Webinar 2 “Interdisciplinarity in Technology-Enhanced Learning”
The topic chosen for the second edition of the Webinar series is “Interdisciplinarity in TEL”. The TEL field is interdisciplinary by definition. This makes TEL an especially interesting research field. Yet, it also brings complexity at different levels. A challenge for TEL researchers is to properly understand what is interdisciplinarity in our field, its challenges and implications. In the first part of the dialog, Lina Markauskaite will elaborate on the concept of epistemic fluency as “the capacity to understand, switch between and combine different kinds of knowledge and different ways of knowing about the world” (Markauskaite & Goodyear, 2016)
Interdisciplinarity and Epistemic Fluency: What makes complex knowledge work possible
1. The University of Sydney Page 1
Interdisciplinarity and
Epistemic Fluency
What makes complex
knowledge work possible
Lina Markauskaitė
Centre for Research on Learning and
Innovation
12 December 2018 @ EATEL Webinar
2. The University of Sydney Page 2
Main topics
1. Interdisciplinarity (ID): What do we mean by it?
2. Why is ID an issue for TEL field?
3. Epistemic fluency: epistemic infrastructures and
epistemic games
4. What could TEL learn from this?
Images from Pexel https://www.pexels.com
3. The University of Sydney Page 3
Interdisciplinarity: What do we mean by it?
Multidisciplinarity
Within disciplines/fields
Close disciplines
Complementing
Methodological
Instrumental
‘Single man’ science
Cooperative
Collocated
Knowledge focussed
Professional
Transdisciplinarity
Across
disciplines/fields
Remote disciplines
Hybridizing
Theoretical
Critical
Team science
Collaborative
Remote
Problem-focused
Integration
Scope
Proximity
Function
Extent
Sharing
Nature
Mode
Role
Distribution
Space
4. The University of Sydney Page 4
Why Interdisciplinarity is an issue for TEL?
http://www.nature.com/nature/journal/v534/n7609/ful…
5. The University of Sydney Page 5
Discipline as…
…a set of shared
dispositions about:
a) Objects
b) Evidence
c) Methods
d) Expertise
Production of cumulative
knowledge
Markauskaite, et al. 2011
Struggles for TEL:
1. Articulating itself as a coherent
intellectual field
2. A necessity to be a dynamic field
with ‘leaky’ boarders
From HoTEL EU project by Richard Millwood:
http://blog.richardmillwood.net/2013/05/10/learning-theory/
http://hotel-project.eu/content/learning-theories-map-richard-millwood
6. The University of Sydney Page 6
Epistemic fluency
People who are flexible and adept with respect to
different kinds of specialised and context-specific
knowledge and different ways of knowing about the
world can be said to possess epistemic fluency.
After Morrison & Collins, 1996
7. The University of Sydney Page 7
How does complex knowledge work get done?
Epistemic infrastructure
– basic conceptual,
material and organisational
structures and facilities
needed for the operation of
the ‘knowledge enterprise’
in a filed
Professional epistemic
games – ways of knowing that
practitioners in a field use for
generating (situated)
knowledge that informs their
action
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8. The University of Sydney Page 8
Epistemic
infrastructure
Conceptual
infrastructure
Codes
Knowledge
storage tools
Contributing
literacies
Substantive professional
knowledge base
Knowledge &
retrieval tools
Competence codes
Practice codes
Technical codes
Epistemic tools
(see Figure 13.1)
Learning
infrastructure
Information
infrastructure
Boundary
infrastructure
Material
infrastructure
General information
retrieval tools
Exemplars
Updates
Inter-professional
knowledge tools
General technical &
material affordances
Contributing
knowledge bases
Intra-professional
knowledge tools
Professional technical &
material affordances
Socio-political
infrastructure
Domain specific
agendas
General agendas
Epistemic infrastructure
9. The University of Sydney Page 9
Socio-cognitive
Social Socio-material
Cognitive
Material
Epistemic frames
Epistemic devices
Epistemic
instruments &
equipment
Codes
Information
infrastructure
Boundary infrastructure
Learning
infrastructure
Material (digital)
infrastructure
Conceptual
infrastructure
Socio-political infrastructure
Epistemic infrastructure
10. The University of Sydney Page 10
Epistemic games
Epistemic
games
2. Situated
problem-solving
games
3. Meta-professional
games
Research
games
Producing games
Coding games
Concept combination
games
Articulation
games
Evaluation
games
Making games
4. Trans-professional
games
Sense-making
games
Exchanging
games
1. Propositional
games
6. Weaving
games
5. Translational
public games
Conceptual tool-
making games
Routine games
Semi-scripted
games
Concept
games
Public tool-
making games
Organising games
Open games
Investigative
discourse
games
Decomposing &
assembling games
Flexible
games
Semi-constrained
games
Situation-specific
games
Standardisation
discourse games
Conceptual
discourse games
Informal discourse
games
11. The University of Sydney Page 11
Main points
1. There is no good or bad interdisciplinarity
2. It’s important to be clear what sorts of ID problems we
have and what sorts of ID we need
3. Building socio-technical (sic!) epistemic infrastructure is
important for any mature field
4. Being more precise how productive ID work gets done
could help do it better (see Epistemic games)
It’s important to understand our own field
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12. The University of Sydney Page 12
Email:
Lina.Marakauskaite@sydney.edu.au
Thank you
eBook:
https://www.springer.com/
9789400743687
I will discuss 2 aspects of epistemic fluency that in my view most useful for TEL community
We live again in a period when ID is a hot topic, but overall it has is used very imprecisely
So what do we mean by interdisciplinarity?
Various versions of interdisciplinarity from Oxford ID handbook
Some typical taxonomies:
DISCIPLINARY ASPECTS
Multidisciplinarity, interdisciplinarity, transdisciplinarity (Degree of integration)
Within discipline vs Across disciplines (cognitive sciences, learning sciences, TEL itself)
Close disciplines vs remote disciplines (sociology, law, philosophy, policy and computer sciences in addressing issues of ethical algorithms, data ownership and privacy in LA)
Complementing vs hybridizing (Partial integration vs full integration)
Methodological vs theoretical (Networked learning, LA)
Instrumental vs critical (TEL and Sociology)
SOCIAL ASPECTS
Single man vs team science
Shared/cooperative vs collaborative
Collocated vs remote
Knowledge focussed (Basic Mode 1) vs problem focussed (Applied Mode 2)
Professional/endogenous vs Social/exogenous
Two issues:
1. Makin sure we are solving the same challenge when we talk about ID
2 Issues can arise in any of these aspects and often come together as a ‘bundle’ making hard to untangle
TEL is a well known I field of study.
Is it a discipline? Perhaps not.
Does it want to be a discipline? The LS wants
http://classroom-aid.com/wp-content/uploads/2014/02/learningtheories-full.jpg
Discipline a set of shared dispositions constructed over time about:
objects of inquiry
what counts as evidence (criteria)
how to move from experience of a phenomenon to beliefs (speculations, hypothesis) to knowledge (methods for producing knowledge)
what it is, intellectually and socially, a newcomer should accomplish (what expertise entails)
Key idea: disciplines enable production of cumulative knowledge
I think the main challenges for TEL are two:
It is young and struggles articulating itself as a coherent intellectual field with it own core components
The field itself is dynamic and disciplines with which it intersect change quickly: its boarders are very leaky
What kind of capability do people need for solving complex (ID) issues?
Working on real-world problems usually requires the combination of different kinds of specialised and context-dependent knowledge, as well as different ways of knowing.
People who are flexible and adept with respect to different kinds of knowledge and different ways of knowing about the world can be said to possess epistemic fluency.
My particular focus is on ways of knowing that allow knowledge work get done.
--
Morrison, D., & Collins, A. (1996). Epistemic fluency and constructivist learning environments. In B. Wilson (Ed.), Constructivist learning environments (pp. 107-119). Englewood Cliffs, NJ: Educational Technology Publications.
My particular interest is what allows people complex knowledge work done, and particularly those aspects that could be designed for, learnt, scaffolded, etc
Fields – domains of practical activity such as TEL – do not do knowledge work in a conceptual and empirical vacuum, in fact they construct in infrastructures for doing such work, which people in the field need to learn to connect. It is usually invisible, when functions well, but critical for existence of the fields and particularly cumulative work within them
Part of my work was trying to understand how these infrastructures look like.
Epistemic infrastructure – basic material, symbolic and organizational structures – including tools, organising ideas and shared arrangements – that underpin and provide the core for the broadly distributed and diverse knowledge practices of a profession.
2. Different disciplines and professions draw on different kinds of knowledge, but they also engage with different ways of knowing. E.g. The way technology designer thinks about a well deigned MOOC platform and does this job is different from the way teacher may think about it or institutional manager (quality of software code vs social and pedagogical aspects, vs easy administration)
Functional epistemic games – patterns of inquiry which contribute to the way participants generate (situated) knowledge that informs their action. My particular focus was to understand those games
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Key points :
Conceptual knowledge is not only what we need to master
Practical methods and tools that allow to create knowledge is important, praxeology not less important
We can’t ignore social (codes) and information infrastructure – that allow to build cumulative knowledge if the field doesn't’t have it it suffers
Most importantly boundary infrastructure, methods, tools, etc that allow to work in the boarders: if its important it has to be created and maintained (AI & Ethics, LA and education)
As a part of our study we tried to create a taxonomy of professional epistemic games (just to identify main kinds).
See if it is possible and productive to think about prof learning in this way.
What we got, is clearly shows that prof games go far beyond formal, what became very obvious that if we think about prof education in this way we could be much more articulated in what we want students to master. (Trans-professional, translational games)
Main classes of epistemic games
Propositional games
Contribute to professional knowledge base
Constructing a taxonomy of a disease, nursing “best practice” guidelines
Situated problem-solving games
Solve specific professional problems
Creating a lesson plan, a pharmacy layout
Meta-professional discourse games
Evaluate professional products and actions
Evaluating a teaching resource, a lesson plan
Trans-professional discourse games
Solve jointly a shared problem on the intersection of several professional fields
Mastering discourse for communicating with a doctor
Translational public discourse games
Get information for decisions, communicate outcomes and/or take joint action
Mastering communication strategies for dispensing medications
“Weaving” games
Integrate problem-solving with discourse games and embodied action
Administering reading proficiency test.
Interviewing a patient in home environment
ding infrastructures is important but remembering they are social, technical and material simultaneously
Learning infrastructure:
Journals
Conferences
Webinars like this are excellent examples
But also learning on epistemic boundaries: how to make knowledge available for others