![]() If you are highly intentional about asking for help and then leveraging that information, technique, and perspective in everything you do, then you are doing knowledge work, even if you’re digging a ditch. That’s where learning in plain sight comes into play. (I’ve also seen plenty of people performing classic knowledge work jobs who are notably not thoughtful in their day-to-day performance.)īy our definition, knowledge work isn’t only about what you do, but is very much about how you do what you do. In our research, we see people every day doing work that doesn’t seem to require particularly esoteric knowledge, but nonetheless they are highly intentional about leveraging information, technique, and perspective in everything they do. Whereas if your job does not require that kind of learning (like digging a ditch, for example), then it is not knowledge work. If your tasks, responsibilities, and projects require an especially high level of training, education, and certification (like a doctor, an engineer, or a teacher), then it is knowledge work. Some experts will tell you that knowledge work is about what you do. No matter what you do, make it knowledge work. You don’t have to wing it alone and try to pull off this new thing without anybody being any the wiser. You’d be surprised how often some people, when taking on a new task or assignment, make the mistake of thinking, “How much could there be to this anyway?” Usually, the answer is, “Much more than you might think.” So don’t underestimate what you’re being asked to do.ĭo not try to figure out the new job all on your own. This is a chance to learn and grow.īut you also don’t want to be naïve or arrogant about your abilities. What if you’ve never done anything quite like this before? What if the thought of it brings out all of your worst fears about your abilities? Don’t be intimidated. Let’s say you just got what appears to be a pretty great new assignment with a promising new internal customer. Learning by Design works to expand the choices and pedagogical responses available to teachers so that there is an appropriate and effective response for every circumstance and student.When it comes to expanding your repertoire of specialties, be systematic.ĭon’t Be Daunted, But Don’t Be Totally Undaunted Either. Learning by Design is a means of expanding one’s repertoire of practice – it is not about right or wrong but deciding which Knowledge Processes to deploy, using what tools or tactics, in which circumstances for what purposes. Classrooms with students from diverse backgrounds and with eclectic lifeworld interests and educational needs demand teachers with an extensive range of pedagogical skills and access to a broad range of tools and processes and the know-how to deploy and use those tools effectively. It follows that the more complex a system the more complex the ‘inputs’ to that system need to be in order to influence how it functions how it creates outputs, and by extension how it sustains itself. For example, the number of bits necessary in a digital computer to produce a required description or model.’ Why? An expansive and expanding repertoire of practice provides the foundation for sophisticated professional endeavour and professional connoisseurship – it provides for deliberate and thoughtful choices between Knowledge Processes and pedagogical tools and the matching of these to learner needs and disciplinary contexts.Īshby’s Law of Requisite Variety says that ‘variety absorbs variety, defines the minimum number of states necessary for a controller to control a system of a given number of states. Crucially the notion of a repertoire of practice, in the context of Learning by Design, is that it is open-ended, grounded in both experience and theory, developing fully only via discussion, dialogue and critique and as a result of iterative and repeated application, reflection, design and redesign.Ī repertoire of practice develops via the practice which it makes possible. The more expansive and well-developed a professional’s repertoire of practice the more likely they are to be able to respond appropriately and effectively to the challenges thrown up by practice and working with people with diverse interests, dispositions and backgrounds. What? A repertoire of practice refers to the sum of available tools, techniques, strategies, tactics, ways of working, expertise and know-how from which a practitioner may draw, choose from, and/or combine to suit both known and novel situations or address a particular purpose.
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