Category Archives: Epistemic fluency in professional education book


Epistemic fluency and mobile technology: A professional-plus perspective

9789811374098This 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“. 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. 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. 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.


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? 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. 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. 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.


Quality multiplied: Learning that matters in a runaway world

The keynote for the OpenLearning Conference 2018 on the 27th November 2018, in Kuala Lumpur. It synthesises the main practical insights and implications for design of individual courses and education as a socio-technical system. The slides could be dowloaded here, the abstract  is below (Presented by Lina, but see the acknowledgements)

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 How can we help prepare students to solve wicked problems when nobody knows exactly what these problems will be, for jobs and professions that do not yet exist and for a society whose contours, as Anthony Giddens put it, ‘we can as yet only dimly see’?

For the last ten years, I have been researching how university students learn to integrate different kinds of knowledge and ways of knowing needed for innovative and skilful professional action in the world — how they develop a capability called ‘epistemic fluency’. Drawing on my studies and related innovations in my teaching, I will argue that education needs to go beyond the established notions of ‘learning as knowledge acquisition’ or ‘learning as participation’ and go beyond developing courses or shaping students’ experiences. Instead, it should focus on learning that enables students to re-imagine their future, co-assemble their own environments, and co-create actionable knowledge that runs away outside the educational institutions. This is a risky business that requires openness to the world in which the students will live, in fact, to the world which they will co-create.

Universities and other educational institutions have skin in this game. They need courage and wisdom to move beyond their secure ‘industrial’ methods for assuring educational quality, and embrace a greater diversity of ways in which they teach and produce socially valuable knowledge.

Learning to co-create actionable knowledge across disciplinary and professional boundaries

We added to our slideware a set of slides from the recent talk “Learning to co-create actionable knowledge across disciplinary and professional boundaries” presented in Sydney.Concepts.Westmead.

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Universities should take stronger leadership on knowledge and how it matters

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Through their commitments to, and dependence on, professional education and multidisciplinary research, universities have skin in the epistemic game.

This is a longer read. Enjoy!

If reports in the media can be trusted, then “knowing” isn’t what it used to be. It seems that we are all caught in a rip, being swept helplessly from a knowledge-based world into a post-truth society, where robots will take all the best jobs.

The latest edition of the Innovating Pedagogy report, published annually by the UK’s Open University, names “epistemic education” as one of the “high impact” trends that will become widespread in education over the next two to five years.

Simultaneously, the Merriam-Webster dictionary’s Trend watch list is topped by the word “epistemic”. Something is going on here, but is it just a flash in the pan? An educational fad feeding off a moral panic about fake news, alternative facts and information bubbles?

Continue reading

Our presentations at EARLI 2017

The slides of our presentations at EARLI 2017 are now available in our slideware (click on the images below). Five-page summaries of these two papers could be downloaded from ResearchGate.

Markauskaite, L. & Goodyear P. (2017). Learning as construction of actionable concepts: A multimodal blending perspective. Paper presented at the 17th Biennial EARLI Conference for Research on Learning and Instruction “Education in the Crossroads of Economy and Politics Role of Research in the Advancement of Public Good”. 27 August – 2 September 2017. Tampere, Finland.

Markauskaite, L. & Goodyear, P. (2017). Insights into the dynamics between changes in professional fields and teaching in higher education. Paper presented at the 17th Biennial EARLI Conference for Research on Learning and Instruction “Education in the Crossroads of Economy and Politics Role of Research in the Advancement of Public Good”. 27 August – 2 September 2017. Tampere, Finland.