Transitions to Working Life: Securing Professional Competence

Tynjälä, Päivi; Newton, Jennifer Margaret

doi:10.1007/978-94-017-8902-8_19

Cited by 9 publications

(7 citation statements)

References 58 publications

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“…This resonates well with the general assertion that the quality of decisions by human-AI systems depends crucially on the human expertise within such systems (Ninaus & Sailer, 2022). However, both the development and preservation of expertise require practicing domain-specific problem-solving capabilities (Elvira et al, 2017;Tynjälä, 2008;Tynjälä et al, 2006).…”

Section: Expertise As a Crucial Factor In Human-ai Systemssupporting

confidence: 68%

“…Learning by purposive doing and by engaging in discovery via the natural processes of trial and error would further provide ample opportunity to reflect on both, experiential and conceptual knowledge to further improve drawing capabilities and thus, understanding geometry. Papert's pedagogical approach (1980), hence, naturally nurtured all three learning processes involved in developing expertise (Elvira et al, 2017;Tynjälä, 2008;Tynjälä et al, 2006). Not only became children able to produce images and experiences of meaning for themselves, but they did so just inasmuch as they improved in their geometrical understanding, programing capabilities, and computational thinking.…”

Section: On Playful Approaches To Integrate New Technology In Educationmentioning

confidence: 99%

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Leveraging the Potential of Large Language Models in Education Through Playful and Game-Based Learning

Huber,

Kiili,

Nebel

et al. 2024

Educ Psychol Rev

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This perspective piece explores the transformative potential and associated challenges of large language models (LLMs) in education and how those challenges might be addressed utilizing playful and game-based learning. While providing many opportunities, the stochastic elements incorporated in how present LLMs process text, requires domain expertise for a critical evaluation and responsible use of the generated output. Yet, due to their low opportunity cost, LLMs in education may pose some risk of over-reliance, potentially and unintendedly limiting the development of such expertise. Education is thus faced with the challenge of preserving reliable expertise development while not losing out on emergent opportunities. To address this challenge, we first propose a playful approach focusing on skill practice and human judgment. Drawing from game-based learning research, we then go beyond this playful account by reflecting on the potential of well-designed games to foster a willingness to practice, and thus nurturing domain-specific expertise. We finally give some perspective on how a new pedagogy of learning with AI might utilize LLMs for learning by generating games and gamifying learning materials, leveraging the full potential of human-AI interaction in education.

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Section: Expertise As a Crucial Factor In Human-ai Systemssupporting

confidence: 68%

Section: On Playful Approaches To Integrate New Technology In Educationmentioning

confidence: 99%

Leveraging the Potential of Large Language Models in Education Through Playful and Game-Based Learning

Huber,

Kiili,

Nebel

et al. 2024

Educ Psychol Rev

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“…Prior research has shown that changes in social-perceptions force a partial deconstruction of expectations built during education in order to adapt to and pursue a career (Tynjälä & Newton 2014). In our study, one designer succinctly highlighted this difficulty as: "sometimes I see it [the role of a designer] more as a method but when I talk to people about developing a product or something with more aesthetics I see how it lights in their eyes.…”

Section: Contrasting Social-perceptions and Self-perception Of Designmentioning

confidence: 86%

Social- and self-perception of designers’ professional identity

Kunrath

Cash

Kleinsmann

2019

Journal of Engineering Design

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“…The components of IP are aimed at expertise development for adult learners in workplace environments and for reciprocal learning (Tynjala et al , 2012; Tynjala, 2008; Tynjala, 2017; Tynjala and Newton, 2014). Use of the model requires the integration of information involving four knowledge components: sociocultural knowledge; theoretical or conceptual knowledge; practical or experiential knowledge; and self-regulative knowledge. …”

Section: Action Guide - Foundationsmentioning

confidence: 99%

Manager in coaching role and reciprocal learning

Lyons

Bandura

2021

JWL

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Purpose The purpose of this manuscript is the presentation of: (1) a reciprocal learning process for coach and employee, and (2) a practical implementation guide. Design/methodology/approach Various search tools were used to explore the areas of manager in coaching role, learning orientation, reciprocal learning, integrative pedagogy (IP) and experiential learning. Coordination and integration of the areas examined resulted in a guide for manager application. Findings A method (guide, action plan) was created for use by a manager in a coaching role and the employee being coached. The method serves the information and learning needs of both participants. The collaborative relationship is grounded in mutual support, and participants help each other grow and change. Research limitations/implications Following completion of one action plan, research may be conducted to address areas such as coach self-perception of competence and self-efficacy; and employee perceptions of coach’s interest, helpfulness and effectiveness. It is also possible to study perceptions of participants with regard to the quality of the coach–employee relationship. Practical implications Application of the proposed method/approach is intended, in part, to stimulate employee engagement and motivation, and it provides the manager with some new platforms to interact with employees in the coaching role. Originality/value The role of manager-as-coach has been wedded to the possibilities of reciprocal learning in which both, manager and employee, gain knowledge, skill and personal development from a focused approach. In addition, the approach or method presented combines elements of IP with experiential learning.

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Transitions to Working Life: Securing Professional Competence

Cited by 9 publications

References 58 publications

Leveraging the Potential of Large Language Models in Education Through Playful and Game-Based Learning

Leveraging the Potential of Large Language Models in Education Through Playful and Game-Based Learning

Social- and self-perception of designers’ professional identity

Manager in coaching role and reciprocal learning

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