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 Next revision Both sides next revision | ||
|
instructional_design:cognitive_apprenticeship [2011/08/22 12:34] jpetrovic [What is the practical meaning of cognitive apprenticeship?] |
instructional_design:cognitive_apprenticeship [2011/08/22 12:42] jpetrovic [Keywords and most important names] |
||
|---|---|---|---|
| Line 33: | Line 33: | ||
| ===== What is the practical meaning of cognitive apprenticeship? ===== | ===== What is the practical meaning of cognitive apprenticeship? ===== | ||
| - | Although there is no formula for implementing mentioned methods for teaching/learning (modeling, scaffolding, coaching, articulation, reflection and exploration): | + | There is no formula for implementing mentioned methods for teaching/learning (modeling, scaffolding, coaching, articulation, reflection and exploration): |
| * "//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.]])) | * "//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. | + | Still, the difference between decontextualized and contextualized learning, characteristic for cognitive apprenticeship in educational process can be explained on following example((Borrowed from Heeter, C. Situated Learning for designers: Social, Cognitive and Situative Framework. 2005.)): |
| - | + | ||
| - | 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.)): | + | |
| Line 55: | Line 53: | ||
| ===== 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]] | ||
instructional_design/cognitive_apprenticeship.txt · Last modified: 2023/06/19 18:03 (external edit)
Except where otherwise noted, content on this wiki is licensed under the following license: CC Attribution-Share Alike 4.0 International
