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instructional_design:cognitive_apprenticeship [2011/08/22 13:18]
jpetrovic [What is the practical meaning of cognitive apprenticeship?]
instructional_design:cognitive_apprenticeship [2012/01/12 11:42] (current)
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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.]]))   * "//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.]]))+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.)):+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.)):
  
  
instructional_design/cognitive_apprenticeship.txt ยท Last modified: 2012/01/12 11:42 (external edit)