1. 27.9.2013
1
Introduction:
LEARNING
OF
EXPERTISE
Pirkko Hyvönen, pirkko.hyvonen@oulu.fi
Post-doc researher
KTK/ LET, Oulun yliopisto
25.9.2013 pirkko.hyvonen@oulu.fi 2
EXPERT AND
EXPERTISE
Who is an expert? Why
do you think so? What is
her/his domain?
How experts think and
perform?
How to become an
expert?
What is your expertise?
Where are you in your
expertise?

2. 27.9.2013
2
BACKGROUND
§ Universi0es
are
expected
to
educate
experts,
who
are
competent
to
excel
in
changing
and
complex
circumstances
in
work
life,
but
educa0on
does
not
provide
competencies
for
it.
(Hyvönen,
Impiö,
Järvelä,
2010).
§ ”Normal”
learning
does
not
provide
exper0se,
but
can
lead
to
”good
enough” or
”sa0sfying” level
(Bereiter
&
Scardamalia,
1993).
§ Formal
educa0on
produces
the
users
of
experts,
but
not
experts!
(Geisler,
1994).
§ Formal
educa0on
does
not
nesessarily
produce
experts,
rather
experienced
non-­‐
experts
(Bereiter
&
Scardamalia,
1993).
STEREOTYPES related to EXPERTISE
Gender
Age
Education
Objective truth
(Bereiter & Scardamalia, 1993)
Exper0se
is
more
than
general
intelligence:
”Capasity
to
perform
consistently
at
a
superior
level” (Weisberg,
2006)

3. 27.9.2013
3
LET
AIMS
TO
EDUCATE
EXPERTS
IN
LEARNING
AND
EDUCATIONAL
TECHNOLOGY.
The
students
will
be
competent
to
work
in
schools
and
work
places
and
use
their
exper0se
in
adap0ng
to
changing
situa0ons,
solving
problems,
crea0ng
social
innova0ons
and
integra0ng
technologies
in
prac0ces.
They
know
how
people
learn
and
behave
in
various
contexts.
DEFINITIONS IN DICTIONARIES 1968-2011
1968:
One
who
is
very
skillful
and
well-­‐
informed
in
some
special
field
(Webster)
2005:
Characteris0cs
,
skills
and
knowledge
that
dis0nguishes
experts
from
novices
and
less
experienced
people
(Wikipedia)
2011:
person,
who
in
certain
domain
can
recognise
problems
and
solve
them
efficiently.
Exper0se
includes
knowledge,
experiences
and
skills
for
expressing.
(Wikipedia)
1) How
experts
think;
how
do
they
perform?
Why?
2) How
to
learn
to
be
an
expert?
3) What
is
exper0se
in
my
field/
in
my
competence?

4. 27.9.2013
4
LEARNING
EXPERTISE
IS
A
PATH
OR
JOURNEY
OF
COMPETENCE
BUILDING
including
also
regressions
(Alexander,
2003;
Bereiter
&
Scardamalia,
1986;
Lajoie,
2003)
Learning
exper0se
comprices
of
three
overlapping
dimensions:
§ knowledge
construcLon
(Bransford
et
al,
2000;
Sawyer,
2006)
§ expert-­‐like
performance
(eg.,
Bereiter
&
Scardamalia,
1993;
Tynjälä,
2007)
§ self-­‐regulaLon
(Boekaerts,
Pintrich
&
Zeidner,
2000;
Lin,
Schwarz
&
Hatano,
2005)
§ It
is
a
transi0onal
learning
process
where
goals
are
set,
monitored,
reflected
and
scaffolded
(Lajoie,
2003)
DOMAIN-­‐SPECIFIC
EXPERTISE
-­‐ Informal
and
formal
domains
Salomon
(1997).
Wine
exper0se
Norman
et
al.
(2006).
Medicine
and
surgery
Durco
&
Daoel
(2006).
Transporta0on
Sonentag
et
al.
(2006).
Sopware
design
Kellogg
(2006).
Professional
wri0ng
Ross
et
al.
(2006).
Decision
making
Lehman
&
Gruber
(2006).
Music
Hodges
et
al.
(2006).
Sports
Buoerworth
(2006).
Mathema0cs
Cobet
&
Charness
(2006).
Chess
Voss
&
Wiley
(2006).
History
Brennenkmeyer
&
Spillane
(2008).
Problem-­‐solving

5. 27.9.2013
5
GENERATING
THE
BEST
-­‐
Find
the
best
solu0on
DETECTION
and
RECOGNITION
-­‐
Detect
and
perceive
features
that
novices
cannot
QUALITATIVE
ANALYSIS
-­‐Analyse
problems,
develope
problem
representa0ons
EXPERTS can EXCELL (Chi, 2006)
MONITORING
&
REFLECTING
-­‐
Have
good
self-­‐monitoring
and
predic0ng
skills
STRATEGIES
-­‐
Use
the
best
and
effec0ve
strategies
in
a
given
situa0on
OPPORTUNISTIC
-­‐
Can
use
whatever
sources
of
informa0on
that
are
available
COGNITIVE
EFFORT
Can
retrieve
relevant
domain
knowledge
DOMAIN-­‐LIMITED
-­‐
Have
not
necessarily
knowledge
about
other
domains
OVERTLY
CONFIDENT
-­‐
eg.
in
music
and
physics
GLOSSING
OVER
-­‐
Some0mes
they
overlook
details
CONTEXT-­‐DEPENDENT
WITHIN
A
DOMAIN
-­‐
Some0mes
they
rely
too
much
for
contextual
cues
EXPERTS may FALL SHORT (Chi, 2006)
INFLEXIBLE
INACCURATE
PREDICTION,
JUDGMENT
AND
ADVICE
-­‐
Cannot
always
take
the
perspec0ves
of
novices
BIAS
AND
FUNCTIONAL
FIXEDNESS
-­‐
Analyse
problems
in
other
domain
through
the
priciples
of
their
own
domain

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6
HOWTO LEARNTO BE AN EXPERT?
Bransford, 2001; Brophy, Hodge, & Bransford, 2004; Crawford, 2007; Hatano & Inagagi, 1986
1. Help
students
understand
their
own
processes
of
knowing
and
problem-­‐solving!
(Collabora0ve
problems-­‐solving
method
and
expert
profiles)
2. Help novices to expand
knowledge and understanding
in the areas of their interests
(Islands of expertise)
ISLANDS OF EXPERTISE
Help novices to expand
knowledge and understanding in
the areas of their interests
25.9.2013 12© pirkko.hyvonen@oulu.fi

7. 27.9.2013
7
ISLANDS
OF
EXPERTISE
(Crowley
&
Jacobs,
2002;
Palmquist
&
Crowley,
2007)
• Children
and
adult
novices
can
develope
knowledge
construc0ons
and
deep
understanding
of
phenomena,
which
they
are
personally
and
deeply
interested
in,
and
they
are
mo0vated
to
learn
more
(Chi
&
Koeske,
1983,).
Where
people
find
problems
that
lead
to
interest;
where
the
interest
comes
from;
what
is
the
first
touch
towards
area
of
interest?
How
interests
starts,
developes
and
grows?
How
does
it
maintain?
Do
it
transform?
(Anke Grotlüschen, University of Hamburg)
– Child
&
parent/adult;
novice
&
expert
• Domain
approach
to
cogni0on
applied
to
social
interac0ons.
It
recognizes
and
requires
that
environmental
inputs
are
matched
to
child/novices
capaci0es
and
expecta0ons.
(Gelman,
2010)
• Affec0ve
and
cogni0ve
support
is
needed
(ChanLi
&
Chan,
2007).

8. 27.9.2013
8
"
”BUILDING”
AN
ISLAND
(knowledge
construcLon)
”working
theories”
§ Building
is
seen
as
social
and
cogni0ve
process,
where
learning
habits
are
prac0ced
and
developed.
§ Island
is
woven
throughtout
mul0ple
ac0vi0es,
hence
it
is
essen0al
to
be
occupied
in
many
ways
(nego0a0ng,
ac0vi0es,
reading,
teaching,
problem-­‐solving,
memorising
etc.)
with
the
phenomen,
learn
in
ac0vity,
par0cularly
in
conversa0ons.
§ Abstract
and
general
themes
§ Building
may
con0nue
for
weeks,
months
or
years
§ Generally
building
takes
place
in
informal
seungs,
like
in
home,
museums
etc.
© Pirkko Hyvönen
"
YOU
ARE
NOT
ALONE
IN
THE
ISLAND!
(learning
is
social)
§ Construct
knowledge
and
deepen
your
understanding
with
other
people
by
nego0a0ons,
explana0ons
and
problem-­‐solving
situa0ons
in
everyday
prac0ces.
§ Long
series
of
collabora0ve
interac0ons
with
peers
and
experts
that
seems
to
be
rela0vely
unmarcable
when
viewed
individually,
but
they
collec0vely
create
a
strong
linkage
between
understanding
and
interest.
§ Other
people
support
you
in
maintaining
the
interest.
© Pirkko Hyvönen

9. 27.9.2013
9
" ISLANDS
WILL
FORM
AN
ARCHIPELAGO!
(Conceptual
construc0on)
§ Through
various
ac0vi0es
individuals
can
develop
larger
epistemic
frames,
which
will
support
the
connec0ons
between
earlier
knowledge
and
new
domains
(Shaffer,
2006)
18
COOKING
COUNTRIES, CONTINENTS
VEHICLES
TRAINS
AN EXAMPLE OF ISLANDS5-year child:
vocabulary, declarative
knowledge, schemas,
memories are
numerous, well-
organised, and flexible.
Their shared
knowledge,
conversational
space, allow their
talk to move on
deeper levels than is
typically possible if
the boy were a
novice.
26.9.2013 pirkko.hyvonen@oulu.fi
Understanding can be
transfered to other
situations and domains.

10. 27.9.2013
10
Religion
Healt sciences
Finnish
language
English
Biologie
Statistics
Health
sciences
Chemistry
Educational sciences,
Learning
Common ground
English
Economics
Philosophie
Media sciences
Cultural
anthropology
Communicati
on
Physiotherapy
ARCHIPELAGO OF A ONE GROUP
psykologia
25.9.2013 pirkko.hyvonen@oulu.fi 19
25.9.2013 pirkko.hyvonen@oulu.fi 20
TASK
Where
people
find
problems
that
lead
to
interest;
where
the
interest
comes
from;
what
is
the
first
touch
towards
area
of
interest?
How
interests
starts,
developes
and
grows?
How
does
it
maintain?
Do
it
transform?
Discuss in small groups about your islands and how have they evolved.
During the discussion draw your islands (archipelago) and write down
your thoughts. Complete the texts / pictures in your blog, dl is 4.10.
1) What is the origin of the interest/s?
2) How did the interest maintain? How did it transfom?

11. 27.9.2013
11
REFERENCES
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Gelman, S.A. (2010). Modules, theories, or islands of expertise? Domain
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Palmquist, S. D. & Crowley, K. (2007). Studying dinosaur learning on an island
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research in the learning sciences (pp. 271–286). Mahwah, NJ: Erlbaum.
Shaffer, D.W. (2006). Epistemic frames for epistemic games. Computers &
Education, 46, 223–234.
25.9.2013 pirkko.hyvonen@oulu.fi 21
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