A "Have" and the "Have-nots" form a vicious cycle which drains the motivation and patience of everyone involved. The expert is presumed to addressing those who lack expertise and cannot come up with it on their own. The interactions are implicitly unilateral and over-powering. The transactions of expertise attempt to fix something wrong with the learners which gives them an experience of getting wronged.
How can the learners be made right when they lack expertise?
By combining expertise and user experience in a virtuous cycle. When the goal is to make the expertise useful, the users' context of use is essential. The learners know the situation where expertise may be applied, solve a problem or make a valuable difference. They are right about what good the expertise can be in their own contexts and what problems may be encountered.
What about learners who habitually expect to be framed as lacking expertise?
Abuse is addicting and the cycle needs to be disrupted by playing a different game. Power that has been used to over-power those perceived as lacking -- needs to be:
- redeployed to empower the others
- shared with learners who know something about their own situations and potential uses of the expertise
- distributed across both domains of expert knowledge and experiences with attempted uses
If it's approached as subjecting the experts to expertise they lack, it's nearly impossible. It's not difficult if the point of departure is their own personal problems with burnout, "talking to a wall", or lack of audience comprehension. The roles are simply reversed and they provide the user context for expertise that may serve them well.