text: We added to our slideware a set of slides from a half-day workshop entitled “Assessment as boundary work: between the discipline and the profession” that we facilitated last year at Deakin University.
  Summary
  This workshop is for academics, learning designers and academic leaders who work with developing assessment tasks across the spectrum of work integrated learning initiatives. Participants are asked to come with an assessment task that they have used, or plan to use, for students preparing for, or reflecting on, a work placement, practicum or simulated work experience. The workshop will explore how these types of assessment tasks create a dialogue at the boundary between academic discipline knowledge and the reflexive knowledge of a skilled practitioner. Peter and Lina will draw on their recent work on epistemic fluency to introduce the workshop. They have analysed a range of assessment task designs in a variety of professional education contexts to try to identify the multiple forms of knowledge and ways of knowing with which students have to become fluent in preparing for professional practice. Many aspects of professional work involve the creation of new understandings – such as in inter-professional dialogues or client consultations. Often this epistemic work goes unnoticed, though sometimes it involves conscious problem-solving and innovation. The workshop will be a hands-on investigation of how these ideas about epistemic fluency, knowledge work and actionable knowledge can be applied in designing better assessment tasks.
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  Posted in Extensions and reflections, presentations, Uncategorized
  Learning to co-create actionable knowledge across disciplinary and professional boundaries
  Posted on June 4, 2018 by linamarkauskaite | Leave a comment
  We added to our slideware a set of slides from the recent talk “Learning to co-create actionable knowledge across disciplinary and professional boundaries” presented in Sydney.Concepts.Westmead.
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  Posted in Epistemic fluency in professional education book, Extensions and reflections, presentations, Uncategorized
  Universities should take stronger leadership on knowledge and how it matters
  Posted on April 12, 2018 by linamarkauskaite | Leave a comment
  Through their commitments to, and dependence on, professional education and multidisciplinary research, universities have skin in the epistemic game.
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  This is a longer read. Enjoy!
  If reports in the media can be trusted, then “knowing” isn’t what it used to be. It seems that we are all caught in a rip, being swept helplessly from a knowledge-based world into a post-truth society, where robots will take all the best jobs.
  The latest edition of the Innovating Pedagogy report, published annually by the UK’s Open University, names “epistemic education” as one of the “high impact” trends that will become widespread in education over the next two to five years.
  Simultaneously, the Merriam-Webster dictionary’s Trend watch list is topped by the word “epistemic”. Something is going on here, but is it just a flash in the pan? An educational fad feeding off a moral panic about fake news, alternative facts and information bubbles?
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  Posted in ARC Project, Epistemic fluency in professional education book, Extensions and reflections, Uncategorized
  Tagged epistemic fluency, higer education, professional learning
  Design and epistemic fluency
  Posted on September 24, 2017 by linamarkauskaite | Leave a comment
  In this podcast “Teaching as design”, Mollie Dollinger and Jason Lodge speak with Peter about design for learning. But in the last 11 minutes of the podcast Peter describes what epistemic fluency is, its origins, and our work expanding this notion. Peter also talks about how epistemic fluency is connected to design. If you are interested just in epistemic fluency, start listening the podcast from the 31st minute.
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  Posted in Extensions and reflections, media, Uncategorized
  Tagged design
  Extensions: Approaches for making connections between academia and work
  Posted on July 30, 2017 by linamarkauskaite | 1 comment
  Chapter 2 includes a brief overview of the main educational approaches that are used to help students make connections between academic study and workplace performance: simulations, role plays, case-based learning, problem-based learning, inquiry-based learning, internships, reflective practice, communities of practice, etc. Our colleague George Hatsidimitris created a nice re-interpretation of the schema of these approaches also insightfully extended it with one element “communication technologies”. Indeed, communication technologies could help create a hybrid space for linking the lecture hall and workplace. Thank you George.
  Schema of approaches to professional formation. Image by George Hatsidimitris (July 2017)
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  Posted in Epistemic fluency in professional education book, Extensions and reflections, Uncategorized
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  This site has been created as a home for resources and discussion on the topic of Epistemic Fluency (Read more).
  Epistemic Fluency
  "Working on real-world problems usually requires the combination of different kinds of specialised and context-dependent knowledge, as well as different ways of knowing. People who are flexible and adept with respect to different ways of knowing about the world can be said to possess epistemic fluency." (Read more in Chapter 1 of Epistemic fluency book)