Tag Archives: epistemic games

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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Abstract

 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.

Epistemic fluency in higher education: bridging actionable knowledge and knowledgeable action

In our “slideware” you can now find a set of slides from a presentation that reviews the main ideas from  our Epistemic Fluency book.  These particular slides were used during  the seminar entitled “Epistemic fluency in higher education: Bridging actionable knowledge and knowledgeable action” @The Oxford Centre for Sociocultural and Activity Theory Research (OSAT). Similar (but not identical) slides were also used during our presentations @University of Sydney (CRLI),  University of Oslo (ExCID), University of Bergen (SLATE), University of Helsinki (CRADLE), University of Southern Denmark, and University of Stirling (ProPEL). If you can’t find something important, then email us and ask.

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Abstract

What does it take to be a productive member of a multidisciplinary team working on a complex problem? How do people get better at these things? How can researchers get deeper insight in these valued capacities; and how can teachers help students develop them? Working on real-world professional problems usually requires the combination of different kinds of specialised and context-dependent knowledge, as well as different ways of knowing. People who are flexible and adept with respect to different ways of knowing about the world can be said to possess epistemic fluency.

Drawing upon and extending the notion of epistemic fluency, in this research seminar, we will present some key ideas that we developed studying how university teachers teach and students learn complex professional knowledge and skills. Our account combines grounded and enacted cognition with sociocultural and material perspectives of human knowing and focus on capacities that underpin knowledgeable action and innovative professional work.  In this seminar, we will discuss critical roles of grounded conceptual knowledge, ability to embrace professional materially-grounded ways of knowing and students’ capacities to construct their epistemic environments.