This document provides information on the Learning of Expertise (LET) course for 2013-2015. The course aims to help students: 1) examine expertise as a lifelong learning process; 2) understand theories of expertise and apply them in practice; 3) explain and interpret factors affecting expertise development; and 4) monitor and reflect on their own learning and society's role in expertise acquisition. The course uses cases, collaborative work, and reflection to help students develop expertise. Key theories taught are self-regulated learning, collaborative learning, and expertise learning. Students will work individually and collaboratively, with industry partners, and conduct research.

1. Pirkko Hyvönen & Niina Impiö
pirkko.hyvonen@oulu.fi
Post-doc researher
University of Oulu
10 ects

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COURSE ENVIRONMENT: Learning of expertise 2013
(EXPERT)
CURRICULUM
http://www.oulu.fi/sites/default/files/LET_Curriculum_FIN
AL_2013-2015.pdf
LEARNING OBJECTIVES
After this course, the student
 is able to examine the learning of
expertise as a life-long process that one
can pursue oneself
 understands the theoretical
framework of the learning of
expertise and is able to
apply it in practice
 is able to explain and
interpret the factors
affecting the learning of
expertise
 is able to monitor and reflect
upon his/her own activity
and the activity of the
society in the framework of
the acquisition of expertise
 understands the effect of
education and the working
life for supporting the
learning of expertise

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IMPLEMENTATION
Case 1, 3 credits
Students will reflect on their learning process towards expertise by writing
an expert profile. Before writing they monitor and document episodes or
moments of learning.
Solo work
Five times during 2-year programme
Case 2, 3 credits
Students will participate in the process of mentoring as they will be
working as mentees in their 1st year of studies and as mentors in their
2nd year of studies.
Collaborative problem solving
Starts November 2013
Case 3, 4 credits
In this course there will also be casework implemented together with
working life partners.
Collaborative problem solving
Starts in the end of 2014

4. LEARNING PATH IN THE LET STUDIES
Profile 1 Profile 2 Profile 3 Profile
4
Profile
5
CASE 1 CASE 2
October 2013 February 2014 June 2014 May 2014Jan 2014
Research
Learning
theories
Use of
technology
Solo and
collaborative
working
Reflecting and monitoring

5. LEARNING THEORIES
• The core of the education consists of
three theoretical viewpoints:
– self-regulated learning,
– collaborative learning, and
– the learning of expertise.
• Each aspect requires strong individual
learning skills, and understanding and
developing these abilities are essential
in the LET programme.
Students are able to make use of the essential learning
theories in the contexts of individual and collaborative
learning, human resources, and life-long learning.

6. Students are able to work collaboratively in
different learning communities.
• collaborative working
methods
• producing and sharing
new knowledge
• varying and
heterogenous study
groups
• collaboration with working
life
COLLABORATIVE WORKING
 commitment
 new working methods
 flexibility and compromising

7. LET 1
7
Intro
14

8. RESEARCH-BASED teaching and
learning
Students are able to use research literature and research methods
from the field of the learning sciences and
educational technologies, as well as conduct scientific research
combining learning and technology.
• Reading and writing
academic articles (APA
manual)
• Working as a researcher
• Participating in data
collection
• Being informants in data
collection

9. • real assignments from
work life (problem-solving
cases, project studies)
• working in expert teams
by students, work life
persons and other invited
experts
• Monitoring, reflecting and
evaluating the group
working process
Students are able to explicate practical and theoretical means
for learning expertise, and can monitor and reflect their
progress.
LEARNING of EXPERTISE

10. USE OF TECHNOLOGY
• pedagogically evaluate
different technologies in
interaction, learning, and
content production
• using different technologies
(e.g. social media, AC,
Skype, Second Life) on the
purposes of studying
Students are able to evaluate different technologies
in interaction, learning, and content production.

11. EXPLORING GROUP’S EXPERTISE
Aim of this task is to illustrate the strenght of the group; bring out what
kind of expertise the group members together can embody.
① Introduce your background (previous studies, working experiences,
hobbies) to the other group members. You may find ”islands of
expertise” useful tool to recall your domain areas.
② Illustrate ”the group expertise” on the paper or use ICT tools instead.
③ Share your presentation of the combined and cumulated expertise to
other students.

12. Some examples from previous years
Example 1

13. Example 2

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Example 3.