Study 3:Work Agency and Its Effect on Expertise Development

2017 ◽  
pp. 233-313
Author(s):  
Michael Goller
Keyword(s):  
Expertise Development

Developing Games Using a Principles-Based Approach

2011 ◽  
Vol 4 (2) ◽  
pp. 88
Author(s):  
Peter Baggetta
Keyword(s):  
New Zealand ◽  
Transfer Learning ◽  
Learning Model ◽  
Expertise Development ◽  
Teaching Games For Understanding ◽  
Theory To Practice ◽  
Tactical Decision

The Teaching Games for Understanding (TGfU) model was first developed by Bunker and Thorpe in 1982 as a model for coaches to help players become more skillful players. Since then other versions of the model have been developed such as the tactical decision-learning model (Grehaigne, Godbout, & Bouthier, 2001) in France and the game–sense approach (Australian Sports Commission, 1991) in Australia and New Zealand. The key aspect of all the models is the design of well-structured conditioned and modified games that require players to make decisions to develop their game understanding and tactical awareness. However, both novice and experienced coaches often struggle with connecting theory to practice especially in the area of creating and developing contextualized games that actually transfer learning from training to performance in games. In order to effectively create and use games that transfer learning, coaches can use a Principles-Based approach to develop games. The Principles-Based approach removes the dichotomy of traditional drills versus games and instead combines the drills approach with a games-context approach that links principles to skills that allow for increased individual and team expertise development. This presentation will first describe a model for developing and connecting principles, policies, tactics and skills for team play. Following this the presentation will then describe how to use the principles to create contextualized games that connect practices with performance and progresses novice players toward becoming more competent performers.

Expertise Development and Scientific Thinking

2019 ◽  
pp. 179-202
Author(s):  
Erno Lehtinen ◽  
Jake McMullen ◽  
Hans Gruber
Keyword(s):  
Scientific Thinking ◽  
Expertise Development

scholarly journals Software Developers’ Work Habits and Expertise: Empirical Studies on Sketching, Code Plagiarism, and Expertise Development

2020 ◽  
pp. 47-60
Author(s):  
Sebastian Baltes
Keyword(s):  
Software Development ◽  
Specific Work ◽  
Expertise Development ◽  
Software Projects ◽  
Software Developers ◽  
Quantitative Research Methods ◽  
Stack Overflow ◽  
Daily Work ◽  
Work Habits ◽  
Novel Theory

AbstractAnalyzing and understanding software developers’ work habits and resulting needs is an essential prerequisite to improve software development practice. In our research, we utilize different qualitative and quantitative research methods to empirically investigate three underexplored aspects of software development: First, we analyze how software developers use sketches and diagrams in their daily work and derive requirements for better tool support. Then, we explore to what degree developers copy code from the popular online platform Stack Overflow without adhering to license requirements and motivate why this behavior may lead to legal issues for affected open source software projects. Finally, we describe a novel theory of software development expertise and identify factors fostering or hindering the formation of such expertise. Besides, we report on methodological implications of our research and present the open dataset SOTorrent, which supports researchers in analyzing the origin, evolution, and usage of content on Stack Overflow. The common goal for all studies we conducted was to better understand software developers’ work practices. Our findings support researchers and practitioners in making data-informed decisions when developing new tools or improving processes related to either the specific work habits we studied or expertise development in general.

scholarly journals Processos de estudo e avaliação da aprendizagem no desenvolvimento da expertise

2018 ◽  
Vol 29 (71) ◽  
pp. 386
Author(s):  
Gustavo Danicki Aureliano Rosa ◽  
Afonso Celso Tanus Galvão
Keyword(s):  
Cognitive Development ◽  
Problem Solving ◽  
Educational Assessment ◽  
Learning Processes ◽  
Learning Assessment ◽  
Verbal Protocols ◽  
Expertise Development ◽  
Educational Objectives ◽  
Assessment Of Learning ◽  
Palabras Clave

<p>Desenvolve-se uma análise de protocolos verbais de processos de estudo, tendo como inspiração a taxonomia de objetivos educacionais de Bloom et al. (1977), para a geração de subsídios para a avaliação educacional. Os protocolos foram gerados a partir da entrevista com seis indivíduos que realizaram o estudo com materiais de domínio e não domínio inferido. Os resultados da pesquisa sugerem que: i) informações importantes para o realinhamento das ações em uma situação de ensino e aprendizagem podem ser obtidas, tais como termos-chave que tenham significado para os indivíduos e que estejam inseridos em materiais de não domínio; e ii)  uma categorização como a proposta neste estudo para a tomada de decisão pode contribuir para o trabalho efetivo do estudante em situações adequadas ao seu nível de desenvolvimento rumo ao domínio completo de determinado material de estudo.</p><p><strong>Palavras-chave:</strong> Avaliação da Educação, Taxonomia, Resolução de Problemas, Desenvolvimento Cognitivo.</p><p>  </p><p><em><strong>Procesos de estudio y evaluación del aprendizaje en el desarrollo de la expertise</strong></em></p><p><em>Se desarrolla un análisis de protocolos verbales de procesos de estudio, cuya inspiración es la taxonomía de objetivos educacionales de Bloom et al. (1977), a fin de generar subsidios para la evaluación educacional. Los protocolos se originaron a partir de la entrevista con seis individuos que realizaron el estudio con materiales de dominio y no dominio inferido. Los resultados de la investigación sugieren que: i) se pueden obtener informaciones importantes para la realineación de las acciones en una situación de enseñanza y aprendizaje, tales como términos clave que tengan significado para los individuos y que estén insertos en materiales de no dominio; y ii)  una categorización como la propuesta en este estudio para la toma de decisión puede contribuir para el trabajo efectivo del estudiante en situaciones adecuadas a su nivel de desarrollo rumbo al dominio completo de un determinado material de estudio.</em></p><p><em><strong>Palabras clave:</strong> Evaluación de la Educación, Taxonomía, Resolución de Problemas, Desarrollo Cognitivo.</em></p><p><em>  </em></p><p><em><strong>Learning processes and learning assessment for expertise development</strong></em></p><p><em>An analysis of verbal protocols of learning processes, and their categorization based on Bloom’s et al. (1977) taxonomy of educational objectives, is developed to generate subsidies for an educational assessment of learning processes. The participants were six academics who were observed while solving problems involving domain and non-domain material. Results suggest that: i) knowledge that is relevant for the realignment of actions in situations of teaching, such as keywords that are meaningful for individuals that can be obtained even when inserted into nondomain materials; and ii) categorizations such as the ones proposed for this study can contribute to the effectiveness of students’ learning processes in situations that are appropriate for their level of development and towards the mastery of study content.</em></p><p><em><strong>Keywords:</strong> Educational Assessment, Taxonomy, Problem Solving, Cognitive Development.</em></p>

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