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Title:
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PROCEDURAL ADVISORY MODELS AND THE ACQUISITION OF DOMAIN-SPECIFIC SKILLS |
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Author(s):
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Bettine Taminiau , Gemma Corbalan , Liesbeth Kester , Jeroen J.g. Van Merriënboer |
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ISBN:
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978-972-8924-69-0 |
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Editors:
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Kinshuk, Demetrios G Sampson, J. Michael Spector, Pedro Isaías and Dirk Ifenthaler |
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Year:
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2008 |
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Edition:
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Single |
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Keywords:
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Domain-specific skills, procedural advisory models, self-assessment, task selection |
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Type:
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Reflection Paper |
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First Page:
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420 |
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Last Page:
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421 |
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Language:
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English |
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Cover:
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Full Contents:
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click to dowload 
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Paper Abstract:
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Modern instructional approaches in professional education are based on real-life learning tasks, which are typically
complex for students. The four-component instructional design model (Van Merriënboer & Kirschner, 2007) provides
guidelines to sequence those (complex) tasks. However, in a classical curriculum this sequence of learning tasks is
typically the same for all learners. That is, it is not sensitive to the needs of individual learners and does not enable them
to develop self-assessment and task selection skills to plan their own learning trajectory effectively. To enable learners to
set this trajectory successfully, this paper introduces procedural advisory models, which give students advice on selfassessment
and on task selection. This is believed to stimulate the development of domain-specific skills. |
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