instructional_design:cognitive_apprenticeship
Differences
This shows you the differences between two versions of the page.
| Both sides previous revision Previous revision Next revision | Previous revision | ||
|
instructional_design:cognitive_apprenticeship [2011/08/22 11:57] jpetrovic [What is cognitive apprenticeship?] |
instructional_design:cognitive_apprenticeship [2023/06/19 18:03] (current) |
||
|---|---|---|---|
| Line 15: | Line 15: | ||
| * "//the central issue in learning is **becoming a practitioner**, **not learning about practice**.//"(([[http://www.sciencedirect.com/science?_ob=MImg&_imagekey=B6VFY-3VGH6NM-8-3&_cdi=6023&_user=3875467&_pii=S0959802298000113&_origin=gateway&_coverDate=10%2F31%2F1998&_sk=999919995&view=c&wchp=dGLzVtb-zSkzS&md5=54f492ed91e398595ce3ec7d063fa80b&ie=/sdarticle.pdf|Brown, J. S. Internet technology in support of the concept of //communities-of-practice//: The case of Xerox. Accounting, Management and Information Technology, 8, 227–236. 1998.]])) | * "//the central issue in learning is **becoming a practitioner**, **not learning about practice**.//"(([[http://www.sciencedirect.com/science?_ob=MImg&_imagekey=B6VFY-3VGH6NM-8-3&_cdi=6023&_user=3875467&_pii=S0959802298000113&_origin=gateway&_coverDate=10%2F31%2F1998&_sk=999919995&view=c&wchp=dGLzVtb-zSkzS&md5=54f492ed91e398595ce3ec7d063fa80b&ie=/sdarticle.pdf|Brown, J. S. Internet technology in support of the concept of //communities-of-practice//: The case of Xerox. Accounting, Management and Information Technology, 8, 227–236. 1998.]])) | ||
| - | Learning is here, just as in [[learning_theories:situated learning|situated learning theory]] defined as naturally tied to activity, context, and culture which form the learning context and occurs through //legitimate peripheral participation// (a process in which a novice joins a [[learning_theories:communities of practice]] on periphery and as he learns moves toward full participation). | + | Learning is here, just as in [[learning_theories:situated learning|situated learning theory]] defined as naturally tied to activity, context, and culture which form the learning context and occurs through //legitimate peripheral participation// (a process in which a novice joins a [[learning_theories:communities of practice]] on periphery and as he learns moves toward full participation).(([[http://www.aect.org/edtech/ed1/31.pdf|Dennen, V. P. Cognitive apprenticeship in educational practice: Research on scaffolding, modeling, mentoring, and coaching as instructional strategies. Handbook of research on educational communications and technology: 813–828. 2004.]])) |
| Cognitive apprenticeship focuses on four dimensions that constitute any learning environment(([[http://llk.media.mit.edu/courses/readings/Collins.pdf|Collins, Allan. Cognitive Apprenticeship. In The Cambridge Handbook of the Learning Sciences, 2006.]]))(([[http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6VDC-444DY90-6&_user=3875467&_coverDate=11%2F30%2F2001&_rdoc=1&_fmt=high&_orig=gateway&_origin=gateway&_sort=d&_docanchor=&view=c&_searchStrId=1719161483&_rerunOrigin=google&_acct=C000050661&_version=1&_urlVersion=0&_userid=3875467&md5=ee1ed08bf82f52c9ca64f2a8d61bca66&searchtype=a|Enkenberg, Jorma. Instructional design and emerging teaching models in higher education. Computers in Human Behavior 17, no. 5-6: 495-506. September 2001.]])): | Cognitive apprenticeship focuses on four dimensions that constitute any learning environment(([[http://llk.media.mit.edu/courses/readings/Collins.pdf|Collins, Allan. Cognitive Apprenticeship. In The Cambridge Handbook of the Learning Sciences, 2006.]]))(([[http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6VDC-444DY90-6&_user=3875467&_coverDate=11%2F30%2F2001&_rdoc=1&_fmt=high&_orig=gateway&_origin=gateway&_sort=d&_docanchor=&view=c&_searchStrId=1719161483&_rerunOrigin=google&_acct=C000050661&_version=1&_urlVersion=0&_userid=3875467&md5=ee1ed08bf82f52c9ca64f2a8d61bca66&searchtype=a|Enkenberg, Jorma. Instructional design and emerging teaching models in higher education. Computers in Human Behavior 17, no. 5-6: 495-506. September 2001.]])): | ||
| Line 33: | Line 33: | ||
| ===== What is the practical meaning of cognitive apprenticeship? ===== | ===== What is the practical meaning of cognitive apprenticeship? ===== | ||
| - | **Multimedia** and **virtual reality** today enable more and more learners to experience a rich, **almost real-world context** for learning and **apply learned content** rather than just be forced to memorize facts. | + | There is no formula for implementing mentioned methods for teaching/learning (modeling, scaffolding, coaching, articulation, reflection and exploration): |
| - | A difference between decontextualized and contextualized learning in educational process can be explained on following example((Borrowed from Heeter, C. Situated Learning for designers: Social, Cognitive and Situative Framework. 2005.)): | + | * "//it is up to the teacher to identify ways in which cognitive apprenticeship can work in his or her own domain of teaching. //"(([[http://northwestern.academia.edu/AllanCollins/Papers/229120/Cognitive_Apprenticeship_Making_Thinking_Visible|Collins, Allan, John Seely Brown, and Ann Holum. Cognitive Apprenticeship: Making Thinking Visible. American Educator 15, no. 3: 6-11, 1991.]])) |
| + | |||
| + | A detailed example still can be found in the work of Enkenberg(([[http://www.sciencedirect.com/science/article/B6VDC-444DY90-6/2/4f96e45d0461f2a869258c8e37513ca9|Enkenberg, Jorma. Instructional design and emerging teaching models in higher education. Computers in Human Behavior 17, no. 5-6: 495-506, September 2001.]])). | ||
| + | |||
| + | The difference between decontextualized and contextualized learning, characteristic for cognitive apprenticeship(([[http://math.unipa.it/~grim/QRDM_Dimakos-Nikoloudakis-Ferentinos_20_2010.pdf|Dimakos, G., E. Nikoloudakis, S. Ferentinos, and E. Choustoulakis. The role of examples in Cognitive Apprenticeship. Mediterranean Journal for Research in Mathematics Education, 2010.]])) in educational process can be explained on following example((Borrowed from Heeter, C. Situated Learning for designers: Social, Cognitive and Situative Framework. 2005.)): | ||
| Line 41: | Line 45: | ||
| |For example, give students a task to through the Photoshop reference manual, tool by tool (or specify a set of tools), in alphabetical order, learning how each tool (line, paint, bucket, select, etc.) works including all possible optional settings. |For example, give students a task such as, create a logo for a company. To accomplish it, they should look up and learn only a few particular tools they realize they may need to use to accomplish the design. Demonstrate the task (modeling), explain why each of the sub-tasks is required (explanation), guide students during their task performance (coaching, scaffolding), ask them to reflect and articulate how they solved the task, and require from them to explore similar problems (exploration). | | |For example, give students a task to through the Photoshop reference manual, tool by tool (or specify a set of tools), in alphabetical order, learning how each tool (line, paint, bucket, select, etc.) works including all possible optional settings. |For example, give students a task such as, create a logo for a company. To accomplish it, they should look up and learn only a few particular tools they realize they may need to use to accomplish the design. Demonstrate the task (modeling), explain why each of the sub-tasks is required (explanation), guide students during their task performance (coaching, scaffolding), ask them to reflect and articulate how they solved the task, and require from them to explore similar problems (exploration). | | ||
| + | Also, the possibilities of usage of computers in cognitive apprenticeship have recently been addressed(([[http://math.unipa.it/~grim/QRDM_Dimakos-Nikoloudakis-Ferentinos_20_2010.pdf|Dimakos, G., E. Nikoloudakis, S. Ferentinos, and E. Choustoulakis. The role of examples in Cognitive Apprenticeship. Mediterranean Journal for Research in Mathematics Education, 2010.]])). | ||
| ===== Criticisms ===== | ===== Criticisms ===== | ||
| Line 51: | Line 55: | ||
| ===== Keywords and most important names ===== | ===== Keywords and most important names ===== | ||
| - | * **Cognitive apprenticeship**, **situated learning** | + | * **Cognitive apprenticeship**, **situated learning**, **scaffolding**, **coaching** |
| * [[http://www.sesp.northwestern.edu/profile/?p=52&/AllanCollins/|Allan Collins]], [[http://www.johnseelybrown.com/|John Seely Brown]] | * [[http://www.sesp.northwestern.edu/profile/?p=52&/AllanCollins/|Allan Collins]], [[http://www.johnseelybrown.com/|John Seely Brown]] | ||
| Line 69: | Line 73: | ||
| ===== Read more ===== | ===== Read more ===== | ||
| - | Idol, L., Beau, F. J. Educational values and cognitive instruction: implications for reform. North Central Regional Educational Laboratory (U.S.). Routledge, 1991. | + | [[http://books.google.pn/books?id=RY03tQDKX9IC|Idol, L., Beau, F. J. Educational values and cognitive instruction: implications for reform. North Central Regional Educational Laboratory (U.S.). Routledge, 1991.]] |
instructional_design/cognitive_apprenticeship.1314007046.txt.gz · Last modified: 2023/06/19 17:49 (external edit)
Except where otherwise noted, content on this wiki is licensed under the following license: CC Attribution-Share Alike 4.0 International
