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TC598,
Spring 2002
Human Expertise and Technical Communication CLASS SCHEDULE and ASSIGNMENTS
Week 1: Visions of Expertise
and Expertise Research
Monday, April 1
- Introduction to
the Course
- Peruse: Glaser and Chi (1988),
"Overview", in The Nature of Expertise, Michelene T. H. Chi, Robert Glaser, and
M.J. Farr (Eds.), Lawrence Erlbaum Associates, Hillsdale, NJ, pp. xv-xxi.
- Peruse: Bransford,
J.D., Brown, A.L., and Coking, R.R. (1999). Chapter 2: How Experts Differ from Novices, How
People Learn: Brain, Mind, Experience and School, National Research Council,
Washington, D.C., pp. 19-38.
Wednesday, April 3
- Read Ericcson,
K.A. and Smith, J. (1991). Prospects and limits of the empirical study of expertise: an
introduction, in Toward a General Theory of Expertise, K. Anders Ericsson and J.
Smith (Eds.), Cambridge University Press, New York, pp. 1-38.
- Project 1 Exercise
(5%): Consider the prospect of formally studying expertise in email composition.
Based on the reading, identify three necessary elements of such an empirical investigation
and also three challenges.
Week 2: Visions of Memory Expertise
Monday, April 8
- Read: Ericsson,
K.A. and Polson, P.G. (1988). Chapter 2: A cognitive analysis of exceptional memory for
restaurant orders, In The Nature of Expertise, M. Chi, R. Glaser, and M.J. Farr
(Eds)., Lawrence Erlbaum Associates, Hillsdale, NJ, pp. 23-70.
- Read: Noice, T.
and Noice, H. (1997). Chapter 1: Training for the Profession, The Nature of
Professional Expertise in Acting: A cognitive view, Lawrence Erlbaum Associates,
Hillsdale, NJ, pp. 1-9.
Wednesday, April 10
- Read: Noice, T. and Noice, H. (1997). Chapter 3: Experimental Investigation of Actors'
Learning Strategies, The Nature of Professional Expertise in Acting: A cognitive view,
Lawrence Erlbaum Associates, Hillsdale, NJ, pp. 19-35.
- Read: Noice, T. and Noice, H. (1997). Chapter 6: A Professional Actor Prepares A Role: A
Think Aloud Protocol, The Nature of Professional Expertise in Acting: A cognitive view,
Lawrence Erlbaum Associates, Hillsdale, NJ, pp. 55-70.
- Read: Noice, T. and Noice, H. (1997). Appendix B: Protocol of T.D., The Nature of
Professional Expertise in Acting: A cognitive view, Lawrence Erlbaum Associates,
Hillsdale, NJ, pp. 55-70.
- Project 1 (5%): Design an experiment to investigate the nature of expertise in email
composition. The design should represent decisions about (a) who will count as a
novice and as an expert, (b) what task they will perform in order to investigate their
expertise, and (c) how the data might be interpreted.
Week 3: Tracing a Historical Thread through the
Expertise Research
Monday, April 15
- Read: Voss, J.F.,
Sherman, W.T., and Yengo, L.A. (1983). Chapter
7 – Individual Differences in the Solving of Social Science Problems. In Individual Differences in Cognition, R.F. Dillon and R.R. Schmeck (Eds.), Vol. 1,
Academic Press, New York, pp. 205-232.
- Read Schraagen,
J.M. (1993). How Experts Solve a Novel Problem in Experimental Design, Cognitive
Science, 17, pp. 285-309.
Wednesday, April 17
- Read: Schunn, C.D. and Anderson, J.R. (1999). The Generality/Specificity of
Expertise in Scientific Reasoning, Cognitive Science, 23(3), pp. 337-370. **Note: This reading can be accessed online through the UW library
system. Go to http://www.lib.washington.edu,
search the UW libraries catalog for the journal Cognitive Science, go to the page with the
information about the journal, and follow the link that says "Connect to all
available issues of this title online...".
- Project 1 Exercise (5%): Using the strategy adopted by the class, collect data for the
email expertise data to be contributed to the shared class pool of data.
Week 4: Probing into the Research on Writing and
Composition Expertise
Monday, April 22
- Read Scardamalia,
M. and Bereiter, C. (1991). Chapter 7: Literate Expertise,Toward a General Theory of
Expertise, K. Anders Ericsson and J. Smith (Eds.), Cambridge University Press, New
York, pp. 172-194.
- Read:
Hayes, J.R. and Flower, L.S. (1980). Identifying the Organization of Writing Processes. In
Cognitive Processes in Writing, L.W. Gregg and E.R. Steinberg (Eds.), Lawrence Erlbaum
Associates, Hillsdale, NJ, pp. 3-29. .
Wednesday, April 24
- Read: Beaufort, A. (1999). Writing the Real World: Making the Transition form
School to Work, Teachers College Press, New York.
- Chapter 1: The question of expertise in writing
- Chapter 2: Setting the Stage - The Cultural, Social & Physical Terrain of Job
Resource Center
- Chapter 4: Creating a fit: Socializing Writers into the Community
- Project 1 Exercise (5%): Complete one analysis of the email expertise data collected by
the class. Ideally, this analysis would be based on an idea or analysis found in
this week's readings (or some other reading we have done).
Week 5: The Breadth of Expertise Research
Monday, April 29
- Read Wineburg, S.
(1998). Reading Abraham Lincoln: An Expert/Expert Study in the Interpretation of
Historical Texts, Cognitive Science, 22(3), pp. 319-346. **Note:
This reading can be accessed online through the UW library system. Go to http://www.lib.washington.edu, search the UW
libraries catalog for the journal Cognitive Science, go to the page with the information
about the journal, and follow the link that says "Connect to all available issues of
this title online...".
- Review/Read: Glaser
and Chi (1988), "Overview", in The Nature of Expertise, Michelene T. H. Chi,
Robert Glaser, and M.J. Farr (Eds.), Lawrence Erlbaum Associates, Hillsdale, NJ, pp.
xv-xxi.
(handed out on the first day of class)
- Review/Read: Bransford,
J.D., Brown, A.L., and Coking, R.R. (1999). Chapter 2: How Experts Differ from Novices, How
People Learn: Brain, Mind, Experience and School, National Research Council,
Washington, D.C., pp. 19-38. (handed out on the first day of class)
Wednesday, May 1
- Read: Students, working individually or in pairs, reports on one chapter from the
following two seminal books (a) The Nature of Expertise or (b)Toward a
General Theory of Expertise: Prospects and Limits. Class discussion prior to
Wednesday will be used to negotiate how each individual/team should report on their
chapter.
Week 6: Looking Back and Looking Beyond
Monday, May 6
- Read: Holyoak,
K.J. (1991). Symbolic Connectionism: Toward third generation theories of expertise, in Toward
a General Theory of Expertise, K. Anders Ericsson and J. Smith (Eds.), Cambridge
University Press, New York, pp. 301-312.
- Read: Sternberg,
R.J. (1997). Cognitive Conceptions of Expertise, in Expertise in Context: Human and
Machine, P. J. Feltovich, K.M. Ford, and R.R. Hoffman (Eds.), MIT Press, Cambridge,
pp. 149-162.
- Read:
Bereiter, C. and Scardamalia, M. (1993). Chapter 4 - Expertise as Process.
in Surpassing Ourselves: An Inquiry into the Nature and Implications of
Expertise, Open Court: Chicago, pp. 77-120.
Wednesday, May 8
- Project 1 (20%): Final writeup for project is due. We will devote class time to
hearing about the varied analysis approaches and results.
Week 7: Knowledge Elicitation and Expert Systems
I
Monday, May 13
- Read: LaFrance, M.
(1997). Chapter 7 - Metaphors for Expertise: How Knowledge Engineers Picture Human
Expertise, in Expertise in Context, MIT Press, Cambridge, pp. 163-180.
- Read:
Greenwell, M. (1988). Chapter 3 - Knowledge Elicitation as a Social Situation, Knowledge
engineering for expert systems, John Wiley and Sons, New York, pp. 25-29.
- Read: Greenwell, M. (1988). Chapter 4-6, Knowledge engineering for
expert systems, John Wiley and Sons, New York, pp. 30-91.
Wednesday, May 15
- Peruse: Scott, A.C., Clayton, J.E., and Gibson, E.L. (1991). Chapter 12-17, A
Practice Guide to Knowledge Acquisition, Addison-Wesley, Reading, MA, pp. 321-460.
Week 8: Knowledge Elicitation and Expert Systems
II
Monday, May 20
- Read: Ignizio,
J.P. (1991). Chapter 3 - Past, Present, and Future Expert Systems, Introduction
to Expert Systems: The Development and Implementation of Rule-based Expert Systems, McGraw-Hill,
New York, pp. 48-64.
- Read: Each
student should select one chapter from the Selected Expert Systems Applications in the
Handbook of Applied Expert Systems, read the chapter, and prepare to present ideas from
the chapter to the class.
Wednesday, May 22
- Project 2 Due: Using knowledge elicitation techniques from the expert
system community, work with an expert in some domain to characterize their expertise. Use
the information your collect to begin to create a model of their knowledge. Prepare
a report (max 3 pages single spaced) in which you describe your approach and your
findings.
Week 9: Designing for Experts and Novices I
Monday, May 27
Wednesday, May 29
- Read: Soloway, E., Guzdial, M. and Hay, K. (1994). Learner-centered Design:
The Challenge for HCI in the 21st Century. Interactions, April, pp. 36-48.
- Read: Morgan, M.G., Fischhoff, B., Bostrom, A., and Atman, C.J. (2002). Chapter 7
- Case Studies: Applications to Environmental Risks, Risk Communication: A Mental
Models Approach, Cambridge University Press, pp. 125-159.
- Read: Morgan, M.G., Fischhoff, B., Bostrom, A., and Atman, C.J. (2002). Chapter 8
- A Mental Models Approach to HIV/AIDS, Risk Communication: A Mental Models Approach, Cambridge
University Press, pp. 160-183.
Week 10: Designing for Experts and Novices II
Monday, June 3
- Read:
Scardamalia, M. and Bereiter, M. (1993/1994), Computer Support for Knowledge Building
Communities, Journal of the Learning Sciences, 3(3), pp. 265-283.
- Read: TBD
(Supporting the development of expertise through scaffolding of expert-like process).
Wednesday, June 5
- Project 3 Due: The goal of this project is to create versions of instructions that are
appropriate for a user's level of expertise. At minimum, the project consists of
analyzing the level of user expertise assumed in the instructions and creating two new
versions of the instructions (one
for expert users and one for novice users) based on your analysis and topics presented in
class. Prepare a report (max 3 pages single spaced) in which you describe your
approach and your designs.
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