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Learning to co-create actionable knowledge across disciplinary and professional boundaries

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Capability to work across disciplinary and professional boundaries has become an essential attribute of today’s professionals: it is integral to complex professional problem solving; it drives innovation and research; it is key for sustainable development of industries and communities. This presentation will discuss some frontier research ideas on how people develop capability to work across diverse knowledge boundaries and how this capability could be fostered in higher education and workplaces.

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Learning to co-create actionable knowledge across disciplinary and professional boundaries

  1. 1. The University of Sydney Page 1 Learning to co-create actionable knowledge across disciplinary and professional boundaries Lina Markauskaitė Acknowledgements: Peter Goodyear, ARC DP0988307 1 June2018 @ Sydney.Concepts.Westmead
  2. 2. The University of Sydney Page 2 The challenge - Formal <–> actionable knowledge - Inter-professional work and innovation - Interdisciplinary research - Academia <–> industry/community partnerships Knowledge work across boundaries Source: Nature, 2015, 525 (7569)
  3. 3. The University of Sydney Page 3 ‘Interdisciplinarities’ and ‘inter- professionalisms’… Multidisciplinarity Within disciplines Close disciplines Complementing Methodological Instrumental ‘Single man’ science Cooperative Collocated Knowledge focussed Professional Transdisciplinarity Across disciplines Remote disciplines Hybridizing Theoretical Critical Team science Collaborative Remote Problem-focused Social Integration Scope Proximity Function Extent Sharing Nature Mode Role Distribution Space
  4. 4. The University of Sydney Page 4 The roots – What does enable people to work across boundaries? – How could boundary work be facilitated? – How could development of boundary expertise be enhanced? Professional knowledgeable action and innovation
  5. 5. The University of Sydney Page 5 Epistemic fluency People who are flexible and adept with respect to different ways of knowing about the world can be said to possess epistemic fluency Capability to: 1. to integrate different kinds of knowledge 2. to coordinate different ways of knowing 3. to construct consci(enci)ous self 4. to assemble epistemic environments
  6. 6. The University of Sydney Page 6 Material foundation of knowledge work 1. Creating objects and artifacts 2. Playing epistemic games 3. Using epistemic tools and navigating infrastructures 4. Assembling epistemic environments What do people do when they create knowledge jointly?
  7. 7. The University of Sydney Page 7 Working on… Established boundaries – Diverse health providers – Work with clients – Etc. Emerging boundaries – Endemic health challenges – eHealth – Ephemeral innovations – Etc.
  8. 8. The University of Sydney Page 8 1. Epistemic objects and artefacts Objects and artefacts are the foundation of enduring professional practices, discovery and innovation They provide a concrete material foundation for joint knowledge work… and learning
  9. 9. The University of Sydney Page 9 1. Artefacts Meaning Practice artefacts Action artefacts Design artefacts Analytica l artefacts Action Source: Markauskaite & Goodyear, 2017, HERDSA
  10. 10. The University of Sydney Page 10 2. Epistemic games for established boundaries Epistemic games are patterns of inquiry that have characteristic forms (tools), moves, goals and rules used by different epistemic communities to conduct inquiries (Morrison & Collins, 1996) Examples – Creating a list – Creating a taxonomy – Making a comparison – Proving a theorem – Doing a controlled experiment Source: Markauskaite & Goodyear, 2017, Epistemic Fluency
  11. 11. The University of Sydney Page 11 2. Epistemic games for emerging boundaries – Design thinking – Expansive learning – Soft system methodology – Etc – Integration and implementation sciences – Team science Source: Engeström,1999, Expansive learning
  12. 12. The University of Sydney Page 12 3. Epistemic tools and infrastructures Social Cognitive Material Epistemic frames Epistemic devices Epistemic instruments & equipment Codes Information infrastructure Boundary infrastructure Learning infrastructure Material infrastructure Conceptual infrastructure Sociopolitical infrastructure Source: Markauskaite & Goodyear, 2017, Epistemic Fluency
  13. 13. The University of Sydney Page 13 4. Constructing epistemic assemblages An example from school counseling Source: Markauskaite & Goodyear, 2017, Epistemic Fluency
  14. 14. The University of Sydney Page 14 How? 1. Understand boundary work: arefacts, tools, games, infrastructures 2. Demystify boundary work for students: how to choose right tools and play right games 3. Foster students’ epistemic agency by developing their capacity to assemble productive epistemic environments 4. Develop capacity to create new epistemic tools, games and infrastructures
  15. 15. The University of Sydney Page 15 My final note Work on the boundaries requires epistemic awareness and epistemic fluency eBook link (Free @USyd via Springer Link) Website: https://epistemicfluency.com Twitter: @markauskaite Email: Lina.Marakauskaite@sydney.edu.au

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