Hans Gruber

Professional learning: Gaps and transitions on the way from novice to expert

Language: English: Provides an overview on the development of expertise beginning from novice status to high levels in various domains and through various stages of learning. The underlying idea of the contributions is that the path that leads through school and/or university to professional life comprises a process of continually transforming the repertoire of knowledge that makes up ones expertise. Contents: (A) Introduction. (1)H. P. A. Boshuizen, R. Bromme, and H. Gruber: Introduction: On the long way from novice to expert and how traveling changes the traveler. (B) Initial Education: Acquiring knowledge to become an expert. (2) J. Strasser and H. Gruber: The role of experience in professional training and development of psychological counselors. (3) R. Bromme et al.: The case of plant identification in biology: When is a rose a rose? (4) R. Stark et al.: Overcoming problems of knowledge application and transfer. (C) Gaps and transitions: Accumulating experience to become a professional. (5) H. P. A. Boshuizen: Does practice make perfect? (6) J. A. R. Arts, W. H. Gijselaers, and M. S. R. Segers: Fostering managerial problem solving. (7) K. J. A. H. Prince and H. P. A. Boshuizen: From theory to practice in medical education. (8) H. H. Tillema: Embedding and Immersion as key strategies in learning to teach. (D) Workplace and organization: Enculturation to become an expert professional. (9) E. Ropo: Teaching expertise. (10) M. W. J. Van De Wiel, K. H. P. Szegedi, and M. C. D. P. Weggeman: Professional learning: Deliberate attempts at developing expertise. (11) P. R.-J. Simons and M. C. P. Ruijters: Learning professionals: Towards an integrated model. (12) A. Etelaepelto and K. Collin: From individual cognition to communities of practice. (13) C. Harteis and H. Gruber: Competence-supporting working conditions. (14) T. Palonen et al.: Network ties, cognitive centrality, and team interaction within a telecommunication company. (L.F.T. - ZPID)

Motivation to Transfer Training: An Integrative Literature Review.

Motivation to transfer is essential for the transfer of training. Without motivation, newly acquired knowledge and skills will not be applied at work. The purpose of this integrative literature review is to summarize, critique, and synthesize past transfer motivation research and to offer directions for future investigations. First, seven contributions of past research are presented in an attempt to understand antecedents, correlates, and consequences of motivation to transfer. Second, an alternative view that complements and extends current approaches is discussed, and its implications for future studies investigating employees’ motivation for training application on the job are outlined.

Conditions and Effects of Example Elaboration.

The re-analysis is aimed at extending earlier findings on example-based learning and to draw consequences for further research and instructional practice. Based on an earlier experimental study on learning with worked-out examples in the domain of accounting (n=56 students of a vocational school), we re-analysed the effects of an intervention means (elaboration training) on learning behaviour (aspects of example elaboration). In a further step, different ways of dealing with worked-out examples (elaboration profiles) were identified and related to the subsequent learning outcomes and to the learners’ mental effort. We explained the formation of different elaboration profiles by various learner characteristics (prior knowledge, interest and tolerance of ambiguity). It was shown that the elaboration training had a positive effect on the quality of example elaboration. Two ways of learning-effective example elaboration were identified. Subgroups of learners with different elaboration profiles differed in mental effort and in tolerance of ambiguity, but not with respect to prior knowledge and interest. High tolerance of ambiguity concurred with high mental effort and resulted in effective, metacognitively accentuated example elaboration. By integrating cognitive and motivational characteristics in the analysis of elaboration patterns, new insights concerning example-based learning and the role mental effort plays in this context could be won. Consequences for research and instructional practice were drawn.  2001 Elsevier Science Ltd. All rights reserved.

Predicting Autonomous and Controlled Motivation to Transfer Training

In spite of a broad consensus on the importance of motivation for the transfer of learning from training to the job in work organizations, studies investigating motivation to transfer are limited. This study combines the self-determination theory, the expectancy theory and the theory of planned behaviour to provide a theoretical framework for investigating attitudes towards training content, relatedness and instructional satisfaction as predictors of two dimensions of transfer motivation: autonomous motivation to transfer and controlled motivation to transfer. A total of 444 subjects, trained in 23 occupational health and safety training courses, completed multi-item questionnaires immediately following training. Structural equation modelling procedures indicate that controlled motivation to transfer was affected by attitudes towards training content and that autonomous motivation to transfer was affected by attitudes, relatedness and instructional satisfaction. The results are discussed in terms of theoretical and practical implications for training effectiveness associated with the interplay of motivation and transfer in professional training.

Workplace changes and workplace learning: advantages of an educational micro perspective

This paper analyses two perspectives, a macro and a micro perspective, on changes in the workplace in relation to workplace learning. It critically evaluates what kind of phenomena both perspectives can account for. Research from a macro perspective focuses on changes in economy or on organisational change. It helps to explore the role of lifelong learning and workplace learning in society as well as to define required competences in different professions. Research from a micro perspective focuses on individual reactions to changes in one’s own workplace. It helps to explain how changes in daily work affect knowledge and skills on the individual or group level. It is argued that the micro perspectives is advantageous if educational goals are pursued which aim at fostering workplace learning and competence development. Examples for empirical research are provided which illustrate the potential of a micro perspective on workplace changes and workplace learning.

E-Learning in Universities: Supporting Help-Seeking Processes by Instructional Prompts.

University students are more responsible than school students for their own learning. The role of self-regulated learning increases in virtual e-learning course environments. Academic help-seeking is an important strategy of self-regulated learning, but many students fail to use this strategy appropriately. A lack of information and a perceived threat of help-seeking may cause this effect. Among others, giving prompts is an instructional means to support students to adequately apply academic help-seeking . A study is presented in which the effect of giving prompts on the quantity and quality of academic help-seeking was experimentally investigated in a blended university learning course of educational science. Compared with students who received no prompts, students with prompts about the relevance of active help-seeking had better learning outcomes, participated more actively in online learning activities, more explicitly referred to learning contents in the forums and took more initiative in starting discussions. The perceived threat of help-seeking could not be reduced, however.

International handbook of research in professional and practice-based learning

International Handbook Of Research In Professional And Practice Based Learning Springer International Handbooks Of Education *FREE* international handbook of research in professional and practice based learning springer international handbooks of education Databases. This is a collection of online resources with access restricted to the Campbell University community unless otherwise specified. Use OneSearch to search multiple databases simultaneously.. Select from below for a list of databases grouped by subject categories:Databases Campbell University Libraries Databases This is a collection of online resources with access restricted to the Campbell University community unless otherwise specified Use OneSearch to search multiple databases simultaneously Select from below for a list of databases grouped by subject categories Databases A to Z University Libraries About The African American Historical Serials Collection is a complete centralized and accessible resource of formerly fragmentary widely dispersed and endangered materials—titles were collected from 75 institutions including small institutions that had not previously participated in preservation projects BibMe Free Bibliography amp Citation Maker MLA APA BibMe Free Bibliography amp Citation Maker MLA APA Chicago Harvard Somatics Wikipedia Somatics is a field within bodywork and movement studies which emphasizes internal physical perception and experience The term is used in movement therapy to signify approaches based on the soma or the body as perceived from within including Alexander technique the Feldenkrais Method and Rolfing In dance the term refers to techniques based on the dancer s internal sensation in Doctorate Wikipedia A doctorate from Latin docere to teach or doctor s degree from Latin doctor teacher or doctoral degree is an academic degree awarded by universities derived from the ancient formalism licentia docendi licence to teach In most countries it is a research degree that qualifies the holder to teach at university level in the degree s field or to work in a specific profession Research Faculty of Education University of Tasmania The Faculty of Education Research Office works under the University Graduate Research Office to offer support to Education Higher Degree by Research students We assist you from your initial enquiry through to completion of your Higher Degree by Research 2 Community Based Prevention An Integrated Framework for For purposes of this report community is defined as any group of people who share geographic space interests goals or history A community offers a diversity of potential targets for prevention and is often conceived of as an encompassing proximal and comprehensive structure that provides opportunities and resources that shape people’s lifestyle McIntyre and Ellaway 2000 Creativity Thinking Skills Critical Thinking Problem Dartmouth Writing Program support materials including development of argument Fundamentals of Critical Reading and Effective Writing Mind Mirror Projects A Tool for Integrating Critical Thinking into the English Language Classroom by Tully in English Teaching Forum State Department 2009 Number 1 Critical Thinking Across the Curriculum Project Metropolitan Community College 3 Dimension 1 Scientific and Engineering Practices A 3 Dimension 1 SCIENTIFIC AND ENGINEERING PRACTICES F rom its inception one of the principal goals of science education has been to cultivate students’ scientific habits of mind develop their capability to engage in scientific inquiry and teach them how to reason in a

Instructional effects in complex learning: Do objective and subjective learning outcomes converge?

Abstract The influence of multiple learning contexts and problem solving guidance on the acquisition of applicable knowledge and subjective learning outcomes in complex learning was investigated. Using a 2 × 2 factorial design, 60 economics students from a vocational school were confronted with one of four conditions when learning with a computer-based simulation of a company (factor 1: learning context [uniform learning contexts versus multiple learning contexts]; factor 2: problem solving guidance [unguided problem solving versus guided problem solving]). No single learning condition was superior with regard to all learning outcomes. Multiple learning contexts in combination with problem solving guidance turned out to be the most suitable learning condition when objective learning outcomes were taken into consideration. The problem solving guidance procedure, however, led to a rather pessimistic self-evaluation of learning outcomes. The problem of self-evaluation of learning outcomes in complex learning is discussed, and remedies are proposed.

Cognitive Load beim Lernen aus Lösungsbeispielen

Zusammenfassung: Die Effektivitat des Lernens aus Losungsbeispielen im Vergleich zum Lernen durch Problemlosen wird derzeit mit der Cognitive Load-Theorie erklart: Beim Lernen aus Losungsbeispielen wird das Arbeitsgedachtnis weniger belastet, daher bleibt mehr Raum fur Lern- und Verstehensprozesse. Um diese These direkt experimentell zu uberprufen, wurde das dual task-Paradigma eingesetzt. 80 Studierende der Geistes- und Sozialwissenschaften wurden auf die Zellen eines 2 × 2-faktoriellen Designs (Faktor 1: Lernen aus Losungsbeispielen vs. Lernen durch Problemlosen; Faktor 2: mit vs. ohne Zweitaufgabe) verteilt. Der Lernstoff war Wahrscheinlichkeitsrechnung. Der Lernerfolg wurde mit einem Nachtest erfasst. Das Befundmuster hinsichtlich des Lernerfolgs und der Reaktionszeiten auf eine Zweitaufgabe in den vier experimentellen Gruppen stimmte mit den aus der Cognitive-Load-Theorie abgeleiteten Hypothesen uberein.

Computer assisted learning in medicine: a long-term evaluation of the 'Practical Training Programme Dermatology 2000'.

In recent years, numerous computer assisted learning (CAL) programmes based on new teaching methods, as for example the principles of cognitive apprenticeship and problem based learning, have euphorically been developed for various medical fields. However, many of these programmes failed due to either low acceptance, economic inefficiency, or, most seriously, problems with the implementation and evaluation in medical curricula. In 1999, the practical training course ‘Dermatology 2000’, an interactive multimedia programme for dermatological education, was developed and completely integrated into the regular dermatological curriculum of five German medical schools. The formative evaluation of an implemented relational database revealed contemporary information about the programmes quantity of use. So far, 3050 students have participated in 6557 lessons. The evaluation of two online questionnaires showed a high learner acceptance regarding the programmes instructional design, ergonomics, and didactical presentation and, after completion of Dermatology 2000, an increased interest in medical education software. A comparison of the objective learning outcome illustrated that Dermatology 2000 students (n = 31) not only outperformed non-participants (n = 7) but also showed a (10%) lower rate of errors in a conventional knowledge test. Additionally, single-case studies demonstrated the increased ability of participating students to apply the acquired knowledge to diagnostic problems. We conclude that the implementation of CAL in present medical curricula can contribute to reformations of medical education. The instructional design of Dermatology 2000 is well accepted and suitable to provide both theoretic biomedical knowledge and clinical skills.