Accelerated Learning (?)

We wish to pose accelerated learning as a challenge for intelligent systems technology. Research on intelligent tutoring systems has proved that accelerated learning is possible. The Sherlock tutor for electronics troubleshooting, for example, condensed four years of on-the-job training to approxima...

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Bibliographic Details
Published in:IEEE intelligent systems 2009-03, Vol.24 (2), p.18-22
Main Authors: Hoffman, R.R., Feltovich, P.J., Fiore, S.M., Klein, G., Ziebell, D.
Format: Article
Language:English
Subjects:
Acceleration
Acquisitions
Applied sciences
Artificial intelligence
Cognitive Flexibility Theory
Cognitive science
Cognitive Transformation Theory
Compressing
Computer science
control theory
systems
Employee welfare
Exact sciences and technology
expertise
Feedback
Human factors
Intelligent systems
knowledge management
Lead
Learning
Learning systems
Marketing
Medical services
mentoring
NASA
Naturalistic Decision Making
Problem-solving
proficiency
Strategy
Training
Troubleshooting
Tutoring
Weather forecasting
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Summary:We wish to pose accelerated learning as a challenge for intelligent systems technology. Research on intelligent tutoring systems has proved that accelerated learning is possible. The Sherlock tutor for electronics troubleshooting, for example, condensed four years of on-the-job training to approximately 25 hours, compressing the duration of the experience-feedback-learning cycle. But accelerated learning should refer to more than the hastening of basic proficiency. It reaches across the proficiency scale to the question of how to accelerate the achievement of expertise, and whether that is even possible. Paralleling this question are practical issues, including the military's need to conduct training at a rapid pace, and the issues of workforce and loss of expertise. Many organizations such as the US Department of Defense, NASA, and the electric utilities are at risk because of the imminent retirement of domain practitioners who handle the most difficult and mission-critical challenges. To accelerate proficiency, we must facilitate the acquisition of extensive, highly organized knowledge. We must also accelerate the acquisition of expert-level reasoning skills and strategies. But that's just the beginning of the challenge.
ISSN:1541-1672
1941-1294
DOI:10.1109/MIS.2009.21