Train ITD competencies through cross-training, guided boundary-object creation, coaching, and early reflexivity learning objectives¶

Strategy · All strategies
Evidence · 5 claims (4 for, 1 mixed) · 1 study (1 associational), q2 · 1 of 1 report an effect size · 5 claims rest on one study

Description¶

The article's instructional implications recommend methodically designing ITD teamwork and specific training methods per competency. "Perspective taking can be fostered through cross-training, in which participants change positions in task processing to learn the skills and knowledge that their teammates require in task solving". Analogical reasoning is encouraged through guided creation of boundary objects combining knowledge structures from different disciplines; coaching suits tolerance of ambiguity and uncertainty; reflexivity objectives should enter the curriculum early.

Design Implications¶

Context¶

Requirements¶

• Training components can be integrated into the project framework to address varying levels of expertise between stakeholders

Constraints¶

• Because tolerance of ambiguity and uncertainty increases with experience, it is more difficult to teach; the article notes competencies have different relevance for scientific versus economic application contexts

Target Learners¶

• ITD stakeholders in academia and business practice, from undergraduates to experts

Target Learning Goals¶

• perspective taking
• analogical reasoning
• tolerance of ambiguity and uncertainty
• reflexivity

Claims¶

• Analogical reasoning and perspective taking are the strongest predictors of knowledge integration, followed by tolerance of ambiguity and uncertainty and reflexivity [+W]
• Expertise positively predicts knowledge integration, and the four competencies remain positively related to knowledge integration at different levels of expertise [+W]
• The competency–knowledge integration relationships differ between scientific and economic samples: reflexivity is significant only in the scientific sample, while tolerance of ambiguity and uncertainty and perspective taking are significant only in the economic sample [~W]
• Experts do not exhibit higher levels of reflexivity than novices, consistent with reflexivity as a meta-cognitive competence [+W]
• Reflexivity, perspective taking, analogical reasoning, and tolerance of ambiguity and uncertainty each positively relate to knowledge integration in inter- and transdisciplinary work [+W]

Related Strategies¶

• Teacher training packets operationalize communicative competence theory through workshop activities, pre/posttests, and guided discussion rather than expert knowledge alone

Examples¶

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Key Sources¶

• Olga Vogel, Marcel Hunecke. (2024). Fostering knowledge integration through individual competencies: the impacts of perspective taking, reflexivity, analogical reasoning and tolerance of ambiguity and uncertainty. Instructional Science. https://doi.org/10.1007/s11251-023-09653-5