Instructions for use: Instructions for whom?

Adaptive expertise – a characteristic of expertise in outdoor instructors?

“…AEx contrasts with and builds on routine expertise (Hatano and Inagaki, 1986;Hatano and Oura 2003). Both notions of expertise demand the capacity to perform standard tasks and routine functions without error.…”

“…Capable instructors must manage challenges and demonstrate a pedagogical and technical agility to meet each novel issue as it arises or, ideally, through anticipating and countering that issue. Reflecting this dynamic environment, we hypothesised that Hatano and Inagaki's (1986) notions of adaptive expertise (AEx) could characterise expert outdoor instructors' practice. AEx has been a popular concept since the mid-1980s and, more recently, has been discussed in the outdoor leadership context by Tozer, Fazey, and Fazey (2007).…”

Collaborative learning with multi-touch technology: Developing adaptive expertise

“…Researchers differentiate between two types of experts: routine experts, who can expertly apply formulae or procedures, although they lack a deep understanding of the structure of the discipline, and adaptive experts, who can flexibly approach novel problems and apply a range of solutions. Initially described by Hatano and Inagaki (1986) to differentiate between application of procedural and conceptual knowledge, the concept of adaptive expertise has become a challenge to those developing educational activities which support students in understanding the complexities of mathematics (De Smedt, Torbeyns, Stassens, Ghesquière, & Verschaffel, 2010).…”

“…While cognitive psychology has begun to unpick the nature of how to support the development of adaptive expertise in the individual learner, the concept of adaptive expertise, as defined by Hatano and Inagaki (1986) is inherently situated within the environment in which it is developed and used. The process of moving from novice to expert was described by Hatano and Inagaki as "novices become adaptive experts e performing procedural skills efficiently, but also understanding the meaning and nature of their object" (1986, pp.…”

Scaling-up Collaborative Learning for Large Introductory Courses Using Active Learning Spaces, TA training, and Computerized Team Management

“…The course addressed issues related to theories of learning (e.g. constructivism, social constructivism) and concepts such as adaptive expertise, [15,31] in order to help the TAs understand why collaborative learning activities were being used in these courses, and the different types of learning that they require. Finally, the course focused on issues of how to implement collaborative learning in classrooms [20] and collaborative problem solving skills.…”