instructional_design:cognitive_apprenticeship
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instructional_design:cognitive_apprenticeship [2011/08/22 11:54] jpetrovic [What is cognitive apprenticeship?] |
instructional_design:cognitive_apprenticeship [2011/08/22 13:04] jpetrovic [What is the practical meaning of cognitive apprenticeship?] |
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| * "//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.]])): | + | 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.]])): |
| ^ 1. Content (Knowledge type) |||| | ^ 1. Content (Knowledge type) |||| | ||
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| | **Increasing complexity** (meaningful tasks gradually increasing in difficulty) | **Increasing diversity** (practice in a variety of situations to emphasize broad application) | **Global to local skills** (focus on conceptualizing the whole task before executing the parts) | | | **Increasing complexity** (meaningful tasks gradually increasing in difficulty) | **Increasing diversity** (practice in a variety of situations to emphasize broad application) | **Global to local skills** (focus on conceptualizing the whole task before executing the parts) | | ||
| - | ^ 4. Sociology (Social characteristics of learning environments) ||| | + | ^ 4. Sociology (Social characteristics of learning environments) |||| |
| | **[[learning_theories:Situated learning]]** (students learn in the context of working on realistic tasks) | **[[learning_theories:communities_of_practice|Community of practice]]** (communication about different ways to accomplish meaningful tasks) | **Intrinsic motivation** (students set personal goals to seek skills and solutions) | **Cooperation** - students work together to accomplish their goals | | | **[[learning_theories:Situated learning]]** (students learn in the context of working on realistic tasks) | **[[learning_theories:communities_of_practice|Community of practice]]** (communication about different ways to accomplish meaningful tasks) | **Intrinsic motivation** (students set personal goals to seek skills and solutions) | **Cooperation** - students work together to accomplish their goals | | ||
| + | ===== What is the practical meaning of cognitive apprenticeship? ===== | ||
| - | Different authors suggest different methods to be applied in cognitive apprenticeship. Some of these are(([[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.]])): According to mentioned work of Brown and others, methods of cognitive apprenticeship include: | + | There is no formula for implementing mentioned methods for teaching/learning (modeling, scaffolding, coaching, articulation, reflection and exploration): |
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| - | ===== 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. | + | * "//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 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.)): | + | Still, 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.)): |
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| ===== 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]] | ||
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| ===== 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.txt · Last modified: 2023/06/19 18:03 (external edit)
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