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 Insert Partner Logo - Delete if not required
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Functional Epistemic Games for Knowledgeable Action in Professional Learning
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Functional Epistemic Games for Knowledgeable Action in Professional Learning
ICLS 2014, 26 June
The University of SydneyCentre for Research on Computer Supported Learning and Cognition
Lina Markauskaite
Peter Goodyear
Agnieszka Bachfischer
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Knowledge work for professional action and innovation
Some trends & expectations from Higher Education 1. Evidence generating practice2. Relational expertise 3. “Second-hand” knowledge4. 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)
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“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)
Informed by broader notions of “knowledge as a tool” and “working knowledge”
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)
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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
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)
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)
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Method: “Cognitive-cultural archaeology”
Phase 1 Phase 2Disciplines Pharmacy
NursingSocial workSchool counselingEducation
PharmacyEducation
Sample 20 professional practice courses 3 tutorial groups2 students’ groups
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, embodiedknowledgeable action
Enhancing functionality of professional knowledgeable work
Co-constructed epistemic environment
(Professional) Epistemic fluency
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Epistemic games and different kinds of expertise
Game ExpertisePropositional games Meta-contributory expertiseSituated problem-solving games Contributory expertiseMeta-professional games Interactional expertiseTrans-professional games Relational expertiseTranslational public games Translational expertise“Weaving” games (Professional) Epistemic fluency
(after Harry Collins, 2010; Edwards, 2010)
(Professional) Epistemic fluency is ones ability to switch between, coordinate and weave of different expertises in activity
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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