1. Expertise and Feedback Edna Salcedo Talboy etalboy@kc.rr.com

2. Preliminaries Why does information about ___ interest you? development of expertise development of expertise feedback feedback

3. Expertise: & Experience Expertise refers to a superior level of competence resulting from knowledge linked to experience. Expertise refers to a superior level of competence resulting from knowledge linked to experience. Chess provided ideal research vehicle Chess provided ideal research vehicle Experience does not guarantee expertise, but expertise does not develop without it. Experience does not guarantee expertise, but expertise does not develop without it.

4. Expertise: & Experience Years of experience Years of experience Indispensable to expertise development Indispensable to expertise development Most commonly used indicator of expertise (including by expertise researchers) Most commonly used indicator of expertise (including by expertise researchers) Estimated 10 years “effortful experience” required to reach expert performance level Estimated 10 years “effortful experience” required to reach expert performance level

5. Expertise: Predictable Stages Dreyfus & Dreyfus Model Novice Novice Advanced beginner Advanced beginner Competent Competent Proficient Proficient Expert Expert

6. Expertise: Novice Need relevant factors clearly defined Need 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 experience Rules make task manageable - gain experience Understand & evaluate performance in terms of the rules Understand & evaluate performance in terms of the rules Implications for feedback? Implications for feedback?

7. Expertise: Advanced Beginner With experience recognize and consider situational elements With experience recognize and consider situational elements Sound of the engine, not just speed Sound of the engine, not just speed Decisions now include context-free factors and situational factors Decisions now include context-free factors and situational factors Outcome still dictated by the rules Outcome still dictated by the rules Implications for feedback? Implications for feedback?

8. Expertise: Competent With experience, situation seen as set of facts and their importance may depend on other factors With experience, situation seen as set of facts and their importance may depend on other factors To reach goal must choose and follow a plan; choice will affect outcome To reach goal must choose and follow a plan; choice will affect outcome Outcome dictated not by rules but by self as chooser of plan, so more emotional investment Outcome dictated not by rules but by self as chooser of plan, so more emotional investment Implications for feedback? Implications for feedback?

9. Expertise: Proficient Move from slower, reasoning and problem solving to more fluid, involved behavior Move from slower, reasoning and problem solving to more fluid, involved behavior Intuition grounded in experience Intuition grounded in experience Intuition used to understand and organize task but then revert to analysis Intuition used to understand and organize task but then revert to analysis Intuits going too fast on wet road based on past experience but consciously choose response Intuits going too fast on wet road based on past experience but consciously choose response Implications for feedback? Implications for feedback?

10. Expertise: 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 works Experts simply do what works Driver recognizes by feel when to slow down and slows without thinking through response options Driver recognizes by feel when to slow down and slows without thinking through response options Few put in work needed to reach this level Few put in work needed to reach this level

11. Commonality of Models Reflect progression “ from analytic behavior of a detached subject, consciously decomposing his environment into recognizable elements, and following abstract rules, to involved skilled behavior based on an accumulation of concrete experiences and the unconscious recognition of new situations as similar to whole remembered ones.” - Dreyfus and Dreyfus (1986) p. 35

12. Expertise: Characteristics Domain Specificity Domain Specificity Increased memory efficiency Increased memory efficiency Miller “chunking” Miller “chunking” Pattern recognition Pattern recognition “Automatacity” “Automatacity” Can be liability Can be liability

13. Upon completion of academic training and supervised experience professionals beginning their practice are ________. Novices Novices Advanced beginners Advanced beginners Competent Competent Proficient Proficient Expert Expert

14. Feedback: & Performance Purpose of eliciting performance is to make learning visible for the instructor & the learner Purpose of eliciting performance is to make learning visible for the instructor & the learner Feedback about performance can influence what the learner sees or perceives in that performance Feedback about performance can influence what the learner sees or perceives in that performance what the learner ultimately learns from practice what the learner ultimately learns from practice

15. Feedback “... an informational message sent by one element of a system to another element, with the expectation that the receiving element will use this message to modulate its performance.” (p. 249) “... an informational message sent by one element of a system to another element, with the expectation that the receiving element will use this message to modulate its performance.” (p. 249) - Lou, Dedic and Rosenfield, (2003) A feedback model and successful e- learning. In Som Naidu (Ed.) Learning and teaching with technology: Principles and practices. (pp. 249-259). New York: Routeledge Falmer ) Refers to a “feedback loop” Refers to a “feedback loop”

16. Feedback: Basic Types Formative or Summative Formative or Summative Internal or External Internal or External

17. Feedback: Formative Functions Reinforcement Reinforcement Correction Correction Foster community Foster community

18. Feedback & Interactions Feedback communicated to learner through an interaction Feedback communicated to learner through an interaction “… interactions are reciprocal events requiring at least two objects and two actions... these objects and events mutually influence one another” (Wagner, 1994) “… interactions are reciprocal events requiring at least two objects and two actions... these objects and events mutually influence one another” (Wagner, 1994) Two actions? Reciprocal? Two actions? Reciprocal?

19. Feedback Interactions for feedback Interactions for feedback Learner - instructor Learner - instructor Learner - learner Learner - learner Learner - content Learner - content Interaction are linked to engagement, learner satisfaction, and improved outcomes Interaction are linked to engagement, learner satisfaction, and improved outcomes

20. Feedback Feedback tops learners' lists of concerns and expectations. Feedback tops learners' lists of concerns and expectations. Frequency and value of formative feedback is a primary determinant of learner satisfaction and perceptions of quality. Frequency and value of formative feedback is a primary determinant of learner satisfaction and perceptions of quality. Research generally supports learner attitude that the timing of feedback, sooner is better. Research generally supports learner attitude that the timing of feedback, sooner is better.

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

22. References Bédard, J. & Chi, M.T.H. (1992). Expertise. Current Directions in Psychological Science, 1,(4), 135-139. Bédard, J. & Chi, M.T.H. (1992). Expertise. Current Directions in Psychological Science, 1,(4), 135-139. Berliner, D. C. (1994). Expertise: The wonder of exemplary performances. In J. Mangieri, & C. Block (Eds.), Creating powerful thinking in teachers and students: Diverse perspectives (pp. 161-186). Fort Worth, TX: Harcourt Brace College. Retrieved 7/25/06 from http://courses.ed.asu.edu/berliner/readings/expertise.htm Berliner, D. C. (1994). Expertise: The wonder of exemplary performances. In J. Mangieri, & C. Block (Eds.), Creating powerful thinking in teachers and students: Diverse perspectives (pp. 161-186). Fort Worth, TX: Harcourt Brace College. Retrieved 7/25/06 from http://courses.ed.asu.edu/berliner/readings/expertise.htm http://courses.ed.asu.edu/berliner/readings/expertise.htm Chase, W.G., and Simon, H.A. (1973). "Perception in chess." Cognitive Psychology,4, 55-81. Chase, W.G., and Simon, H.A. (1973). "Perception in chess." Cognitive Psychology,4, 55-81. Dreyfus, H.L. and Dreyfus, S.E. (1986). Mind over machine: The power of human intuition and expertise in the era of the computer. New York: Free Press. Dreyfus, H.L. and Dreyfus, S.E. (1986). Mind over machine: The power of human intuition and expertise in the era of the computer. New York: Free Press. Miller, G.A. (1956). The magical number seven, plus or minus two: Some limits on our capacity for processing information. The Psychological Review, 63, pp. 81-97. Retrieved 7/12/06 from http://www.well.com/~smalin/miller.html Miller, G.A. (1956). The magical number seven, plus or minus two: Some limits on our capacity for processing information. The Psychological Review, 63, pp. 81-97. Retrieved 7/12/06 from http://www.well.com/~smalin/miller.html http://www.well.com/~smalin/miller.html

23. References Moore, M. G. (1989) Editorial: Three types of interaction. American Journal of Distance Education, 3 (2), 1-6. Moore, M. G. (1989) Editorial: Three types of interaction. American Journal of Distance Education, 3 (2), 1-6. Mory, E. H., (2004). Feedback research revisited. In D. H. Jonassen (Ed.), Handbook of research on educational communications and technology (2nd ed., pp. 745-783). Mahwah, New Jersey: Lawrence Erlbaum. Mory, E. H., (2004). Feedback research revisited. In D. H. Jonassen (Ed.), Handbook of research on educational communications and technology (2nd ed., pp. 745-783). Mahwah, New Jersey: Lawrence Erlbaum. Roberts, T. S. (2006). Self, peer, and group assessment in e-learning. Hershey, PA: Information Science Roberts, T. S. (2006). Self, peer, and group assessment in e-learning. Hershey, PA: Information Science Ross, P.E. (August, 2006). The expert mind. Scientific American, 295,(2), 64-71. Retrieved February, 12, 2006 from http://www.sciam.com/article.cfm?articleID=00010347-101C-14C1- 8F9E83414B7F4945 Ross, P.E. (August, 2006). The expert mind. Scientific American, 295,(2), 64-71. Retrieved February, 12, 2006 from http://www.sciam.com/article.cfm?articleID=00010347-101C-14C1- 8F9E83414B7F4945 http://www.sciam.com/article.cfm?articleID=00010347-101C-14C1- 8F9E83414B7F4945 http://www.sciam.com/article.cfm?articleID=00010347-101C-14C1- 8F9E83414B7F4945 Wagner, E.D. (1994). In support of a functional definition of interaction. The American Journal of Distance Education, 8(2), 6-29. Wagner, E.D. (1994). In support of a functional definition of interaction. The American Journal of Distance Education, 8(2), 6-29.