We can teach more than we can tell
combining Deliberate Practice, Embodied Cognition, and Multimodal Learning
B.H. Limbu (TU Delft - Electrical Engineering, Mathematics and Computer Science)
G. van Helden (TU Delft - Aerospace Engineering)
Jan Schneider Barnes (DIPF - Leibniz Institute for Research and Information in Education)
M.M. Specht (TU Delft - Electrical Engineering, Mathematics and Computer Science)
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Abstract
Acquisition and internalisation of many fundamental skills rely on repeated authentic practice and teachers providing support during practice. Despite this well accepted norms in skills acquisition, much of our assumptions about learning skills, mostly from a cognitive perspective, remain nebulous. Besides splitting hairs to classify skills acquisition into a paradigm, much of findings of related research from educational science and psychology have struggled to transfer into the domain of skills acquisition. Instead, in this paper, we propose to shift our view of skills acquisition from a cognitive approach to an embodied one with the help of multimodal technologies and provide a use-case which combines deliberate practice framework, embodied cognition principles, and multimodal learning.
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