Introduction:

LEARNING OF

EXPERTISE

Pirkko Hyvönen, pirkko.hyvonen@oulu.fiPost-doc researherKTK/ LET, Oulun yliopisto

10.04.2023 pirkko.hyvonen@oulu.fi 2

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?

BACKGROUND

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

”Normal” learning does not provide expertise, but can lead to ”good enough” or ”satisfying” level (Bereiter & Scardamalia, 1993).

Formal education produces the users of experts, but not experts! (Geisler, 1994).

Formal education does not nesessarily produce experts, rather experienced non-experts (Bereiter & Scardamalia, 1993).

STEREOTYPES related to EXPERTISE

GenderAgeEducationObjective truth

(Bereiter & Scardamalia, 1993)

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

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 expertise in adapting to changing situations, solving problems, creating social

innovations and integrating technologies in practices. 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: Characteristics , skills and knowledge that distinguishes experts from novices and less experienced people (Wikipedia)

2011: person, who in certain domain can recognise problems and solve them efficiently. Expertise 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 expertise in my field/ in my

competence?

LEARNING EXPERTISE IS A PATH OR JOURNEY OF COMPETENCE BUILDING 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)

DOMAIN-SPECIFIC EXPERTISE

- Informal and formal domains

Salomon (1997). Wine expertise Norman et al. (2006). Medicine and surgery Durco & 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

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 EFFORTCan 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

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! (Collaborative problems-solving method and expert profiles)

2. Help novices to expand knowledge and understanding in the areas of their interests (Islands of expertise)

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ISLANDS OF EXPERTISE

Help novices to expand knowledge and understanding in the areas of their interests

© pirkko.hyvonen@oulu.fi

ISLANDS OF EXPERTISE

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

• Children and adult novices can develope knowledge constructions and deep understanding of phenomena, which they are personally and deeply interested in, and they are motivated 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 cognition applied to social interactions. It recognizes and requires that environmental inputs are matched to child/novices capacities and expectations. (Gelman, 2010)

• Affective and cognitive support is needed (ChanLi & Chan, 2007).

”BUILDING” AN ISLAND (knowledge construction) ”working theories”

Building is seen as social and cognitive process, where learning habits are practiced and developed.

Island is woven throughtout multiple activities, hence it is essential to be occupied in many ways (negotiating, activities, reading, teaching, problem-solving, memorising etc.) with the phenomen, learn in activity, particularly in conversations.

Abstract and general themes Building may continue for weeks, months or years Generally building takes place in informal settings, 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 negotiations, explanations and problem-solving situations in everyday practices.

Long series of collaborative interactions with peers and experts that seems to be relatively unmarcable when viewed individually, but they collectively create a strong linkage between understanding and interest.

Other people support you in maintaining the interest.

© Pirkko Hyvönen

ISLANDS WILL FORM AN ARCHIPELAGO! (Conceptual construction) Through various activities individuals

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

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COOKING

COUNTRIES, CONTINENTS VEHICLES

TRAINS

AN EXAMPLE OF ISLANDS5-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.

Understanding can be transfered to other situations and domains.

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Religion

Healt sciences

Finnish language

English

Biologie

Statistics

Mathe

mat

ics

Health sciences

Chemistry

Educational sciences, Learning

Common ground

English

Economics

Philosophie

Media sciences

Cultural anthropology

Communication

Physiotherapy

ARCHIPELAGO OF A ONE GROUP

psykologia

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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.

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