We can teach more than we can tell: combining Deliberate Practice, Embodied Cognition, and Multimodal Learning

B.H. Limbu; G. van Helden; Jan Schneider Barnes; M.M. Specht

We can teach more than we can tell: combining Deliberate Practice, Embodied Cognition, and Multimodal Learning

B.H. Limbu, G. van Helden, Jan Schneider Barnes, M.M. Specht

Research output: Chapter in Book/Conference proceedings/Edited volume › Chapter › Scientific › peer-review

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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.

Original language	English
Title of host publication	MILeS 2022
Subtitle of host publication	Multimodal Immersive Learning Systems 2022
Editors	Khaleel Asyraaf Mat Sanusi, Bibeg Limbu , Jan Schneider , Daniele Di Mitri, Roland Klemke
Publisher	CEUR-WS
Pages	15-21
Number of pages	5
Volume	3247
Publication status	Published - 2022
Event	Multimodal Immersive Learning systems - Toulouse, France Duration: 13 Sept 2022 → 13 Sept 2022 https://milki-psy.de/miles-workshop-22/

Publication series

Name	CEUR Workshop proceedings
Publisher	CEUR
Volume	3247
ISSN (Electronic)	1613-0073

Workshop

Workshop	Multimodal Immersive Learning systems
Abbreviated title	MILeS
Country/Territory	France
City	Toulouse
Period	13/09/22 → 13/09/22
Internet address	https://milki-psy.de/miles-workshop-22/

Keywords

multimodal
sensors
embodied cognition
deliberate practice

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paper3Final published version, 246 KBLicence: CC BY

Cite this

Limbu, B. H., van Helden, G., Barnes, J. S., & Specht, M. M. (2022). We can teach more than we can tell: combining Deliberate Practice, Embodied Cognition, and Multimodal Learning. In K. Asyraaf Mat Sanusi, B. Limbu , J. Schneider , D. Di Mitri, & R. Klemke (Eds.), MILeS 2022: Multimodal Immersive Learning Systems 2022 (Vol. 3247, pp. 15-21). (CEUR Workshop proceedings; Vol. 3247). CEUR-WS.

Limbu, B.H. ; van Helden, G. ; Barnes, Jan Schneider et al. / We can teach more than we can tell : combining Deliberate Practice, Embodied Cognition, and Multimodal Learning. MILeS 2022: Multimodal Immersive Learning Systems 2022. editor / Khaleel Asyraaf Mat Sanusi ; Bibeg Limbu ; Jan Schneider ; Daniele Di Mitri ; Roland Klemke . Vol. 3247 CEUR-WS, 2022. pp. 15-21 (CEUR Workshop proceedings).

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title = "We can teach more than we can tell: combining Deliberate Practice, Embodied Cognition, and Multimodal Learning",

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.",

keywords = "multimodal, sensors, embodied cognition, deliberate practice",

author = "B.H. Limbu and {van Helden}, G. and Barnes, {Jan Schneider} and M.M. Specht",

year = "2022",

language = "English",

volume = "3247",

series = "CEUR Workshop proceedings",

publisher = "CEUR-WS",

pages = "15--21",

editor = "{Asyraaf Mat Sanusi}, {Khaleel } and {Limbu }, {Bibeg } and {Schneider }, Jan and {Di Mitri}, {Daniele } and {Klemke }, Roland",

booktitle = "MILeS 2022",

note = "Multimodal Immersive Learning systems, MILeS ; Conference date: 13-09-2022 Through 13-09-2022",

url = "https://milki-psy.de/miles-workshop-22/",

}

Limbu, BH, van Helden, G, Barnes, JS & Specht, MM 2022, We can teach more than we can tell: combining Deliberate Practice, Embodied Cognition, and Multimodal Learning. in K Asyraaf Mat Sanusi, B Limbu , J Schneider , D Di Mitri & R Klemke (eds), MILeS 2022: Multimodal Immersive Learning Systems 2022. vol. 3247, CEUR Workshop proceedings, vol. 3247, CEUR-WS, pp. 15-21, Multimodal Immersive Learning systems, Toulouse, France, 13/09/22.

We can teach more than we can tell: combining Deliberate Practice, Embodied Cognition, and Multimodal Learning. / Limbu, B.H.; van Helden, G.; Barnes, Jan Schneider et al.
MILeS 2022: Multimodal Immersive Learning Systems 2022. ed. / Khaleel Asyraaf Mat Sanusi; Bibeg Limbu ; Jan Schneider ; Daniele Di Mitri; Roland Klemke . Vol. 3247 CEUR-WS, 2022. p. 15-21 (CEUR Workshop proceedings; Vol. 3247).

Research output: Chapter in Book/Conference proceedings/Edited volume › Chapter › Scientific › peer-review

TY - CHAP

T1 - We can teach more than we can tell

T2 - Multimodal Immersive Learning systems

AU - Limbu, B.H.

AU - van Helden, G.

AU - Barnes, Jan Schneider

AU - Specht, M.M.

PY - 2022

Y1 - 2022

N2 - 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.

AB - 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.

KW - multimodal

KW - sensors

KW - embodied cognition

KW - deliberate practice

UR - http://ceur-ws.org/Vol-3247/paper3.pdf

UR - http://ceur-ws.org/Vol-3247/

M3 - Chapter

VL - 3247

T3 - CEUR Workshop proceedings

SP - 15

EP - 21

BT - MILeS 2022

A2 - Asyraaf Mat Sanusi, Khaleel

A2 - Limbu , Bibeg

A2 - Schneider , Jan

A2 - Di Mitri, Daniele

A2 - Klemke , Roland

PB - CEUR-WS

Y2 - 13 September 2022 through 13 September 2022

ER -

We can teach more than we can tell: combining Deliberate Practice, Embodied Cognition, and Multimodal Learning

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Workshop

Keywords

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