You are here:

Knowledge Elicitation for Technological Expertise Development: Apply Cognitive Task Analysis in Streaming Video e-Learning of Technology
PROCEEDINGS

, New York University, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Honolulu, Hawaii, USA ISBN 978-1-880094-60-0 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

Asynchronous online learning of computer technology should facilitate the development of expertise in problem-solving activities like digital graphic design. But the tacitness and fluidness of expert knowledge embodied in task-specific expertise makes it difficult for learners to identify covert cognitive activities and skills used underlying expert's producing process. In designing an asynchronous online video-based instruction coded with talk-aloud protocols, cognitive task analysis is used to help learners elicit forms of knowledge incorporated in the actual production of a real-time graphic project. It is hypothesized that such learning experience should facilitate learners' knowledge acquisition and knowledge transfer, the two core elements for expertise development.

Citation

Sun, L. (2006). Knowledge Elicitation for Technological Expertise Development: Apply Cognitive Task Analysis in Streaming Video e-Learning of Technology. In T. Reeves & S. Yamashita (Eds.), Proceedings of E-Learn 2006--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 937-942). Honolulu, Hawaii, USA: Association for the Advancement of Computing in Education (AACE). Retrieved December 10, 2019 from .

Keywords

References

View References & Citations Map

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References