instructional_design:cognitive_apprenticeship
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instructional_design:cognitive_apprenticeship [2011/08/22 11:57] jpetrovic [What is cognitive apprenticeship?] |
instructional_design:cognitive_apprenticeship [2011/08/22 12:34] jpetrovic [What is the practical meaning of cognitive apprenticeship?] |
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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? ===== | ===== What is the practical meaning of cognitive apprenticeship? ===== | ||
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| + | Although there is no formula for implementing mentioned methods for teaching/learning (modeling, scaffolding, coaching, articulation, reflection and exploration): | ||
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| + | * "//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.]])) | ||
| **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. | **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. | ||
instructional_design/cognitive_apprenticeship.txt ยท Last modified: 2023/06/19 18:03 (external edit)
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