In higher education, we don’t just want students to learn things, we also want them to be able to use the things they learn after they leave higher education. And, since we know students have not finished learning on the day they graduate, we also want them to be able to continue to improve thereafter. Recent research into the development of expertise can shed a light on both these goals of higher education. Expertise involves, not only knowledge and ways of thinking, but also emotions and social experiences. This in turn has particular implications for how we think about learning and teaching relationships in experiential learning.
Presenters: Roland Tormey, École polytechnique fédérale de Lausanne (EPFL)
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