1. EXPERT –
theoretical and
Pirkko Hyvönen, pirkko.hyvonen@oulu.fi
Adjunct Professor
LET, University of Oulu
empirical
background
2. AFTER THIS LECTURE
Explain, why is expertise and expert
performance important to learn in
higher education.
Describe different levels of expertise
and differences between routine and
adaptive expert.
Reflect, what kind of expertise is
needed in work life today.
Understand, that learning expertise
can be designed.
Pirkko Hyvönen, pirkko.hyvonen@oulu.fi
Tutkijatohtori
KTK/ LET, Oulun yliopisto
3. 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 educate
experts, who are competent to excel in
changing and complex circumstances in
work life (Hyvönen, Impiö, Järvelä,
2010).
LET master’s program 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.
Education is based on LET research and
it provides a strong support for
learning.
Education is also one of the research
contexts.
4. STEREOTYPES related to
EXPERTISE
Gender
Age
Education
Objective truth truth
Memory
Bereiter & Scardamalia, 1993
Expertise is more than general
intelligence: ”Capasity to perform consistently
at a superior level” (Weisberg, 2006)
5. 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 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)
6. DOMAIN-SPECIFIC EXPERTISE
- Informal and formal domains
Salomon (1997). Wine expertise
Norman et al. (2006). Medicine and
surgery
Durco & Dattel (2006). Transportation
Sonentag et al. (2006). Software design
Kellogg (2006). Professional writing
Ross et al. (2006). Decision making
Lehman & Gruber (2006). Music
Hodges et al. (2006). Sports
Butterworth (2006). Mathematics
Cobet & Charness (2006). Chess
Voss & Wiley (2006). History
Brennenkmeyer & Spillane (2008).
Problem-solving
7. 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
8. FROM NOVICE TO 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
11. EXPERTS may FALL SHORT (Chi, 2006)
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
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
12. TYPES OF EXPERTISE
Bransford, 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 conform
merely to the routines,
not advancing expertise
and 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 EXPERTS
Set 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!
13. 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 experts
are competent to
solve problems
that are familiar
and expected.
Name some
concrete situations
or problem-solving
processes in any
domain, here
routine expertise is
useful.
14. 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
Adaptive experts
are competent to
solve problems
that are novel and
unexpected
Name some
concrete situations
or problem-solving
processes inin any
domain, where
adaptive expertise
is useful.
15. 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)
16. EXPERTS can EXCELL (Chi, 2006)
GENERATING THE BEST
- Find the best solution
DETECTION and
RECOGNITION
- Detect and perceive
features that novices
cannot
QUALITATIVE ANALYSIS
-Analyse problems,
develope problem
representations
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
17. EXPERTS may FALL SHORT (Chi, 2006)
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
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
19. 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 from
what ordinary people can do” (Bereiter & Scardamalia, 1993)
(Hyvönen, Impiö & Järvelä, 2014)
let.oulu.fi / etunimi.sukunimi@oulu.fi
20. 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
let.oulu.fi / etunimi.sukunimi@oulu.fi
20
21. 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
let.oulu.fi / etunimi.sukunimi@oulu.fi
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
22. let.oulu.fi / etunimi.sukunimi@oulu.fi
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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23. 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 knowledge
5) Dealing with time, motivation, prioritization and overlapping tasks
(Hyvönen, Impiö & Järvelä, 2014)
let.oulu.fi / etunimi.sukunimi@oulu.fi
23
24. 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
let.oulu.fi / etunimi.sukunimi@oulu.fi
24
25. 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.
let.oulu.fi / etunimi.sukunimi@oulu.fi
(Hyvönen, Impiö & Järvelä, 2010)
25
26. 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!
27. Normal learning does not provide expertise, but can lead
to ”good enough” tai ”satisfying” level.
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)
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)
28. 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)
29. 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 be
used.
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 be
solved
30. 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 work
life..
2. Collaboration is enhanced all way long.
3. Working takes place as expert teams by students, work life persons
and other invited experts.
4. Evaluation, monitoring, reflection and planning are central in the
process.
5. Playfulness and creativity are encouraged to free cognitive
resources
6. Autonomy in designing blended model to work and use technologies
meaningfully (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 carry
on
31. 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 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?
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?
Heiss, Janice J. (2007)
32. 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) 2010
Posters and booklets
33. 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.
34. 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
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Yates and Tschirhart (2007).
Editor's Notes
Formal domains
Experts greater knowledge allows them to excel, it is equally important to know ways in which their knowldge or performance is limited.
Experts greater knowledge allows them to excel, it is equally important to know ways in which their knowldge or performance is limited.
Experts greater knowledge allows them to excel, it is equally important to know ways in which their knowldge or performance is limited.
PIRKKO
Experts and experienced non-experts (Bereiter & Scardamalia, 1993)
Developmental perspective and performance is conjugated with need of constant learning, which is in line with expertise studies (Bereiter & Scardamalia, 1993).
As a challenge, social and collaborative side of expertise set new demands for individuals and groups. As already known collaboration is effective way of learning, but does not happen easily (Dillenbourg, Järvelä, & Fisher, 2009). We know also that in educational domain, teachers lack skills of successful collaboration and meaningful use of technologies in their collaboration (Impiö, 2009).
Strong faith that everything goes well
“People are dissimilar, which should be acknowledged”.
Another group of problems deals with inadequate technical tools. Although many ICT tools are in use, there are still lack of tools and software that solve very compound problems. This is evident especially in very complex organizations with multiple processes and people in local and international contexts. The dilemma is that actual needs are exceptionally complicated, there is not yet any system invented to solve them. All in all knowledge management is a challenge
Decision-making problems (Johnson, 1988; Jonassen, 2007) where stated in many cases. Experts at times have to make decisions without the necessary information. In such cases, they may take risks that could cost millions of Euros or theten people’s health. The question is how to enhance Edutool students’ decision-making skills, i.e. decision-making expertise already during their education? According to Yates and Tschirhart (2007) quality of decisions along with satisfying results of the actions in domain area should be acknowledged.
The team is formed of people with relevant expertise in house construction, for instance architecture, legislation, economics and technologies. Each member in the team is highly educated and must have at least 20 years experience and evaluated as key persons before acceptance. The expert team works intensively trying to construct new knowledge and innovations, and also share tacit knowledge that is difficult to articulate and transfer. In order to succeed, participants should be able to conscious deliberation and reflection in their interaction. Such engagement involves making explicit the tacit knowledge that they have gained from experience (Tsui, 2009).
Her utterance reveals the fact that as ‘adaptive’ experts, individuals become better at perceiving the whole entity and hidden factors (see, Bereiter & Scardamalia, 1993). ‘Routine’ experts know how to care for a coughing patient and prescribe medicines, and send the patient away without thinking about the whole person, and without considering more important factors behind the symptoms. In the beginning of the problem-solving episodes experts try to understand the problem, to problematize unproblematic (Glaser & Chi, 1988; Tsui, 2009).
Laila’s case is important to notice here, because it tells about the cycle that integrates development of expertise and affordances of environment: individual’s expertise increases her ability to perceive augments (e.g., Crawford, 2007); her ability to make decisions augments environment can provide complexity in relation to her abilities and edge of competence. Medical domain is a complex multifaceted and knowledge-rich (Norman, Eva, Brooms, & Hamstra, 2007; Patel, Glaser, & Aroha, 2000), where problems are different than in many other domains. Theory-based reasoning and simultaneous reflecting on visible and non-visible, and measurable and non-measurable symptoms with various possible schemas (Barnes & Koslowsky, 2002; Patel et al., 2000) are intertwined in a situation.
Hatano and Inagaki (1986) validate that perception by stating that playfulness is highly relevant factor to education, which influences whether individuals will engage in active experimentation (see also Lin, Schwartz & Bransford, 2007).