Expedition Arbeit #78 - kne:buster >> Lernen und Kompetenz mit Jungwirth & Knecht Expedition Arbeit

Lernen und Kompetenz: Können ist wie Machen mit Ahnung In dieser kne:buster-Folge »Lernen und Kompetenz« sprechen Alexander Jungwirth und Stefan Knecht über ebendas: wie Kompetenzen entstehen und aus Einsteigern Experten werden. Experten werden können — wenn ein paar Randbedingungen passen. »Kompetenz entwickelt sich nicht durch Einsicht sondern durch emotionale Labilisierung: in Beziehung gehen, sich öffnen -- Vertrauen haben etwas zu tun, was man sonst nicht tut.« — (Arnold 2015) TL;DR? ( »too long, didn’t read«) kleiner Anreisser-Beitrag auf digitalien.org:   Quellen, Literatur Arnold, Rolf. 2015. “Wie man führt, ohne zu dominieren - Wie man lehrt, ohne zu belehren” https://youtu.be/5CdcCFd7JGY 48min, Vortrag am 5. KATA-Praktikertag am 20.11.2015 Stuttgart   Benner, Patricia E., Christine Tanner, and Catherine Chesla. 1992. ‘From Novice to Expert: Excellence and Power in Clinical Nursing Practice’. Advanced Nursery Science, 14(3), , 13–28. Bloom, Benjamin S., and Lauren A. Sosniak, eds. 1985. Developing Talent in Young People. 1st ed. New York: Ballantine Books. 978-0-345-31951-7 978-0-345-31509-0 Dreyfus, H. & Dreyfus, St. (1986/87). Künstliche Intelligenz. Von den Grenzen der Denkmaschine und dem Wert der Intuition. Reinbek b. Hamburg: Rowohlt. (Orig.: Mind Over Machine. The Power of Human Intuition and Expertise in the Era of the Computer. New York: The Free Press, 1986).   Gobet, F. & Charness, N. (2018). Expertise in chess. In K. A. Ericsson, R. R. Hoffman, A. Kozbelt & A. M. Williams (Hg.), The Cambridge Handbook of Expertise and Expert Performance. 2. Auflage (597–615). Cambridge: Cambridge University Press.   Gruber, H., Harteis, C. & Rehrl, M. (2006). Professional Learning: Erfahrung als Grundlage von Handlungskompetenz. Bildung und Erziehung, 59, 193–203   Hakkarainen, K., Palonen, T., Paavola, S. & Lehtinen, E. (2004). Communities of Networked Expertise: Educational and Professional Perspectives. Amsterdam: Elsevier Hayes, John R. 1981. The Complete Problem Solver. Philadelphia, Pa: Franklin Institute Press. 978-0-89168-028-4 Honecker, Erich — zitiert in der Festansprache zum 40. Jahrestag der DDR, 7. Oktober 1989, glasnost.de -- siehe auch https://www.youtube.com/watch?v=VphPebctAsM Hunt, Andrew. 2008. Pragmatic Thinking and Learning: Refactor Your ‘Wetware’. Pragmatic Programmers. Raleigh: Pragmatic. (daraus stammt die Dreyfus-Geschichte, p22ff)   “In the 1970s, the brothers Dreyfus (Hubert and Stuart) began doing their seminal research on how people attain and master skills.”   “Once upon a time, two researchers (brothers) wanted to advance the state of the art in artificial intelligence. They wanted to write software that would learn and attain skills in the same manner that humans learn and gain skill (or prove that it couldn’t be done). To do that, they first had to study how humans learn.”   “The Dreyfus brothers looked at highly skilled practitioners, including commercial airline pilots and world-renowned chess masters. Their research showed that quite a bit changes as you move from novice to expert. You don’t just “know more” or gain skill. Instead, you experience fundamental differences in how you perceive the world, how you approach problem solving, and the mental models you form and use. How you go about acquiring new skills changes. External factors that help your performance — or hinder it — change as well.   Unlike other models or assessments that rate the whole person, the Dreyfus model is applicable per skill. In other words, it’s a situational model and not a trait or talent model.”   Kruger, Justin, and David Dunning. n.d. ‘Unskilled and Unaware of It: How Difficulties in Recognizing One’s Own Incompetence Lead to Inflated Self-Assessments (PDF Download Available)’. ResearchGate. Accessed 9 February 2017. .   Lehmann, A. C. & Gruber, H. (2006). Music. In K. A. Ericsson, N. Charness, R. R. Hoffman & P. J. Feltov