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© 2017

Epistemic Fluency and Professional Education

Innovation, Knowledgeable Action and Actionable Knowledge

  • Synthesises recent research into the nature of professional learning and knowing

  • Reconceptualises professional capacities entailed in working in dynamic multi-professional workplace settings

  • Presents a new account of the nature and role of epistemic fluency

Book

Part of the Professional and Practice-based Learning book series (PPBL, volume 14)

Table of contents

  1. Front Matter
    Pages i-xxii
  2. Lina Markauskaite, Peter Goodyear
    Pages 1-18
  3. Lina Markauskaite, Peter Goodyear
    Pages 19-45
  4. Lina Markauskaite, Peter Goodyear
    Pages 71-101
  5. Lina Markauskaite, Peter Goodyear
    Pages 127-166
  6. Lina Markauskaite, Peter Goodyear
    Pages 167-194
  7. Lina Markauskaite, Peter Goodyear
    Pages 195-231
  8. Lina Markauskaite, Peter Goodyear
    Pages 233-264
  9. Lina Markauskaite, Peter Goodyear
    Pages 265-302
  10. Lina Markauskaite, Peter Goodyear
    Pages 303-339
  11. Lina Markauskaite, Peter Goodyear
    Pages 367-393
  12. Lina Markauskaite, Peter Goodyear
    Pages 395-434
  13. Lina Markauskaite, Peter Goodyear
    Pages 435-460
  14. Lina Markauskaite, Peter Goodyear
    Pages 495-522
  15. Lina Markauskaite, Peter Goodyear
    Pages 523-552
  16. Lina Markauskaite, Peter Goodyear
    Pages 553-594

About this book

Introduction

This book, by combining sociocultural, material, cognitive and embodied perspectives on human knowing, offers a new and powerful conceptualisation of epistemic fluency – a capacity that underpins knowledgeable professional action and innovation. Using results from empirical studies of professional education programs, the book sheds light on practical ways in which the development of epistemic fluency can be recognised and supported - in higher education and in the transition to work.

The book provides a broader and deeper conception of epistemic fluency than previously available in the literature. Epistemic fluency involves a set of capabilities that allow people to recognize and participate in different ways of knowing. Such people are adept at combining different kinds of specialised and context-dependent knowledge and at reconfiguring their work environment to see problems and solutions anew.

In practical terms, the book addresses the following kinds of questions. What does it take to be a productive member of a multidisciplinary team working on a complex problem? What enables a person to integrate different types and fields of knowledge, indeed different ways of knowing, in order to make some well-founded decisions and take actions in the world? What personal knowledge resources are entailed in analysing a problem and describing an innovative solution, such that the innovation can be shared in an organization or professional community? How do people get better at these things; and how can teachers in higher education help students develop these valued capacities? The answers to these questions are central to a thorough understanding of what it means to become an effective knowledge worker and resourceful professional.

Keywords

epistemic fluency personal mental resources professional education professional learning professional practice working knowledge professional knowledge interprofessional and interdisciplinary work grounded cognition

Authors and affiliations

  1. 1.Centre for Research on Learning and Innovation (CRLI), Faculty of Education & Social WorkThe University of SydneySydneyAustralia
  2. 2.Centre for Research on Learning and Innovation (CRLI), Faculty of Education & Social WorkThe University of SydneySydneyAustralia

About the authors

Lina Markauskaite is an Associate Professor in the Centre for Research on Computer Supported Learning and Cognition (CoCo), the University of Sydney. Lina has been carrying out studies in the areas technology-enhanced teaching and learning, professional knowledge and methodological innovation since the mid 90s. She has published more than 75 refereed papers and an edited book. Her most recent work spans two related areas. Her primary area is concerned with understanding the nature of capabilities involved in complex inter-professional knowledge work and learning. Her formulated theoretical accounts of professional knowing bring into a single framework insights from psychology, neuroscience, anthropology, design, linguistic, organisational studies, and science and technology studies (STS). The second research area is emerging inter-disciplinary research methods. Her recent work includes the co-edited book Methodological choice and design: Scholarship, policy and practice in social and educational research (Springer, 2010, with Peter Freebody and Jude Irwin) and a special issue eResearch for education: Applied, methodological and critical perspectives (with Peter Reimann, 2014).  

Peter Goodyear is Professor of Education and Australian Laureate Fellow at the University of Sydney in Australia. He is the founding co-director of the Centre for Research on Computer Supported Learning and Cognition (CoCo) and now also leads the University’s Sciences and Technologies of Learning research network, a multi-faculty network involving over 80 academic staff and PhD students. He has been carrying out research in the field of learning, technology and higher education since the early 80s. Peter’s research focuses on networked learning, the nature of professionals’ “working knowledge” and complexity in educational design. He has published nine books and over 100 journal articles and book chapters. His most recent books are The Architecture of productive learning networks (Routledge, co-edited with Lucila Carvalho), Handbook of design in educational technology (2013, Routledge, co-edited with Rose Luckin and colleagues), Technology-enhanced learning: design patterns and pattern languages (2010, Sense, co-edited with Simeon Retalis) and Students' experiences of e-learning in higher education: the ecology of sustainable innovation (2010, Routledge, co-authored with Rob Ellis).

Peter and Lina have been jointly working on projects investigating professional learning, design knowledge, knowledgeable action, innovation and epistemic fluency for the last seven years. Findings from their joint work provide the empirical basis for this book.

Bibliographic information

  • Book Title Epistemic Fluency and Professional Education
  • Book Subtitle Innovation, Knowledgeable Action and Actionable Knowledge
  • Authors Lina Markauskaite
    Peter Goodyear
  • Series Title Professional and Practice-based Learning
  • Series Abbreviated Title Profess.,Practice.Learning
  • DOI https://doi.org/10.1007/978-94-007-4369-4
  • Copyright Information Springer Science+Business Media Dordrecht 2017
  • Publisher Name Springer, Dordrecht
  • eBook Packages Education Education (R0)
  • Hardcover ISBN 978-94-007-4368-7
  • Softcover ISBN 978-94-024-1319-9
  • eBook ISBN 978-94-007-4369-4
  • Series ISSN 2210-5549
  • Series E-ISSN 2210-5557
  • Edition Number 1
  • Number of Pages XXII, 636
  • Number of Illustrations 71 b/w illustrations, 0 illustrations in colour
  • Topics Professional & Vocational Education
    Higher Education
    Learning & Instruction
    Teaching and Teacher Education
  • Buy this book on publisher's site

Reviews

“For educators of pre-service or in-service teachers, this book is even more important as it offers an alternative to conventional understandings of cognition and learning, and an array of strategies that may also be relevant to the way we teach in secondary and primary contexts. … I highly recommend this book for researchers and educators who are involved in professional education or professional learning.” (James Davis, Curriculum Perspective, Vol. 37, 2017)