Visualising expertise: towards an authentic pedagogy for higher education

Assessment of Integrated Learning: Suggested Application of Concept Mapping to Prior Learning Assessment Practices

“…Whereas effectiveness of concept map application has been primarily studied within traditional student populations, a number of studies have emerged to demonstrate concept mapping as an effective tool for uncovering tacit knowledge that is common to individuals who have achieved expert-level knowledge (Kinchin & Cabot, 2010;Kinchin, Cabot, & Hay, 2008). Furthermore, concept mapping tools can be applied to assessing and/or archiving not only abstract expert knowledge but also professional competencies (Hay et al, 2010).…”

Using PowerPoint as a lens to focus on linearity in teaching

“…Most simply, this can be achieved by using the first slide in a sequence as an advance organiser, importing subsequent slide images to create a concept map of key ideas to follow (Kinchin 2006b). This would be the first step in the development of a pedagogy built on the exchange of understanding in which the structure of that understanding is used as explicitly as the content embedded within it (Kinchin, Cabot, and Hay 2008). Mismatches between student understanding and expert knowledge may then be anticipated.…”

“…Observations were undertaken within a framework provided by a model of teaching and learning that views the process as an exchange between students and lecturers in which the structure of knowledge is seen as a key factor in the development of understanding. Details of this model have been described elsewhere (Kinchin and Hay, 2007;Kinchin, Cabot, and Hay 2008;Kinchin, Lygo-Baker, and Hay 2008).…”

“…We argue here that PowerPoint presentations provide teachers with an arena in which to focus reflection on teaching and on the ways in which teaching may support student learning and the development of expert knowledge structures (as described by Kinchin and Hay 2007). In this context we consider expertise as the ability to manipulate multiple representations of knowledge and to oscillate purposefully between chains of practice and networks of understanding to suit the context (Kinchin, Cabot, and Hay, 2008). Teaching is described here in the context of knowledge transformations (expert framework R teaching framework R student understanding) that are illustrated by qualitative differences in knowledge structures, described using concept maps (Kinchin, Hay, and Adams 2000;Kinchin and Hay 2007).…”

Using Concept Mapping to Enhance the Research Interview

“…However, presentation of such chains of information tends to decontextualize the information so that links with the broader field can be obscured. The student needs to see how the chains of information emerged from the wider networks of understanding if she or h is to appreciate the connection between the two (Kinchin, Cabot, & Hay, 2008).…”