Growth of Expertise

These are my reflections on the paper on "Model of Domain Learning (MDL)" by Patricia A. Alexander.

To answer why some people never think of quitting the mastery of the unkown probably roots in themselves, in the form of motivation. Definately, without understanding the motivational dimension, educators cannot explain why some individuals persist in their journey toward expertise, while others yield to unavoidable pressures and change their fleeting interest to something else.

It is relevant to consider the importance of of learner's interest on the possibility of gaining expertise. The sustained interest leads to subtle and significant transformations occurring between a novice and an expert.

Few components that I can relate with the transformation of a novice to an expert in academic domains can be stated as knowledge acclimation, competence, and proficiency.

Model components as per MDL theory:

The MDL distinguishes between two forms of subject-matter knowledge: domain and topic knowledge. Domain knowledge represents the breadth of knowledge within a field. Where as topic knowledge is about depth; how much an individual knows about specific domain topics.

MDL tracks two forms of interest in expertise development: individual and situational interest. Individual interest is the investment one has in a particular domain or some facet thereof.

Forms of Interests:

The two forms of individual interest evident in expertise: general and professional. Through general interest, the individual engages in domain-related activities more available in everyday experiences. Professional interest is a more specialized, goal-oriented interest aligned with vocational activities. The situational interest is tied to the "here and now." It is an arousal or piquing of attention sparked by events or features of the environment. Because it is bound to the immediate situation, such interest is fleeting

I am sure one can relate to this fact that individuals care more about domains for which they know more and know more about domains in which they are individually inrerested. Making it a circle which perhaps is not closed!


The Stages of Expertise Development:

Acclimation: The initial stage in domain expertise. Within acclimation, learners have limited and fragmented knowledge.

Competence: Competent individuals not only demonstrate a foundational
body of domain knowledge, but that knowledge is also more cohesive and principled in structure.

In general these stages of knowledge and strategy changes in competent learners are linked to increases in individuals' personal interest in the domain
and less dependence on situational features of the environment.

Expertise: Not only is the knowledge base of experts both broad and deep, but the experts are also contributing new knowledge to the domain. To create new knowledge, experts must be well versed in the problems and methodologies of the domain and actively engaged in problem finding. These experts are posing questions and instituting investigations that push the boundaries of the domain.

Who knew that problem finding is also an expertise, well I know it now. Most important being individuals' investment in their learning and development. Schools can do much to nurture emerging competence by allowing students
to pursue topics and tasks of interest and by immersing them in meaningful learning experiences that are fertile ground for the growth of enduring interest.


Finally, The truth is that the journey toward expertise is well a journey that does not end. Even those who have attained the knowledge, strategic abilities, and interests indicative of expertise cannot sit idly by as the domain shifts under their feet. Keep running cause its good!