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Cannon EDTECH 504

Selected Research on Everyday Expertise: An Annotated Bibliography

The purpose of this annotated bibliography is to explore more about the chapter of Everyday Expertise learning theory written by Heather Toomey Zimmerman and Philip Bell that I discovered in Theoretical Foundations of Learning Environments (Jonassen & Land, 2012). As I am finishing up my 10th year of being an educator and coach at all levels, I have noticed many things about individual learning that have made an impression. Some of these observations have been in a more general sense about the age group that I am teaching or coaching, while others relate to the actual individual that I have worked with from junior high to high school. When I came across this chapter, a lot of what I observed started to make sense and it intrigued me enough to make it the focus of this annotated bibliography.

Bevan, B., Bell, P., & Stevens, R. (2012). LOST Opportunities: Learning in Out of School Time. Dordrecht: Springer, 119-137. This section of the book relates to the learning theory of Everyday Expertise. It envisions that Everyday Expertise is a way to help us view social situations and to give some structure to why individuals might make the decisions that they make in everyday situations. The intended audience for this book appears to be designed for individuals, mostly educators that want to learn more about different types of learning theory. The author states that it is important for us to understand the way individuals learn so that way we can help them to the best of our abilities as educators which is something that I agree with.

, M., Langner, R., Erb, M., & Grodd, W. (January 01, 2010). Mechanisms and neural basis of object and pattern recognition: a study with chess experts. Journal of Experimental Psychology. General, 139, 4, 728-42. This article was designed for medical students and/or for people who have taken numerous anatomy classes since the vocabulary can be daunting. However, the research that this journal article takes is fascinating! Novice and expert chess players are shown the exact

same chess board situation and scientific equipment monitors eye movement and brain activity as it relates to the distracters or the chess board and the actual situation that you need to assess. This is similar to teaching in the fact that educators are experts and the students are novices in the field that is being presented. One of the goals as educators is to take the entire situation of the topic being discovered and break it down in such a way that non-experts can understand what is going on.

Honing, H., & Ladinig, O. (January 01, 2009). Exposure influences expressive timing judgments in music. Journal of Experimental Psychology. Human Perception and Performance, 35, 1, 281-8. Th s rt c e nvest g tes whether or not musical competence the perceptual skills and musical knowledge that are required to perceive and appreciate musical input is influenced by extens ve form mus c tr n ng or mere exposure to mus c. With over 200 participants from different careers and utilizing the Web, the participants listened to 10 classical, 10 jazz and 10 rock musical pieces. With numerous charts and graphs, the data from the participants are given to the reader. Depending on the music the participants preferred had an impact on how they responded in the study. However, it showcased that there was a correlation to what the trained and untrained musically inclined person could distinguish. In fact, musical capabilities could be enhanced by exposure to the music than just by formal training.

Jonassen, D., & Land, S. (2012). Theoretical foundations of learning environments, Second Edition, 224-241. New York, NY: Routledge. In this chapter of the book, Everyday Expertise presents the idea that there is more to learning than just trying to narrow it down to one tem. the everyd y expert se theoret c framework allows for learning to have multiple dimensions individual, social, and cultural which results in a broad consideration of how people learn within and across learning env ronments. From years of experience as a teacher, I have noticed is that not everyone learns the same way. This learning theory takes all these background items into account and he ps ccomp sh d fferent k nds of n yses of the e rn ng env ronment. Th s e rn ng theory so descr bes students e rn ng s three p nes: the nd v du p ne, the cu tur p ne, and the social plane which are linked.

Nasir, N. S., & Hand, V. (April 01, 2008). From the Court to the Classroom: Opportunities for Engagement, Learning, and Identity in Basketball and Classroom Mathematics. Journal of the Learning Sciences, 17, 2, 143-179. Th s rt c e s bout study explored support for engagement in 2 settings: a high school basketball team and high school mathematics classrooms. Specifically, the study examined 3 aspects of these practices: (a) access to the domain, (b) opportunities to take on integral roles, and (c) opportunities for self-express on n the pr ct ce (N s r & H nd, 2008). Both authors are from the School of Education where Nasir is from Stanford and Hand is from the University of Colorado. One of the observations the researchers had was that knowing wh t goes on n students fe outs de of schoo c n he p the te cher w th th t student ns de the classroom which is something that I have noticed and agree with from my experience as a teacher.

Roschelle, J. (September 01, 2003). Keynote paper: Unlocking the learning value of wireless mobile devices. Journal of Computer Assisted Learning, 19, 3, 260-272. This section of the book relates to hand held devices being used by students in the classroom and all the issues, both good and bad, that can arise from incorporating them into nstruct on. Wh e m ny educ tors re st o d schoo our students come to us comp ete y from the new school of e rn ng w th techno ogy always at the ready. Understanding this perspective of the student and learning to incorporate being a tutor, a tutee and using the hand held technology as a tool will help with lesson planning. In order to do this, there has to be a determined effort given by the educator to become the best that they can be with the technology which is something I completely agree with.

Zimmerman, H. T., Reeve, S., & Bell, P. (May 01, 2010). Family Sense-Making Practices in Science Center Conversations. Science Education, 94, 3, 478-505. This article is about a study that looks at how different families observe and react as they are monitored during a walkthrough of a Science Center. From the observations, the Everyday Expertise learning theory is used to showcase that individual, social and cultural perspectives that make up the individual, are all tied together. Through the transcripts, charts and nets, the reader can see how this learning theory is applied to the exhibits that were being monitored. While there is a lot of raw data with the transcripts being very detailed, this is a good thing so that the reader can still make their own inferences as to what was going on with the families interactions with the exhibit.