An approach to the TEL teaching of non-technical skills from the perspective of an ill-defined problem

Abstract

In this paper we take a look at the difficulties raised by the teaching of the technical and non-technical skills mobilized during a critical situation, in the context of TEL within virtual environments. We present the advantages of using a combined enactive and situated learning approach to this problematic, and take an ill-defined perspective to raise important designing issues in this respect. We show that some aspects of this problem have not been encompassed yet in the ill-defined domains literature, and should be further studied in any attempt at teaching behaviours inducing technical and non-technical skills in a virtual world.