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The DISCO thesaurus is based on a comprehensive understanding of skills and competences that include professional competences, personal attitudes, values, behavioral patterns etc. independent of whether they have been acquired formally, non-formally or informally. It consists of about 10,000 terms (about 7,000 preferred terms and 3,000 synonyms ...
Many skills require practice to remain at a high level of competence. The four stages suggest that individuals are initially unaware of how little they know, or unconscious of their incompetence. As they recognize their incompetence, they consciously acquire a skill, then consciously use it.
The mass term ability refers to components of competence acquired through a combination of both aptitude and skills. According to Gladwell (2008) [ 2 ] and Colvin (2008), [ 3 ] it is often difficult to set apart the influence of talent from the influence of hard training in the case of outstanding performances.
The Skill Model refers to the direct, holistic discrimination of what a situation calls for as the performer's "intuition" or "intuitive perspective." The emergence of an intuitive perspective, a direct sense of what is relevant and called for in a given situation, characterizes stages four and five of the Skill Model (proficiency and expertise).
Image credits: S-L-F #5. I know how to shear, wash, card, and Spin wool. I also know how to dye the fibre using plant dyes. At this point all of my socks, mitts, toques, scarves, and sweaters have ...
A skill is the learned or innate [1] ability to act with determined results with good execution often within a given amount of time, energy, or both. [2] Skills can often [quantify] be divided into domain-general and domain-specific skills. Some examples of general skills include time management, teamwork [3] and leadership, [4] and self ...
Overlearning refers to practicing newly acquired skills beyond the point of initial mastery. The term is also often used to refer to the pedagogical theory that this form of practice leads to automaticity or other beneficial consequences.
Digital literacy requires certain skill sets that are interdisciplinary in nature. Warschauer and Matuchniak (2010) list three skill sets, or 21st century skills, [20] that individuals need to master in order to be digitally literate: information, media, and technology; learning and innovation skills; and life and career skills. [vague].