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- Vol 6 RE: Chapter 13, App C, App D
networked expertisedistributed cognitioncognitive division of laborknowledge creationprofessional networksboundary crossingshared problem solvingcollective accountabilityBook Evidence summaryAt a glance
Hakkarainen and colleagues conceptualise expertise as a networked, relational achievement rather than knowledge contained wholly within exceptional individuals. Competent activity depends on interaction, shared problem solving, division of cognitive labour, and access to socially developed conceptual and material tools.
Key ideas
Drawing on workplace studies and psychological, sociological, and educational research, the book examines communities, organisations, professional networks, knowledge creation, innovation, and development of expertise. Networks allow participants to locate complementary competence, circulate and transform knowledge, and address problems too complex for one person, but connection alone does not guarantee learning. Trust, shared objects, communication practices, boundary crossing, and structures that support contribution and critique matter. Individuals still require deep knowledge and agency; distributed expertise is not a reason to neglect personal learning or accountability.
Why it matters
For education, the perspective supports authentic collective problems, participation in knowledge practices, access to varied expertise, and tools that make developing ideas shareable. Evaluation should examine changes in both individual capability and the network’s capacity to create and use knowledge.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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