I understand routine and adaptive expertise as two different approaches that don't replace one another, they can be complementary but they just target different competencies. Routine expertise targets domain-specific skills such as "perfecting" a technique, which might be more suitable for work positions that require high accuracy and/or have room for minimal errors, such as a doctor performing an operation. On the other hand, adaptive expertise correlates better with work positions requiring constant adjustment such as this of an educator.

Therefore, depending on a work position, one type of expertise might be more significant than the other, but still I believe in most modern workplaces and professions these co-exist.  

The idea of expertise as a social phenomenon rather than an individual property (Siklander & Impiö, 2018), could be a continuation of the theory of distributed cognitions (Salomon, 1993b) which set the stage for talking about the products of any collaboration as not one individual's property but as a series of transformations within one's cognitive structure but also the partnership's system. Therefore the product of collaboration can be considered as shared property between the intellectuals, or as a property of the system which includes them (Salomon, 1993b). This can be transferred to the expertise discussion if we think about how a person's expertise is developed through their interactions and the effects of other people in their cognitive processes.  

Adaptive expertise is required in the field of education, given the modern approaches to understanding learning. Learning is now considered a dynamic multifaceted process that requires one's own activation of internal processes (Sawyer, 2022), with self-regulation and metacognition being the "engines" of those processes (Winne, 2017). Since in modern education we have moved forward from the classic teacher-centered approach to a student-centered approach with teachers being facilitators and ,having adaptive expertise is essential to tackle this dynamic environment.  

I relate it also to the "wicked" problem of teaching as described in the TPACK framework (Mishra & Koehler, 2006), which is about how to combine technological, pedagogical and content knowledge to achieving effective teaching with technology. Therefore, since thoughtful pedagogical uses of technology require the development of a complex, situated form of knowledge, this cannot be achieved through routine practice but flexibility, real-time decision making and dynamic adaptation must be prioritized in the skill-set of an educator. 

A field-specific example in educational technology could be the continuous change in the EdTech tools that are available for teaching and learning. Since tools don't remain stable as well as the hardware that supports them, practicing in stable/steady situations is not as meaningful as learning to adjust quickly to those changes.

I believe adaptive expertise can be developed, as the video by Daniel L. Schwartz also describes, by being willing to engage in new situations, receive feedback in order to improve and overall through the notion of getting out of one's comfort zone and challenge themselves in.

In this course, I have developed my expertise through engaging in a new and authentic challenge, which is creating a pedagogical model for the VISIO technology. Through the process so far, I have tried to understand the open problem by defining the problem space, define the sub-areas of the problem and deconstructing it in simpler sub-problems that can be studied and can lead to the overall solution. I've also tried to build a shared understanding with the team I'm working with, through sharing individual perspectives, mapping our competencies, creating the team manifest and continuously trying to engage in fruitful conversations which include active participation, negotiation, argumentation, which have been proven in educational research to be meaningful processes in collaborative learning (Dillenbourg, 1999)

Domain-wise, I have dived into new thematic areas such as those of room-based immersive environments, 

Lastly, I believe that one's capacity for adaptive expertise depends on their "training" of their metacognitive and self-regulatory skills that involve 

Even though I may not practice the suggested processes in SRL such as setting initial goals, monitoring those goals, etc., I try to broaden my understanding by diving deeper into the literature around those topics and therefore, understanding myself better as well.