ABSTRACT
This chapter discusses the training of domain-general skills in programs based on the Ten Steps, including self-regulated learning skills, self-directed learning skills, and other so-called 21st-century skills. It describes the mechanisms underlying self-regulated and self-directed learning and the implications for their teaching. The chapter discusses the training of two important self-directed learning skills: information literacy skills and deliberate practice skills. Two complementary sub processes in Self-Regulated Learning (SRL) and Self-Directed Learning (SDL) are monitoring and control. Monitoring is the term used to refer to the—metacognitive—thoughts learners have about their own learning. The teaching of information literacy skills, and, actually, the teaching of all domain-general skills, should follow exactly the same design principles as the Ten Steps prescribes for domain-specific skills or professional competencies. Intertwining training blueprints for domain-specific skills and domain-general skills is largely uncharted territory in the field of instructional design.
