Expertise in work life and education
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Transcript of Expertise in work life and education
EXPERTISE IN WORK LIFE AND EDUCATION
Pirkko Hyvönen Post doc research fellow
University of OuluEducational Sciences and Teacher Education
LET (learning and Educational Technology Research Team)[email protected]
CONTENT
• Two types of expertise: routine and adaptive
• Expertise in work life: what is it like in different fields?
• Expertise in higher education: How to learn adaptive expertise?
12.04.2023 [email protected] 3
YOUR TASK
In the end of the lecture, draw conclusions. At least three main points.
TYPES OF EXPERTISE Bransford, 2001; Bransford et al., 2000; Brophy, Hodge, & Bransford, 2004; Crawford, 2007; Hatano & Inagagi, 1986
EXPERTS and EXPERIENCED NON-EXPERTS (Bereiter & Scardamalia, 1993)
Career may conform merely to the routines, not advancing expertise and problem-solving.
EXPERTS and novices
Which kind of expertise is valued and aimed; and how to design learning processes, evaluations, learning outcomes and instructions.
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 Do not see hidden messages, do 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 experts are competent to solve problems that are
familiar and expected.
Name some concrete situations or problem-solving processes in work
life (choose domain), where
routine expertise is useful.
ADAPTIVE EXPERTSHoloyok: 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 in work
life (choose domain), where
adaptive expertise is useful.
Adaptive experts are competent to
solve problems that are novel and unexpected
EXPERTISE IN WORK LIFE(Hyvönen, Impiö & Järvelä, submitted)
Expertise is commonly valued phenomena; it is also recognised as an essential competence in contemporary work life.
Individuals need more and more tackle with problems and tasks that require adaptive expertise.
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. They are key persons in their field. They are considered as more competent than other people in
the field. They have a long career and high education. They are skillful and successful learners. 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 from what ordinary people can do” (Bereiter & Scardamalia, 1993)
(Hyvönen, Impiö & Järvelä, submitted)
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
- Tacit knowledge- Multifaceted domains
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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
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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, sub; Tsui, 2009)
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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
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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.” Cycle: ability to make perceptions and decisions augments environment can provide complexity in relation to her abilities and edge of competence
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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Problematize unproblematic (Glaser & Chi, 1988; Tsui, 2009)
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) 15
HOW TO LEARN ADAPTIVE EXPERTISE? Bransford, 2001; Brophy, Hodge, & Bransford, 2004; Crawford, 2007; Hatano & Inagagi, 1986
1. Help students to understand their own processes of knowing and problem-solving! (Collaborative problems-solving method and expert profiles)
2. Help novices to expand knowledge and understanding in the areas of their interests (Islands of expertise)
Help students to understand their own processes of knowing and problem-solving!
1. EXPERT PROFILES Monitoring, documenting and reflecting learning
experiences, and writing expert profile along studies.(Bransford, 2001; Brophy, Hodge, & Bransford,
2004; Crawford, 2007; Hatano & Inagagi, 1986)
2. COLLABORATIVE PROBLEM-SOLVING METHOD Theoretical basis is in expert studies, collaborative learning and
self-regulated learning. Learning of adaptive expertise requires several cycles of
problem-solving processes Problem-solving processes are long-lasting Problem-solving includes knowledge construction, self-regulation
and expert performance
COLLABORATIVE PROBLEM-SOLVING METHOD
Problems
are authentic cases from work life; they are not as in work life, but real assignments are new for the individualsare open: ill-structured and messy, where multiple solutions are possible.
Examples of open problems
Elektrobit (EB) 2010 (Six different open problems)
1. Open Source & Developer Communities Various developer communities are now important in software designing. Many software adaptations are based on open source platform (eg. Linux, Symbian, Qt, Android, MeeGo), while various informal communities work as developers. One temporal question is how open source culture and joining in developer communities can be promoted? Heiss, Janice J. (2007)
2. Motivation and managers Managers 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, what motivation means and what affect to motivation. How to increase understanding among coaching managers? How manager could help experts to maintain their motivation through work career?
Business Kitchen (2012)Environment for creative collaboration was needed.
Pudasjärvi (2009)Pudasjärvi is sparcely populated municipal, where politicians decided to close many of the schools. That caused even 2-hours bus trip for school children to get from home to the nearest school.
http://www.businesskitchen.fi/blog/
COLLABORATIVE PROBLEM-SOLVING METHOD
Approaching the problem①What is the core of the problem? Explore, learn about the
problem; analyse and define it. ②What is the context of the problem? You need to understand
the context of the problem. Find information adequately.③What do you need to know about the problem? Learn more
about the problem – core concepts, reseach-based approach.
Useful questions: What do you know about the problem and what more you need to know/define in order to solve the challenge? (Brophy et al., 2004)
How do you know what you know? (Explaining) (Calin, Jagerman, & Ratner, 2005)
Is some previous situation similar to this? What is common? Explain why it works.What are the next steps: goals and strategies?
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1. GROUP FORMATION
Common grounding- Knowing each others- Strengths of the
groups- Norms and policies
Expert- Socio-emotional
challenges- Commitment,
participation- Recognise expertise
Creative collaboration:Athmosphere: egual, thrustworthyPower-relations: not disturbing by causing anxiety or fear
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2. NEED / PROBLEM - Explore widely problem space:
discuss and analyse various needs/challenges/problems, where new solutions, change, or processes are needed
- Use various brainstorming methods: shared drawing, maps etc.
- Allow playfulness and creativity: atypical thinking, funny ideas, weird associations
- Creative collaboration: creativity/playfulness integrated to analytical and practical thinking
Expert- Perceptions of
context and problem- Various perspective- Hypotheses- Organisation of
elements of problem around central concepts
- Categorisation of knowledge
- Decisions and groundings for them
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3. DEFINING THE PROBLEM / GOAL SETTING
- After analysing and understanding the problem space, group defines exactly the problem, for which they start to look for solutions. Various hypotheses will be discussed. - Transfer: what we already know from previous experiences?- Group states aims and actions on how to proceed in order to find solutions.
Expert- What we already
know about the problem?
- What perspectives are important to explore?
- What resources we need, what kind of expertise we need to work with us?
- How this problem-solving case resembles previous experiences of problem-solving cases?
- How do we proceed from now?
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4. UNDERSTANDING and DESCRIBING THE CONTEXT
- Group looks for information about the context using different recourses, eg., scientific articles, other documents and communities.
- They deal and construct knowledge together.
Expert- Distinguishes
relevant knowledge from non-relevant.
- Monitor and reflect constantly: actions, goals, socio-emotional climate, understanding
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5. BUILDING NEW SOLUTION and DEFINING NEW OPERATIONS MODEL
- Group keeps on looking for relevant knowledge in order to find the best solution to the problem at hand.
Earlier studies, discussions with other experts (transferable knowledge about similar problems).Ponder causative relations, test various alternatives, use different methods.
Expert- Uses research-based methods:
adopts newest knowledge about how people learn.
- Takes risks, be creative and innovative.
- Combines theory with practice.
- Adapts to changing situations.- Uses various strategies,
methods and approaches- Uses various recourses- Constructs new
knowledge.
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6. DISPLAYING RESULTS
Expert- “Answers” for the
problem- Groundings
Photo: N. Impiö
Examples of results for problems by Elektrobit (EB) 2010Posters and booklets
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CONCLUSIONSDrawn by the students
Adaptive and routine expertise are two types of expertise.They approach and define problems differentetly, adaptive
experts more in detail.Adaptive experts look forward and backwards in their
learning. Adaptive experts see problems as challenges.
In work life, tools for collaborative learning are needed.Combining playfulness with analytical and critical thinking is
important.Creativity is important in problem-solving.
The only ’routine’ for adaptive experts is a continuous change of situations.
Being experienced does not necessasarily mean being an expertise.
12.04.2023 [email protected] 31
THANK YOU!
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