expert lecture 2014, pirkko hyvönen
DESCRIPTION
THEORY-course, Minor subject studies in educational technologyTRANSCRIPT
Pirkko Hyvönen, [email protected]
Adjunct Professor
LET, University of Oulu
EXPERT –
theoretical and
empirical
background
AFTER THIS LECTURE
Pirkko Hyvönen, [email protected]
Tutkijatohtori
KTK/ LET, Oulun yliopisto
Explain, why is expertise and expertperformance important to learn in higher education.
Describe different levels of expertiseand differences between routine and adaptive expert.
Reflect, what kind of expertise is needed in work life today.
Understand, that learning expertisecan be designed.
BACKGROUND
Normal learning can reach
satisfying basic level. Then, it is
possible to free mental
resources in order to use them
for higher level activities (in
knowledge construction, skills
and self-regulation) (Bereiter & Scardamalia,
1993)
Universities are expected to educateexperts, who are competent to excel in changing and complex circumstances in work life (Hyvönen, Impiö, Järvelä, 2010).
LET master’s program aims to educateexperts in learning and educationaltechnology.
The students will be competent to work in schools and work places and use their expertise in adapting to changing situations, solving problems, creating social innovations and integrating technologies in practices.
Education is based on LET research and it provides a strong support for learning.
Education is also one of the researchcontexts.
STEREOTYPES related to
EXPERTISE
Gender
Age
Education
Objective truth truth
Memory
Bereiter & Scardamalia, 1993
Expertise is more than general intelligence: ”Capasity to perform consistentlyat a superior level” (Weisberg, 2006)
DEFINITIONS IN DICTIONARIES
FROM 1968-2011
1968: One who is very skillful and well-informed in some special field(Webster) – specialist with a long experience
2005: Characteristics , skills and knowledge that distinguishes expertsfrom novices and less experiencedpeople (Wikipedia)
2011: person, who in certain domaincan recognise problems and solvethem efficiently. Expertise includesknowledge, experiences and skills for expressing. (Wikipedia)
DOMAIN-SPECIFIC EXPERTISE
- Informal and formal domains
Salomon (1997). Wine expertiseNorman et al. (2006). Medicine and surgeryDurco & Dattel (2006). TransportationSonentag et al. (2006). Software designKellogg (2006). Professional writingRoss et al. (2006). Decision makingLehman & Gruber (2006). MusicHodges et al. (2006). SportsButterworth (2006). MathematicsCobet & Charness (2006). ChessVoss & Wiley (2006). HistoryBrennenkmeyer & Spillane (2008). Problem-solving
FROM NOVICE TO EXPERT
-
Five levels of development(Dreyfus, 1980)
Novice ”Instead of seeing
patient care as bits of
unrelated information
and series of tasks, the
expert is able to
integrate various
aspects of patient care
into a meaningful
whole.”
(Dracup, Bryan-Brown, & Einstein, 2004,
p. 449)
Advanced beginner
Competent
Proficient
Expert
Proficiency scale (Chi, 2006, adapted from Hoffman, 1998)
Novice New; some minimal exposure in the domain
Initiate, Novice who has begun introductory instruction
Apprentice, Is learning beyond introductory level – living with or assisting
someone
Journeyma
n
Experienced, reliable and independent worker (under orders)
Level of competence; motivated but may remain at this level
Expert Brilliant journeyman, highly regarded by peers; can deal
effectively with certain types of rare or tough cases; has
special skills or knowledge derived from extensive experience
with subdomains
Master Expert who has qualified to teach those at a lower level; one
of a elite group of experts, whose judgements set regulations,
standards and ideals; regarded as ”the” expert / ”real” expert
FROM NOVICE TO EXPERT
Expertise is domain-specific. Is a bird expert in flying?
DOMAIN-LIMITED
- Have not necessarily
knowledge about other
domains
OVERTLY CONFIDENT
- eg. in music and physics
GLOSSING OVER
- Sometimes they overlook
details
CONTEXT-DEPENDENT WITHIN
A DOMAIN
- Sometimes they rely too much
for contextual cues
EXPERTS may FALL SHORT (Chi, 2006)
INFLEXIBLE
INACCURATE PREDICTION, JUDGMENT AND ADVICE
- Cannot always take the perspectives of novices
BIAS AND FUNCTIONAL FIXEDNESS
- Analyse problems in other domain through the
priciples of their own domain
TYPES OF EXPERTISEBransford, 2001; Bransford et al., 2000; Brophy, Hodge, & Bransford, 2004; Crawford, 2007; Hatano & Inagagi, 1986
Which kind of expertise is valued and aimed; and how
to design learning processes, evaluations, learning outcomes and
instructions.
EXPERTS and EXPERIENCED NON-EXPERTS (Bereiter &
Scardamalia, 1993)
Career may conformmerely to the routines, not advancing expertiseand problem-solving.
EXPERTS and NOVICES
ROUTINE EXPERTS Everyday skills, routines, are developed in familiar environments and in familiar tasks. Routine experts can develop their accuracy and fluency.
ADAPTIVE EXPERTSSet of cognitive, meta-cognitive, social, and emotional strategies, where individuals abandon ‘routine’ problem-solving strategies.
Adaptive experts are more flexible, inventive, spontaneous, encouraging and creative. They deal with novel, unexpected situations and problems, and build knowledge at the same time. They increase their core competencies plus and go beyond their comfort zone!
ROUTINE EXPERTS:Acting and dealing with problems
Surface level perceptions
Does not see hidden messages, does not see
problems
Weak skills to solve new problems, but can
solve familiar problems.
See one suitable way to solve problems
Want to solve the problem quickly, and move
to next tasks.
Sparce knowledge base -> may think quickly
Mainly procedural knowledge
When situation unexpectably changes,
efficiency decreases, because they try to
solve problem by imitating familiar solutions
that are not suitable for the situation.
Do not learn in problem-solving
Routine expertsare competent to
solve problemsthat are familiarand expected.
Name some
concrete situations
or problem-solving
processes in any
domain, here
routine expertise is
useful.
ADAPTIVE EXPERTS
Holoyok: truly expert,
Bransford: competencies plus
Make perceptions of problem and its context;
dissect various different perspectives
See a problem as an opportunity to learn, learn in
problem-solving and produce new knowledge
same time
Classify, label, analyse problems
Perceive patterns and differencies
Start to organise problem around central
concepts or idea
Ponder forward, theoretical reasoning
Dence knowledge base thinking may take time
Think and identify novel solutions and possibilities
Strong conceptual understanding
Flexible in using knowledge
Evidence-based argumentation
Name some
concrete situations
or problem-solving
processes inin any
domain, where
adaptive expertise
is useful.
Adaptive expertsare competent to
solve problemsthat are novel and
unexpected
LEARNING EXPERTISE IS A PATH OR JOURNEY OF COMPETENCE BUILDINGincluding also regressions (Alexander, 2003; Bereiter& Scardamalia, 1986; Lajoie, 2003)
Learning expertise comprices of three overlappingdimensions: knowledge construction (Bransford et al,
2000; Sawyer, 2006) expert-like performance (eg., Bereiter &
Scardamalia, 1993; Tynjälä, 2007) self-regulation (Boekaerts, Pintrich &
Zeidner, 2000; Lin, Schwarz & Hatano, 2005)
It is a transitional learning process where goals areset, monitored, reflected and scaffolded (Lajoie, 2003)
GENERATING THE BEST
- Find the best solution
DETECTION and
RECOGNITION
- Detect and perceive
features that novices
cannot
QUALITATIVE ANALYSIS
-Analyse problems,
develope problem
representations
EXPERTS can EXCELL (Chi, 2006)
MONITORING & REFLECTING
- Have good self-monitoring
and predicting skills
STRATEGIES
- Use the best and effective
strategies in a given situation
OPPORTUNISTIC
- Can use whatever sources
of information 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
- Sometimes they overlook
details
CONTEXT-DEPENDENT WITHIN
A DOMAIN
- Sometimes they rely too much
for contextual cues
EXPERTS may FALL SHORT (Chi, 2006)
INFLEXIBLE
INACCURATE PREDICTION,
JUDGMENT AND ADVICE
- Cannot always take the
perspectives of novices
BIAS AND FUNCTIONAL
FIXEDNESS
- Analyse problems in other
domain through the
priciples of their own
domain
EXPERTISE IN WORK LIFE
let.oulu.fi / [email protected]
EXPERTISE IN WORK LIFE
Informants (N=13) are experts in different formal domains
On what ground they are considered experts? They are in a leading and demanding position Key persons in their field Considered as more competent than other people in the field Long career and high education They consider themselves as experts Each of them are experts at least on two domains
”Expertise is easiest to identify when it differs most dramatically fromwhat ordinary people can do” (Bereiter & Scardamalia, 1993)
(Hyvönen, Impiö & Järvelä, 2014)
let.oulu.fi / [email protected]
EXPERTISE IN WORK LIFE
How experts define expertise?
1) Expertise is future-oriented having a developmental and advancing perspective. They are expected to innovate new or re-new existing practice, processes and products.
2) Developmental perspective and performance is conjugated with need of constant learning and understanding things and processes (Bereiter & Scardamalia, 1993). - Factual, procedural and self-
regulative knowledge- Multifaceted domains
20
let.oulu.fi / [email protected]
3) Expertise is increasingly a social and collaborative phenomenon, which lay both opportunities and challenges for the path of expertise.
- Opportunity: social view, collaboration and even technologies in collaboration can enhance construction of shared expertise
- Challenge: collaboration is effective way of learning, but does not happen easily
- Social skills, communication, use of technologies- Learning from and with other people- Understanding other people: without it domain-specific
expertise cannot be exploited
21
let.oulu.fi / [email protected]
4) Experts Have a strong self-confidence, and trust on their team to develop,
create and construct new solutions Knows how to act rationally in certain situations Have sensibility to perceive situations Are diligent, curious, flexible, self-initiative, and modest
Expert’s work is not automatic nor easy. (Bereiter & Scardamalia, 1993; Hyvönen, Impiö & Järvelä, 2010; Tsui, 2009)
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let.oulu.fi / [email protected]
EXPERTISE IN WORK LIFE
What are the problems like?
Situations are always complex and difficult, and you can never be fully prepared for them. Problems in working life involves more than running through ‘routines’.
1) Understand people and interacting with them. Problems with people are related to communication, social interaction, shared understanding and emotional constrains, such as envy and hostile atmospheres, which tend to prevent developing innovations and also expertise. 2) Inadequate technical tools. Although many ICT tools are in use, there are still lack of tools and software that solve very compound problems.3) Decision-making problems (Johnson, 1988; Jonassen, 2007): experts at times have to make decisions without the necessary information. 4) Sharing tacit knowledge5) Dealing with time, motivation, prioritization and overlapping tasks
(Hyvönen, Impiö & Järvelä, 2014)
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let.oulu.fi / [email protected]
EXPERTISE IN WORK LIFE
How do the experts perform ‘routine’ and ‘adaptive’ expertise in their work?
“There is no such thing as routines in my work.”
1) Degree of routines declines, when complexity of work and experience of individual increases: “The more I have experience in this work, the less there are routine cases.”
2) Creativity, insight and playfulness (see, Brophy et al., 2004; Hyvönen, 2008; Weisberg, 2006) seems to play a role in adaptive expertise.
3) To some extend adaptive experts can adjust the complexity
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let.oulu.fi / [email protected]
EXPERTISE IN WORK LIFE
How useful education has been for their current position?
1) Overall, formal education has not satisfactorily provided resources for their current work; instead, it has provided basic general knowledge. Education is lacking of important areas that are needed in work life, such as communication, negotiation and presentation, even writing and discussing skills were not adequately provided.
2) Only exception was education in engineering, that has provided skills in problem-solving and foreign languages, which are essential in expert work.
(Hyvönen, Impiö & Järvelä, 2010) 25
HOW TO LEARN TO BE AN
ADAPTIVE EXPERT?Bransford, 2001; Brophy, Hodge, & Bransford, 2004; Crawford, 2007; Hatano & Inagagi, 1986
Help students to understand their own processes of knowing and problem-solving!
Normal learning does not provide expertise, but can leadto ”good enough” tai ”satisfying” level.
Normal learning can reach satisfying basic level. Then itis possible to free mental resources in order to use themfor higher level activities (in knowledge construction, skillsand self-regulation)
Formal education produces the users of experts, but notexperts! (Geisler, 1994)
Formal education does not nesessarily produce experts, rather experienced non-experts (Bereiter & Scardamalia, 1993)
Learning expertise is a path or journey of competencebuilding, including also regressions (Alexander, 2003; Bereiter & Scardamalia, 1986; Lajoie, 2003) Learning expertise comprices of three overlapping
dimensions: knowledge construction (Bransford et al, 2000;
Sawyer, 2006) expert-like performance (eg., Bereiter &
Scardamalia, 1993; Tynjälä, 2007) self-regulation (Boekaerts, Pintrich & Zeidner,
2000; Lin, Schwarz & Hatano, 2005)
It is a transitional learning process where goals are set, monitored, reflected and scaffolded (Lajoie, 2003)
How to learn to be an adaptive expert?Bransford, 2001; Brophy, Hodge, & Bransford, 2004; Crawford, 2007; Hatano & Inagagi, 1986
Structured collaborative problem-solving method (Hyvönen &
Impiö)
1. To establish the basis for collaborative problem solving process:
to get to know each others, to acknowledge mental resourses and to construct common understanding of the task and underlying theories(activating prior knowledge)
To design virtual and face-to-face phases and technological tools to beused.
2. To understand the context of the problem, and the problem and to define learning goals
Problems are authentic cases from work life; they are new and ill-structured, where multiple solutions are possible
The core of a problem should be analysed and defined
Reseach-based approach
3. To find possible solutions by constructing new knowledge based on the learning sciences, but adapted to authentic work life.
4. To choose the solution and work (play) with it until the problem will besolved
How to learn to be an adaptive expert?Bransford, 2001; Brophy, Hodge, & Bransford, 2004; Crawford, 2007; Hatano & Inagagi, 1986
FEATURES OF THE COLLABORATIVE PROBLEM-
SOLVING METHOD
1. Problems are not as in work life, but real assignment from worklife..
2. Collaboration is enhanced all way long.
3. Working takes place as expert teams by students, work life personsand other invited experts.
4. Evaluation, monitoring, reflection and planning are central in the process.
5. Playfulness and creativity are encouraged to free cognitiveresources
6. Autonomy in designing blended model to work and use technologiesmeaningfully (AC, Skype, GoogleDocs, mind maps etc.) For rich interaction For making thinking visible and audible For knowledge construction
7. Academic, research-based approach and understanding
8. The outcomes as social innovations, such as novel models to carryon
How to learn to be an adaptive expert?Bransford, 2001; Brophy, Hodge, & Bransford, 2004; Crawford, 2007; Hatano & Inagagi, 1986
Examples of open problems by Elektrobit (EB) 2010
1. Open Source & Developer CommunitiesVarious developer communities are now important in software designing. Many software adaptations are basedon open source platform (eg. Linux, Symbian, Qt, Android, MeeGo), while various informal communities work as developers. One temporal question is how open sourceculture and joining in developer communities can bepromoted?
2. Motivation and managersManagers face questions and situations that are linked to motivation and flow of work. In order to help managers to coach team members they need to understand, whatmotivation means and what affect to motivation. How to increase understanding among coaching managers? How manager could help experts to maintain their motivationthrough work career?
Heiss, Janice J. (2007)
How to learn to be an adaptive expert?Bransford, 2001; Brophy, Hodge, & Bransford, 2004; Crawford, 2007; Hatano & Inagagi, 1986
Examples of results for problems by Elektrobit (EB) 2010Posters and booklets
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