Some things are just so intuitive. But wrong.
From an online article by Bill Brandon here:
Digimodernism (digital modernism) is a term that describes “a new paradigmof authority and knowledge formed under the pressure of new technologies and contemporary social forces.” If you have colleagues who struggle to accept the notion of rapid eLearning authoring by subject matter experts, or who have a hard time seeing how social media, informal learning, and peer-to-peer learning can have a part in their instructional designs, you know people who are experiencing some of the turmoil that marks the rise of digimodernism.
I myself do struggle with the notion of “rapid eLearning authoring by subject matter experts” – not because I am resisting or fightling technology. But because of the research about experts and knowledge.
Today – if you were lucky – someone taught you well enough that you were able to immediately recall it (no time to consult an EPSS) – TURN INTO THE SKID – not: turn away from the skid – when skidding. Back when horses pulled wagons you didn’t turn into the skid – you probably turned the horse way from the skid – say if the road-side was collapsing and about to send your horse-drawn-wagon down into the gully. But not today in the age of the horse-less carriage.
You may have learned this informally – about how to respond to a skid in today’s world – but that wouldn’t have been efficient – let along effective quick enough. You probably put the car into the ditch – maybe even more than once – before someone asked you about or told you about or made an off-handed remark about (Informally – or is this Formally?) that “non-intuitive thing” about Turning Into the Skid.
Like leaning out “over the mountain” on the downhill ski – it’s just another one of the many non-intuitive realities of life on the planet with the laws of physics at work.
I’ve posted on this before…skidding that is…
What to Do Instructionally When It’s High Risk and Reward and Not Intuitive? Train! And Train! And Train Some More!
And about experts…
Subject Matter Experts (SMEs) interviews can miss up to 70% of what an novice needs to perform – as most of their knowledge is “non-conscious” – and traditional interviews (and observations) cannot uncover what is needed in terms of instructional content.
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“…nearly all of our instructional design and cyber learning theories and models fail to account for the influence of non-conscious cognitive processes and therefore are inadequate to deal with complex learning and performance.”
Clark, R. E. (2010). Cognitive and neuroscience research on learning and instruction: Recent insights about the impact of non-conscious knowledge on problem solving, higher order thinking skills and interactive cyber-learning environments. Presentation made at the the International Conference on Education Research (ICER), Seoul, South Korea – clark_2010_nonconscious_learning_motivation_icer_9sep2010
Here is Dick Clark (Richard E.) on video discussing this – about an “Expert” being what I am calling Unconsciously Competent – at USC’s center for Cognitive Technologies: