expertise hyvonen2013

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Introduction: LEARNING

OF EXPERTISE

Pirkko Hyvönen, [email protected] Post-doc researher KTK/ LET, Oulun yliopisto

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EXPERT AND EXPERTISE

Who is an expert? Why do you think so? What is

her/his domain?

How experts think and perform?

How to become an

expert?

What is your expertise? Where are you in your

expertise?

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BACKGROUND

§  Universi0es are expected to educate experts, who are competent to excel in changing and complex circumstances in work life, but educa0on does not provide competencies for it. (Hyvönen, Impiö, Järvelä, 2010).

§  ”Normal” learning does not

provide exper0se, but can lead to ”good enough” or ”sa0sfying” level (Bereiter & Scardamalia, 1993).

§ Formal educa0on produces the users of experts, but not experts! (Geisler, 1994). § Formal educa0on does not nesessarily produce experts, rather experienced non-‐experts (Bereiter & Scardamalia, 1993).

STEREOTYPES related to EXPERTISE

Gender Age Education Objective truth

(Bereiter & Scardamalia, 1993)

Exper0se is more than general intelligence: ”Capasity to perform consistently at a superior level” (Weisberg, 2006)

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LET AIMS TO EDUCATE EXPERTS IN LEARNING AND EDUCATIONAL TECHNOLOGY.

The students will be competent to work in schools and work places and use their exper0se in adap0ng to changing situa0ons, solving problems, crea0ng social

innova0ons and integra0ng technologies in prac0ces. They know how people learn and behave in various contexts.

DEFINITIONS IN DICTIONARIES 1968-2011 1968: One who is very skillful and well-‐informed in some special field (Webster) 2005: Characteris0cs , skills and knowledge that dis0nguishes experts from novices and less experienced people (Wikipedia) 2011: person, who in certain domain can recognise problems and solve them efficiently. Exper0se includes knowledge, experiences and skills for expressing. (Wikipedia) 1)  How experts think; how do they

perform? Why? 2)  How to learn to be an expert? 3)  What is exper0se in my field/ in my

competence?

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LEARNING EXPERTISE IS A PATH OR JOURNEY OF COMPETENCE BUILDING including also regressions (Alexander, 2003; Bereiter & Scardamalia, 1986; Lajoie, 2003) Learning exper0se comprices of three overlapping

dimensions: §  knowledge construcLon (Bransford et al,

2000; Sawyer, 2006) §  expert-‐like performance (eg., Bereiter &

Scardamalia, 1993; Tynjälä, 2007) §  self-‐regulaLon (Boekaerts, Pintrich &

Zeidner, 2000; Lin, Schwarz & Hatano, 2005)

§  It is a transi0onal learning process where goals are set, monitored, reflected and scaffolded (Lajoie, 2003)

DOMAIN-‐SPECIFIC EXPERTISE

-‐  Informal and formal domains

Salomon (1997). Wine exper0se Norman et al. (2006). Medicine and surgery Durco & Daoel (2006). Transporta0on Sonentag et al. (2006). Sopware design Kellogg (2006). Professional wri0ng Ross et al. (2006). Decision making Lehman & Gruber (2006). Music Hodges et al. (2006). Sports Buoerworth (2006). Mathema0cs Cobet & Charness (2006). Chess Voss & Wiley (2006). History Brennenkmeyer & Spillane (2008). Problem-‐solving

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GENERATING THE BEST -‐ Find the best solu0on DETECTION and RECOGNITION -‐  Detect and perceive features that novices cannot QUALITATIVE ANALYSIS -‐Analyse problems, develope problem representa0ons

EXPERTS can EXCELL (Chi, 2006)

MONITORING & REFLECTING -‐ Have good self-‐monitoring and predic0ng skills STRATEGIES -‐ Use the best and effec0ve strategies in a given situa0on OPPORTUNISTIC -‐ Can use whatever sources of informa0on that are available COGNITIVE EFFORT Can retrieve relevant domain knowledge

DOMAIN-‐LIMITED -‐ Have not necessarily knowledge about other domains

OVERTLY CONFIDENT -‐ eg. in music and physics GLOSSING OVER -‐ Some0mes they overlook details CONTEXT-‐DEPENDENT WITHIN A DOMAIN -‐ Some0mes they rely too much for contextual cues

EXPERTS may FALL SHORT (Chi, 2006)

INFLEXIBLE INACCURATE PREDICTION, JUDGMENT AND ADVICE -‐ Cannot always take the perspec0ves of novices BIAS AND FUNCTIONAL FIXEDNESS -‐ Analyse problems in other domain through the priciples of their own domain

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HOW TO LEARN TO BE AN EXPERT? Bransford, 2001; Brophy, Hodge, & Bransford, 2004; Crawford, 2007; Hatano & Inagagi, 1986

1.  Help students understand their own processes of knowing and problem-‐solving! (Collabora0ve problems-‐solving method and expert profiles)

2.  Help novices to expand

knowledge and understanding in the areas of their interests (Islands of expertise)

ISLANDS OF EXPERTISE

Help novices to expand knowledge and understanding in

the areas of their interests

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ISLANDS OF EXPERTISE

(Crowley & Jacobs, 2002; Palmquist & Crowley, 2007)

•  Children and adult novices can develope knowledge construc0ons and deep understanding of phenomena, which they are personally and deeply interested in, and they are mo0vated to learn more (Chi & Koeske, 1983,).

Where people find problems that lead to interest; where the interest comes from; what is the first touch towards area of

interest? How interests starts, developes and grows? How does it maintain? Do it transform?

(Anke Grotlüschen, University of Hamburg)

–  Child & parent/adult; novice & expert

•  Domain approach to cogni0on applied to social interac0ons. It recognizes and requires that environmental inputs are matched to child/novices capaci0es and expecta0ons. (Gelman, 2010)

•  Affec0ve and cogni0ve support is needed (ChanLi & Chan, 2007).

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"   ”BUILDING” AN ISLAND (knowledge construcLon) ”working theories”

§  Building is seen as social and cogni0ve process, where learning habits are prac0ced and developed.

§  Island is woven throughtout mul0ple ac0vi0es, hence it is essen0al to be occupied in many ways (nego0a0ng, ac0vi0es, reading, teaching, problem-‐solving, memorising etc.) with the phenomen, learn in ac0vity, par0cularly in conversa0ons.

§  Abstract and general themes §  Building may con0nue for weeks, months or years §  Generally building takes place in informal seungs, like in home,

museums etc.

© Pirkko Hyvönen

"   YOU ARE NOT ALONE IN THE ISLAND! (learning is social) §  Construct knowledge and deepen your understanding with other

people by nego0a0ons, explana0ons and problem-‐solving situa0ons in everyday prac0ces.

§  Long series of collabora0ve interac0ons with peers and experts that seems to be rela0vely unmarcable when viewed individually, but they collec0vely create a strong linkage between understanding and interest.

§  Other people support you in maintaining the interest.

© Pirkko Hyvönen

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"   ISLANDS WILL FORM AN ARCHIPELAGO! (Conceptual construc0on) §  Through various ac0vi0es individuals

can develop larger epistemic frames, which will support the connec0ons between earlier knowledge and new domains (Shaffer, 2006)

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COOKING

COUNTRIES, CONTINENTS VEHICLES

TRAINS

AN EXAMPLE OF ISLANDS 5-year child: vocabulary, declarative knowledge, schemas, memories are numerous, well-organised, and flexible. Their shared knowledge, conversational space, allow their talk to move on deeper levels than is typically possible if the boy were a novice.

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Understanding can be transfered to other situations and domains.

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Religion

Healt sciences

Finnish language

English

Biologie

Statistics

Health sciences

Chemistry

Educational sciences, Learning

Common ground

English

Economics

Philosophie Media sciences

Cultural anthropology

Communication

Physiotherapy

ARCHIPELAGO OF A ONE GROUP

psykologia



TASK

Where people find problems that lead to interest; where the interest comes from; what is the first touch towards area of

interest? How interests starts, developes and grows? How does it maintain? Do it transform?

Discuss in small groups about your islands and how have they evolved. During the discussion draw your islands (archipelago) and write down your thoughts. Complete the texts / pictures in your blog, dl is 4.10. 1)  What is the origin of the interest/s? 2)  How did the interest maintain? How did it transfom?

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REFERENCES Chi, M.T.H. & Koeske, R. (1983). Network representation of a child’s dinosaur knowledge. Developmental Psychology, 19, 29–39. Crowley, K., & Jacobs, M. (2002). Building islands of expertise in everyday family activities. In G. Leinhardt, K. Crowley, & K Knutson (Eds.), Learning conversations in museums (pp. 401–423). Mahwah, NJ: Lawrence Erlbaum Associates. Gelman, S.A. (2010). Modules, theories, or islands of expertise? Domain specifity in socialization. Child Development, 81(3), 715–719. Palmquist, S. D. & Crowley, K. (2007). Studying dinosaur learning on an island of expertise. In R. Goldman, R. Pea, B. Barron, & S. Derry (Eds.), Video research in the learning sciences (pp. 271–286). Mahwah, NJ: Erlbaum. Shaffer, D.W. (2006). Epistemic frames for epistemic games. Computers & Education, 46, 223–234.


References Alexander, P. A. (2003). The development of expertise: The journey from acclimation to proficiency. Educational

Researcher, 32(8): 10–14. Bereiter, C. & Scardamalia, M. (1993). Surpassing ourselves. An inquiry into the nature and implications of expertise. Chicago: Open Court Publishing Company. Bransford, J. (2001). Thought on adaptive expertise. Retrieved June 15, 2008, from http://www.vanth.org/docs/AdaptiveExpertise.pdf. Bransford, J. D., Brown, A. L. & Cocking, R. R. (Eds.) (2000). How people learn: Brain, mind, and school. Washington: National Academy Press. http://books.nap.edu/catalog.php?record_id=9853 Brenninkmeyer, L. D. & Spillane, J. P. (2008). Problem-solving processes of experts and typical school principals: A quantitative look. School Leadership & Management, 28(5), 435–468. Brophy, S., Hodge, L., & Bransford, J. (2004). Work in progress – Adaptive expertise: Beyond apply academic knowledge. Frontiers in Education 3 (FIE): S1B/28- S1B/30, http://ieeexplore.ieee.org/xpl/freeabs_all.jsp?arnumber=1408679. Chi, M. T. H. (2006). Two approaches to the study of experts’ characteristics. In K. A. Ericsson, N. Charness, P. J. Feltovich & R. R. Hoffman (Eds.), The Cambridge Handbook of Expertise and Expert Performance (pp. 21–30). Cambridge: Cambridge University Press. Chi, M.T.H., Glaser, R., & Rees, E. (1982). Expertise in problem-solving. In R.J. Sternberg (Ed.), Advances in the psychology of human intelligence (pp. 7–75). Chi, M. T. H. & Koeske, R. D. (1983). Network representation of a child’s dinosaur knowledge. Developmental Psychology, 19(1): 29–39. Crawford, V, M, (2007), Adaptive expertise as knowledge building in science teacher’s problem solving. Paper accepted for the proceedings of the European Cognitive Science Conference. Delphi, Greece. Ericsson, K. A. (2006). An introduction to Cambridge handbook of expertise and expert performance: Its development, organization, and content. In K. A. Ericsson, N. Charness, P. J. Feltovich & R. R. Hoffman (Eds.), The Cambridge handbook of expertise and expert performance (pp. 3–19). Cambridge: Cambridge University Press.

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Hatano, G. & Inagagi, K. (1986). Two courses of expertise. In H. Stevenson, H. Azuma & K. Hakuta (Eds.), Child development and education in Japan (pp. 262–272). New York (N.Y.): Freeman. Hatano, G. & Oura, Y. (2003). Commentary: Reconceptualizing school learning using insight from expertise research. Educational Researcher, 32(8): 26–29. Hmelo-Silver, C., Marathe, S. & Liu, L. (2007). Fish swim, rocks sit, and lungs breathe: Expert-novice understanding of complex systems. The Journal of the Learning Sciences, 16(3), 307 – 331. Holoyoak, 1991 Johnsson, E. J. (1988). Expertise and decision under uncertainty: Performance and process. In T. H. Michele, H. Chi, R. Glaser & M. T. Farr (Eds.), The nature of expertise (pp. 209–228). Hillsdale (N.J.): Lawrence Erlbaum. Jonassen, D. H. (2007). What makes scientific problems difficult? In D. H. Jonassen (Ed.), Learning to solve complex scientific problems (pp. 3–23). Lajoie, S. P. (2003). Transitions and trajectories for studies of expertise. Educational Researcher, 32(8): 21–25. Lin, X., Schwartz, D.L., & Bransford, J. (2007). Intercultural adaptive expertise: Explicit and implicit lessons from Dr. Hatano. Human Development, 50, 65–72. Posner, M. J. (1988). Introduction: What is it to be an expert? In M.T.H. Chi, R. Glaser, & M.J.F. Farr (Eds.), The nature of expertise (pp. xxix–1). Hillsdale (N.J.): Lawrence Erlbaum . Tsui, A.B.M. (2009). Distinctive qualities of expert teachers. Teachers and Teaching: Theory and Practice, 15(4), 421–439. Weisberg, R. W. (2006). Modes of expertise in creative thinking: Evidence from case studies. In K. A. Ericsson, N. Charness, P. J. Feltovich & R. R. Hoffman (Eds.), The Cambridge handbook of expertise and expert performance (Eds.), (pp. 761-787). Cambridge: Cambridge University Press. Zimmerman, B. J. (2006). Development of adaptation of expertise: The role of self-regulatory processes and beliefs. In K. A. Ericsson, N. Charness, P. J. Feltovich & R. R. Hoffman (Eds.), The Cambridge handbook of expertise and expert performance (pp. 705–722). Cambridge: Cambridge University Press. Yates and Tschirhart (2007).