and allied fields of study. Practical implications This study has empirically provided evidence to support the Dreyfus model of skills acquisition, as a plausible practical skills training model. Hence, the study can serve as a model for other researchers for replication in other fields of study. Originality/value To the authors’ knowledge, this is the first study that revealed potential pathways in work-related practical skills training interventions. The study has also validated the Dreyfus model as a potential skill acquisition model for practical skills training.
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Maddy, Luther, and LaChelle Rosenbaum. "Determining leadership levels with the Dreyfus model." Journal of Workplace Learning 30, no. 8 (November 16, 2018): 626–39. http://dx.doi.org/10.1108/jwl-11-2017-0100.

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Purpose To effectively develop leaders, human resources and career development professionals need an effective method of determining leadership skill levels. For example, sending a novice leader to training meant for experts would likely be ineffective and frustrating for both the instructor and individual. Promoting a novice leader to a position requiring expert leadership skills could be disastrous. The purpose of this study was to determine if the Dreyfus (2004) model of skills acquisition could be applied to general leadership. Design/methodology/approach A total of 124 surveys were collected from five employers. Participants self-assessed their leadership skill level from novice to expert using Dreyfus level descriptions in 18 leadership self-efficacy dimensions identified by Anderson, Krajewski, Goffin and Jackson (2008). For comparison, leadership self-efficacy (LSE) was also measured with a self-assessment of proficiency in 88 specific leadership and management behaviors also identified in the Anderson et al. (2008) study. Findings Pearson correlation coefficient computations between total LSE and average Dreyfus level dimensions reported a strong positive correlation [r (124) = 0.644, p < 0.001] between total leadership self-efficacy and the average participant Dreyfus level self-assessments in each of the 18 leadership self-efficacy dimensions. Of the 18 LSE dimensions participants assessed their skill levels, 4 were found to be significant predictors of LSE [F (4,119) = 67.6887, p < 0.001] with an R2 = 0.482. Predicted leadership self-efficacy is equal to 187.14 + 16.327 (Project Credibility) + 8.046 (Mentor) + 6.971 (Build) + 9.342 (Solve). Research limitations/implications The majority of the individuals in the sample in this research study were from one employer, a local college (n = 88). The entire sample was from one small, somewhat isolated community. The majority of this sample was female (n = 81, 65 per cent) and white (n = 118, 95.2 per cent). A larger and more diverse sample may provide differing results. It also possible that other factors affected overall LSE, but using that score as a comparison, a clear correlation was shown between LSE and Dreyfus levels. Practical implications Based on the results of this study an individual who self-categorizes his or her leadership skill as novice, advanced beginner, competent, proficient or expert is likely correct. Should the findings of this study prove generalizable, an individual’s perceived leadership skill level could be closely approximated with a simple, four-item instrument. Originality/value The concept of leadership levels has appeared in many studies and popular press publications. However, quantifying leadership skill levels or determining an individual’s leadership level has not been often addressed. This study attempts to apply a skills acquisition model and apply it to general leadership. The results appear to show that leadership levels can be quantified and accurately self-determined. This study also attempted to validate a leadership self-efficacy model.
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Astakhov, Sergey. "Phenomenology vs Symbolic AI: Hubert Dreyfus’s Philosophy of Skill Acquisition." Philosophical Literary Journal Logos 30, no. 2 (2020): 157–93. http://dx.doi.org/10.22394/0869-5377-2020-2-157-190.

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A conflict between artificial intelligence (AI) researchers and phenomenologist Hubert Dreyfus arose in the 1960s and continued until the 2000s. The creators of the first AI programs believed that skill acquisition is a matter of solving problems by using particular mental representations,or heuristics. Dreyfus set out to prove that heuristics are not needed for skill acquisition because the human mind and body are capable of reacting to problematic situations in a flexible way without any mental representations. By clarifying the backstory of the conflict and analyzing the fundamental contradictions between the two theories of skill, the article shows how the phenomenology of skill acquisition originated from a critique of symbolic AI. Dreyfus developed his understanding of interconnections between mind and body in opposition to the associationism in the theories of Herbert Simon, Allen Newell and Edward Feigenbaum. He maintained that human beings have fringe consciousness, insight and tolerance of ambiguity and that they have a specific body structure and needs which make it possible to discriminate between relevant and irrelevant features in the environment and get a maximum grip of it. The author analyzes how theories of learning created within symbolic AI influenced Dreyfus’s five-stage model of skill acquisition. That model explained why programs by Simon and his colleagues achieved initial success, but it also exposed their limitations. To clarify the teleology of skill, Dreyfus explored how the idea of motor intentionality is connected with neural network modelling. Two perspectives on the role of Dreyfus in the history of AI are outlined together with the reasons why his philosophy had almost no effect on the AI community even though it was influential in the social sciences and humanities. Finally, current challenges facing the phenomenology of skill acquisition are explored.
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Vanderburg, Willem H. "The Human Skill-Acquisition Model of Stuart Dreyfus." Bulletin of Science, Technology & Society 24, no. 3 (June 2004): 175–76. http://dx.doi.org/10.1177/0270467604264946.

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Peña, Adolfo. "The Dreyfus model of clinical problem-solving skills acquisition: a critical perspective." Medical Education Online 15, no. 1 (January 2010): 4846. http://dx.doi.org/10.3402/meo.v15i0.4846.

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Piryani, Rano M., P. Ravi Shankar, Trilok P. Thapa, Bal M. Karki, Rishi K. Kafle, Mahesh P. Khakurel, and Shital Bhandary. "Introduction of structured physical examination skills to second year undergraduate medical students." F1000Research 2 (January 16, 2013): 16. http://dx.doi.org/10.12688/f1000research.2-16.v1.

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Introduction: Effective learning of physical examination skills (PES) requires suitable teaching and learning techniques and assessment methods. The Tribhuvan University (Nepal) curriculum recommends involving the departments of Medicine and Surgery in PES training (PEST) for second year students as a part of early clinical exposure. The project was developed to make teaching/learning of PES structured, involving eight clinical sciences departments and using appropriate methods for teaching and assessment in KIST Medical College, Nepal.Methods: Irby’s three stages of clinical teaching model (Preparation, Teaching, Reflection), was applied for teaching. Skill acquisition was based on Millers’ learning pyramid at “show how level” and Dreyfus’ competency model at “competent level”. Teaching/learning was conducted in small groups. A tutorial, demonstration and practice (TDS) model was developed for teaching/learning techniques based on a simple five-step method for teaching clinical skills. Assessment of effectiveness of training was done at “reaction level” as per Kirkpatrick’s model based on students’ feedback, “shows how level” as per Miller’s pyramid of learning by OSCE and “competent level” as per Dreyfus’ model using retro-pre questionnaire.Results: The analysis of retro-pre questionnaire based on the Dreyfus model found the average skill score (max score 184), before the introduction of the project module as 15.9 (median = 13.5) and after as 116.5 (median = 116). A paired t-test showed the difference to be statistically significant (100.5±23 and 95% CI 95.45 – 105.59). The average overall feedback score for the students on PES training based on seven items on a five point Likert scale was found to be 4.30. The mean total objective structured clinical examination (OSCE) score was 3.77 (SD+/- 0.33) out of 5; 80% of students scored more than 70%.Conclusion: Students learned most of the skills with the implementation of the structured PES module and did well in the OSCE. Students and faculty were satisfied with the training and assessment.
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Benner, Patricia. "Using the Dreyfus Model of Skill Acquisition to Describe and Interpret Skill Acquisition and Clinical Judgment in Nursing Practice and Education." Bulletin of Science, Technology & Society 24, no. 3 (June 2004): 188–99. http://dx.doi.org/10.1177/0270467604265061.

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Ogbuanya, Theresa Chinyere, and Samson Onyeluka Chukwuedo. "Career-training mentorship intervention via the Dreyfus model: Implication for career behaviors and practical skills acquisition in vocational electronic technology." Journal of Vocational Behavior 103 (December 2017): 88–105. http://dx.doi.org/10.1016/j.jvb.2017.09.002.

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Hall-Ellis, Sylvia D., and Deborah S. Grealy. "The Dreyfus Model of Skill Acquisition: A Career Development Framework for Succession Planning and Management in Academic Libraries." College & Research Libraries 74, no. 6 (November 1, 2013): 587–603. http://dx.doi.org/10.5860/crl12-349.

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Succession planning and management are critical parts of strategic planning for libraries in the twenty-first century. Making certain that the right people are in place with the prerequisite training and experience to assume leadership positions is a vital part of strategic planning and talent management in libraries that rely on teams of people working in flatter structures and greater accountability. The Dreyfus Model of Skill Acquisition framework suggests that mentoring, coaching, and professional development empower staff for movement up organizational career ladders as part of succession planning and management. To maximize human capital, administrators need to determine skill development levels among staff so that they can identify skill “gaps” internally, create new career ladders, identify emerging stars, and enhance evidence of values for staff contributions.
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Field, Alexander. "Understanding the Dreyfus model of skill acquisition to improve ultrasound training for obstetrics and gynaecology trainees." Ultrasound 22, no. 2 (February 6, 2014): 118–22. http://dx.doi.org/10.1177/1742271x14521125.

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Dissertations / Theses on the topic "Dreyfus Model of Skills Acquisition"

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West, Sumaya. "From novice to expert: assessment of the levels of expertise of South African Chartered Accountants and Auditors in an academic and professional programme using the Dreyfus's Five-Stage Model of Skills Acquisition." Master's thesis, University of Cape Town, 2016. http://hdl.handle.net/11427/24510.

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Knowledge in professional and business related courses are grounded in real-world business contexts, which influence the theoretical aspects of an academic programme. Most students in South Africa lack prior business and auditing knowledge, which makes it difficult for them to transfer the theoretical business knowledge, skills and attributes acquired in an educational setting, to the workplace setting. The challenge for auditing educators is to facilitate the acquisition and transfer of theoretical auditing knowledge in preparation of and application for the workplace. Research studies suggest that there is a key dilemma within continuing professional education and development, which mainly relates to the tension between the academic knowledge, skills and attributes and the knowledge, skills and attributes required in professional auditing practice. The purpose of this qualitative study was to assess and compare the development of professional competencies and related expertise of different individuals at different stages in their professional auditing careers. The Dreyfus's five-stage model of skill acquisition (Dreyfus's model) offers a useful theoretical framework for understanding how individuals acquire knowledge and skills through formal instruction and experience. The five stages of the Dreyfus model are identified as novice, advanced beginner, competent, proficient and expert. In this study, the adapted Dreyfus's model was used to assess the knowledge and skills needed of auditors at various stages in an academic and professional training programme in South Africa. Using ten semi-structured interviews, this study highlights the differences in the levels of expertise between experienced auditors and auditors at the novice stage of proficiency. Participants in this study included audit graduates, audit trainees and audit managers. The study found that there were distinct stages in skills development, generally in line with those suggested by the Dreyfus's model, and that there were major shifts in individuals' practice with the development of professional expertise. Central to the movement from one stage to the next is the way in which meaningful connections are made between what is already known (theory) and its application (practice). In developing a framework for understanding what auditing knowledge, skills and experiences are required at various stages, this study informs further development plans for educational workplace settings that are specifically designed for individuals to progress from one developmental stage to another.
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Alowedi, Noha. "Developing A Translator Career Path: a New Approach to In-House Translator Development Evaluation." Kent State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=kent1446784750.

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Skelton, Evan Ann. "Acquisition of a Social Problem Solving Method by Caregivers in the Foster Care System: Evaluation and Implications." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5127.

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All youth are faced with many social issues and problems on a daily basis, and youth in foster care are often less equipped than their peers to make good decisions for themselves. The SODAS problem solving method is a component of the Transition to Independence Process (TIP) model and is intended for personnel to use with youth to help them make better decisions when faced with difficult situations. The SODAS method is designed to guide youth through a problem solving method for a current situation, and over time to acquire improved problem solving skills. Three caregivers at a group facility for youth in foster care were trained in the use of the SODAS method using Behavioral Skills Training (BST) and were evaluated by the researchers in their use of SODAS in simulated role plays with the researchers and with youth participants to test for generalization of the SODAS method to novel situations. Results showed substantial improvement of caregiver application of the steps on the SODAS method from baseline to the post-training condition when researchers simulated the youth's role. Results also showed that caregiver proficiency generalized to novel situations presented by youth participants during their role play probes.
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Bridges, Dwan Marie. "A comparison of the effects of self-as-a-model and model-talk on the acquisition, maintenance, and generalization of gross motor skills by preschoolers who are developmentally delayed /." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487777901658834.

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Wong, Anni Ching-Man. "The influence of Picture Word Inductive Model on kindergarten students' development of literacy skills." 2009. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=958025&T=F.

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Dilrajh, Kamla Moonsamy. "Fasilitering van leer in kommunikatiewe T²-Afrikaanstaalonderrig." Diss., 1998. http://hdl.handle.net/10500/18009.

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Summaries in Afrikaans and English
In die studie is daar gepoog om aan te toon waarom die ondervindingsmod~l vir taalleer die aangewese model vir effektiewe tweedetaalleer is. Die kommunikatiewe onderrigbenaderingswyse, onderhandeling in die klaskamer en die belangrikheid van die prosessillabus in tweedetaalverwerwing is bespreek. Die taalonderwyser se rot as fasiliteerder van leer in kommunikatiewe FAfrikaanstaalonderrig in die interaktiewe klaskamer met klem op leerdergesentreerde onderrig is uiteengesit. Daar is verder aangetoon dat daar ten opsigte van die rot van die onderwyser 'n paradigmatiese verskuiwing moet plaasvind, veral noudat beginsels van uitkomsgebaseerde onderrig wat deel van kurrikulum 2005 vorm, in 1998/1999 in aile Suid-Afrikaanse skole ingestel is. Die onderwyser is nou 'n fasiliteerder van kennis, nie 'n oordraer daarvan nie. Belangrike aspekte van leer wat leerders se tweedetaalleer be'invloed, is bespreek, byvoorbeeld klaskamerkommunikasie, fasilitering, suggestopedia, faktore wat begrip van leerstof be'invloed, onderwyser - en leerdergedragswyses, positiewe /eeratmosfeer, behandeling van leerderfoute, Jeerderpersepsies, kommunikatiewe strategiee en evalueringsmetodes. 'n Verskeidenheid taallesse wat op T2-Afrikaans en die T2-taalklaskamer betrekking het, en wat verskillende onderrigteoriee, uitkomsgebaseerde onderrig en die ses taalvaardighede integreer, word in hoofstuk 5 ge'illustreer.
In this study it is shown why the discovery model of language learning is the appropriate model for effective language learning. The communicative teaching approach, classroom-negotiation and the importance of the process syllabus in second language acquisition is discussed. The language teacher's role as facilitator of learning, in communicative L2 - Afrikaans language teaching in the interactive classroom with a learner-centered focus is explained. It is further shown that the role of the teacher must undergo a paradigm shift especially now that principles of outcomes based education which forms part of curriculum 2005 has been introduced into all schools in South Africa in 1998/1999. The teacher is now a facilitator of knowledge and not a transmitter thereof. Important aspects of learning that influence learners' second language learning are discussed, for example classroom communication, facilitation, suggestopedia, factors that influence the understanding of subject matter, teacher and learner behaviours, positive learning atmosphere, treatment of Ieamer errors, learner perceptions, communicative strategies and methods of evaluation. A variety of language lessons which integrate various teaching theories, outcomes based education and the six language learning skills which are related to L 2-Afrikaans and the L 2-classroom are illustrated in Chapter 5.
Afrikaans and Theory of Literature
M.A. (Afrikaans)
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Books on the topic "Dreyfus Model of Skills Acquisition"

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Spaliviero, Camilla. Educazione letteraria e didattica della letteratura. Venice: Fondazione Università Ca’ Foscari, 2020. http://dx.doi.org/10.30687/978-88-6969-464-6.

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Literary education and language education are connected by a relationship of mutual exchange. On the one hand, without the mastery of appropriate language skills it is impossible to grasp the complexity of literary works. On the other, improving language competence is one of the multiple aims of literary education. Moreover, considering the current multicultural dimension of the Italian school system, teaching literature from an intercultural perspective provides an opportunity to foster the development of relational skills while discussing the meaning of the works. In this scenario, we explore the state of the art of literary education and the teaching of literature in Italy and we consider their implications with language education, intercultural education, and intercultural communication. Furthermore, we present both a model of literary and intercultural communicative competence and a hermeneutic and relational method, also aimed at improving language acquisition and promoting intercultural awareness. In our view, literary and intercultural communicative competence makes it possible to communicate effectively in events where the language is spoken in order to understand literary texts, to identify the original meanings, to discuss their significance from the students’ current perspective, and to formulate critical judgements. The aim of the volume is to offer content and methodological resources for the teaching of literature that can impact positively on the development of language and relational skills. Thus, we draw up some guidelines aimed at increasing students’ motivation for studying the works, fostering their active participation and allowing literature to preserve its educational function.
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Dreyfus, Hubert L. On Expertise and Embodiment. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198806639.003.0007.

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This chapter discusses the role of the body in the constitution and development of expertise. It begins by briefly presenting the five-stage model of expertise, developed by Dreyfus and Dreyfus. The main argument here is that we acquire our everyday coping skills in five stages, going through which we develop increasingly refined discriminations in our everyday experience. The chapter then seeks a better understanding of the role of embodiment in skill acquisition and, for this purpose, turns to phenomenological thinkers like Heidegger, Merlau-Ponty, and Todes. Heidegger has very little to say about embodiment, while Merlau-Ponty accords the body an important role in perceiving and dealing with the world. The phenomenological account is concluded with exploring the work of Todes, for whom the particular structure and capacities of the human body provide culturally invariant conditions for the intelligibility of human forms of life.
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Dräbing, Verena, and Moira Nelson. Addressing Human Capital Risks and the Role of Institutional Complementarities. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198790488.003.0011.

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Human capital investments are at the core of the SIA. In the knowledge-based service economy, the SIA is a promising model for how to ensure economic growth and social cohesion simultaneously through investments in human capital. Yet investing in human capital raises challenges that require attention towards how people accumulate skills and retain these over time. Due to particular features of human capital, this chapter argues, a comprehensive approach is needed that both incentivizes skill acquisition over the life course and protects acquired skills via policies that facilitate labour-market transitions, thus enabling reintegration into the labour market. The discussion elaborates on ways in which social investment policies are complementary to each other, with particular attention to how policies that invest in skills complement policies that protect these skill investments. Evidence for such institutional complementarities is assessed through descriptive statistics and a vignette analysis of the Swedish case.
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Lehmann, Andreas C., and Reinhard Kopiez. Sight-reading. Edited by Susan Hallam, Ian Cross, and Michael Thaut. Oxford University Press, 2012. http://dx.doi.org/10.1093/oxfordhb/9780199298457.013.0032.

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Sight-reading is defined as the execution – vocal or instrumental – of longer stretches of non- or under-rehearsed music at an acceptable pace and with adequate expression. Some people also label this ‘playing by sight’ or ‘prima vista’. Similar to improvisation, sight-reading requires the instant adaptation to new constraints, which places it among those that motor scientists refer to as open skills. This article briefly looks at how music notation is perceived and then moves on to the structure of sight-reading, taking into account the real-time conditions under which it takes place. This includes a discussion of perceptual and problem-solving issues. Finally, the article outlines the course of skill acquisition with its characteristic differences between novices and experts, and presents a model of sight-reading performance.
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Pridane, Aija, Natalja Vronska, and Iveta Lice-Zikmane. Development of Home Economics Education for Life Quality in Latvia. Edited by Vija Dislere. Latvia University of Life Sciences and Technologies, 2020. http://dx.doi.org/10.22616/llu9789984483689.

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The research “Development of Home Economics Education for Life Quality in Latvia” is based on authors’ experience gained in long-term activities. The study is a scientific monograph, the materials is approbated in authors’ doctoral thesis and in scientific publications. The Home Economics education in Latvia has significantly changed from the acquisition of a simple, practical, narrow specification profession to the conscious, all-around development of a pupil’s individuality aimed at awareness of the quality of life and purposeful action to improve its quality. The aim of the book is to introduce the public to different aspects of the development of Home Economics and Technologies (Design and Technology) education for life quality in Latvia at schools and at University level. This book describes the research done by authors within Home Economics and Technologies sphere during 2000-2020 years in Latvia University of Life Sciences and Technologies (LLU), Institute of Education and Home Economics. Here are described the historical development of the Home Economics from 19th century until nowadays in Latvia, the change of paradigm of Home Economics studies, relationship between various aspects of the education in Home Economics and Technologies in the context of sustainable development, methodology structure for training teachers of Home Economics and Technologies at University level, understanding of life quality criteria of Home Economics and Technologies education in elementary school, research of pupils nutrition habits; the Information and Communication Technology Integration Skills Development Model in Home Economics and Technologies education for prospective teachers based on transformative digital learning, integration and student-centred approach implementation in the study process. The book is intended for researchers, University lecturers, teachers, master students, students, and other interested parties. The book is print with the financial support of the Association “School of Home Environment”.
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Book chapters on the topic "Dreyfus Model of Skills Acquisition"

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Carlton, Erik L., James W. Holsinger Jr., and Asos Q. Mahmood. "Health Information Technology." In Computational Methods and Algorithms for Medicine and Optimized Clinical Practice, 80–107. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8244-1.ch005.

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Healthcare reform and health information technology (HIT) are transforming physicians' roles in delivering healthcare. New technologies present physicians with exciting new opportunities and challenges to enhance medical practice, reduce costs, and improve patient experiences, as well as opportunities to develop new competencies and standards of professionalism. The Dreyfus model for skills acquisition may provide a helpful framework. Within the competency context, understanding and leveraging drivers of and the barriers to HIT adoption can promote a learning culture that may more readily assimilate new HIT. Involving physicians in designing and implementing HIT systems could result in increasing physician satisfaction. Supportive staffing and technical assistance may aid physicians in successfully implementing the systems without increasing workload or decreasing professional satisfaction. Understanding the needs of 21st century physicians related to HIT solutions should greatly increase the successful integration of HIT into the 21st century healthcare workplace.
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Carlton, Erik L., James W. Holsinger Jr., and Nnamdi Anunobi. "Physician Engagement With Health Information Technology." In Virtual and Mobile Healthcare, 417–36. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9863-3.ch019.

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In an era of healthcare reform and health information technology (HIT), physicians' roles in delivering healthcare are rapidly involving. New technologies present exciting opportunities and challenges to physicians to enhance medical practice, reduce costs, and improve patient experiences, as well as opportunities to develop new competencies and standards of professionalism. The Dreyfus model for skills acquisition may provide a helpful framework. Understanding and leveraging motivations and barriers to adoption within the context of competency can promote a learning culture that can more readily evolve to include new HIT. Involving physicians in designing and implementing HIT systems could result in increasing physician satisfaction. Supportive staffing and technical assistance may aid physicians to successfully implement the systems without increasing workload or decreasing professional satisfaction. Understanding the needs of 21st century physicians related to HIT solutions should greatly increase the successful integration of HIT into the 21st century healthcare work place.
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"Enriching Formal Knowledge: A Model for Learning to Solve Textbook Physics Problems: Jill H. Larkin." In Cognitive Skills and Their Acquisition, 317–40. Psychology Press, 2013. http://dx.doi.org/10.4324/9780203728178-15.

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Barnes, Marcia A., and Kimberly P. Raghubar. "Neurodevelopmental Disorders as Model Systems for Understanding Typical and Atypical Mathematical Development." In Acquisition of Complex Arithmetic Skills and Higher-Order Mathematics Concepts, 67–97. Elsevier, 2017. http://dx.doi.org/10.1016/b978-0-12-805086-6.00004-7.

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Graça, Daniela, and Lídia Oliveira. "Curriculum and Training Model Proposal for Infocomunicational Competences Acquisition in Prison." In Advances in Religious and Cultural Studies, 46–85. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5975-7.ch003.

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ICT have an important role in various areas of Portuguese society. Social reintegration is a key theme in the Portuguese penal system and its legislation. This dichotomy led to question if the existence of internet access in the school prison has been a reintegration key point. Literature reveals that education is a pivotal factor in the preparation of the inmate to reintegrate society and in the prevention and reduction of recidivism. The present schooling guidelines reinforce the importance of technology base knowledge in the curriculum of any individual. Thus, the acquisition of such competences is of extreme importance, and cannot be ignored in the education that is offered to all those that sit in the margin of society. Two case studies consisting in the implementation of short courses on infocomunicational skills in two prisons allowed to explore the relation between the concepts inmate, internet, and education. The results contribute with a proposal of a curriculum and training model on infocomunicational competences acquisition to apply in prison context.
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"Literature Review and Bibliometric Analysis on the 4C/ID Model." In 4C-ID Model and Cognitive Approaches to Instructional Design and Technology, 184–200. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4096-1.ch010.

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The use of 4C/ID-model for complex learning has increased in several distinct areas since its creation. Researches have been applied to the whole model or to adapted versions with changes, both to skills development and to increase the acquisition of knowledge. In this chapter, the authors discuss how recent review studies on the 4C/ID-model using bibliometric and meta-analysis and suggest that its use improves significantly student learning regarding the academic area.
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Siau, Keng, and Yuhong Tian. "Open Source Software Development Process Model." In Open Source Technology, 1052–68. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-7230-7.ch051.

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The global open source movement has provided software users with more choices, lower software acquisition cost, more flexible software customization, and possibly higher quality software product. Although the development of open source software is dynamic and it encourages innovations, the process can be chaotic and involve members around the globe. An Open Source Software Development (OSSD) process model to enhance the survivability of OSSD projects is needed. This research uses the grounded theory approach to derive a Phase-Role-Skill-Responsibility (PRSR) OSSD process model. The three OSSD process phases -- Launch Stage, Before the First Release, and Between Releases -- address the characteristics of the OSSD process as well as factors that influence the OSSD process. In the PRSR model, different roles/actors are required to have different skills and responsibilities corresponding to each of the three OSSD process phases. This qualitative research contributes to the software development literature as well as open source practice.
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Paiva, Teresa, Amaia Yuberrasco, Pedro Tadeu, Maria Leopoldina Alves, and Elisa Figueiredo. "Impact's Perception of Entrepreneurship Competences Acquisition in Polytechnic High Education Students." In Global Considerations in Entrepreneurship Education and Training, 179–201. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7675-4.ch011.

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The discussion about the evaluation of the teaching of entrepreneurship or training programmes from the perspective of a higher education institution is usually linked to the quantitative impact of entrepreneurship creation and often does not take into account the increase in skills and abilities, or the evolution towards a more entrepreneurial mind-set. In this chapter, the authors propose to analyse the learning perceptions of students who participated in the Poliempreende programme of Portuguese polytechnics. The goal is to see if students feel that their participation was profitable, not only for their personal development, but also for their professional work. Within a perspective of learning in an entrepreneurship, the transformation of entrepreneurs' experiences into knowledge can influence the relationship between their professional experience and the development of their wisdom about entrepreneurship. Thus, it is proposed to implement the evaluation of the impact of the perception of these students through the evaluation model of Kirkpatrick.
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Bergaoui, Nisseb, and Sonia Ayachi Ghannouchi. "A BPM-Based Agile Approach to Ensure Adaptive Learning." In Frontiers in Artificial Intelligence and Applications. IOS Press, 2021. http://dx.doi.org/10.3233/faia210056.

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In agile, students learn through the gradual implementation of iterative projects with information exchanges between team members. Various research works focused on the assessment of innovative teaching methods to promote the acquisition of professional skills (e.g. project-based learning, active and collaborative learning, flipped classes, digital assisted training, etc.). In addition, adaptive learning is a pedagogical method favoring tailor-made e-learning to respond to the acquisition of certain skills, through the adaptation of pedagogical resources according to the learners’ needs. Therefore, to establish a model based on these different methods in order to benefit from their advantages, we based our work on the BPM (Business Process Management) approach, which constitutes the means of implementing the desired agility in the learning process. Thanks to such a cyclical and continuous improvement approach, the learning process will evolve and take into account not only new needs but also the specificities of each involved actor (learner or teacher).
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Borjas, George J., Barry R. Chiswick, George J. Borjas, Barry R. Chiswick, George J. Borjas, and Barry R. Chiswick. "Ethnic Networks and Language Proficiency Among Immigrants." In Foundations of Migration Economics, 301–22. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198788072.003.0013.

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Recent research on the linguistic adjustment of minority-language-speaking immigrants in several destinations has found that acquisition of destination language skills is inhibited by living in an area where many others speak the same minority language. This chapter uses a unique data set for Australia (1988) that includes a variety of ethnic network variables to analyze the role of the language concentration measure. These ethnic variables, in particular, ethnic press, relatives in Australia, and spouse's origin language, are highly statistically significant. Their inclusion in the equation eliminates the effect of the minority-language concentration variable. The model for analyzing the determinants of English reading and English writing skills in Australia is also shown to be very similar to the model for speaking fluency, including the effect of the ethnic network variables.
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Conference papers on the topic "Dreyfus Model of Skills Acquisition"

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Shinkle, Christopher M. "Applying the Dreyfus Model of Skill Acquisition to the Adoption of Kanban Systems at Software Engineering Professionals (SEP)." In 2009 Agile Conference (AGILE). IEEE, 2009. http://dx.doi.org/10.1109/agile.2009.25.

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Ting, Choo-Yee, Kok-Chin Khor, and Somnuk Phon-Amnuaisuk. "Feature extraction and model construction for predicting scientific inquiry skills acquisition." In Knowledge Management (CAMP). IEEE, 2010. http://dx.doi.org/10.1109/infrkm.2010.5466911.

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Ramirez, Carlos, and Benjamin Valdes. "A general knowledge representation model for the acquisition of skills and concepts." In 2009 8th IEEE International Conference on Cognitive Informatics (ICCI). IEEE, 2009. http://dx.doi.org/10.1109/coginf.2009.5250705.

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Anjos, Alexandre Martins dos, Romero Tori, and Fatima L. S. Nunes. "A Model for the Evaluation of Sensory-Motor Skills Acquisition in Three-Dimensional Virtual Environments." In 2013 XV Symposium on Virtual and Augmented Reality (SVR). IEEE, 2013. http://dx.doi.org/10.1109/svr.2013.51.

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Martínez-Rodríguez, Ana M., and Antonia Oya-Lechuga. "DESIGN AND IMPLEMENTATION OF A BILINGUAL PRACTICE MODEL TO IMPROVE THE ACQUISITION OF SPECIFIC STATISTICAL INFERENCE SKILLS." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.1723.

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Holgueras Galán, Artevic, Anna Doquin de Saint-Preux, and Rocío Santamaría Martínez. "Pluricultural competence and VIQTORIA didactic model action in Spanish as a Foreign Language learning systems." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9480.

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This paper is about a didactic action model named VIQTORIA that intervenes in the process of pluricultural competence acquisition. This work aims to characterize how the postulates of the VIQTORIA model are fulfilled on printed and digital learning systems commonly used in Spanish as a Foreign Language teaching. In order to achieve that, five criteria support the creation of a corpus that classifies 10 learning systems into two categories. The systems are characterized using a diagnostic tool composed of 338 items grouped in 60 parameters, which are distributed in 9 blocks. These blocks capture the four postulates of VIQTORIA: the qualification of the competition, the structuring of the thematic core, the didactic iteration and the operativization of the skills acquisitions device, as well as the constructs that operationalize the pluricultural competence: the Sociocultural Proximity and the Linguistic Posture. The quantitave nature of the diagnostic tool favors the triangulation of results. However, this work is part of a broader heuristic investigation in which the emergence of theory is predominant. Even though the results suggest a considerable room for improvement, the systems analysed, by their digital nature, are involved in constant evolution which could lead to them overcoming the limitations of the traditional teaching-learning paradigm.
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Rush, Monica, David Wallace, and Dava Newman. "Creative Thinking in a First Year Mechanical Engineering Design Course at the Massachusetts Institute of Technology: A Community of Practice Model." In ASME 2008 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2008. http://dx.doi.org/10.1115/detc2008-49364.

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This paper investigates student acquisition of creative thinking skills in Solving Real Problems, a first year engineering design course in the Mechanical Engineering Department at the Massachusetts Institute of Technology. This class was developed around a service-learning model where teams of two to six students worked with community-based partners to design products for use in their communities. Each team also had at least one faculty member and one teaching assistant working alongside the students as additional team members. Teaching techniques used in the class included multiple in-class idea generation exercises, individual and group assignments, concept, visualization, and fabrication instruction. There were thirteen students total enrolled in the class, two of whom were upperclassmen, one of whom was cross-registered from another university. The participants of this study are the ten first-year MIT students that took Solving Real Problems (2.00B) in spring semester 2007, consisting of five females and five males. At the end of the semester, eleven students total, including each of these ten first-year MIT students, participated in focus groups and responded affirmatively to the question “Thinking about Solving Real Problems in particular, do you think that the class improved your ability to be creative?” Thirty minute follow-up interviews with each student explored this improvement in creativity and make up the core data analyzed in this paper. Common themes discussed by students in relation to creativity include the interactive lecture and lab environment, the involvement of the professors and confidence and hands-on practice, suggesting a community of practice model of learning creativity in the classroom.
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Asaka, Yusuke, Keiichi Watanuki, Shuichi Fukuda, Keiichi Muramatsu, and Lei Hou. "Analysis of Brain Activity Influenced by Replication Accuracy in Imitation Learning in Manufacturing Industries." In ASME 2016 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/detc2016-60452.

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Here, we investigate and discuss the effect of accuracy of imitation for improvement of skills on brain activity. In order to improve the skills, learners combine and accumulate information of the skills through practice. Thus, we used near-infrared spectroscopy (NIRS) to investigate brain activity during the process of improvement. Evaluation of the level of knowledge acquisition with monitoring of brain activity can be an indicator of the learner’s degree of skill progression. Therefore, our final goal is constructing a new learning model based on brain activity monitoring and improving learning efficiency. We experimented on the assembly operation by imitation learning that assumed work in the manufacturing industries from a previous example. As a result, we showed the possibility of brain activity shift with improvement of the skill. In this article, we targeted task accuracy and investigated whether the brain activity shift is caused by a progress in the task accuracy, act of practice, or some other factor. As a result, we showed a possibility that the trend shift in the right and left dorsolateral prefrontal area and frontal pole was not caused by the simple task accuracy improvement but by the action of practice, which helped subjects store the information.
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Pordeus, Paulo, Carla Bezerra, and Emanuel Coutinho. "ReqStore: Um Repositório de Requisitos de Projetos de Software como Apoio a Metodologia PBL." In XI Simpósio Brasileiro de Sistemas de Informação. Sociedade Brasileira de Computação, 2015. http://dx.doi.org/10.5753/sbsi.2015.5866.

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With the growth of the Information Technology market (IT), a strong demand for different ways to develop software quality has arisen, and therefore a demand for qualified professionals. To enable these professionals, an effective teaching model is necessary for the development and improvement of skills and competencies oriented to the development of real projects with similar complexity to those found in the labor market. For this, the method of teaching Problem based Learning (PBL) has been applied in different market areas. The PBL use problems designed to initiate, motivate and focus in the acquisition of knowledge through practice, and encourage the development of skills, needed in a professional context. This study aims to develop a tool, called ReqStore, to help the teacher while using the PBL methodology with a project requirements repository. As a result of this work, we carried out an experiment in a class of Programming Fundamentals of discipline to validate tthe effectiveness of tool with use of PBL methodology.
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Jadeja, Siddharthsinh, Sujata Wadhwa, Kapil Shukla, and Amit Ved. "Sensitising Core Employability Skill Through Peer Assessment Approach." In ASME 2018 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/imece2018-86056.

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Indian Engineering Education is transforming from traditional approach to Outcome based Education approach. The engineering education organizations are not only to change the assessment strategies, evaluation patterns and student’s success with evidences but also to satisfy the employer perspective to be developed among the students. This paper discuss about the how a peer assessment strategy has been implemented to enhance the engagement of the learner to foster the core employability skills. A three layered model has been adopted to measure the progress of the Learner and to collect the reflections on core employability skills. In the first year of the study, a larger mass (more than 300 students) has been assessed through this model, and for next two years they have been closely monitored for the growth. In the final year of their study, all the parameters have been compared and it has evidently improved the acquisition of essential required core employability skill at entry level Job.
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