Category Archives: Extensions and reflections

Assessment as boundary work: between the discipline and the profession

We added to our slideware a set of slides from a half-day workshop entitled “Assessment as boundary work: between the discipline and the profession” that we facilitated last year at Deakin University.

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Summary

This workshop is for academics, learning designers and academic leaders who work with developing assessment tasks across the spectrum of work integrated learning initiatives. Participants are asked to come with an assessment task that they have used, or plan to use, for students preparing for, or reflecting on, a work placement, practicum or simulated work experience. The workshop will explore how these types of assessment tasks create a dialogue at the boundary between academic discipline knowledge and the reflexive knowledge of a skilled practitioner. Peter and Lina will draw on their recent work on epistemic fluency to introduce the workshop. They have analysed a range of assessment task designs in a variety of professional education contexts to try to identify the multiple forms of knowledge and ways of knowing with which students have to become fluent in preparing for professional practice. Many aspects of professional work involve the creation of new understandings – such as in inter-professional dialogues or client consultations. Often this epistemic work goes unnoticed, though sometimes it involves conscious problem-solving and innovation. The workshop will be a hands-on investigation of how these ideas about epistemic fluency, knowledge work and actionable knowledge can be applied in designing better assessment tasks.

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.
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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

Design and epistemic fluency

In this podcast “Teaching as design”, Mollie Dollinger and Jason Lodge speak with Peter about design for learning. But in the last 11 minutes of the podcast Peter describes what epistemic fluency is, its origins, and our work expanding this notion. Peter also talks about how epistemic fluency is connected to design. If you are interested just in epistemic fluency, start listening the podcast from the 31st minute.

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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.