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Functional Epistemic Games for Knowledgeable Action in Professional Learning

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Markauskaite, L., Goodyear, P., & Bachfischer, A. (2014) Epistemic games for knowledgeable action in professional learning. In Polman, J. L., Kyza, E. A., O’Neill, D. K., Tabak, I., Penuel, W. R., Jurow, A. S., O’Connor, K., Lee, T., and D’Amico, L. (Eds.), Learning and becoming in practice: The International Conference of the Learning Sciences (ICLS) 2014, June 23–27 2014, University of Colorado Boulder. Proceedings (Vol. 3, pp.1289–1292). Boulder, CO: International Society of the Learning Sciences. Retrieved from
http://isls.org/icls/2014/downloads/ICLS%202014%20Volume%203%20%28PDF%29-wCover.pdf

Introduces a novel concept of “functional epistemic games” and sketches a taxonomy of functional epistemic games in professional learning. Presented at the symposium "Enrollment of higher education students in professional knowledge and practices”.

Published in: Education
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  • DOWNLOAD FULL BOOKS INTO AVAILABLE FORMAT ......................................................................................................................... ......................................................................................................................... 1.DOWNLOAD FULL PDF EBOOK here { https://tinyurl.com/y8nn3gmc } ......................................................................................................................... 1.DOWNLOAD FULL EPUB Ebook here { https://tinyurl.com/y8nn3gmc } ......................................................................................................................... 1.DOWNLOAD FULL doc Ebook here { https://tinyurl.com/y8nn3gmc } ......................................................................................................................... 1.DOWNLOAD FULL PDF EBOOK here { https://tinyurl.com/y8nn3gmc } ......................................................................................................................... 1.DOWNLOAD FULL EPUB Ebook here { https://tinyurl.com/y8nn3gmc } ......................................................................................................................... 1.DOWNLOAD FULL doc Ebook here { https://tinyurl.com/y8nn3gmc } ......................................................................................................................... ......................................................................................................................... ......................................................................................................................... .............. Browse by Genre Available eBooks ......................................................................................................................... Art, Biography, Business, Chick Lit, Children's, Christian, Classics, Comics, Contemporary, Cookbooks, Crime, Ebooks, Fantasy, Fiction, Graphic Novels, Historical Fiction, History, Horror, Humor And Comedy, Manga, Memoir, Music, Mystery, Non Fiction, Paranormal, Philosophy, Poetry, Psychology, Religion, Romance, Science, Science Fiction, Self Help, Suspense, Spirituality, Sports, Thriller, Travel, Young Adult,
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Functional Epistemic Games for Knowledgeable Action in Professional Learning

  1. 1. Functional Epistemic Games for Knowledgeable Action in Professional Learning ICLS 2014, 26 June The University of Sydney Centre for Research on Computer Supported Learning and Cognition Lina Markauskaite Peter Goodyear Agnieszka Bachfischer
  2. 2. Knowledge work for professional action and innovation Some trends & expectations from Higher Education 1. Evidence generating practice 2. Relational expertise 3. “Second-hand” knowledge 4. Open innovation & co- configuration What does it mean for HE? Knowledge Flexibility, Adaptability ? Moving away from knowledge Rethinking knowledge & epistemic fluency “…learning for an unknown future has to be a learning understood neither in terms of knowledge or skills but of human qualities and dispositions.” “Learning for an unknown future” (Barnett, 2004, 247)
  3. 3. “Knowledgeable action” and “actionable knowledge” Knowledge as a tool › “People who use tools actively rather than just acquire them, by contrast, build an increasingly rich understanding of the world in which they use the tools and of the tools themselves.” (Brown et al, 1989, 33) Working knowledge is “knowledge that is particularly useful to get things accomplished in practical activities.” (Yinger & Lee, 1993, 100) 3 Informed by broader notions of “knowledge as a tool” and “working knowledge”
  4. 4. Fusing representational & performative views of knowledge Epistemic fluency through epistemic games • Epistemic games are patterns of inquiry that have characteristic forms, moves, goals and rules used by different epistemic communities to guide inquiry (based on Collins & Ferguson, 1993) • Epistemic fluency is an ability “to use and recognise a relatively large number of epistemic games” (Morrison & Collins, 1996, 108) “When people engage in investigations - legal, scientific, moral, political, or other kinds - characteristic moves occur again and again” (Perkins, 1997, 50)
  5. 5. Epistemic games in professional learning › To uncover characteristic ways of knowing that future professionals learn to enact when they are performing complex knowledge- demanding professional tasks 5 Aim “different disciplines are needed to build a detailed theory of different epistemic forms and games <...> and to identify other forms and games that sophisticated inquirers use” (Collins & Ferguson, 1993, 40)
  6. 6. From “formal” to “functional” epistemic games But… › “...decision making, problem solving, and like kinds of thinking do not have specifically epistemic goals -- goals of building knowledge and understanding” (Perkins, 1997, 55) › Formal epistemic games - patterns of inquiry that are used in a system of formal professional reasoning and judgement › Functional epistemic games – patterns of inquiry which contribute to the way participants generate (situated) knowledge that informs their action (after Greeno, 2012)
  7. 7. Method: “Cognitive-cultural archaeology” Phase 1 Phase 2 Disciplines Pharmacy Nursing Social work School counseling Education Pharmacy Education Sample 20 professional practice courses 3 tutorial groups 2 students’ groups Data Course resources Interviews Observations Course resources Open interviews Methods Epistemic interviewing Cognitive task analysis Ethno- audio/video taped observations 7 Analysis of professional practice tasks
  8. 8. Principles for identifying and sorting out games 1. Distinct functional epistemic goal and recognisable form of the outcome 2. Identifiable characteristic moves, rules and other generative mechanisms and principles of how to proceed 1. Epistemic agenda – what it aims to achieve 2. Epistemic focus – what sort of knowledge it produces 3. Nature of object – what is the nature of epistemic object around which the game unfolds 4. Nature of expertise – what sorts of knowledge and skills do expert players need 8 Sorting out gamesIdentifying games
  9. 9. Findings 9 Classes of epistemic games 1. Propositional games 2. Situated problem-solving 3. Meta-professional discourse 4. Trans-professional discourse 5. Translational public discourse 6. “Weaving” games
  10. 10. Propositional (formal) games › Research games: testing an innovative pedagogical design › Concept combination games: creating a taxonomy of symptoms › Conceptual tool games: developing “best practice” guidelines for nursing Example: A conceptual tool game 10 Epistemic agenda – to enhance conceptual understanding that informs action
  11. 11. Situated problem-solving games › Coding: translating information into a form suitable for processing › Producing: working out potential issues and solutions › Fitting: prioritising and integrating into one recommendation › Making: producing final artefacts (eg. a recommendation, a lesson plan, a case report) Example: A producing game 11 Epistemic agenda – to enhance situated understanding of a particular problem
  12. 12. Meta-professional discourse games › Articulation games: reflection, inscription of a “good practice” › Evaluation games: evaluation of a lesson or of a plan Example: An evaluation game 12 Epistemic agenda – to enhance professional perception by redescribing products and actions from a (shared) professional community frame
  13. 13. Trans-professional discourse games › Exchanging games: writing referrals and recommendations › Sensemaking games: interpreting curriculum requirements, choosing a textbook Example: An exchanging game 13 Epistemic agenda – to create links between different professional knowledges and enhance joint knowledgeable actions
  14. 14. Translational public discourse games › Reading games: patient’s interview › Concept games: explaining a therapy or a diet for a patient › Public tool-making games: producing handouts, information sheets Example: A tool-making game 14 Epistemic agenda – to extend professional knowledgeable action to the actions of others in everyday world
  15. 15. Weaving games › Open games: interviewing a patient in her home › Semi-scripted games: dispensing a medication without a prescription › Routine games: dispensing a prescription Example: An open game 15 Epistemic agenda – to weave language, physical and symbolic actions for enhancing functionality of professional knowledgeable work
  16. 16. Summary: Functional epistemic games 16 Game Epistemic focus Epistemic agenda Object Expertise Propositional games Professional knowledge base Enhancing conceptual understanding Generic conceptual tools Meta-contributory expertise Situated problem-solving Solutions of specific professional problems Enhance situated understanding Professional knowledge artefacts Contributory expertise Meta- professional games Understanding of existing professional products & actions Enhancing professional perception Meta-professional discourse & artefacts Interactional expertise Trans- professional games Links between different professional knowledges Enhancing joint knowledgeable action Boundary discourse & artefacts Relational expertise Translational public games Links between professional & lay knolwedges Extending professional knowledgeable action Translational discourse & artefacts Translational expertise “Weaving” games Distributed, embodied knowledgeable action Enhancing functionality of professional knowledgeable work Co-constructed epistemic environment (Professional) Epistemic fluency
  17. 17. Epistemic games and different kinds of expertise Game Expertise Propositional games Meta-contributory expertise Situated problem-solving games Contributory expertise Meta-professional games Interactional expertise Trans-professional games Relational expertise Translational public games Translational expertise “Weaving” games (Professional) Epistemic fluency (after Harry Collins, 2010; Edwards, 2010) 17 (Professional) Epistemic fluency is ones ability to switch between, coordinate and weave of different expertises in activity
  18. 18. Key insights 1. From cognitive and discourse structures to physicality and materiality of epistemic games 2. From constructing individual understanding to enhancing microsystem’s capacity for knowledgeable action 3. From an object to a dynamic system and its environment for knowledgeable activity In order to understand professional learning for knowlegeable action we need to move beyond formal epistemic games and standard learning as knowledge-building agendas Lina.Markauskaite@sydney.edu.au 19 Expanding epistemic focus of professional knowlegeability
  19. 19. SidewaysForward UpDownIn Epistemic fluency (re)defined Epistemic fluency as a capacity… 1. To integrate different kinds of knowledge 2. To coordinate different ways of knowing 3. To assemble an epistemic environment 4. To construct consci(enci)ous self Learning as growing…

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