5. How do we guide learning and reduce the
number of interactions required?
6. Hubert and Stuart Dreyfus
• Co-authored “Mind Over Machine” in 1986
• Developed a five stage model of directed skill
acquisition
• First published in 1980
• Re-published in Mind over Machine
• Updated in 2004
• “The Dreyfus Model of Skill Acquisition”
Hubert Dreyfus
Stuart Dreyfus
8. “Tell me exactly what I need to do to
make this work”
Stage One: Novice
9. Stage One: Novice
• Beginning of the learning journey
• Context-free rules and recipes
• Highly directed learning
10. Stage One: Novice
In the game of chess:
• Learn the pieces
• Learn how they move
• Learn a simple strategy: “always control the centre”
In driving:
• Learn the rules of the road
• Learn how to use the pedals, controls and steering wheel
• Shift gears at specific speeds
13. Stage Two: Advanced Beginner
• Progression comes from practical experience
• Rules become more complicated – can be combination of situations
as well as context free
• Still rule-based – no holistic or “big picture” understanding
14. Stage Two: Advanced Beginner
• In The Game of Chess:
• The player learns to recognize weak positions and how to avoid them
• In Driving:
• The driver uses engine sounds (situational) as well as RPMs to decide when to
shift
• In Golf:
• Use a different technique depending on the lie of the ball
15. Stage Two: Advanced Beginner
“Let me try this out…”
Beginners can’t see the “big picture”
17. Stage Three: Competence
• Learner begins taking responsibility and seeing bigger picture – not
just the fault of the rules and recipes
• Picking the rules and recipes to follow based on the situation
• Practice leads to exposure to whole situations – start going beyond
the safety of the rules
18. Stage Three: Competence
• In Driving:
• Selective focus based on situation (example: speed vs shifting when exiting
motorway)
• Evaluating many situational conditions and reacting analytically
20. “I know how this should work, I just need
to figure out the best way to do it.”
Stage Four: Proficiency
21. Stage Four: Proficiency
• Higher level of personal engagement and investment
• Proficiency comes from gradual replacement of rules with personal,
situational experience
• Can feel what needs to be done (but not how to achieve it)
• Deliberation and calculation (not intuition) used to achieve desired
goal
22. Stage Four: Proficiency
• In Driving
• The driver intuitively knows she is travelling too fast but has to think about
the best way to reduce her speed
25. Stage Five: Expertise
• Sees what needs to be done and also how to do it
• Playing completely by instinct and intuition
26. Stage Five: Expertise
• In Chess:
• A grand master who plays by instinct
• Can win a match even when analytical part of the brain is distracted
• In Golf:
• A golfer intuitively knows how to co-ordinate their body to hit a shot based on
the lie of the ball and weather conditions
27. The Five Dreyfus Stages
Source: The Five-Stage Model of Adult Skill Acquisition, Stuart
E. Dreyfus
28. The Five Dreyfus Stages
Source: The Five-Stage Model of Adult Skill Acquisition, Stuart
E. Dreyfus
29. The Five Dreyfus Stages
Source: The Five-Stage Model of Adult Skill Acquisition, Stuart
E. Dreyfus
30. The Five Dreyfus Stages
Source: The Five-Stage Model of Adult Skill Acquisition, Stuart
E. Dreyfus
31. The Five Dreyfus Stages
Source: The Five-Stage Model of Adult Skill Acquisition, Stuart
E. Dreyfus
35. Targeting API Novices
• Provide clear, rule based direction
• No need to explain how or why, just help learners get started
• Simple, clear and highly prescriptive content
• Examples (recipes) should match real-world, solvable goals
36. Targeting API Advanced Beginners
• Make it easy to find basic information for continued practice
• Example: in a CRUD API, make resources easily findable along with their
operations (reference)
• Provide an environment to make practice cheap and easy
• Don’t re-introduce novice level information
• Avoid noise from too much contextual information (special
conditions, performance implications, dependencies, etc..)
37. Targeting API Competence
• Tutorials should be less prescriptive, but still rule and recipe based
• Content can be geared towards problem-solving and higher user
engagement – don’t need to outline every step
• Help developers understand when particular types of usage makes
sense
• Content that challenges the developer may be useful
38. Targeting API Proficiency
• Visibility of previous calls is important so that developers can self-
improve
• Complex sample applications, use cases and community stories
should be available
• Content should be less-prescriptive and more contextual
• Example: “API Clients must be capable of handling changes to the interface”
• Content that is targeted at novice and advanced beginners will
frustrate a proficient user
39. Targeting API Expertise
• Provide avenues for experts to share their knowledge
• With you
• With other learners
• With prospective users
40. Do You Want To Have Expert Users?
• It depends… but, probably, yes!
• Experts can develop applications quicker, are more invested in the API
and can foster a community
• Helping a learner progress to expert-level requires a big investment
41. … But Do Your Users Want To Be Experts?
• It depends… but, probably not.
• Your API is usually a means to a different goal – when the job is done,
the learning stops
• API users only invest in mastery if they are motivated :
• Can experience with your API offer long-term employment?
• Is it a platform on which they can build anything of value to them?
• Is their prestige in being acknowledge as an expert of your API?
42. Identify the learners that will help you succeed
…and invest in guiding their skill acquisition
43. Use the Model as a Tool
• Models aren’t perfect
• You don’t need to account for every learning stage
• Consider the needs of learners at different stages when developing
your content
44. Useful Resources
• The Five-Stage Model of Skill Acquisition (2004, Stuart Dretyfus)
http://www.bumc.bu.edu/facdev-medicine/files/2012/03/Dreyfus-
skill-level.pdf
• Mind Over Machines (Dreyfus & Dreyfus)
• Pragmatic Thinking and Learning (Andy Hunt)
45. Applying the Model: Who Was This Talk For?
• Primary Audience: API Documenters
• No specific examples or recipes provided
• I described a model and pattern that could be used
46. Who Is The Target API Documenter For This
Talk?
47. How We Learn
Lessons from the Dreyfus Model of Skill
Acquisition
Ronnie Mitra
Lead Designer
API Academy
@mitraman
ronnie.mitra@ca.com