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 13:09] jpetrovic [What is the practical meaning of cognitive apprenticeship?] |
instructional_design:cognitive_apprenticeship [2011/08/22 13:18] jpetrovic [What is the practical meaning of cognitive apprenticeship?] |
||
|---|---|---|---|
| Line 36: | Line 36: | ||
| * "//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.]])) | ||
| + | |||
| + | 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.]])) | ||
| 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.)): | 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.)): | ||
| Line 43: | 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 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.]])). | + | 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 ===== | ||
instructional_design/cognitive_apprenticeship.txt ยท 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
