Computer-Supported Training of Psycho-Diagnostic Skills

Autor/inn/en	Westera, W.; Hommes, M. A.; Houtmans, M.; Kurvers, H. J.
Titel	Computer-Supported Training of Psycho-Diagnostic Skills
Quelle	In: Interactive Learning Environments, 11 (2003) 3, S.215-231 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
Schlagwörter	Simulated Environment; Program Design; Learning Strategies; Foreign Countries; Experiential Learning; Constructivism (Learning); Computer Assisted Instruction; Feedback; Psychological Evaluation; Identification; Skills; Multimedia Instruction; Theory Practice Relationship; Critical Thinking; Methods; Educational Assessment; Learner Controlled Instruction; Role; Problem Based Learning; Netherlands + Suchen Sie Ihr Suchwort? Künstliche Umwelt; Programme design; Programmaufbau; Programmplanung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Ausland; Experiental learning; Erfahrungsorientiertes Lernen; Computer based training; Computerunterstützter Unterricht; Psychosoziale Beurteilung; Identifikation; Identifizierung; Skill; Fertigkeit; Multimediales Lernen; Theorie-Praxis-Beziehung; Kritisches Denken; Method; Methode; Education; assessment; Bewertungssystem; Rollen; Problem-based learning; Problemorientiertes Lernen; Niederlande
Abstract	This paper outlines and discusses a self-contained multimedia-training program on psychological diagnostics. The program aims to play an intermediate role between theory and working practice, while offering students a simulated environment to prepare for practical work with real humans. The program simulates the entire diagnostic cycle in convincing, authentic cases while offering extended support facilities. Design principles of the program strongly rest on theories of constructivism and experiential learning; it combines freedom of movement for the students to allow explorative learning strategies, while it offers extended and intelligent feedback facilities that comment on the students' performances. The functional program design is presented and substantiated from a pedagogical perspective. Preliminary results of a survey amongst students are presented and discussed. (Contains 5 figures.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10