Guided Experiential Learning: Training Design and Evaluation
A Pebble-in-the-PondModel For Instructional Design
Blueprints for Complex Learning: The 4C/ID-Model
Deliberate Practice and the Acquisition and Maintenance of Expert Performance in Medicine and Related Domains
Different Strokes for Different Folks?
First Principles of Instruction
Feedback Interventions: Toward the Understand of a Double-Edged Sword
Negative Self-Efficacy and Goal Effects Revisited
Should There Be a Three-Strikes Rule Against Pure Discovery Learning?
The Role of Deliberate Practice in the Acquisition of Expert Performance
Training in the 21st Century: Some Lessons from the Last One
Why Minimal Guidance during Instruction Does Not Work
Full Spectrum Warrior