Novice
|
Instructor |
- decomposing situations into context free rules and features
- supplies facts and procedures to be learned
|
| |
Student |
- consumer of information, passive learner
- can learn whenever it is convenient
|
|
Advanced Beginner
|
Instructor - Coach |
- helps to pick out and recognise relevant aspects
- points out aspects of the current situation, as student encounters
them
|
| |
Student |
- builds up on rules, maxims of rules
- recognises new situational aspects on basis of experience
- needs previous understanding of the domain
|
|
Competence
|
Student |
- overload of rules -> involvement & experience experience shows how
to discriminate between important information and one that can be ignored.
- learn to restrict themselves
- narrow down No. of rules, features and aspects
|
| It is a frightening experience, because students feels
responsible for their actions. The process involves stress and strong emotional
involvement. Students are cautious of every step, learning through interactions
and experience. From the behaviourists point of view this process is based
on both: reward and punishment. At the end of the process students get rewarded
for their good behaviour and successful outcome and punished for bad behaviour
and their failure. In either (success or failure) case they reflect on the
outcome and learn from that. They learn to negotiate the rules for themselves,
and at the same time start developing a repertoire of an expert. |
|
Proficiency
|
Student |
- sees what needs to be done
- sees goals, but does not know what to do to achieve these goals because
has not yet had enough experience
- spontaneous seeing, but must still decide (fall back on rules and
maxims) what to do
|
| Students needs to think what they are doing. They get it
right most of the time, but still think about it. |
|
Expertise
|
Designer |
- not only sees what needs to be done, he also sees immediately how
to achieve this goal
- ability to make more refined, subtle discriminations
- classes and subclasses situations - immediate intuitive situational
response
- wide range of experimental patterns
|
| Experts developed the sense for seeing patterns, they have
an overall view on thing, can see the big picture. Pattern recognition is
the situational knowledge in action, a reflective practice, sense for something.
Eventhough they still tend to imitate teacher’s style that they picked up.
They don’t realise that they are doing it. |
|
Mastery
|
Designer |
- develop a style of their own
- travel around and work in various communities of practice
- ABILITY TO HAVE A REPERTOIRE OF STYLES
- ABILITY TO CHANGE STYLES
|
| However, at this stage the person is in danger, because
as he naturalised the rules of design, he might leap through certain stages
and might fall, reducing design to aesthetics and turning his style into
a rule. |
|
Practical Wisdom
|
Designer |
- embodied understanding of cultural style
|
| Aristotle calls practical wisdom - the general ability
to do the appropriate thing, at the appropriate time, in the appropriate
way. |