This chapter entitled “ epistemic fluency and mobile technology: A professional-plus perspective” comes from the recently published book “ education for practice in a hybrid space: enhancing professional learning with mobile technology“.Cognitive learning theory in the classroom the chapter draws on the extended hybrid mind perspective and argues that modern technologies are a natural part of the epistemic environments of professional knowledge workers.Cognitive learning theory in the classroom they simultaneously demand greater epistemic fluency from professionals and support their fluency. The chapter discusses four core capabilities that characterise epistemic fluency and illustrate how they intertwine with technology.Cognitive learning theory in the classroom if you don’t have access to the digital copy of the chapter and you are interested, please email us or contact us via researchgate. Abstract

cognitive learning theory in the classroom

What does it mean to be a resourceful and skillful professional in an environment saturated with intelligent devices and connected to diverse knowledge resources and human networks?Cognitive learning theory in the classroom this chapter discusses the roles of mobile technology in professional work and learning from an extended hybrid mind perspective. We argue that professional knowledge and skills extend beyond individual humans to their physical, technological and social environment.Cognitive learning theory in the classroom learning to be a professional means learning to extend and entwine one’s knowledge and skills with ‘intelligence’ that is embedded and embodied in a distributed technology–human environment.Cognitive learning theory in the classroom in doing so, we argue that practitioners become ‘professional-plus’. They need capabilities to work with different kinds of knowledge and embrace diverse ways of knowing that are distributed across humans with different expertise and machines.Cognitive learning theory in the classroom

Over the last year, a number of papers have been published that directly or indirectly draw upon and extend the idea of epistemic fluency. We are planning to introduce at least some of them on our website.Cognitive learning theory in the classroom if you have published a paper that speaks to the idea of epistemic fluency and would like to see it shared on our website, please email us.

Cognitive learning theory in the classroom

The paper investigates the development of students’ epistemic fluency in situ by tracing, what could be called, students’ epistemic resourcefulness in action using videographic methods.Cognitive learning theory in the classroom among other things this paper presents an insightful comparison of some key differences between the scientific practices and engineering practices (pp. 2-3). It also offers a useful approach for tracing and visually presenting the development of epistemic fluency in students’ design teams (see p. 4).Cognitive learning theory in the classroom the paper ends with a juxtaposition of our semiotic approach for studying epistemic fluency discussed in chapter 11 (p. 334-337) with a model of knowledge development based on owen (2007) which sees science primarily as an analytic-symbolic practice, while design as a synthetic real world practice.Cognitive learning theory in the classroom the authors conclude that, in practice, engineering design requires engaging in a much broader array of epistemic activities:

Background: in epistemology, knowledge is traditionally seen as “justified true belief,” neglecting knowledge related to action.Cognitive learning theory in the classroom interest has increased in studying the epistemologies people use in situated action, and their development of epistemic fluency. How appropriate such approaches are in engineering and design education need further investigation.Cognitive learning theory in the classroom

Methodology: A collaborative group of six students were video recorded on the 14th day of a fifth-semester design project, as they were preparing for a formal critique session.Cognitive learning theory in the classroom the entire, almost 6 h, session was recorded by four video cameras mounted in the design studio, with an additional fifth body-mounted camera.Cognitive learning theory in the classroom the video data collected was analyzed using video ethnographic, conversation analysis, and embodied interaction analysis methods.

Findings: the results show that the students use a wealth of bodily material resources as an integral and seamless part of their interactions as epistemic tools, in their joint production of understanding and imagining.Cognitive learning theory in the classroom the analysis also suggests that students’ epistemological and cognitive development, individually and as a group, should be understood in terms of developing “epistemic fluency.” references

cognitive learning theory in the classroom

Education as an applied interdisciplinary research field faces acute challenges in defining the nature and scope of practice-based research. Constantly shifting notions of what it means to learn and, consequentially, what it means to teach make practice-based research a fluid and muddy concept.Cognitive learning theory in the classroom increasing technologisation of learning environments and heightened expectations concerning the role of evidence in situated educational decisions have led some scholars to suggest a range of new approaches that are seen as more suitable for quickly changing research and practice contexts and capable to connect research with practice, design with teaching, and data with action.Cognitive learning theory in the classroom in this presentation, I discuss some different ways of thinking about these connections and emerging from them methodological implications. I argue that practice-based research has to ground itself in a much better understanding of diverse ways of knowing.Cognitive learning theory in the classroom it requires knowledge and skill to engage in methodological craftsmanship.

This presentation, entitled “ interdisciplinarity and epistemic fluency: what makes complex knowledge work possible”, draws on the notions of “epistemic infrastructures” and “epistemic games”.Cognitive learning theory in the classroom it argues that each research field needs to build its own epistemic infrastructure for doing joint knowledge work. Constructing shared epsitemic infrastructures is particularly important (and challenging) for interdisciplinary fields, such as TEL.Cognitive learning theory in the classroom in order to do this, the field needs to understand much better how researchers (and practitioners) do joint knowledge work and then build deliberatively robust socio-technical epistemic infrastructures that enable to work across disciplinary boundaries productively.Cognitive learning theory in the classroom

The topic chosen for the second edition of the webinar series is “interdisciplinarity in TEL”. The TEL field is interdisciplinary by definition.Cognitive learning theory in the classroom this makes TEL an especially interesting research field. Yet, it also brings complexity at different levels. A challenge for TEL researchers is to properly understand what is interdisciplinarity in our field, its challenges and implications.Cognitive learning theory in the classroom in the first part of the dialog, lina markauskaite will elaborate on the concept of epistemic fluency as “the capacity to understand, switch between and combine different kinds of knowledge and different ways of knowing about the world” (markauskaite & goodyear, 2016). Carolyn rosé will talk about the history of the international alliance to advance learning in the digital era, why it was important to her to work towards that as the personal objective of her past presidency in ISLS.Cognitive learning theory in the classroom she will also talk about interdisciplinarity in her own research bringing learning sciences, human-computer interaction, and artificial intelligence together.Cognitive learning theory in the classroom the second part of the dialog will consist of a ‘questions & answers debate’ by the two speakers, with participation of the audience.

This is one more recent chapter that extends our work on epistemic fluency: goodyear, P., & markauskaite, L. (2019).Cognitive learning theory in the classroom the impact on practice of wicked problems and unpredictable futures. In J. Higgs, S. Cork, & D. Horsfall (eds.), challenging future practice possibilities (pp. 41-52).Cognitive learning theory in the classroom rotterdam, the netherlands: brill sense. You may have access to a digital copy of this chapter via your institutional subscription. But if you don’t have access and you are interested, please email us.Cognitive learning theory in the classroom we will be happy to send you a copy of the pre-print (for the sole purpose of your private use of course). The extracts below should give you an idea of what this chapter is about.Cognitive learning theory in the classroom note, they are from the pre-print. Check accuracy in the published version if you will quote. Overview

“education faces a conundrum. On the one hand, imagined futures are becoming more diverse, fluid and contested.Cognitive learning theory in the classroom on the other, knowledge and learning are widely believed to be key to survival, success and sustainability. There is a broad consensus that it cannot stay the same (collins, 2017).Cognitive learning theory in the classroom but in many countries, there is deep disquiet about relations between current education and the futures of those it is meant to serve. Indeed, one sometimes senses a paralysis, brought about by conflicting ideologies as much as by the intrinsic difficulties of making sense of an uncertain, complex world.”

cognitive learning theory in the classroom

“in this chapter, we aim to offer something more positive. We suggest that there are tools that people can learn to use to deal with complex ‘wicked’ problems.Cognitive learning theory in the classroom these tools can be used by young and old, but are especially relevant to those who are invested in a problematic situation – those with ‘skin in the game’.Cognitive learning theory in the classroom these ways of dealing with wicked problems are deeply social. They do not start from an assumption that the best problem solvers are lone wolves: creative, entrepreneurial market-disruptors, motivated by personal profit.Cognitive learning theory in the classroom quite the reverse. In our view, tools for working on wicked problems are embodiments of shared ‘moral know-how’, sharpened for the work of collaborative and co-operative future-making.Cognitive learning theory in the classroom

The rapid and accelerating pace of technological development has had an odd effect on ways we imagine the future. We see it as unknowable and full of risks for which we should prepare, without really knowing what to prepare for: as if the explosion of technological possibilities creates a blinding glare.Cognitive learning theory in the classroom it need not be so. Technological profusion should cause us to ask a different kind of question: not ‘what will the future world be like, and require of us?’ but ‘what kind of future world do we want to make?’.Cognitive learning theory in the classroom the genre changes from prediction to design; from reading tea leaves to taking action.”