Week # 29 Novice vs. Expert

Novice vs Expert: Why the Learning Journey Demands Different Design 🎯

A beginner is not just a mini expert. Understanding this distinction is not about hierarchy of learners and their outcomes, it is about precise manipulation of learning design and relevant assessment mechanisms to allow both beginners and experts to grow and thrive in the learning environment. How we design learning for novices must differ fundamentally from how we support experts. The difference between novices and experts isn’t just how much they know—it’s how they think, organise, and apply knowledge.

Why the Difference Matters

1. Surface vs Structural Thinking

Novices see surface features. The visible attributes of a learning problem, for example the challenge of striking the tennis ball with the racket. Experts perceive underlying principles and patterns. In the same tennis analogy, this would refer to the incoming spin and bounce of the ball, court position of the opposition player, what type of shot would follow a topspin, slice, drop, lob shot choice now (thinking two shots ahead).

2. Schema Development

Experts have rich mental schemas with well-connected frameworks stored in long-term memory. These allow instant recognition and fluid problem-solving, drawing on past experiences, intervening variables and problem solving.. Novices lack these schemas; they struggle to discriminate what matters, often applying inappropriate strategies .

3. Cognitive Load Differences

For beginners, even basic instructional tasks can overwhelm working memory. They need clear guidance, scaffolding, and modelled or worked examples. For experts, excessive guidance can cause interference and demotivation.

Here are some ideas when it comes to learning design and the different choices available for beginners and experts.

Instructional Design: Beginner → Expert

Crafted Insight: What It Looks Like

In the classroom:
A novice writer follows a graphic organiser to build an opinion essay. An expert student considers audience, counterarguments, and structure intuitively and can adapt style to task demands.

On the pitch:
A beginner footballer runs through fixed passing drills to learn movement. An elite player reads teammates' positions early, adjusts body shape, and makes split-second decisions without conscious thinking. An expert player is able to adopt and work through patterns of play which inform the movement of the team.

Designing For Each Stage

Diagnose level of learner through assessment and data collection – Are they struggling to apply basic rules, or grappling with nuance?

Adjust cognitive load – Simplify for novices; enrich for experts.

Match the method – Start with worked examples, move towards open-ended variation and the removal of structures and scaffolds.

Fade scaffolding over time – Let learners build accuracy before expecting adaptability.

Encourage reflection – Novices benefit from explicit prompts; experts from self-questioning and peer feedback.

 Summary

👉 A novice isn’t a little expert.
👉 Instruction must flex with the learner’s stage.
👉 Teach the thinking behind the doing/performance

When we design with precision and purpose, we don’t just teach skills—we cultivate expertise.

Let’s design learning that meets learners exactly where they are!