Expertise Expertise and Feedbackand Feedback

Edna Salcedo TalboyEdna Salcedo Talboy

etalboy@kc.rr.cometalboy@kc.rr.com

PreliminariesPreliminaries

Why does information about ___ interest you?Why does information about ___ interest you? development of expertisedevelopment of expertise feedbackfeedback

Expertise: & ExperienceExpertise: & Experience

Expertise refers to a superior Expertise refers to a superior level of competence resulting level of competence resulting from knowledge linked to from knowledge linked to experience. experience.

Chess provided ideal research Chess provided ideal research vehicle vehicle

Experience does not guarantee Experience does not guarantee expertise, but expertise does expertise, but expertise does not develop without it. not develop without it.

Expertise: & ExperienceExpertise: & Experience

Years of experience Years of experience Indispensable to expertise development Indispensable to expertise development

Most commonly used indicator of expertise Most commonly used indicator of expertise (including by expertise researchers)(including by expertise researchers)

Estimated 10 years “effortful experience” Estimated 10 years “effortful experience” required to reach expert performance levelrequired to reach expert performance level

Expertise: Predictable StagesExpertise: Predictable Stages

Dreyfus & Dreyfus ModelDreyfus & Dreyfus Model

NoviceNovice

Advanced beginnerAdvanced beginner

CompetentCompetent

ProficientProficient

ExpertExpert

Expertise: NoviceExpertise: Novice

Need relevant factors clearly definedNeed relevant factors clearly defined ““At 30 mph shift into third gear”At 30 mph shift into third gear”

Apply rule no matter the context Apply rule no matter the context Rules make task manageable - gain Rules make task manageable - gain

experience experience Understand & evaluate performance in Understand & evaluate performance in

terms of the rulesterms of the rules Implications for feedback?Implications for feedback?

Expertise: Advanced BeginnerExpertise: Advanced Beginner

With experience recognize and consider With experience recognize and consider situational elementssituational elements

Sound of the engine, not just speedSound of the engine, not just speed

Decisions now include context-free factors Decisions now include context-free factors and situational factorsand situational factors

Outcome still dictated by the rulesOutcome still dictated by the rules

Implications for feedback?Implications for feedback?

Expertise: CompetentExpertise: Competent

With experience, situation seen as set of facts With experience, situation seen as set of facts and their importance may depend on other and their importance may depend on other factorsfactors

To reach goal must To reach goal must choosechoose and follow a plan; and follow a plan; choice will affect outcomechoice will affect outcome

Outcome dictated not by rules but by self as Outcome dictated not by rules but by self as chooser of plan, so more emotional investmentchooser of plan, so more emotional investment

Implications for feedback? Implications for feedback?

Expertise: ProficientExpertise: Proficient

Move from slower, reasoning and problem Move from slower, reasoning and problem solving to more fluid, involved behaviorsolving to more fluid, involved behavior

Intuition grounded in experience Intuition grounded in experience

Intuition used to understand and organize Intuition used to understand and organize task but then revert to analysistask but then revert to analysis

Intuits going too fast on wet road based on past Intuits going too fast on wet road based on past experience but consciously choose responseexperience but consciously choose response

Implications for feedback?Implications for feedback?

Expertise: ExpertExpertise: Expert

Performer is one with the task Performer is one with the task

Requires no conscious deliberation Requires no conscious deliberation (like we walk, talk, tie shoes)(like we walk, talk, tie shoes)

Experts simply do what worksExperts simply do what works Driver recognizes by feel when to slow down and Driver recognizes by feel when to slow down and

slows without thinking through response optionsslows without thinking through response options

Few put in work needed to reach this levelFew put in work needed to reach this level

Commonality of ModelsCommonality of Models

Reflect progression Reflect progression

“ “ from from analytic behavior of a detached subject, analytic behavior of a detached subject, consciously decomposing his environment into consciously decomposing his environment into recognizable elements, and following abstract recognizable elements, and following abstract rules, rules,

to to involved skilled behavior based on an involved skilled behavior based on an accumulation of concrete experiences and the accumulation of concrete experiences and the unconscious recognition of new situations as unconscious recognition of new situations as similar to whole remembered ones.”similar to whole remembered ones.”

- Dreyfus and Dreyfus (1986) p. 35- Dreyfus and Dreyfus (1986) p. 35

Expertise: CharacteristicsExpertise: Characteristics

Domain SpecificityDomain Specificity

Increased memory efficiencyIncreased memory efficiency Miller “chunking”Miller “chunking”

Pattern recognitionPattern recognition

““Automatacity”Automatacity”

Can be liabilityCan be liability

Upon completion of academic training and Upon completion of academic training and supervised experience professionals supervised experience professionals beginning their practice are ________.beginning their practice are ________.

NovicesNovices

Advanced beginnersAdvanced beginners

CompetentCompetent

ProficientProficient

ExpertExpert

Feedback: & PerformanceFeedback: & Performance Purpose of eliciting performance Purpose of eliciting performance

is to make learning visible for the is to make learning visible for the instructor & the learner instructor & the learner

Feedback about performance Feedback about performance can influence what the can influence what the learner learner sees or perceivessees or perceives in that in that performance performance what the learner ultimately learns what the learner ultimately learns

from practice from practice

FeedbackFeedback

““. . . an . . . an informational message informational message sent by one sent by one element of a system to another element, element of a system to another element, with the expectation that the receiving with the expectation that the receiving element will use this message to modulate element will use this message to modulate its performance.” its performance.” (p. 249)(p. 249)

- Lou, Dedic and Rosenfield, (2003) A feedback model and successful e-Lou, Dedic and Rosenfield, (2003) A feedback model and successful e-learning. In Som Naidu (Ed.) learning. In Som Naidu (Ed.) Learning and teaching with technology: Learning and teaching with technology: Principles and practices.Principles and practices. (pp. 249-259). (pp. 249-259). New York: Routeledge FalmerNew York: Routeledge Falmer) )

Refers to a “feedback loop”Refers to a “feedback loop”

Feedback: Basic TypesFeedback: Basic Types

Formative or SummativeFormative or Summative

Internal or ExternalInternal or External

Feedback: Formative FunctionsFeedback: Formative Functions

ReinforcementReinforcement

CorrectionCorrection

Foster communityFoster community

Feedback & InteractionsFeedback & Interactions

Feedback communicated to learner Feedback communicated to learner through an interactionthrough an interaction “… “… interactions are reciprocal events interactions are reciprocal events

requiring at least two objects and two actions . requiring at least two objects and two actions . . . these objects and events mutually influence . . these objects and events mutually influence one another” (Wagner, 1994)one another” (Wagner, 1994)

Two actions? Reciprocal?Two actions? Reciprocal?

FeedbackFeedback

Interactions for feedbackInteractions for feedback Learner - instructorLearner - instructor Learner - learnerLearner - learner Learner - contentLearner - content

Interaction are linked to engagement, Interaction are linked to engagement, learner satisfaction, and improved learner satisfaction, and improved outcomesoutcomes

FeedbackFeedback

Feedback tops learners' lists of concerns and Feedback tops learners' lists of concerns and expectations. expectations.

Frequency and value of formative feedback is a Frequency and value of formative feedback is a primary determinant of learner satisfaction and primary determinant of learner satisfaction and perceptions of quality.perceptions of quality.

Research generally supports learner attitude Research generally supports learner attitude that the timing of feedback, sooner is better. that the timing of feedback, sooner is better.

So?So?

What did you hear about expertise and What did you hear about expertise and feedback that might be useful? feedback that might be useful?

ReferencesReferences Bédard, J. & Chi, M.T.H. (1992). Expertise. Bédard, J. & Chi, M.T.H. (1992). Expertise. Current Directions in Current Directions in

Psychological Science, 1,Psychological Science, 1,(4), 135-139. (4), 135-139.

Berliner, D. C. (1994). Expertise: The wonder of exemplary performances. Berliner, D. C. (1994). Expertise: The wonder of exemplary performances. In J. Mangieri, & C. Block (Eds.), In J. Mangieri, & C. Block (Eds.), Creating powerful thinking in teachers and Creating powerful thinking in teachers and students: Diverse perspectives students: Diverse perspectives (pp. 161-186). Fort Worth, TX: Harcourt (pp. 161-186). Fort Worth, TX: Harcourt Brace College. Retrieved 7/25/06 from Brace College. Retrieved 7/25/06 from http://courses.ed.asu.edu/berliner/readings/expertise.htmhttp://courses.ed.asu.edu/berliner/readings/expertise.htm

Chase, W.G., and Simon, H.A. (1973). "Perception in chess." Chase, W.G., and Simon, H.A. (1973). "Perception in chess." Cognitive Cognitive Psychology,4,Psychology,4, 55-81. 55-81.

Dreyfus, H.L. and Dreyfus, S.E. (1986). Dreyfus, H.L. and Dreyfus, S.E. (1986). Mind over machine: The power of Mind over machine: The power of human intuition and expertise in the era of the computer. human intuition and expertise in the era of the computer. New York: Free New York: Free Press.Press.

Miller, G.A. (1956). The magical number seven, plus or minus two: Some Miller, G.A. (1956). The magical number seven, plus or minus two: Some limits on our capacity for processing information. limits on our capacity for processing information. The Psychological Review, The Psychological Review, 63,63, pp. 81-97. Retrieved 7/12/06 from pp. 81-97. Retrieved 7/12/06 from http://www.well.com/~smalin/miller.htmlhttp://www.well.com/~smalin/miller.html

ReferencesReferences

Moore, M. G. (1989) Editorial: Three types of interaction. American Journal Moore, M. G. (1989) Editorial: Three types of interaction. American Journal of Distance Education, 3 (2), 1-6. of Distance Education, 3 (2), 1-6.

Mory, E. H., (2004). Feedback research revisited. In D. H. Jonassen (Ed.), Mory, E. H., (2004). Feedback research revisited. In D. H. Jonassen (Ed.), Handbook of research on educational communications and technology (2nd Handbook of research on educational communications and technology (2nd ed., pp. 745-783). Mahwah, New Jersey: Lawrence Erlbaum.ed., pp. 745-783). Mahwah, New Jersey: Lawrence Erlbaum.

Roberts, T. S. (2006). Self, peer, and group assessment in e-learning. Roberts, T. S. (2006). Self, peer, and group assessment in e-learning. Hershey, PA: Information ScienceHershey, PA: Information Science

Ross, P.E. (August, 2006). The expert mind. Ross, P.E. (August, 2006). The expert mind. Scientific American, 295Scientific American, 295,(2), ,(2), 64-71. Retrieved February, 12, 2006 from 64-71. Retrieved February, 12, 2006 from http://www.sciam.com/article.cfm?articleID=00010347-101C-14C1-8F9E834http://www.sciam.com/article.cfm?articleID=00010347-101C-14C1-8F9E83414B7F494514B7F4945

Wagner, E.D. (1994). In support of a functional definition of interaction. Wagner, E.D. (1994). In support of a functional definition of interaction. The The American Journal of Distance Education, 8American Journal of Distance Education, 8(2), 6-29.(2), 6-29.