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How Experts Differ From Novices (Bransford, 2000) The Design of Everyday…
How Experts Differ From Novices (Bransford, 2000) The Design of Everyday Things (Norman, 2013), Learning: Knowledge Representation, Organization, and Acquisition (McNamara & OReilly, 2002)
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Analysis
Instructional designers and educators are among the main groups that could benefit from this information. As the readings state, knowing a subject does not qualify one to teach it. Therefore, knowing how to help learners make connections will help them learn the material so that eventually this knowledge becomes automatic. At that point, the learner can begin to learn new information by building on that or make critical decisions when needed.
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Even if we do allow technology tools to calculate basic functions, how do we ensure that we do not forget the basis of those functions? Is it possible for the mind to confuse or prefer our "estimations" with precise answers?
Is it possible that the more we become experts, the more difficult it is to teach since so much of what we know has now become automatic?
Reflections
Associations are the key to knowledge acquisition, therefore, enabling or showing the learner connections within the material will mean, greater knowledge retention.
The process of a skill becoming well-learned is the reason why humans are able to make hasty decisions at the last moment. For example, the pilot, Sully Sullenberger was able to land the airplane in the Hudson River, not because he remembered a lesson where he practiced landing in the Hudson River, but because most of his piloting skills were automatic and this allowed him to make critical decisions in a situation he had never experienced before. He performed as an expert.
Our experiences determine the way we organize and find patterns in our field. The more experienced we are, the quicker we can organize, prioritize, and make decisions on the next course of action.
Experts are more likely to try and understand a situation rather than jumping in headfirst. Perhaps beyond teaching specific skills is the need to intensify teaching the ability to understand and analyze and then work from there.
Quotes/Summary
"Knowledge is interconnected; therefore, new material that is linked to prior knowledge will be better retained" (McNamara & OReilly, 2002).
Scaffolding is also a way to interconnect knowledge for our learners. The fundamentals of scaffolding indicate that before a learner can move forward, he or she must have an understanding of the current information before moving on to the next step, which builds on that previous step.
"Well-learned skills bypass the need for conscious oversight and control: conscious control is only required for initial learning and for dealing with unexpected situations. Continual practice automates the action cycle, minimizing the amount of conscious thinking and problem-solving required to act " (Norman, 2013)
As we learn new information, we are deliberately thinking and trying to make those mental connections. As we continue to practice, we no longer need to think so hard, our minds are naturally making those connections at a faster pace.
"It is rare that we need to know the answers to complex arithmetic problems with great precision: almost always, a rough estimate is good enough. When precision is required, use a calculator" (Norman, 2013)
This quote goes back to the argument concerning the use of technology. Allowing those tech tools to take on that extra burden -as long as we understand the basic principles or functions- will free up time for us to think about other things!
"Time-based reminders can be effective: the bing of my cell phone reminds me of the next appointment. Location-based reminders can be effective in giving the cue at the precise place where it will be needed. All the knowledge needed can reside in the world, in our technology" (Norman, 2013)