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Building expertise for the knowledge economy

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Learn how to help your learners build expertise - and know how they are thinking through difficult problems.

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Building expertise for the knowledge economy

  1. 1. Preparing Students for the Knowledge Economy
  2. 2. Session Objectives1. Define and discuss competency and expertisedevelopment2. Synthesize and apply the concepts ofcompetency and expertise development to youreducational context.3. Construct digital content based on theprinciples of expertise development, and withappropriate metrics to measure competency.
  3. 3. Education, and the Knowledge Economy By Sage Ross (Own work) [CC-BY-SA]
  4. 4. Author Generation Name Evidence Birth YearsTapscott, 1997 1977-1997 Media Online chat with 28 teens GenerationHowe, 2000 1982 - 2000 Millenials 500 high school seniors in southeastern U.S.Prensky, 2001 unspecified Digital Natives Exposure to mediaBeck and Wade, 1975 - 2004 Gaming Playing video games2004 Generation Survey business leadersRideout et al., “young Gen M 1999 report: 2,065 children aged 8-181999, Rideout et people aged 2004 report: 2,032 students ages 8-18al., 2005, Rideout 8 to 18” 2009 report: 2002 students ages 8–18et al., 2010Dede, 2005 unspecified Neomillenials Exposure to mediaOblinger and 1982–1991 Net Generation Exposure to mediaOblinger, 2005Ito, M. 2009 “Under the Digital Youth 659 semi-structured interviews, 28 diary studies, focus age of 25” group in 2005 interviews with 67 participants; 78 interviews; 363 survey respondents; 5,194 observation hours; 10,468 profiles on social sites; 15 online discussion group forums, and more than 389 videos.Kent, 2004 “young Young people Survey in 2001: n=1818 people ages Survey in 2003: n= 1471 9 – 18” Group semi-structured interviews: n=192 Family interviews: n=19 (representing 11 families)
  5. 5. • Attitudes • Career cycle • Gender • Geographic location • Educational achievement • Economic (“digital divide”) • Net NeutralityBarron, 2004; Caison et al, 2008; Hargittai, 2008; DiMaggio, Hargittai, Celeste, and Shafer,2004; Meng et al, 2010; Parasuraman, 2001; Slater, Crichton and Pegler, 2010; StatisticsCanada, 2009; US Bureau of Commerce, 2010; US Statistics Branch, 2010; Warschauer,2000
  6. 6. Message #1:Students vary in their skills & experiences
  7. 7. Message #2: Knowing isn’t enough“There’s no competitiveadvantage today inknowing more than theperson next to you.The world doesn’t carewhat you know.What the world caresabout is what you cando.” - Tom Wagner
  8. 8. Knows Knows How Shows How Does Synthesizes AppliesAn educated and skilled populationthat can create, share, and useknowledge well. - The Knowledge Economy Innovate Framework, World Bank, 2009
  9. 9. “We can teach new hires the content, and we will have to because itcontinues to change, but we can’t teach them how to think — to ask the right questions — and to take initiative.” - Thomas L Friedman, New York Times, March 30, 2013
  10. 10. Message #3: We need to help students build expertise. Klein, 1999
  11. 11. Expertise follows a developmental curve Master Expert Proficient Competent Novice Dreyfus and Dreyfus, 1980
  12. 12. 10,000 Hours
  13. 13. Deliberate Practice Ericsson, 2003
  14. 14. Deliberate Practice Ericsson, 2003
  15. 15. Adaptive Learning - Benefits Adaptive Learning - Benefits• feel more confident in class discussions and on exams• helps them learn lessons faster• understand difficult concepts• get better grades.
  16. 16. Adaptive Learning Needs to be Tailored Adaptive Learning - Benefits “Benefits of the system tested only accrue when the course learning objectives closely match those of the textbook and adaptive learning system.” Griff, E. R., & Matter, S. F. (2013). Evaluation of an adaptive online learning system. British Journal of Educational Technology, 44(1), 170- 176.
  17. 17. Adaptive Learning Needs to be Tailored Missing and poorly developed knowledge construction processes impair students’ ability to transfer to new situations, and to problem solve.
  18. 18. Learners need a solution www.getsparkworks.com

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