instructional_design:cognitive_apprenticeship
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instructional_design:cognitive_apprenticeship [2011/08/22 09:49] jpetrovic [What is cognitive apprenticeship?] |
instructional_design:cognitive_apprenticeship [2023/06/19 16:03] (current) |
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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) |||| | ||
| - | | **Domain knowledge** (declarative knowledge like concepts, facts, and procedures) | **Heuristic strategies** (general techniques for accomplishing tasks) | **Control strategies** (general steps for directing one's solution process) | **Learning strategies** (knowledge about how to gain new knowledge) | | + | | **Domain knowledge** (declarative knowledge like concepts, facts, and procedures) | **Heuristic strategies** (general techniques for accomplishing tasks) | **Control strategies** (general steps for directing one's solution process) | **Learning strategies** (knowledge about how to gain new knowledge) | |
| ^ 2. Method (Way of learning) |||| | ^ 2. Method (Way of learning) |||| | ||
| | **Modeling** - students model a decision-making process by observing an expert reasoning. In general, modeling can be behavioral (learning a motor skill through imitation) or cognitive (modeling a decision-making process by observing an expert reasoning), but cognitive apprenticeship is oriented mostly on cognitive modeling. | **Coaching** - sometimes considered the same as mentoring and sometimes different(([[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.]]))(([[http://books.google.com/books?id=PRFdEkBMF4sC|Parsloe, E., & Wray, M. Coaching and mentoring: Practical methods to improve learning. London: Kogan Page, 2000.]])). Usually those processes include an expert offering advice, hints, verbal descriptions, diagrams, questioning, assistance, support, exercises and explanations to learners trying to perform the task. | **Scaffolding**((Originally this term comes from Vygotsky's [[learning_theories:social development theory]])) - according to some, scaffolding is just a form of coaching. Expert supports students when they need it, but then gradually removes his support as they advance. There are two types of scaffolding: directive (a teacher-centered approach where expert provides learners with strategies of successful students) or supportive (a learner-centered approach where he provides strategies that fit to student's current interests and needs). | **Articulation** (teacher encourages students to verbalize their knowledge and thinking), **Reflection** (teacher encourages students to compare their ways of problem-solving with others), and **Exploration** (teacher encourages students to pose and solve their own problems) | | | **Modeling** - students model a decision-making process by observing an expert reasoning. In general, modeling can be behavioral (learning a motor skill through imitation) or cognitive (modeling a decision-making process by observing an expert reasoning), but cognitive apprenticeship is oriented mostly on cognitive modeling. | **Coaching** - sometimes considered the same as mentoring and sometimes different(([[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.]]))(([[http://books.google.com/books?id=PRFdEkBMF4sC|Parsloe, E., & Wray, M. Coaching and mentoring: Practical methods to improve learning. London: Kogan Page, 2000.]])). Usually those processes include an expert offering advice, hints, verbal descriptions, diagrams, questioning, assistance, support, exercises and explanations to learners trying to perform the task. | **Scaffolding**((Originally this term comes from Vygotsky's [[learning_theories:social development theory]])) - according to some, scaffolding is just a form of coaching. Expert supports students when they need it, but then gradually removes his support as they advance. There are two types of scaffolding: directive (a teacher-centered approach where expert provides learners with strategies of successful students) or supportive (a learner-centered approach where he provides strategies that fit to student's current interests and needs). | **Articulation** (teacher encourages students to verbalize their knowledge and thinking), **Reflection** (teacher encourages students to compare their ways of problem-solving with others), and **Exploration** (teacher encourages students to pose and solve their own problems) | | ||
| - | ^ **Sequencing** (Keys to ordering learning activities) |Increasing complexity - meaningful tasks gradually increasing in difficulty | | + | ^ 3. Sequencing (Keys to ordering learning activities) ||| |
| - | |:::|Increasing diversity - practice in a variety of situations to emphasize broad application | | + | | **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) | |
| - | |:::|Global to local skills - focus on conceptualizing the whole task before executing the parts | | + | |
| - | ^ 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 | | + | |
| + | ^ 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 | | ||
| - | 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: | + | ===== What is the practical meaning of cognitive apprenticeship? ===== |
| + | 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.]])) | ||
| + | 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.]])). | ||
| - | ===== What is the practical meaning of cognitive apprenticeship? ===== | + | 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.)): |
| - | + | ||
| - | **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. | + | |
| - | + | ||
| - | 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.)): | + | |
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| |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 59: | 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 77: | 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.]] |
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