Toward functional expertise through formal education: identifying an opportunity for higher education

• Published in: Educational technology research and development Vol. 68; no. 5; pp. 2551 - 2568
• Main Authors: Swan, Richard H., Plummer, Kenneth J., West, Richard E.
• Format: Journal Article
• Language: English
• Published: New York Springer US 01-10-2020; Springer; Springer Nature B.V
• Subjects: Career Readiness; Development Article; Education; Education, Higher; Educational Technology; Educational theory; Expertise; Higher Education; Instructional Design; Knowledge; Knowledge Level; Learning; Learning and Instruction; Pedagogy; Cognition; Pedagogy; Learning theory; Expertise; Conditional knowledge
• ISSN: 1042-1629; 1556-6501
• DOI: 10.1007/s11423-020-09778-1

In this paper, we synthesize research on the nature and development of expertise to propose a developmental model that describes four main areas of expert knowledge: procedural, conditional, and conceptual knowledge, along with knowledge generation. We propose that these types of expert knowledge map onto and promote the development of four types of expert performance: procedural, functional, adaptive, and generative expertise. Further, we propose that expertise develops in terms of a fluency dimension consisting of execution, repertoire, and automaticity. We propose that this model highlights a potential opportunity for educators and instructional designers to target the appropriate level of expertise through teaching specific knowledge types in progression and providing practice and feedback to improve fluency. At a minimum, graduates would possess a degree of functional fluency and be better able to enter the workforce. Being aware of the need, and also knowing how, to conditionalize their own knowledge should also accelerate their continued acquisition of expertise throughout their career.