Detecteren en Bevorderen van Adaptive Expertise bij Studenten Wilfred van Dellen University College Maastricht Brief introduction: tell the audience who we are, reference to the occasion, relevance of this workshop for this conference and beyond.

Programma Introductie adaptive expertise Oefening Discussie: Inventarisatie Discussie: Leerdoelen Uitvoering

Context UCM: Ons onderzoek: Gemeenschappelijke thema’s: 3-jarige Bachelor Open Curriculum Problem-Based Learning Ons onderzoek: Transfer of knowledge and skills and adaptive expertise (Wilfred) Social engagement (Oscar) Gemeenschappelijke thema’s: Curriculum ontwikkeling Life-long learning Collaboration in learning Explanation of UCM and educational program. Background, interest and expertise of WvD (educational psy) and OvdW (history and philosophy). Common interest and themes OvdW and WvD. WD: Main interest is how students deal with knowledge at university: acquisition of information, storage and retrieval. The latter refers to transfer as well, which relates to the development of expertise. Of interest is the transfer of knowledge between modules and between past-present-future. In addition, transfer between main components of knowledge: declarative – procedural – self-regulatory.

Adaptive vs Routine expertise Efficiency Adaptive expertise Frustrated novice? Optimal adaptivity corridor Routine expert Innovation Novice Development of expertise: common development is from novice to routine expert. Adaptive experts are better able to transfer between different contexts, familiar to new situations and solutions etc. More related to liberal arts? Hatano (1986), Schwartz, Bransford & Sears (2005)

Adaptive expertise – reflective practitioner Oriëntatie Innovatie Efficiëntie Leerstijl Creatief Reproductief Gerichtheid Situatiegericht Opgavegericht

Basismodel Kennis Leeromgeving Opzet cursus Vaardigheden Affectie

Learner centered Knowledge centered Assessment centered Space | Learning Environments & Outcomes | Collaboration & Reciprocity Leeromgevingen Learner centered Knowledge centered Assessment centered Community centered Learner-centered environments focus on the knowledge, skills, and attitudes that students bring to the learning situation. Instructors should be aware that students: bring knowledge, skills, attitudes, and beliefs with them. may have misconceptions and biases. are often novices and have no construct knowledge. Knowledge-centered environments focus on content that is organized around big ideas or core concepts. Instructors can: help students organize knowledge. promote the idea that new information should make sense in context. promote learning one's way around the discipline. promote the qualitative as well as quantitative understanding Assessment-centered environments help students' thinking to become more visible so that both they and their teachers may assess and revise their understanding. Instructors should provide opportunities for formative feedback and revision, which can enhance adaptive expertise and transfer knowledge. Community-centered environments capitalize on local expertise to create a sense of collaboration among students. Some aspects of this are that: classrooms can reward inquiry rather than correct answers. teachers' expectations are important in students success. students often learn well from peers. community goes beyond the classroom and connects students to their professions. Based on HPL, National Research Council, Bransford et al. (2000); retrieved from: https://repo.vanth.org/portal

Model Course design Learning environment Learner centered Linking previous knowledge Advance organizers Self-generated examples Abstractions Analogies Discovery Hypothesis testing Problem solving Inductive versus deductive approach Error management Comfort in lack of knowledge Use of errors in learning process Executive level skills Metacognition Learner control, self-regulation Mastery oriented versus performance oriented learning Cognitive outcomes Declarative/verbal knowledge Knowledge organization Cognitive strategies Skill-based outcomes Compilation: proceduralization and composition Automaticity Affective outcomes Attitudinal Motivational Learning environment Learner centered Knowledge centered Assessment centered Community centered Weert (2001): Know What Know How Know Why Care Why

Punten voor discussie Hoe draagt de leeromgeving bij aan het detecteren en bevorderen van adaptive expertise/reflective practitioner? Hoe beoordeel je als docent innovatieve oplossingen? Beoordeling van innovatieve oplossingen wordt als problematisch ervaren omdat het vooraf vaststellen van datgene wat juist is niet mogelijk is of ingewikkelder (zoals bijvoorbeeld bij een antwoordsleutel wel mogelijk is). Als echter de ontwikkeling van adaptive expertise/reflective practitioner wordt bevorderd door het stimuleren van innovatieve oplossingen, dan is het noodzakelijk om een manier te vinden dit toch te beoordelen. Handreikingen daarbij kunnen zijn door de vier genoemde determinanten in het model om te zetten naar toetsing/beoordeling. Linking previous knowledge, discovery, error management en building executive level skills zouden dan zowel in de opzet van de cursus bewust kunnen worden meegenomen en de studenten kunnen daarop vervolgens beoordeeld worden.

Conference Capstone PEERS: 4 modules at UCM All UCM modules share the three-dimensional approach to collaboration in learning. However, not in a similar way and not to the fullest extent. WvD provides examples of Conference and Capstone. OvdW provides examples of Think Tank and UGR. Think Tank: emphasis on group effort and the role of the individual within that group. Collaboration with fellow students, teacher and external client/society. Group and individual assessment. UGR: emphasis on individual student. Collaboration with teacher and research group. Individual assessment. Capstone: emphasis on individual student. Collaboration with personal advisor. Student collaboration in random interdisciplinary groups. Individual assessment. Conference: emphasis on group effort and the role of the individual within that group. Collaboration with fellow third year students, teacher, and first year students. Individual and group assessment.

Externe cliënt – reële opdracht Teamwork Basisstructuur voor vier weken Basisstructuur rapportage Analyse, onderzoeksmethode en –terrein zelf bepalen Rollen en expertise zelf bepalen All UCM modules share the three-dimensional approach to collaboration in learning. However, not in a similar way and not to the fullest extent. WvD provides examples of Conference and Capstone. OvdW provides examples of Think Tank and UGR. Think Tank: emphasis on group effort and the role of the individual within that group. Collaboration with fellow students, teacher and external client/society. Group and individual assessment. UGR: emphasis on individual student. Collaboration with teacher and research group. Individual assessment. Capstone: emphasis on individual student. Collaboration with personal advisor. Student collaboration in random interdisciplinary groups. Individual assessment. Conference: emphasis on group effort and the role of the individual within that group. Collaboration with fellow third year students, teacher, and first year students. Individual and group assessment.

Linking Previous Knowledge Building Executive Level Skills Discovery Learning Error Management Building Executive Level Skills Cognitive outcomes Components/stages Declarative Knowledge Knowledge Organization Cognitive Strategies Skill-based outcomes Acquisition Compilation Automaticity Affective outcomes Components Attitudinal Motivational Comments Formulier om in te vullen. De bedoeling is dat deelnemers een onderwijseenheid of instelling als insteek nemen en hiervoor bekijken in hoeverre aan de vier geïsoleerde determinanten – linking previous knowledge, discovery learning, error management en building executive level skills – aandacht wordt besteed. in hoeverre dit een of meer van de mogelijke uitkomsten beïnvloedt (cognition, skills, affection). op welke wijze dit leereffect wordt gemeten en beoordeeld.

Aan de slag – adaptive expertise in het onderwijs Omschrijf de cursus/module (type, doelen): Inventariseer welke van de kenmerken voor het bevorderen van adaptive expertise in de cursus/module of programma aanwezig zijn en op welke manier; Relateer dit aan de mogelijke uitkomsten van onderwijs; Geef aan op welke wijze het leereffect wordt beoordeeld/gemeten; Beschrijf ‘good (and not-so good) practices’; Stel concrete leerdoelen voor het bevorderen van adaptive expertise voor Omschrijf concrete werkvormen bij die leerdoelen.