Learning from errors in dual vocational education: video-enhanced instructional strategies

摘要: Purpose Starting from the identification of some theoretically driven instructional principles, this paper presents a set empirical cases based on strategies to learn errors. The purpose is provide first evidence about feasibility and effectiveness for learning video-enhanced error-based in vocational education training. Design/methodology/approach Four different are presented. All them share same design-based research perspective, which teachers researchers co-designed an (iterative) intervention field. Two preliminary investigations, while other two profit quasi-experimental design with at least one experimental condition error treatment control group. Findings The four show (and analysis). More specifically, they validity flexible adoption specific principles derived literature review: use inductive particular, worked-out examples; reference concrete, possibly personal, experience analysis task; prompted writing elicit self-explanations reflection; video recording annotating situation be analysed. Research limitations/implications The constitute only starting point further into errors procedural learning. Moreover, presented focused domain knowledge not that declarative knowledge. Further studies training sector might serve area. Practical implications The provides concrete indications directions implement effective errors, especially within education. Social implications Errors often identified attributed (individual) failures. In both institutions workplace, can engender intolerant closed climate towards mistakes, preventing real professional development personal growth. Interventions schools workplaces play role changing such culture creating tolerant positive attitude them. Originality/value The majority disciplinary academic contexts. present contributed filling gap related initial education, because deal dual field development. contribution relies annotation as support specifically enhances working procedures.