This issue on advanced learning focuses on the educational and developmental needs of advanced learners as they develop towards excellence. We speculated that those needs could be observed in at least three ways. The first is that the advanced learner requires educational interventions
that are more closely aligned to the “deliberate practice” approach delineated by Ericsson et al. (1993). Ericsson et al. (1993) identified that the number of hours of deliberate practice differentiated among the performance levels of musicians. Deliberate practice can be described as individualised instruction whereby a teacher or coach identifies the goals and activities that need to be adopted by an individual during practice to improve their performance.
A second assumption is that advanced learners do not attain high levels of performance in the absence of environmental factors but the factors that support the talent developmental trajectory of advanced learners will not be the same as those that support them at earlier stages. The expertise
reversal effect, for example, suggests that the instructional activities designed for novices may have a detrimental effect on more advanced learners Kalyuga (2007).
The third premise is the need for more tailored and well-designed learning resources to support talent development. Such learning resources include highly-specialised learning materials and curricula, expert teachers and coaches, mentors, and so on, which are purposefully designed to meet the individual’s specific needs at a specific point in the talent development process. Again, this echoes the deliberate practice approach described earlier.
Advanced Learning
Autor:in: Ziegler, A., Stoeger, H., & Vialle, W. (Eds). (2021) Erschienen in: Lausanne: Frontiers Media Veröffentlicht: 21. Juni 2021 Schlagwörter: Advanced learners | Deliberate Practice | educational needs | environmental factors | excellence | expert mentoring | expertise reversal effect | individualized instruction | Learning Resources | talent development More DetailsThis issue on advanced learning focuses on the educational and developmental needs of advanced learners as they develop towards excellence. We speculated that those needs could be observed in at least three ways. The first is that the advanced learner requires educational interventions
that are more closely aligned to the “deliberate practice” approach delineated by Ericsson et al. (1993). Ericsson et al. (1993) identified that the number of hours of deliberate practice differentiated among the performance levels of musicians. Deliberate practice can be described as individualised instruction whereby a teacher or coach identifies the goals and activities that need to be adopted by an individual during practice to improve their performance.
A second assumption is that advanced learners do not attain high levels of performance in the absence of environmental factors but the factors that support the talent developmental trajectory of advanced learners will not be the same as those that support them at earlier stages. The expertise
reversal effect, for example, suggests that the instructional activities designed for novices may have a detrimental effect on more advanced learners Kalyuga (2007).
The third premise is the need for more tailored and well-designed learning resources to support talent development. Such learning resources include highly-specialised learning materials and curricula, expert teachers and coaches, mentors, and so on, which are purposefully designed to meet the individual’s specific needs at a specific point in the talent development process. Again, this echoes the deliberate practice approach described earlier.
Lausanne: Frontiers Media
https://www.researchgate.net/publication/354418623_Advanced_Learning