Expert Learning

Expert Learning is an original teaching format rooted in inquiry-based learning. It develops students’ ability to acquire knowledge independently, analyse it critically and communicate it effectively to others. It is particularly useful when students do not yet have the required knowledge and learning needs to begin with questions, exploration and active information seeking.

The starting point is a competency matrix covering around 15 key concepts or methods that students need to learn. Each student is assigned 3–5 topics and is responsible for exploring them in depth and preparing a One Point Lesson (OPL) — a one-page learning resource that summarises the key information, including visual elements. Each OPL must be based on reliable sources, which students clearly indicate. This develops their ability to search for information and assess its quality. The next stage is peer learning: the student responsible for a given topic teaches it to the other members of the team. This strengthens understanding and develops clear knowledge communication. The final stage is a video in the form of an expert interview. A student who was not responsible for the topic takes on the role of expert and answers questions about the concept. This helps consolidate knowledge and develop expert communication skills.

Course: Lean Management
Topic: Process Improvement Methods
Students work in teams to develop and organise new knowledge. Each team receives a competency matrix covering key concepts and methods.

Introduction (5 min)
The teacher introduces the format and explains the role of the competency matrix, the One Point Lesson (OPL) and individual responsibility for each topic.

Role Allocation (5 min)
Within their teams, students choose the topics they will be responsible for and decide which team members will explore each topic, with at least two students assigned to each one.

Individual Work (30 min)
Students search for information, analyse sources and record their findings in a learning journal. They then prepare a One Point Lesson based on this work. The material should be concise, evidence-based and partly visual.

Peer Learning (approx. 20 min per topic)
Students teach one another, explain their topics and answer questions from the team.

Video Recording (collaborative task)
Teams prepare expert interview videos in which students explain a topic, even if they were
not originally responsible for it.

• When the aim is to develop new knowledge.
• In courses that require independent learning and conceptual thinking.
• At the beginning of larger units or new subject areas.

• In very short courses where there is no time for independent study.
• When students have not yet developed the skills needed to search for and evaluate information effectively.

• Superficial sources → require students to justify and compare the sources they use.
• Difficulty synthesising information → limit the OPL to a single page.
• Uneven engagement → clearly define roles and responsibilities from the outset.

Easier → Provide a list of recommended sources and simplify the OPL requirements.
More Challenging → Require students to compare different sources and make deliberate decisions about which information to include.

• Start by explaining the purpose behind the format.
• Show both effective and ineffective examples of OPLs.
• Focus on how students work with sources, not just on the content itself.
• Use questions rather than direct correction.
• Revisit and build on the materials students have created.

Formative Assessment
During the activity, the teacher reviews the knowledge-search journal, the draft version of the One Point Lesson, and the way students explain the content within their teams. Developmental feedback is provided by indicating whether students use reliable sources, formulate effective questions, select information appropriately, and explain the topic in clear and accessible language. Students use this feedback to improve their One Point Lesson, expand or refine their sources, clarify their explanations, and prepare more effective learning materials for others.

Summative Assessment
Assessment focuses on the final expert package. Assessment criteria may include the relevance and reliability of the sources used, the accuracy of the content, the clarity of the explanation, the quality of information selection, the usefulness of the material for other students, and the ability to demonstrate how the knowledge was developed, processed, and communicated.