3)Developing professional expertise with a cognitive apprenticeship (S. P. Lajoie)
9) Advances in specifying what is to be learned: reflections on themes in chapters 6-8 (R.E. Mayer) – A couple of good tables in this chapter (9.1 and 9.2) summarise approaches to specifying what is to be learnt and kinds of knowledge. Need to assist specification of compartmentalised behaviours, compartmentalised knowledge, integrated knowledge, individualised knowledge to determine what the learner needs to know and then determine what the learner already knows and how to teach (what the learner does not yet know).
12)Contrasting submarine specialty training: sonar and fire control (S.S. Kirshenbaum, S.L. McInnis, K.P. Correll). Two specialities requiring different forms of skill are studied to determine the efficacy of changes to the training approaches. The descriptions of the specialist skills in each occupation provides examples of detailed task analysis. The chapter details the application of the Kirkpatrick levels of assessment framework, using four levels to assess students’ skill acquisition – reaction, learning, behaviour, results.
21)Expertise in the management of people: a new frontier for research on expert performance (S.E.F. Chapman). This chapter explores the use of case-based instruction. Also proposes research agenda for the future.