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Training of Expertise and Expert Performance
Peter J. Fadde

The goal of this special TICL issue is to stake out a territory for instructional approaches that leverage the theories, findings, and methods of expertise research in order to systematically train expertise in developing learners. The disciplinary perspective of this issue is instructional design, as reflected by the term training in the title of the special issue. Consistent with the ethos of TICL, however, the special issue draws upon the other areas of learning sciences to inform the design of instruction. Indeed, most of the other authors represented in this special issue would not claim instructional design as their disciplinary home. However, the instructional design perspective should provide an interesting viewpoint even for those readers who identify with other aspects of technology, instruction, cognition, and learning.

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