Guided mindfulness: Using expert schemas to evaluate complex skill acquisition

Abstract

This paper presents qualitative data regarding the experiential learning process, including how this process can be enhanced through an individualized learning approach we refer to as Guided Mindfulness (GM). GM works as a facilitating mechanism where specific self-regulated learning opportunities are a) identified as learning events, b) reflected on, and probing questions on the event are c) asked to heighten experiential learning. Specifically, frequent experiential learners (FELs) were interviewed regarding their learning process, comparing that process between expert and novices and providing preliminary identification of the differences between expert and novice schemas. Finally, the five GM intervening processes (i.e., situational awareness, self-awareness, social awareness, sensemaking, simulation) were mapped into each of these stages. Future directions are proposed regarding understanding these expert schemas more thoroughly and applying this understanding across cultures.