Epistemic Fluency and Professional Education

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 areThe 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.

“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)

• 1 Introduction.-  2 Professional work in contemporary contexts.- 3 Defining the problem: four epistemic projects in professional work and education.- 4 The shapes taken by personal professional knowledge.- 5 Professional knowledge and knowing in shared epistemic spaces: the person-plus perspective.- 6 Understanding the mind.- 7 Epistemic thinking.- 8 Objects, things and artefacts in professional learning and doing.- 9 Epistemic tools and artefacts in epistemic practices and systems.- 10 Inscribing professional knowledge and knowing.- 11 Inscriptions shaping mind, meaning and action.- 12 Epistemic tools, instruments and infrastructure in professional knowledge work and learning.- 13 Taxonomies of epistemic tools and infrastructures.- 14 Professional epistemic games.- 15 Weaving ways of knowing.- 16 Rethinking the material, the embodied and the social for professional education.- 17 Conceptual resourcefulness and actionable concepts: concepts revisited.- 18 Epistemic resourcefulness for actionable knowing.- 19 Teaching and learning for epistemic fluency.- 20 Creating epistemic environments: learning, teaching and design.