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Application of cognitive apprenticeship to online teaching and learning.
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DESIGNING A DYNAMIC ONLINE INSTRUCTIONAL ENVIRONMENT WITH MULTIMEDIA
Guohua PanApril 2011
Multimedia and Dynamic Online Environment
Traditional Online
Teaching
Learning
Merits
Limitation
Problem
Change
Change
422011 ID Faculty 2
PowerPoint slides textbook chapters sections Word files and other resources Reading writing taking exams
Economical efficient familiar
Passive isolated lack of instructor presence
Early online learners did not enjoy their experience They missed the dynamic F2F learning experience
Multimedia and Dynamic Online Environment
Dynamic Instructional Environment (f2f)
Teaching
Learning
Resources
Merits
Online
422011 ID Faculty 3
Interacting demonstrating scaffolding challenging imparting insightInteracting asking responding commenting interpreting articulating reflectingText graphics artifacts body language tones
Interaction rich resource ZPD learning community
ID question ndash how can we replicate the dynamics in online instructional environment
Multimedia and Dynamic Online Environment
Multimedia
Why multimedia
Broader presentation scope
Richer information
More realistic
Multisenses
Deeper learning
422011 ID Faculty 4
is media and content that uses a combination of different content forms (Wiki)
Multimedia such as graphics audio video and animation can present or represent action objects phenomena or status that text cannot Owing to its rich information multimedia enables students to see and hear in addition to read hence presenting learning objects more realistically than text only Besides and perhaps more importantly it addresses the needs of visual auditory
kinesthetic learners Multimedia therefore is able to
foster deeper learning in students
Multimedia and Dynamic Online Environment
Technology for instructor presence
Text (sample)
Video (sample)
Graphic (sample)
Animation (sample)
422011 ID Faculty 5
Multimedia is able to do many of the things that an instructor does in classroom for example demonstration illustration explanation analysis scaffolding Below are four samples of multimedia
Although traditional text is one of the frequently used media for instructor presence for example assignment instruction As this sample shows instructor used open-ended questions to make student feel herhis presence
Video is another medium that is gaining momentum Videos enable students to see and hear sophisticated skills and complex concepts and procedures in real Settings
A picture is worth a thousand words In many cases even a thousand words isnrsquot enough to match what a graphic does Animation is able to break down an object into smaller pieces explain them individually then assemble them as a whole and explain as such
Multimedia and Dynamic Online Environment
Technology for dynamic environment
Blog
Connect
Google Docs
Wiki
422011 ID Faculty 6
Blog (web log) is an interactive website usually maintained by an individual with regular entries of commentary descriptions of events or other material such as graphics or video displayed in reverse-chronological order (wiki)
Adobe Connect is a web conferencing tool that enables real time interaction between instructor and students via internet Good for virtual office hour presentation appointments before cap project and final exam Other similar tools are Skype Windows Messenger Live Yahoo Messenger 12 etc
ConnectFacebookGoogle DocsWikiBlog
Facebook as a social networking service enables users to organize groups for a common interest for example exchanging information on study of a subject such as anatomy in nursing or marketing in business Members can be from all over the world
Good Docs is Web-based word processor spreadsheet presentation form and data storage service that allows users to create and edit documents online while collaborating in real-time with other users
Wiki is a website that allows users to create and edit documents online while collaborating in real-time with other users including changing adding or removing material
Multimedia and Dynamic Online Environment
Open resources
Clip Arts httpwwwfree-graphicscom
Graphics httpvector4freecom httpimagesgooglecom
Photos httpwwwfreeimagescouk httpimagesgooglecom
Videos httpacademicearthorg
Courses httpwwwopenculturecomfreeonlinecourses
httpoliwebcmueduopenlearningforstudentsfreecourses
422011 ID Faculty 7
Multimedia and Dynamic Online Environment
More multimedia tools
422011 ID Faculty 8
Captivate
Google BooksCriticalPast
Camtasia
Google Chart API Poll Everywhere
Screenjelly Skype
Windows Messenger Live Yahoo Messenger 10
Multimedia and Dynamic Online Environment
Zone of Proximal Development (ZPD)
Actual development level with no guide
Potential development level with guide
Tailored help just beyond existing level
422011 9ID Faculty
We can accomplish certain things by workingindependently depending on the knowledge and skills we already have We can accomplish a lot more when we have experts or more knowledgeable others to guide us or by working collaboratively with others Thatrsquos why we go to school and college
Assistance is tailored to the needs of the learner It is just enough to get the learner past his current difficulties The MKO assists only inthose steps that are beyond the learners ability
Cognitive Apprenticeship and TampL Online
Crafts Apprenticeship
A system of learningpersons involved
master functions
apprentice functions
422011 10ID Faculty
At least two persons are involved ie masterexpert and apprenticelearners
(at least two)
master demonstrates interrupts provides challenge encourages risk-taking and guides
(demo guide hellip)
Apprentice learns by doing through observation mimicking being coached and corrected and scaffolded
(observing mimicking hellip)
Cognitive Apprenticeship and TampL Online
Mechanism
apprentice
performance
Examples
tying a shoe building a fire and taking blood
carpenter tailor and driver skills
flight attendant training
422011 11ID Faculty
learns through trial and error
(trial and error)
The apprentice performs physical duties entailed in the role
(psychomotor duties)
Cognitive Apprenticeship and TampL Online
Benefits
learn at site
planned training
lower level entrants
Limitations
context-free environments
knowing and seeing associated with psychomotor exchanges
failure to account for the implicit processes
422011 12ID Faculty
learning new skills in an actual physical context of practice working side by side with an expert
(beside the masterexpert)
providing the apprenticelearner with a planned and structured training program to learn a specific task
(to learn a specific skill)
bringing lower level entrants and under-represented groups into the organization
(under-represented groups into workforce)
Cognitive Apprenticeship and TampL Online
Cognitive Apprenticeship
a pedagogical model
a process of social interaction
involving cognitive exchanges
bringing tacit process into open
focusing on cognitive and meta cognitive skills ie thinking process
nurturing the learner from peripheral into full participants
422011 ID Faculty 13
(teaching implicit processes)
A method that teaches the implicit processes thatan expert uses to carry out complex tasks
Cognitive Apprenticeship and TampL Online
Cognitive Apprenticeship Techniques Modeling
modeling expert performance
externalizing internal processes
Examples
mathematics
reading comprehension
422011 14ID Faculty
teaching behavior that shows how an expert feels thinks or acts within a given situation
(demonstrating)
externalizing cognitive processes verbalizing thought processes thinking aloud to illustrate the invisible
write out explicit steps and work through a problem aloud demonstrating her heuristics and procedural knowledgeuse an authentic newspaper and go through the process of reading and comprehending an article Thus students understand and build a conceptual model of the comprehension process and its conditions for application in conditions similar to real life situations
Cognitive Apprenticeship and TampL Online
Coaching
overseeing process
helping learners achieve
examples
422011 15ID Faculty
a process of overseeing student learning
helping learners to accomplish their learning goals helping choose learning tasks
providing hints and feedback diagnosing problems
offering verbal or non-verbal encouragement
evaluating completed products
structuring learning
Cognitive Apprenticeship and TampL Online
Scaffolding a supporting framework
instructional techniques
Vygotskys Zone of Proximal Development
support from more knowledgeable others Fading ie gradual removal of the support system
422011 16ID Faculty
a temporary or movable platform to stand or sit on while working (in construction) a structure supporting learners working at a level higher than their ability allows without assistance (in teaching and learning)
instructional techniques to help learners bridge the gap between their existing knowledge and the instructorrsquos intended learning outcome the forms of support temporarily provided by instructors to initiate learners into a new domain or finishing new assignments a cooperative problem-solving effort by teachers and learners
Vygotsky defined the concept of the zone of proximal development (ZPD) as the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers
two processes occur in scaffolding 1) providing support to thestudent by a more knowledgeable other (MKO) whether a teacher a better informed peer a community member a domain expert a parent or in some cases even a computer
2) the gradual removal of the support system in a way which leaves the student able to perform the unassisted task which was previously possible only with the scaffolding
Cognitive Apprenticeship and TampL Online
Articulation and Reflection
Articulation
expression deliberation speaking verbalisation
Reflection
contemplation
evoking activity
opportunity to look back
422011 17ID Faculty
speaking out thinking aloud of ideas knowledge reasoning think path making learning explicit through language ie via demonstration discussion presentation contemplating pondering thinking of ideas performances or thoughts
looking back and analyzing performances and artifacts with a desire for understanding and improvement towards the behavior of an expert
activity evoking insights and nurturing revisions
Cognitive Apprenticeship and TampL Online
Fading
phasing out
applying strategies
finding problems
finding solutions
carrying out work
422011 18ID Faculty
gradual removal of the scaffolding
phasing out support from expert applying expert problem-solving strategies and techniquesfinding own problems for their own goals
finding own solutions to the problems
carrying out work by the learners independently
Cognitive Apprenticeship and TampL Online
Using technology to practice CA
Modeling Demonstrating
text
audio
video
tutorials
graphics
animation
422011 ID Faculty 19
Modeling can be conducted in various formats with different
tools regardless of instructional environment for example
animation of math formula analysis pronunciation of words in
foreign language photos of historical figures or events text-
based instruction software tutorials or video vignettes
httpcstlsemoeduidMA318FractionModelFractionModelhtm
httpwwwoutreachproductionscompage_id=494 (Doug)
httpwwwclaytownecomct_gallery_ill_medical_scientific_Chtml
httpwwwhachcomfmmimghachCODE3ADOC2725380063205197C1
httpcstlsemoeduidConnectProConnectFeaturesFeatureshtm
httpwmservercstlsemoedumrodgersch180CH180_Lab03wmv
Cognitive Apprenticeship and TampL Online
Coaching Scaffolding
critical questions
resources
timely feedback
422011 ID Faculty 20
The critical questions keep learners on the right track and lead them to think and deal with those the instructor wants them to deal with The critical questions are constructed in the assignments discussion instructions orthey may also be presented through email communications comments on discussion postings etc
Relevant resources are embedded at the places where the instructor anticipates the learners may encounter difficulties or provided through email communications comments on discussion postings assignments etc
In addition to instructor feedback can also be from peers ie comments on discussion postings individual contribution to group project It can come in writing or verbal through chat Facebook Google Docs video Conferencing Wiki When one student responses to a question others are listening reading Students donrsquot have to neither can they learn everything from instructor
Sample
Cognitive Apprenticeship and TampL Online
Articulating through discussion forum postings
individual projects assignments presentations
422011 ID Faculty 21
Through articulation the learners make their learning explicit through language so that community members have a basis of interaction to refine and expand understanding Articulation can be interwoven in a learning experience through a variety of strategies including discussion demonstration presentation and the exchange of written or other learner-produced artifacts
Cognitive Apprenticeship and TampL Online
Reflection
422011 ID Faculty 22
Critique of peer work can also serve the goal of
reflection because a student needs to analyze the
pros and cons if she wants to do a real good critique
A re-work of independent project is another format of
reflection This re-worked product can be a critique a
a lab project a piece of writing a presentation a video
clip or any other discipline-specific product
is practiced through writing or presentation
Cognitive Apprenticeship and TampL Online
Zone of Proximal Development (ZPD)
Actual development level with no guide
Potential development level with adult guide
Goal sharing
Whole-task approach
Immediate availability of help
Optimal level of help
Conveying an expert model
422011 23ID Faculty
We can accomplish certain things by working independently depending on the knowledge and skills we already have We can accomplish a lot more when we have experts or more knowledgeable others to guide us or by working collaboratively with others Thatrsquos why we go to school and college Sharing the goal increases intersubjectivity between the learner and the MKO and also helps decrease learner frustration because the learner knows that he is not alone in trying to achieve the taskLearning the task as a whole not concentrating on individual sub-skills of the task authentic original ill structured as in real lifework instead of simplified structured as in textbook classroomHelp the learner when he is at a point where he needs help in order to continue the task When learners are left for too long at a point where they cannot make progress they may lose interest and motivation andbecome frustrated
Assistance is tailored to the needs of the learner It is just enough to get the learner past his current difficulties The MKO assists only inthose steps that are beyond the learners abilityA model of a task that will lead the learner to accomplish the task efficiently This model provides a framework around which learners can organize their skills
Cognitive Apprenticeship and TampL Online
Benefits
encouraging
motivating and engaging
helping to retain and transfer
facilitating higher order reasoning
422011 24ID Faculty
encourages authentic activity and assessment as the learning activities are similar to real-world practicemotivates and engages learners as learners think and are treated as experts helps to achieve possible greater level of retention and transfer as situated contextualized learning enables learners to retain knowledge facilitates higher order reasoning as learners use advanced reasoning processes modeled after experts
of Cognitive Apprenticeship
Cognitive Apprenticeship and TampL Online
Challenges
requiring highly facilitative teaching skills
higher levels of learner anxiety and frustration
time consuming
additional and more sophisticated resources
422011 25ID Faculty
of Cognitive Apprenticeship
teachers constantly attending to learnersrsquo difficultiesproblems student autonomy level depending on teachersrsquo coaching and scaffoldingpatience and advanced facilitative teaching skills necessary
overwhelmed learners become anxious frustrated afraid to explore tasks
enormous time required for exploring different areas creating productsconstantly discuss and reflect accomplishments and future plans
may require resources not readily available ie SMEs time money etc
Cognitive Apprenticeship and TampL Online
Conclusion
Cognitive apprenticeship affords both opportunities and challenges as do most educational models What challenges have you considered How might you overcome them What benefits might such a model bring to you and your students What aspects of cognitive apprenticeship are you already using What aspects might you take back to your classroom for a trial run
422011 26ID Faculty
Cognitive Apprenticeship and TampL Online
ReferencesBereiter C amp Scardamalia M (1987) The psychology of written composition Hillsdale NJ Lawrence Erlbaum
Associates
Cave A (2010) Learning math in second grade An application of cognitive apprenticeship National Forum of Applied Educational Research Journal 23 (3) 1-16
Chiu M-H Chou C-C amp Liu C-J (2002) Dynamic processes of conceptual change Analysis of constructing mental models of chemical equilibrium Journal of Research in Science Teaching 39(8) 688-712
Collins A Brown J S amp Newman S E (1989) Cognitive apprenticeship Teaching the crafts of reading writing and mathematics In Resnick L B (Ed) Knowing learning and instruction essays in honor of Robert Glaser (pp 453-494) Hillsdale NJ Lawrence Erlbaum Associates Publishers
Dennen VP (2004) Cognitive apprenticeship in educational practice Research on scaffolding modeling mentoring and coaching as instructional strategies In David Jonnassen (Ed) Handbook of Research on Educational Communications and Technology (2nd ed) pp 813-828
Dennen VP amp Burner KJ (2010) The Cognitive apprenticeship model in educational practice In JM Spector MD Merrill MP Driscoll amp J van Merrionboer (Eds) Handbook of Research in Educational Technology 3rd Ed Mahwah NJ Erlbaum pp 426-439
Dickey M D (2008) Integrating cognitive apprenticeship methods in a Web-based educational technology course for P-12 teacher education Computers amp Education 51 506ndash518
Pascal T amp Hencmann M (2008) Cognitive apprenticeship in online learning 24th Annual Conference on Distance Teaching amp Learning
Schoenfeld A H (1985) Mathematical problem solving NY Academic Press
Stewart KK amp Lagowski JJ (2003) Cognitive apprenticeship theory and graduate chemistry education
Journal of Chemical Education 8(12) 1362-1366
Wang FK amp Bonk C (2001) A design framework for electronic cognitive apprenticeship JALN 5(2) 131-151
422011 27ID Faculty
Multimedia and Dynamic Online Environment
Traditional Online
Teaching
Learning
Merits
Limitation
Problem
Change
Change
422011 ID Faculty 2
PowerPoint slides textbook chapters sections Word files and other resources Reading writing taking exams
Economical efficient familiar
Passive isolated lack of instructor presence
Early online learners did not enjoy their experience They missed the dynamic F2F learning experience
Multimedia and Dynamic Online Environment
Dynamic Instructional Environment (f2f)
Teaching
Learning
Resources
Merits
Online
422011 ID Faculty 3
Interacting demonstrating scaffolding challenging imparting insightInteracting asking responding commenting interpreting articulating reflectingText graphics artifacts body language tones
Interaction rich resource ZPD learning community
ID question ndash how can we replicate the dynamics in online instructional environment
Multimedia and Dynamic Online Environment
Multimedia
Why multimedia
Broader presentation scope
Richer information
More realistic
Multisenses
Deeper learning
422011 ID Faculty 4
is media and content that uses a combination of different content forms (Wiki)
Multimedia such as graphics audio video and animation can present or represent action objects phenomena or status that text cannot Owing to its rich information multimedia enables students to see and hear in addition to read hence presenting learning objects more realistically than text only Besides and perhaps more importantly it addresses the needs of visual auditory
kinesthetic learners Multimedia therefore is able to
foster deeper learning in students
Multimedia and Dynamic Online Environment
Technology for instructor presence
Text (sample)
Video (sample)
Graphic (sample)
Animation (sample)
422011 ID Faculty 5
Multimedia is able to do many of the things that an instructor does in classroom for example demonstration illustration explanation analysis scaffolding Below are four samples of multimedia
Although traditional text is one of the frequently used media for instructor presence for example assignment instruction As this sample shows instructor used open-ended questions to make student feel herhis presence
Video is another medium that is gaining momentum Videos enable students to see and hear sophisticated skills and complex concepts and procedures in real Settings
A picture is worth a thousand words In many cases even a thousand words isnrsquot enough to match what a graphic does Animation is able to break down an object into smaller pieces explain them individually then assemble them as a whole and explain as such
Multimedia and Dynamic Online Environment
Technology for dynamic environment
Blog
Connect
Google Docs
Wiki
422011 ID Faculty 6
Blog (web log) is an interactive website usually maintained by an individual with regular entries of commentary descriptions of events or other material such as graphics or video displayed in reverse-chronological order (wiki)
Adobe Connect is a web conferencing tool that enables real time interaction between instructor and students via internet Good for virtual office hour presentation appointments before cap project and final exam Other similar tools are Skype Windows Messenger Live Yahoo Messenger 12 etc
ConnectFacebookGoogle DocsWikiBlog
Facebook as a social networking service enables users to organize groups for a common interest for example exchanging information on study of a subject such as anatomy in nursing or marketing in business Members can be from all over the world
Good Docs is Web-based word processor spreadsheet presentation form and data storage service that allows users to create and edit documents online while collaborating in real-time with other users
Wiki is a website that allows users to create and edit documents online while collaborating in real-time with other users including changing adding or removing material
Multimedia and Dynamic Online Environment
Open resources
Clip Arts httpwwwfree-graphicscom
Graphics httpvector4freecom httpimagesgooglecom
Photos httpwwwfreeimagescouk httpimagesgooglecom
Videos httpacademicearthorg
Courses httpwwwopenculturecomfreeonlinecourses
httpoliwebcmueduopenlearningforstudentsfreecourses
422011 ID Faculty 7
Multimedia and Dynamic Online Environment
More multimedia tools
422011 ID Faculty 8
Captivate
Google BooksCriticalPast
Camtasia
Google Chart API Poll Everywhere
Screenjelly Skype
Windows Messenger Live Yahoo Messenger 10
Multimedia and Dynamic Online Environment
Zone of Proximal Development (ZPD)
Actual development level with no guide
Potential development level with guide
Tailored help just beyond existing level
422011 9ID Faculty
We can accomplish certain things by workingindependently depending on the knowledge and skills we already have We can accomplish a lot more when we have experts or more knowledgeable others to guide us or by working collaboratively with others Thatrsquos why we go to school and college
Assistance is tailored to the needs of the learner It is just enough to get the learner past his current difficulties The MKO assists only inthose steps that are beyond the learners ability
Cognitive Apprenticeship and TampL Online
Crafts Apprenticeship
A system of learningpersons involved
master functions
apprentice functions
422011 10ID Faculty
At least two persons are involved ie masterexpert and apprenticelearners
(at least two)
master demonstrates interrupts provides challenge encourages risk-taking and guides
(demo guide hellip)
Apprentice learns by doing through observation mimicking being coached and corrected and scaffolded
(observing mimicking hellip)
Cognitive Apprenticeship and TampL Online
Mechanism
apprentice
performance
Examples
tying a shoe building a fire and taking blood
carpenter tailor and driver skills
flight attendant training
422011 11ID Faculty
learns through trial and error
(trial and error)
The apprentice performs physical duties entailed in the role
(psychomotor duties)
Cognitive Apprenticeship and TampL Online
Benefits
learn at site
planned training
lower level entrants
Limitations
context-free environments
knowing and seeing associated with psychomotor exchanges
failure to account for the implicit processes
422011 12ID Faculty
learning new skills in an actual physical context of practice working side by side with an expert
(beside the masterexpert)
providing the apprenticelearner with a planned and structured training program to learn a specific task
(to learn a specific skill)
bringing lower level entrants and under-represented groups into the organization
(under-represented groups into workforce)
Cognitive Apprenticeship and TampL Online
Cognitive Apprenticeship
a pedagogical model
a process of social interaction
involving cognitive exchanges
bringing tacit process into open
focusing on cognitive and meta cognitive skills ie thinking process
nurturing the learner from peripheral into full participants
422011 ID Faculty 13
(teaching implicit processes)
A method that teaches the implicit processes thatan expert uses to carry out complex tasks
Cognitive Apprenticeship and TampL Online
Cognitive Apprenticeship Techniques Modeling
modeling expert performance
externalizing internal processes
Examples
mathematics
reading comprehension
422011 14ID Faculty
teaching behavior that shows how an expert feels thinks or acts within a given situation
(demonstrating)
externalizing cognitive processes verbalizing thought processes thinking aloud to illustrate the invisible
write out explicit steps and work through a problem aloud demonstrating her heuristics and procedural knowledgeuse an authentic newspaper and go through the process of reading and comprehending an article Thus students understand and build a conceptual model of the comprehension process and its conditions for application in conditions similar to real life situations
Cognitive Apprenticeship and TampL Online
Coaching
overseeing process
helping learners achieve
examples
422011 15ID Faculty
a process of overseeing student learning
helping learners to accomplish their learning goals helping choose learning tasks
providing hints and feedback diagnosing problems
offering verbal or non-verbal encouragement
evaluating completed products
structuring learning
Cognitive Apprenticeship and TampL Online
Scaffolding a supporting framework
instructional techniques
Vygotskys Zone of Proximal Development
support from more knowledgeable others Fading ie gradual removal of the support system
422011 16ID Faculty
a temporary or movable platform to stand or sit on while working (in construction) a structure supporting learners working at a level higher than their ability allows without assistance (in teaching and learning)
instructional techniques to help learners bridge the gap between their existing knowledge and the instructorrsquos intended learning outcome the forms of support temporarily provided by instructors to initiate learners into a new domain or finishing new assignments a cooperative problem-solving effort by teachers and learners
Vygotsky defined the concept of the zone of proximal development (ZPD) as the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers
two processes occur in scaffolding 1) providing support to thestudent by a more knowledgeable other (MKO) whether a teacher a better informed peer a community member a domain expert a parent or in some cases even a computer
2) the gradual removal of the support system in a way which leaves the student able to perform the unassisted task which was previously possible only with the scaffolding
Cognitive Apprenticeship and TampL Online
Articulation and Reflection
Articulation
expression deliberation speaking verbalisation
Reflection
contemplation
evoking activity
opportunity to look back
422011 17ID Faculty
speaking out thinking aloud of ideas knowledge reasoning think path making learning explicit through language ie via demonstration discussion presentation contemplating pondering thinking of ideas performances or thoughts
looking back and analyzing performances and artifacts with a desire for understanding and improvement towards the behavior of an expert
activity evoking insights and nurturing revisions
Cognitive Apprenticeship and TampL Online
Fading
phasing out
applying strategies
finding problems
finding solutions
carrying out work
422011 18ID Faculty
gradual removal of the scaffolding
phasing out support from expert applying expert problem-solving strategies and techniquesfinding own problems for their own goals
finding own solutions to the problems
carrying out work by the learners independently
Cognitive Apprenticeship and TampL Online
Using technology to practice CA
Modeling Demonstrating
text
audio
video
tutorials
graphics
animation
422011 ID Faculty 19
Modeling can be conducted in various formats with different
tools regardless of instructional environment for example
animation of math formula analysis pronunciation of words in
foreign language photos of historical figures or events text-
based instruction software tutorials or video vignettes
httpcstlsemoeduidMA318FractionModelFractionModelhtm
httpwwwoutreachproductionscompage_id=494 (Doug)
httpwwwclaytownecomct_gallery_ill_medical_scientific_Chtml
httpwwwhachcomfmmimghachCODE3ADOC2725380063205197C1
httpcstlsemoeduidConnectProConnectFeaturesFeatureshtm
httpwmservercstlsemoedumrodgersch180CH180_Lab03wmv
Cognitive Apprenticeship and TampL Online
Coaching Scaffolding
critical questions
resources
timely feedback
422011 ID Faculty 20
The critical questions keep learners on the right track and lead them to think and deal with those the instructor wants them to deal with The critical questions are constructed in the assignments discussion instructions orthey may also be presented through email communications comments on discussion postings etc
Relevant resources are embedded at the places where the instructor anticipates the learners may encounter difficulties or provided through email communications comments on discussion postings assignments etc
In addition to instructor feedback can also be from peers ie comments on discussion postings individual contribution to group project It can come in writing or verbal through chat Facebook Google Docs video Conferencing Wiki When one student responses to a question others are listening reading Students donrsquot have to neither can they learn everything from instructor
Sample
Cognitive Apprenticeship and TampL Online
Articulating through discussion forum postings
individual projects assignments presentations
422011 ID Faculty 21
Through articulation the learners make their learning explicit through language so that community members have a basis of interaction to refine and expand understanding Articulation can be interwoven in a learning experience through a variety of strategies including discussion demonstration presentation and the exchange of written or other learner-produced artifacts
Cognitive Apprenticeship and TampL Online
Reflection
422011 ID Faculty 22
Critique of peer work can also serve the goal of
reflection because a student needs to analyze the
pros and cons if she wants to do a real good critique
A re-work of independent project is another format of
reflection This re-worked product can be a critique a
a lab project a piece of writing a presentation a video
clip or any other discipline-specific product
is practiced through writing or presentation
Cognitive Apprenticeship and TampL Online
Zone of Proximal Development (ZPD)
Actual development level with no guide
Potential development level with adult guide
Goal sharing
Whole-task approach
Immediate availability of help
Optimal level of help
Conveying an expert model
422011 23ID Faculty
We can accomplish certain things by working independently depending on the knowledge and skills we already have We can accomplish a lot more when we have experts or more knowledgeable others to guide us or by working collaboratively with others Thatrsquos why we go to school and college Sharing the goal increases intersubjectivity between the learner and the MKO and also helps decrease learner frustration because the learner knows that he is not alone in trying to achieve the taskLearning the task as a whole not concentrating on individual sub-skills of the task authentic original ill structured as in real lifework instead of simplified structured as in textbook classroomHelp the learner when he is at a point where he needs help in order to continue the task When learners are left for too long at a point where they cannot make progress they may lose interest and motivation andbecome frustrated
Assistance is tailored to the needs of the learner It is just enough to get the learner past his current difficulties The MKO assists only inthose steps that are beyond the learners abilityA model of a task that will lead the learner to accomplish the task efficiently This model provides a framework around which learners can organize their skills
Cognitive Apprenticeship and TampL Online
Benefits
encouraging
motivating and engaging
helping to retain and transfer
facilitating higher order reasoning
422011 24ID Faculty
encourages authentic activity and assessment as the learning activities are similar to real-world practicemotivates and engages learners as learners think and are treated as experts helps to achieve possible greater level of retention and transfer as situated contextualized learning enables learners to retain knowledge facilitates higher order reasoning as learners use advanced reasoning processes modeled after experts
of Cognitive Apprenticeship
Cognitive Apprenticeship and TampL Online
Challenges
requiring highly facilitative teaching skills
higher levels of learner anxiety and frustration
time consuming
additional and more sophisticated resources
422011 25ID Faculty
of Cognitive Apprenticeship
teachers constantly attending to learnersrsquo difficultiesproblems student autonomy level depending on teachersrsquo coaching and scaffoldingpatience and advanced facilitative teaching skills necessary
overwhelmed learners become anxious frustrated afraid to explore tasks
enormous time required for exploring different areas creating productsconstantly discuss and reflect accomplishments and future plans
may require resources not readily available ie SMEs time money etc
Cognitive Apprenticeship and TampL Online
Conclusion
Cognitive apprenticeship affords both opportunities and challenges as do most educational models What challenges have you considered How might you overcome them What benefits might such a model bring to you and your students What aspects of cognitive apprenticeship are you already using What aspects might you take back to your classroom for a trial run
422011 26ID Faculty
Cognitive Apprenticeship and TampL Online
ReferencesBereiter C amp Scardamalia M (1987) The psychology of written composition Hillsdale NJ Lawrence Erlbaum
Associates
Cave A (2010) Learning math in second grade An application of cognitive apprenticeship National Forum of Applied Educational Research Journal 23 (3) 1-16
Chiu M-H Chou C-C amp Liu C-J (2002) Dynamic processes of conceptual change Analysis of constructing mental models of chemical equilibrium Journal of Research in Science Teaching 39(8) 688-712
Collins A Brown J S amp Newman S E (1989) Cognitive apprenticeship Teaching the crafts of reading writing and mathematics In Resnick L B (Ed) Knowing learning and instruction essays in honor of Robert Glaser (pp 453-494) Hillsdale NJ Lawrence Erlbaum Associates Publishers
Dennen VP (2004) Cognitive apprenticeship in educational practice Research on scaffolding modeling mentoring and coaching as instructional strategies In David Jonnassen (Ed) Handbook of Research on Educational Communications and Technology (2nd ed) pp 813-828
Dennen VP amp Burner KJ (2010) The Cognitive apprenticeship model in educational practice In JM Spector MD Merrill MP Driscoll amp J van Merrionboer (Eds) Handbook of Research in Educational Technology 3rd Ed Mahwah NJ Erlbaum pp 426-439
Dickey M D (2008) Integrating cognitive apprenticeship methods in a Web-based educational technology course for P-12 teacher education Computers amp Education 51 506ndash518
Pascal T amp Hencmann M (2008) Cognitive apprenticeship in online learning 24th Annual Conference on Distance Teaching amp Learning
Schoenfeld A H (1985) Mathematical problem solving NY Academic Press
Stewart KK amp Lagowski JJ (2003) Cognitive apprenticeship theory and graduate chemistry education
Journal of Chemical Education 8(12) 1362-1366
Wang FK amp Bonk C (2001) A design framework for electronic cognitive apprenticeship JALN 5(2) 131-151
422011 27ID Faculty
Multimedia and Dynamic Online Environment
Dynamic Instructional Environment (f2f)
Teaching
Learning
Resources
Merits
Online
422011 ID Faculty 3
Interacting demonstrating scaffolding challenging imparting insightInteracting asking responding commenting interpreting articulating reflectingText graphics artifacts body language tones
Interaction rich resource ZPD learning community
ID question ndash how can we replicate the dynamics in online instructional environment
Multimedia and Dynamic Online Environment
Multimedia
Why multimedia
Broader presentation scope
Richer information
More realistic
Multisenses
Deeper learning
422011 ID Faculty 4
is media and content that uses a combination of different content forms (Wiki)
Multimedia such as graphics audio video and animation can present or represent action objects phenomena or status that text cannot Owing to its rich information multimedia enables students to see and hear in addition to read hence presenting learning objects more realistically than text only Besides and perhaps more importantly it addresses the needs of visual auditory
kinesthetic learners Multimedia therefore is able to
foster deeper learning in students
Multimedia and Dynamic Online Environment
Technology for instructor presence
Text (sample)
Video (sample)
Graphic (sample)
Animation (sample)
422011 ID Faculty 5
Multimedia is able to do many of the things that an instructor does in classroom for example demonstration illustration explanation analysis scaffolding Below are four samples of multimedia
Although traditional text is one of the frequently used media for instructor presence for example assignment instruction As this sample shows instructor used open-ended questions to make student feel herhis presence
Video is another medium that is gaining momentum Videos enable students to see and hear sophisticated skills and complex concepts and procedures in real Settings
A picture is worth a thousand words In many cases even a thousand words isnrsquot enough to match what a graphic does Animation is able to break down an object into smaller pieces explain them individually then assemble them as a whole and explain as such
Multimedia and Dynamic Online Environment
Technology for dynamic environment
Blog
Connect
Google Docs
Wiki
422011 ID Faculty 6
Blog (web log) is an interactive website usually maintained by an individual with regular entries of commentary descriptions of events or other material such as graphics or video displayed in reverse-chronological order (wiki)
Adobe Connect is a web conferencing tool that enables real time interaction between instructor and students via internet Good for virtual office hour presentation appointments before cap project and final exam Other similar tools are Skype Windows Messenger Live Yahoo Messenger 12 etc
ConnectFacebookGoogle DocsWikiBlog
Facebook as a social networking service enables users to organize groups for a common interest for example exchanging information on study of a subject such as anatomy in nursing or marketing in business Members can be from all over the world
Good Docs is Web-based word processor spreadsheet presentation form and data storage service that allows users to create and edit documents online while collaborating in real-time with other users
Wiki is a website that allows users to create and edit documents online while collaborating in real-time with other users including changing adding or removing material
Multimedia and Dynamic Online Environment
Open resources
Clip Arts httpwwwfree-graphicscom
Graphics httpvector4freecom httpimagesgooglecom
Photos httpwwwfreeimagescouk httpimagesgooglecom
Videos httpacademicearthorg
Courses httpwwwopenculturecomfreeonlinecourses
httpoliwebcmueduopenlearningforstudentsfreecourses
422011 ID Faculty 7
Multimedia and Dynamic Online Environment
More multimedia tools
422011 ID Faculty 8
Captivate
Google BooksCriticalPast
Camtasia
Google Chart API Poll Everywhere
Screenjelly Skype
Windows Messenger Live Yahoo Messenger 10
Multimedia and Dynamic Online Environment
Zone of Proximal Development (ZPD)
Actual development level with no guide
Potential development level with guide
Tailored help just beyond existing level
422011 9ID Faculty
We can accomplish certain things by workingindependently depending on the knowledge and skills we already have We can accomplish a lot more when we have experts or more knowledgeable others to guide us or by working collaboratively with others Thatrsquos why we go to school and college
Assistance is tailored to the needs of the learner It is just enough to get the learner past his current difficulties The MKO assists only inthose steps that are beyond the learners ability
Cognitive Apprenticeship and TampL Online
Crafts Apprenticeship
A system of learningpersons involved
master functions
apprentice functions
422011 10ID Faculty
At least two persons are involved ie masterexpert and apprenticelearners
(at least two)
master demonstrates interrupts provides challenge encourages risk-taking and guides
(demo guide hellip)
Apprentice learns by doing through observation mimicking being coached and corrected and scaffolded
(observing mimicking hellip)
Cognitive Apprenticeship and TampL Online
Mechanism
apprentice
performance
Examples
tying a shoe building a fire and taking blood
carpenter tailor and driver skills
flight attendant training
422011 11ID Faculty
learns through trial and error
(trial and error)
The apprentice performs physical duties entailed in the role
(psychomotor duties)
Cognitive Apprenticeship and TampL Online
Benefits
learn at site
planned training
lower level entrants
Limitations
context-free environments
knowing and seeing associated with psychomotor exchanges
failure to account for the implicit processes
422011 12ID Faculty
learning new skills in an actual physical context of practice working side by side with an expert
(beside the masterexpert)
providing the apprenticelearner with a planned and structured training program to learn a specific task
(to learn a specific skill)
bringing lower level entrants and under-represented groups into the organization
(under-represented groups into workforce)
Cognitive Apprenticeship and TampL Online
Cognitive Apprenticeship
a pedagogical model
a process of social interaction
involving cognitive exchanges
bringing tacit process into open
focusing on cognitive and meta cognitive skills ie thinking process
nurturing the learner from peripheral into full participants
422011 ID Faculty 13
(teaching implicit processes)
A method that teaches the implicit processes thatan expert uses to carry out complex tasks
Cognitive Apprenticeship and TampL Online
Cognitive Apprenticeship Techniques Modeling
modeling expert performance
externalizing internal processes
Examples
mathematics
reading comprehension
422011 14ID Faculty
teaching behavior that shows how an expert feels thinks or acts within a given situation
(demonstrating)
externalizing cognitive processes verbalizing thought processes thinking aloud to illustrate the invisible
write out explicit steps and work through a problem aloud demonstrating her heuristics and procedural knowledgeuse an authentic newspaper and go through the process of reading and comprehending an article Thus students understand and build a conceptual model of the comprehension process and its conditions for application in conditions similar to real life situations
Cognitive Apprenticeship and TampL Online
Coaching
overseeing process
helping learners achieve
examples
422011 15ID Faculty
a process of overseeing student learning
helping learners to accomplish their learning goals helping choose learning tasks
providing hints and feedback diagnosing problems
offering verbal or non-verbal encouragement
evaluating completed products
structuring learning
Cognitive Apprenticeship and TampL Online
Scaffolding a supporting framework
instructional techniques
Vygotskys Zone of Proximal Development
support from more knowledgeable others Fading ie gradual removal of the support system
422011 16ID Faculty
a temporary or movable platform to stand or sit on while working (in construction) a structure supporting learners working at a level higher than their ability allows without assistance (in teaching and learning)
instructional techniques to help learners bridge the gap between their existing knowledge and the instructorrsquos intended learning outcome the forms of support temporarily provided by instructors to initiate learners into a new domain or finishing new assignments a cooperative problem-solving effort by teachers and learners
Vygotsky defined the concept of the zone of proximal development (ZPD) as the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers
two processes occur in scaffolding 1) providing support to thestudent by a more knowledgeable other (MKO) whether a teacher a better informed peer a community member a domain expert a parent or in some cases even a computer
2) the gradual removal of the support system in a way which leaves the student able to perform the unassisted task which was previously possible only with the scaffolding
Cognitive Apprenticeship and TampL Online
Articulation and Reflection
Articulation
expression deliberation speaking verbalisation
Reflection
contemplation
evoking activity
opportunity to look back
422011 17ID Faculty
speaking out thinking aloud of ideas knowledge reasoning think path making learning explicit through language ie via demonstration discussion presentation contemplating pondering thinking of ideas performances or thoughts
looking back and analyzing performances and artifacts with a desire for understanding and improvement towards the behavior of an expert
activity evoking insights and nurturing revisions
Cognitive Apprenticeship and TampL Online
Fading
phasing out
applying strategies
finding problems
finding solutions
carrying out work
422011 18ID Faculty
gradual removal of the scaffolding
phasing out support from expert applying expert problem-solving strategies and techniquesfinding own problems for their own goals
finding own solutions to the problems
carrying out work by the learners independently
Cognitive Apprenticeship and TampL Online
Using technology to practice CA
Modeling Demonstrating
text
audio
video
tutorials
graphics
animation
422011 ID Faculty 19
Modeling can be conducted in various formats with different
tools regardless of instructional environment for example
animation of math formula analysis pronunciation of words in
foreign language photos of historical figures or events text-
based instruction software tutorials or video vignettes
httpcstlsemoeduidMA318FractionModelFractionModelhtm
httpwwwoutreachproductionscompage_id=494 (Doug)
httpwwwclaytownecomct_gallery_ill_medical_scientific_Chtml
httpwwwhachcomfmmimghachCODE3ADOC2725380063205197C1
httpcstlsemoeduidConnectProConnectFeaturesFeatureshtm
httpwmservercstlsemoedumrodgersch180CH180_Lab03wmv
Cognitive Apprenticeship and TampL Online
Coaching Scaffolding
critical questions
resources
timely feedback
422011 ID Faculty 20
The critical questions keep learners on the right track and lead them to think and deal with those the instructor wants them to deal with The critical questions are constructed in the assignments discussion instructions orthey may also be presented through email communications comments on discussion postings etc
Relevant resources are embedded at the places where the instructor anticipates the learners may encounter difficulties or provided through email communications comments on discussion postings assignments etc
In addition to instructor feedback can also be from peers ie comments on discussion postings individual contribution to group project It can come in writing or verbal through chat Facebook Google Docs video Conferencing Wiki When one student responses to a question others are listening reading Students donrsquot have to neither can they learn everything from instructor
Sample
Cognitive Apprenticeship and TampL Online
Articulating through discussion forum postings
individual projects assignments presentations
422011 ID Faculty 21
Through articulation the learners make their learning explicit through language so that community members have a basis of interaction to refine and expand understanding Articulation can be interwoven in a learning experience through a variety of strategies including discussion demonstration presentation and the exchange of written or other learner-produced artifacts
Cognitive Apprenticeship and TampL Online
Reflection
422011 ID Faculty 22
Critique of peer work can also serve the goal of
reflection because a student needs to analyze the
pros and cons if she wants to do a real good critique
A re-work of independent project is another format of
reflection This re-worked product can be a critique a
a lab project a piece of writing a presentation a video
clip or any other discipline-specific product
is practiced through writing or presentation
Cognitive Apprenticeship and TampL Online
Zone of Proximal Development (ZPD)
Actual development level with no guide
Potential development level with adult guide
Goal sharing
Whole-task approach
Immediate availability of help
Optimal level of help
Conveying an expert model
422011 23ID Faculty
We can accomplish certain things by working independently depending on the knowledge and skills we already have We can accomplish a lot more when we have experts or more knowledgeable others to guide us or by working collaboratively with others Thatrsquos why we go to school and college Sharing the goal increases intersubjectivity between the learner and the MKO and also helps decrease learner frustration because the learner knows that he is not alone in trying to achieve the taskLearning the task as a whole not concentrating on individual sub-skills of the task authentic original ill structured as in real lifework instead of simplified structured as in textbook classroomHelp the learner when he is at a point where he needs help in order to continue the task When learners are left for too long at a point where they cannot make progress they may lose interest and motivation andbecome frustrated
Assistance is tailored to the needs of the learner It is just enough to get the learner past his current difficulties The MKO assists only inthose steps that are beyond the learners abilityA model of a task that will lead the learner to accomplish the task efficiently This model provides a framework around which learners can organize their skills
Cognitive Apprenticeship and TampL Online
Benefits
encouraging
motivating and engaging
helping to retain and transfer
facilitating higher order reasoning
422011 24ID Faculty
encourages authentic activity and assessment as the learning activities are similar to real-world practicemotivates and engages learners as learners think and are treated as experts helps to achieve possible greater level of retention and transfer as situated contextualized learning enables learners to retain knowledge facilitates higher order reasoning as learners use advanced reasoning processes modeled after experts
of Cognitive Apprenticeship
Cognitive Apprenticeship and TampL Online
Challenges
requiring highly facilitative teaching skills
higher levels of learner anxiety and frustration
time consuming
additional and more sophisticated resources
422011 25ID Faculty
of Cognitive Apprenticeship
teachers constantly attending to learnersrsquo difficultiesproblems student autonomy level depending on teachersrsquo coaching and scaffoldingpatience and advanced facilitative teaching skills necessary
overwhelmed learners become anxious frustrated afraid to explore tasks
enormous time required for exploring different areas creating productsconstantly discuss and reflect accomplishments and future plans
may require resources not readily available ie SMEs time money etc
Cognitive Apprenticeship and TampL Online
Conclusion
Cognitive apprenticeship affords both opportunities and challenges as do most educational models What challenges have you considered How might you overcome them What benefits might such a model bring to you and your students What aspects of cognitive apprenticeship are you already using What aspects might you take back to your classroom for a trial run
422011 26ID Faculty
Cognitive Apprenticeship and TampL Online
ReferencesBereiter C amp Scardamalia M (1987) The psychology of written composition Hillsdale NJ Lawrence Erlbaum
Associates
Cave A (2010) Learning math in second grade An application of cognitive apprenticeship National Forum of Applied Educational Research Journal 23 (3) 1-16
Chiu M-H Chou C-C amp Liu C-J (2002) Dynamic processes of conceptual change Analysis of constructing mental models of chemical equilibrium Journal of Research in Science Teaching 39(8) 688-712
Collins A Brown J S amp Newman S E (1989) Cognitive apprenticeship Teaching the crafts of reading writing and mathematics In Resnick L B (Ed) Knowing learning and instruction essays in honor of Robert Glaser (pp 453-494) Hillsdale NJ Lawrence Erlbaum Associates Publishers
Dennen VP (2004) Cognitive apprenticeship in educational practice Research on scaffolding modeling mentoring and coaching as instructional strategies In David Jonnassen (Ed) Handbook of Research on Educational Communications and Technology (2nd ed) pp 813-828
Dennen VP amp Burner KJ (2010) The Cognitive apprenticeship model in educational practice In JM Spector MD Merrill MP Driscoll amp J van Merrionboer (Eds) Handbook of Research in Educational Technology 3rd Ed Mahwah NJ Erlbaum pp 426-439
Dickey M D (2008) Integrating cognitive apprenticeship methods in a Web-based educational technology course for P-12 teacher education Computers amp Education 51 506ndash518
Pascal T amp Hencmann M (2008) Cognitive apprenticeship in online learning 24th Annual Conference on Distance Teaching amp Learning
Schoenfeld A H (1985) Mathematical problem solving NY Academic Press
Stewart KK amp Lagowski JJ (2003) Cognitive apprenticeship theory and graduate chemistry education
Journal of Chemical Education 8(12) 1362-1366
Wang FK amp Bonk C (2001) A design framework for electronic cognitive apprenticeship JALN 5(2) 131-151
422011 27ID Faculty
Multimedia and Dynamic Online Environment
Multimedia
Why multimedia
Broader presentation scope
Richer information
More realistic
Multisenses
Deeper learning
422011 ID Faculty 4
is media and content that uses a combination of different content forms (Wiki)
Multimedia such as graphics audio video and animation can present or represent action objects phenomena or status that text cannot Owing to its rich information multimedia enables students to see and hear in addition to read hence presenting learning objects more realistically than text only Besides and perhaps more importantly it addresses the needs of visual auditory
kinesthetic learners Multimedia therefore is able to
foster deeper learning in students
Multimedia and Dynamic Online Environment
Technology for instructor presence
Text (sample)
Video (sample)
Graphic (sample)
Animation (sample)
422011 ID Faculty 5
Multimedia is able to do many of the things that an instructor does in classroom for example demonstration illustration explanation analysis scaffolding Below are four samples of multimedia
Although traditional text is one of the frequently used media for instructor presence for example assignment instruction As this sample shows instructor used open-ended questions to make student feel herhis presence
Video is another medium that is gaining momentum Videos enable students to see and hear sophisticated skills and complex concepts and procedures in real Settings
A picture is worth a thousand words In many cases even a thousand words isnrsquot enough to match what a graphic does Animation is able to break down an object into smaller pieces explain them individually then assemble them as a whole and explain as such
Multimedia and Dynamic Online Environment
Technology for dynamic environment
Blog
Connect
Google Docs
Wiki
422011 ID Faculty 6
Blog (web log) is an interactive website usually maintained by an individual with regular entries of commentary descriptions of events or other material such as graphics or video displayed in reverse-chronological order (wiki)
Adobe Connect is a web conferencing tool that enables real time interaction between instructor and students via internet Good for virtual office hour presentation appointments before cap project and final exam Other similar tools are Skype Windows Messenger Live Yahoo Messenger 12 etc
ConnectFacebookGoogle DocsWikiBlog
Facebook as a social networking service enables users to organize groups for a common interest for example exchanging information on study of a subject such as anatomy in nursing or marketing in business Members can be from all over the world
Good Docs is Web-based word processor spreadsheet presentation form and data storage service that allows users to create and edit documents online while collaborating in real-time with other users
Wiki is a website that allows users to create and edit documents online while collaborating in real-time with other users including changing adding or removing material
Multimedia and Dynamic Online Environment
Open resources
Clip Arts httpwwwfree-graphicscom
Graphics httpvector4freecom httpimagesgooglecom
Photos httpwwwfreeimagescouk httpimagesgooglecom
Videos httpacademicearthorg
Courses httpwwwopenculturecomfreeonlinecourses
httpoliwebcmueduopenlearningforstudentsfreecourses
422011 ID Faculty 7
Multimedia and Dynamic Online Environment
More multimedia tools
422011 ID Faculty 8
Captivate
Google BooksCriticalPast
Camtasia
Google Chart API Poll Everywhere
Screenjelly Skype
Windows Messenger Live Yahoo Messenger 10
Multimedia and Dynamic Online Environment
Zone of Proximal Development (ZPD)
Actual development level with no guide
Potential development level with guide
Tailored help just beyond existing level
422011 9ID Faculty
We can accomplish certain things by workingindependently depending on the knowledge and skills we already have We can accomplish a lot more when we have experts or more knowledgeable others to guide us or by working collaboratively with others Thatrsquos why we go to school and college
Assistance is tailored to the needs of the learner It is just enough to get the learner past his current difficulties The MKO assists only inthose steps that are beyond the learners ability
Cognitive Apprenticeship and TampL Online
Crafts Apprenticeship
A system of learningpersons involved
master functions
apprentice functions
422011 10ID Faculty
At least two persons are involved ie masterexpert and apprenticelearners
(at least two)
master demonstrates interrupts provides challenge encourages risk-taking and guides
(demo guide hellip)
Apprentice learns by doing through observation mimicking being coached and corrected and scaffolded
(observing mimicking hellip)
Cognitive Apprenticeship and TampL Online
Mechanism
apprentice
performance
Examples
tying a shoe building a fire and taking blood
carpenter tailor and driver skills
flight attendant training
422011 11ID Faculty
learns through trial and error
(trial and error)
The apprentice performs physical duties entailed in the role
(psychomotor duties)
Cognitive Apprenticeship and TampL Online
Benefits
learn at site
planned training
lower level entrants
Limitations
context-free environments
knowing and seeing associated with psychomotor exchanges
failure to account for the implicit processes
422011 12ID Faculty
learning new skills in an actual physical context of practice working side by side with an expert
(beside the masterexpert)
providing the apprenticelearner with a planned and structured training program to learn a specific task
(to learn a specific skill)
bringing lower level entrants and under-represented groups into the organization
(under-represented groups into workforce)
Cognitive Apprenticeship and TampL Online
Cognitive Apprenticeship
a pedagogical model
a process of social interaction
involving cognitive exchanges
bringing tacit process into open
focusing on cognitive and meta cognitive skills ie thinking process
nurturing the learner from peripheral into full participants
422011 ID Faculty 13
(teaching implicit processes)
A method that teaches the implicit processes thatan expert uses to carry out complex tasks
Cognitive Apprenticeship and TampL Online
Cognitive Apprenticeship Techniques Modeling
modeling expert performance
externalizing internal processes
Examples
mathematics
reading comprehension
422011 14ID Faculty
teaching behavior that shows how an expert feels thinks or acts within a given situation
(demonstrating)
externalizing cognitive processes verbalizing thought processes thinking aloud to illustrate the invisible
write out explicit steps and work through a problem aloud demonstrating her heuristics and procedural knowledgeuse an authentic newspaper and go through the process of reading and comprehending an article Thus students understand and build a conceptual model of the comprehension process and its conditions for application in conditions similar to real life situations
Cognitive Apprenticeship and TampL Online
Coaching
overseeing process
helping learners achieve
examples
422011 15ID Faculty
a process of overseeing student learning
helping learners to accomplish their learning goals helping choose learning tasks
providing hints and feedback diagnosing problems
offering verbal or non-verbal encouragement
evaluating completed products
structuring learning
Cognitive Apprenticeship and TampL Online
Scaffolding a supporting framework
instructional techniques
Vygotskys Zone of Proximal Development
support from more knowledgeable others Fading ie gradual removal of the support system
422011 16ID Faculty
a temporary or movable platform to stand or sit on while working (in construction) a structure supporting learners working at a level higher than their ability allows without assistance (in teaching and learning)
instructional techniques to help learners bridge the gap between their existing knowledge and the instructorrsquos intended learning outcome the forms of support temporarily provided by instructors to initiate learners into a new domain or finishing new assignments a cooperative problem-solving effort by teachers and learners
Vygotsky defined the concept of the zone of proximal development (ZPD) as the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers
two processes occur in scaffolding 1) providing support to thestudent by a more knowledgeable other (MKO) whether a teacher a better informed peer a community member a domain expert a parent or in some cases even a computer
2) the gradual removal of the support system in a way which leaves the student able to perform the unassisted task which was previously possible only with the scaffolding
Cognitive Apprenticeship and TampL Online
Articulation and Reflection
Articulation
expression deliberation speaking verbalisation
Reflection
contemplation
evoking activity
opportunity to look back
422011 17ID Faculty
speaking out thinking aloud of ideas knowledge reasoning think path making learning explicit through language ie via demonstration discussion presentation contemplating pondering thinking of ideas performances or thoughts
looking back and analyzing performances and artifacts with a desire for understanding and improvement towards the behavior of an expert
activity evoking insights and nurturing revisions
Cognitive Apprenticeship and TampL Online
Fading
phasing out
applying strategies
finding problems
finding solutions
carrying out work
422011 18ID Faculty
gradual removal of the scaffolding
phasing out support from expert applying expert problem-solving strategies and techniquesfinding own problems for their own goals
finding own solutions to the problems
carrying out work by the learners independently
Cognitive Apprenticeship and TampL Online
Using technology to practice CA
Modeling Demonstrating
text
audio
video
tutorials
graphics
animation
422011 ID Faculty 19
Modeling can be conducted in various formats with different
tools regardless of instructional environment for example
animation of math formula analysis pronunciation of words in
foreign language photos of historical figures or events text-
based instruction software tutorials or video vignettes
httpcstlsemoeduidMA318FractionModelFractionModelhtm
httpwwwoutreachproductionscompage_id=494 (Doug)
httpwwwclaytownecomct_gallery_ill_medical_scientific_Chtml
httpwwwhachcomfmmimghachCODE3ADOC2725380063205197C1
httpcstlsemoeduidConnectProConnectFeaturesFeatureshtm
httpwmservercstlsemoedumrodgersch180CH180_Lab03wmv
Cognitive Apprenticeship and TampL Online
Coaching Scaffolding
critical questions
resources
timely feedback
422011 ID Faculty 20
The critical questions keep learners on the right track and lead them to think and deal with those the instructor wants them to deal with The critical questions are constructed in the assignments discussion instructions orthey may also be presented through email communications comments on discussion postings etc
Relevant resources are embedded at the places where the instructor anticipates the learners may encounter difficulties or provided through email communications comments on discussion postings assignments etc
In addition to instructor feedback can also be from peers ie comments on discussion postings individual contribution to group project It can come in writing or verbal through chat Facebook Google Docs video Conferencing Wiki When one student responses to a question others are listening reading Students donrsquot have to neither can they learn everything from instructor
Sample
Cognitive Apprenticeship and TampL Online
Articulating through discussion forum postings
individual projects assignments presentations
422011 ID Faculty 21
Through articulation the learners make their learning explicit through language so that community members have a basis of interaction to refine and expand understanding Articulation can be interwoven in a learning experience through a variety of strategies including discussion demonstration presentation and the exchange of written or other learner-produced artifacts
Cognitive Apprenticeship and TampL Online
Reflection
422011 ID Faculty 22
Critique of peer work can also serve the goal of
reflection because a student needs to analyze the
pros and cons if she wants to do a real good critique
A re-work of independent project is another format of
reflection This re-worked product can be a critique a
a lab project a piece of writing a presentation a video
clip or any other discipline-specific product
is practiced through writing or presentation
Cognitive Apprenticeship and TampL Online
Zone of Proximal Development (ZPD)
Actual development level with no guide
Potential development level with adult guide
Goal sharing
Whole-task approach
Immediate availability of help
Optimal level of help
Conveying an expert model
422011 23ID Faculty
We can accomplish certain things by working independently depending on the knowledge and skills we already have We can accomplish a lot more when we have experts or more knowledgeable others to guide us or by working collaboratively with others Thatrsquos why we go to school and college Sharing the goal increases intersubjectivity between the learner and the MKO and also helps decrease learner frustration because the learner knows that he is not alone in trying to achieve the taskLearning the task as a whole not concentrating on individual sub-skills of the task authentic original ill structured as in real lifework instead of simplified structured as in textbook classroomHelp the learner when he is at a point where he needs help in order to continue the task When learners are left for too long at a point where they cannot make progress they may lose interest and motivation andbecome frustrated
Assistance is tailored to the needs of the learner It is just enough to get the learner past his current difficulties The MKO assists only inthose steps that are beyond the learners abilityA model of a task that will lead the learner to accomplish the task efficiently This model provides a framework around which learners can organize their skills
Cognitive Apprenticeship and TampL Online
Benefits
encouraging
motivating and engaging
helping to retain and transfer
facilitating higher order reasoning
422011 24ID Faculty
encourages authentic activity and assessment as the learning activities are similar to real-world practicemotivates and engages learners as learners think and are treated as experts helps to achieve possible greater level of retention and transfer as situated contextualized learning enables learners to retain knowledge facilitates higher order reasoning as learners use advanced reasoning processes modeled after experts
of Cognitive Apprenticeship
Cognitive Apprenticeship and TampL Online
Challenges
requiring highly facilitative teaching skills
higher levels of learner anxiety and frustration
time consuming
additional and more sophisticated resources
422011 25ID Faculty
of Cognitive Apprenticeship
teachers constantly attending to learnersrsquo difficultiesproblems student autonomy level depending on teachersrsquo coaching and scaffoldingpatience and advanced facilitative teaching skills necessary
overwhelmed learners become anxious frustrated afraid to explore tasks
enormous time required for exploring different areas creating productsconstantly discuss and reflect accomplishments and future plans
may require resources not readily available ie SMEs time money etc
Cognitive Apprenticeship and TampL Online
Conclusion
Cognitive apprenticeship affords both opportunities and challenges as do most educational models What challenges have you considered How might you overcome them What benefits might such a model bring to you and your students What aspects of cognitive apprenticeship are you already using What aspects might you take back to your classroom for a trial run
422011 26ID Faculty
Cognitive Apprenticeship and TampL Online
ReferencesBereiter C amp Scardamalia M (1987) The psychology of written composition Hillsdale NJ Lawrence Erlbaum
Associates
Cave A (2010) Learning math in second grade An application of cognitive apprenticeship National Forum of Applied Educational Research Journal 23 (3) 1-16
Chiu M-H Chou C-C amp Liu C-J (2002) Dynamic processes of conceptual change Analysis of constructing mental models of chemical equilibrium Journal of Research in Science Teaching 39(8) 688-712
Collins A Brown J S amp Newman S E (1989) Cognitive apprenticeship Teaching the crafts of reading writing and mathematics In Resnick L B (Ed) Knowing learning and instruction essays in honor of Robert Glaser (pp 453-494) Hillsdale NJ Lawrence Erlbaum Associates Publishers
Dennen VP (2004) Cognitive apprenticeship in educational practice Research on scaffolding modeling mentoring and coaching as instructional strategies In David Jonnassen (Ed) Handbook of Research on Educational Communications and Technology (2nd ed) pp 813-828
Dennen VP amp Burner KJ (2010) The Cognitive apprenticeship model in educational practice In JM Spector MD Merrill MP Driscoll amp J van Merrionboer (Eds) Handbook of Research in Educational Technology 3rd Ed Mahwah NJ Erlbaum pp 426-439
Dickey M D (2008) Integrating cognitive apprenticeship methods in a Web-based educational technology course for P-12 teacher education Computers amp Education 51 506ndash518
Pascal T amp Hencmann M (2008) Cognitive apprenticeship in online learning 24th Annual Conference on Distance Teaching amp Learning
Schoenfeld A H (1985) Mathematical problem solving NY Academic Press
Stewart KK amp Lagowski JJ (2003) Cognitive apprenticeship theory and graduate chemistry education
Journal of Chemical Education 8(12) 1362-1366
Wang FK amp Bonk C (2001) A design framework for electronic cognitive apprenticeship JALN 5(2) 131-151
422011 27ID Faculty
Multimedia and Dynamic Online Environment
Technology for instructor presence
Text (sample)
Video (sample)
Graphic (sample)
Animation (sample)
422011 ID Faculty 5
Multimedia is able to do many of the things that an instructor does in classroom for example demonstration illustration explanation analysis scaffolding Below are four samples of multimedia
Although traditional text is one of the frequently used media for instructor presence for example assignment instruction As this sample shows instructor used open-ended questions to make student feel herhis presence
Video is another medium that is gaining momentum Videos enable students to see and hear sophisticated skills and complex concepts and procedures in real Settings
A picture is worth a thousand words In many cases even a thousand words isnrsquot enough to match what a graphic does Animation is able to break down an object into smaller pieces explain them individually then assemble them as a whole and explain as such
Multimedia and Dynamic Online Environment
Technology for dynamic environment
Blog
Connect
Google Docs
Wiki
422011 ID Faculty 6
Blog (web log) is an interactive website usually maintained by an individual with regular entries of commentary descriptions of events or other material such as graphics or video displayed in reverse-chronological order (wiki)
Adobe Connect is a web conferencing tool that enables real time interaction between instructor and students via internet Good for virtual office hour presentation appointments before cap project and final exam Other similar tools are Skype Windows Messenger Live Yahoo Messenger 12 etc
ConnectFacebookGoogle DocsWikiBlog
Facebook as a social networking service enables users to organize groups for a common interest for example exchanging information on study of a subject such as anatomy in nursing or marketing in business Members can be from all over the world
Good Docs is Web-based word processor spreadsheet presentation form and data storage service that allows users to create and edit documents online while collaborating in real-time with other users
Wiki is a website that allows users to create and edit documents online while collaborating in real-time with other users including changing adding or removing material
Multimedia and Dynamic Online Environment
Open resources
Clip Arts httpwwwfree-graphicscom
Graphics httpvector4freecom httpimagesgooglecom
Photos httpwwwfreeimagescouk httpimagesgooglecom
Videos httpacademicearthorg
Courses httpwwwopenculturecomfreeonlinecourses
httpoliwebcmueduopenlearningforstudentsfreecourses
422011 ID Faculty 7
Multimedia and Dynamic Online Environment
More multimedia tools
422011 ID Faculty 8
Captivate
Google BooksCriticalPast
Camtasia
Google Chart API Poll Everywhere
Screenjelly Skype
Windows Messenger Live Yahoo Messenger 10
Multimedia and Dynamic Online Environment
Zone of Proximal Development (ZPD)
Actual development level with no guide
Potential development level with guide
Tailored help just beyond existing level
422011 9ID Faculty
We can accomplish certain things by workingindependently depending on the knowledge and skills we already have We can accomplish a lot more when we have experts or more knowledgeable others to guide us or by working collaboratively with others Thatrsquos why we go to school and college
Assistance is tailored to the needs of the learner It is just enough to get the learner past his current difficulties The MKO assists only inthose steps that are beyond the learners ability
Cognitive Apprenticeship and TampL Online
Crafts Apprenticeship
A system of learningpersons involved
master functions
apprentice functions
422011 10ID Faculty
At least two persons are involved ie masterexpert and apprenticelearners
(at least two)
master demonstrates interrupts provides challenge encourages risk-taking and guides
(demo guide hellip)
Apprentice learns by doing through observation mimicking being coached and corrected and scaffolded
(observing mimicking hellip)
Cognitive Apprenticeship and TampL Online
Mechanism
apprentice
performance
Examples
tying a shoe building a fire and taking blood
carpenter tailor and driver skills
flight attendant training
422011 11ID Faculty
learns through trial and error
(trial and error)
The apprentice performs physical duties entailed in the role
(psychomotor duties)
Cognitive Apprenticeship and TampL Online
Benefits
learn at site
planned training
lower level entrants
Limitations
context-free environments
knowing and seeing associated with psychomotor exchanges
failure to account for the implicit processes
422011 12ID Faculty
learning new skills in an actual physical context of practice working side by side with an expert
(beside the masterexpert)
providing the apprenticelearner with a planned and structured training program to learn a specific task
(to learn a specific skill)
bringing lower level entrants and under-represented groups into the organization
(under-represented groups into workforce)
Cognitive Apprenticeship and TampL Online
Cognitive Apprenticeship
a pedagogical model
a process of social interaction
involving cognitive exchanges
bringing tacit process into open
focusing on cognitive and meta cognitive skills ie thinking process
nurturing the learner from peripheral into full participants
422011 ID Faculty 13
(teaching implicit processes)
A method that teaches the implicit processes thatan expert uses to carry out complex tasks
Cognitive Apprenticeship and TampL Online
Cognitive Apprenticeship Techniques Modeling
modeling expert performance
externalizing internal processes
Examples
mathematics
reading comprehension
422011 14ID Faculty
teaching behavior that shows how an expert feels thinks or acts within a given situation
(demonstrating)
externalizing cognitive processes verbalizing thought processes thinking aloud to illustrate the invisible
write out explicit steps and work through a problem aloud demonstrating her heuristics and procedural knowledgeuse an authentic newspaper and go through the process of reading and comprehending an article Thus students understand and build a conceptual model of the comprehension process and its conditions for application in conditions similar to real life situations
Cognitive Apprenticeship and TampL Online
Coaching
overseeing process
helping learners achieve
examples
422011 15ID Faculty
a process of overseeing student learning
helping learners to accomplish their learning goals helping choose learning tasks
providing hints and feedback diagnosing problems
offering verbal or non-verbal encouragement
evaluating completed products
structuring learning
Cognitive Apprenticeship and TampL Online
Scaffolding a supporting framework
instructional techniques
Vygotskys Zone of Proximal Development
support from more knowledgeable others Fading ie gradual removal of the support system
422011 16ID Faculty
a temporary or movable platform to stand or sit on while working (in construction) a structure supporting learners working at a level higher than their ability allows without assistance (in teaching and learning)
instructional techniques to help learners bridge the gap between their existing knowledge and the instructorrsquos intended learning outcome the forms of support temporarily provided by instructors to initiate learners into a new domain or finishing new assignments a cooperative problem-solving effort by teachers and learners
Vygotsky defined the concept of the zone of proximal development (ZPD) as the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers
two processes occur in scaffolding 1) providing support to thestudent by a more knowledgeable other (MKO) whether a teacher a better informed peer a community member a domain expert a parent or in some cases even a computer
2) the gradual removal of the support system in a way which leaves the student able to perform the unassisted task which was previously possible only with the scaffolding
Cognitive Apprenticeship and TampL Online
Articulation and Reflection
Articulation
expression deliberation speaking verbalisation
Reflection
contemplation
evoking activity
opportunity to look back
422011 17ID Faculty
speaking out thinking aloud of ideas knowledge reasoning think path making learning explicit through language ie via demonstration discussion presentation contemplating pondering thinking of ideas performances or thoughts
looking back and analyzing performances and artifacts with a desire for understanding and improvement towards the behavior of an expert
activity evoking insights and nurturing revisions
Cognitive Apprenticeship and TampL Online
Fading
phasing out
applying strategies
finding problems
finding solutions
carrying out work
422011 18ID Faculty
gradual removal of the scaffolding
phasing out support from expert applying expert problem-solving strategies and techniquesfinding own problems for their own goals
finding own solutions to the problems
carrying out work by the learners independently
Cognitive Apprenticeship and TampL Online
Using technology to practice CA
Modeling Demonstrating
text
audio
video
tutorials
graphics
animation
422011 ID Faculty 19
Modeling can be conducted in various formats with different
tools regardless of instructional environment for example
animation of math formula analysis pronunciation of words in
foreign language photos of historical figures or events text-
based instruction software tutorials or video vignettes
httpcstlsemoeduidMA318FractionModelFractionModelhtm
httpwwwoutreachproductionscompage_id=494 (Doug)
httpwwwclaytownecomct_gallery_ill_medical_scientific_Chtml
httpwwwhachcomfmmimghachCODE3ADOC2725380063205197C1
httpcstlsemoeduidConnectProConnectFeaturesFeatureshtm
httpwmservercstlsemoedumrodgersch180CH180_Lab03wmv
Cognitive Apprenticeship and TampL Online
Coaching Scaffolding
critical questions
resources
timely feedback
422011 ID Faculty 20
The critical questions keep learners on the right track and lead them to think and deal with those the instructor wants them to deal with The critical questions are constructed in the assignments discussion instructions orthey may also be presented through email communications comments on discussion postings etc
Relevant resources are embedded at the places where the instructor anticipates the learners may encounter difficulties or provided through email communications comments on discussion postings assignments etc
In addition to instructor feedback can also be from peers ie comments on discussion postings individual contribution to group project It can come in writing or verbal through chat Facebook Google Docs video Conferencing Wiki When one student responses to a question others are listening reading Students donrsquot have to neither can they learn everything from instructor
Sample
Cognitive Apprenticeship and TampL Online
Articulating through discussion forum postings
individual projects assignments presentations
422011 ID Faculty 21
Through articulation the learners make their learning explicit through language so that community members have a basis of interaction to refine and expand understanding Articulation can be interwoven in a learning experience through a variety of strategies including discussion demonstration presentation and the exchange of written or other learner-produced artifacts
Cognitive Apprenticeship and TampL Online
Reflection
422011 ID Faculty 22
Critique of peer work can also serve the goal of
reflection because a student needs to analyze the
pros and cons if she wants to do a real good critique
A re-work of independent project is another format of
reflection This re-worked product can be a critique a
a lab project a piece of writing a presentation a video
clip or any other discipline-specific product
is practiced through writing or presentation
Cognitive Apprenticeship and TampL Online
Zone of Proximal Development (ZPD)
Actual development level with no guide
Potential development level with adult guide
Goal sharing
Whole-task approach
Immediate availability of help
Optimal level of help
Conveying an expert model
422011 23ID Faculty
We can accomplish certain things by working independently depending on the knowledge and skills we already have We can accomplish a lot more when we have experts or more knowledgeable others to guide us or by working collaboratively with others Thatrsquos why we go to school and college Sharing the goal increases intersubjectivity between the learner and the MKO and also helps decrease learner frustration because the learner knows that he is not alone in trying to achieve the taskLearning the task as a whole not concentrating on individual sub-skills of the task authentic original ill structured as in real lifework instead of simplified structured as in textbook classroomHelp the learner when he is at a point where he needs help in order to continue the task When learners are left for too long at a point where they cannot make progress they may lose interest and motivation andbecome frustrated
Assistance is tailored to the needs of the learner It is just enough to get the learner past his current difficulties The MKO assists only inthose steps that are beyond the learners abilityA model of a task that will lead the learner to accomplish the task efficiently This model provides a framework around which learners can organize their skills
Cognitive Apprenticeship and TampL Online
Benefits
encouraging
motivating and engaging
helping to retain and transfer
facilitating higher order reasoning
422011 24ID Faculty
encourages authentic activity and assessment as the learning activities are similar to real-world practicemotivates and engages learners as learners think and are treated as experts helps to achieve possible greater level of retention and transfer as situated contextualized learning enables learners to retain knowledge facilitates higher order reasoning as learners use advanced reasoning processes modeled after experts
of Cognitive Apprenticeship
Cognitive Apprenticeship and TampL Online
Challenges
requiring highly facilitative teaching skills
higher levels of learner anxiety and frustration
time consuming
additional and more sophisticated resources
422011 25ID Faculty
of Cognitive Apprenticeship
teachers constantly attending to learnersrsquo difficultiesproblems student autonomy level depending on teachersrsquo coaching and scaffoldingpatience and advanced facilitative teaching skills necessary
overwhelmed learners become anxious frustrated afraid to explore tasks
enormous time required for exploring different areas creating productsconstantly discuss and reflect accomplishments and future plans
may require resources not readily available ie SMEs time money etc
Cognitive Apprenticeship and TampL Online
Conclusion
Cognitive apprenticeship affords both opportunities and challenges as do most educational models What challenges have you considered How might you overcome them What benefits might such a model bring to you and your students What aspects of cognitive apprenticeship are you already using What aspects might you take back to your classroom for a trial run
422011 26ID Faculty
Cognitive Apprenticeship and TampL Online
ReferencesBereiter C amp Scardamalia M (1987) The psychology of written composition Hillsdale NJ Lawrence Erlbaum
Associates
Cave A (2010) Learning math in second grade An application of cognitive apprenticeship National Forum of Applied Educational Research Journal 23 (3) 1-16
Chiu M-H Chou C-C amp Liu C-J (2002) Dynamic processes of conceptual change Analysis of constructing mental models of chemical equilibrium Journal of Research in Science Teaching 39(8) 688-712
Collins A Brown J S amp Newman S E (1989) Cognitive apprenticeship Teaching the crafts of reading writing and mathematics In Resnick L B (Ed) Knowing learning and instruction essays in honor of Robert Glaser (pp 453-494) Hillsdale NJ Lawrence Erlbaum Associates Publishers
Dennen VP (2004) Cognitive apprenticeship in educational practice Research on scaffolding modeling mentoring and coaching as instructional strategies In David Jonnassen (Ed) Handbook of Research on Educational Communications and Technology (2nd ed) pp 813-828
Dennen VP amp Burner KJ (2010) The Cognitive apprenticeship model in educational practice In JM Spector MD Merrill MP Driscoll amp J van Merrionboer (Eds) Handbook of Research in Educational Technology 3rd Ed Mahwah NJ Erlbaum pp 426-439
Dickey M D (2008) Integrating cognitive apprenticeship methods in a Web-based educational technology course for P-12 teacher education Computers amp Education 51 506ndash518
Pascal T amp Hencmann M (2008) Cognitive apprenticeship in online learning 24th Annual Conference on Distance Teaching amp Learning
Schoenfeld A H (1985) Mathematical problem solving NY Academic Press
Stewart KK amp Lagowski JJ (2003) Cognitive apprenticeship theory and graduate chemistry education
Journal of Chemical Education 8(12) 1362-1366
Wang FK amp Bonk C (2001) A design framework for electronic cognitive apprenticeship JALN 5(2) 131-151
422011 27ID Faculty
Multimedia and Dynamic Online Environment
Technology for dynamic environment
Blog
Connect
Google Docs
Wiki
422011 ID Faculty 6
Blog (web log) is an interactive website usually maintained by an individual with regular entries of commentary descriptions of events or other material such as graphics or video displayed in reverse-chronological order (wiki)
Adobe Connect is a web conferencing tool that enables real time interaction between instructor and students via internet Good for virtual office hour presentation appointments before cap project and final exam Other similar tools are Skype Windows Messenger Live Yahoo Messenger 12 etc
ConnectFacebookGoogle DocsWikiBlog
Facebook as a social networking service enables users to organize groups for a common interest for example exchanging information on study of a subject such as anatomy in nursing or marketing in business Members can be from all over the world
Good Docs is Web-based word processor spreadsheet presentation form and data storage service that allows users to create and edit documents online while collaborating in real-time with other users
Wiki is a website that allows users to create and edit documents online while collaborating in real-time with other users including changing adding or removing material
Multimedia and Dynamic Online Environment
Open resources
Clip Arts httpwwwfree-graphicscom
Graphics httpvector4freecom httpimagesgooglecom
Photos httpwwwfreeimagescouk httpimagesgooglecom
Videos httpacademicearthorg
Courses httpwwwopenculturecomfreeonlinecourses
httpoliwebcmueduopenlearningforstudentsfreecourses
422011 ID Faculty 7
Multimedia and Dynamic Online Environment
More multimedia tools
422011 ID Faculty 8
Captivate
Google BooksCriticalPast
Camtasia
Google Chart API Poll Everywhere
Screenjelly Skype
Windows Messenger Live Yahoo Messenger 10
Multimedia and Dynamic Online Environment
Zone of Proximal Development (ZPD)
Actual development level with no guide
Potential development level with guide
Tailored help just beyond existing level
422011 9ID Faculty
We can accomplish certain things by workingindependently depending on the knowledge and skills we already have We can accomplish a lot more when we have experts or more knowledgeable others to guide us or by working collaboratively with others Thatrsquos why we go to school and college
Assistance is tailored to the needs of the learner It is just enough to get the learner past his current difficulties The MKO assists only inthose steps that are beyond the learners ability
Cognitive Apprenticeship and TampL Online
Crafts Apprenticeship
A system of learningpersons involved
master functions
apprentice functions
422011 10ID Faculty
At least two persons are involved ie masterexpert and apprenticelearners
(at least two)
master demonstrates interrupts provides challenge encourages risk-taking and guides
(demo guide hellip)
Apprentice learns by doing through observation mimicking being coached and corrected and scaffolded
(observing mimicking hellip)
Cognitive Apprenticeship and TampL Online
Mechanism
apprentice
performance
Examples
tying a shoe building a fire and taking blood
carpenter tailor and driver skills
flight attendant training
422011 11ID Faculty
learns through trial and error
(trial and error)
The apprentice performs physical duties entailed in the role
(psychomotor duties)
Cognitive Apprenticeship and TampL Online
Benefits
learn at site
planned training
lower level entrants
Limitations
context-free environments
knowing and seeing associated with psychomotor exchanges
failure to account for the implicit processes
422011 12ID Faculty
learning new skills in an actual physical context of practice working side by side with an expert
(beside the masterexpert)
providing the apprenticelearner with a planned and structured training program to learn a specific task
(to learn a specific skill)
bringing lower level entrants and under-represented groups into the organization
(under-represented groups into workforce)
Cognitive Apprenticeship and TampL Online
Cognitive Apprenticeship
a pedagogical model
a process of social interaction
involving cognitive exchanges
bringing tacit process into open
focusing on cognitive and meta cognitive skills ie thinking process
nurturing the learner from peripheral into full participants
422011 ID Faculty 13
(teaching implicit processes)
A method that teaches the implicit processes thatan expert uses to carry out complex tasks
Cognitive Apprenticeship and TampL Online
Cognitive Apprenticeship Techniques Modeling
modeling expert performance
externalizing internal processes
Examples
mathematics
reading comprehension
422011 14ID Faculty
teaching behavior that shows how an expert feels thinks or acts within a given situation
(demonstrating)
externalizing cognitive processes verbalizing thought processes thinking aloud to illustrate the invisible
write out explicit steps and work through a problem aloud demonstrating her heuristics and procedural knowledgeuse an authentic newspaper and go through the process of reading and comprehending an article Thus students understand and build a conceptual model of the comprehension process and its conditions for application in conditions similar to real life situations
Cognitive Apprenticeship and TampL Online
Coaching
overseeing process
helping learners achieve
examples
422011 15ID Faculty
a process of overseeing student learning
helping learners to accomplish their learning goals helping choose learning tasks
providing hints and feedback diagnosing problems
offering verbal or non-verbal encouragement
evaluating completed products
structuring learning
Cognitive Apprenticeship and TampL Online
Scaffolding a supporting framework
instructional techniques
Vygotskys Zone of Proximal Development
support from more knowledgeable others Fading ie gradual removal of the support system
422011 16ID Faculty
a temporary or movable platform to stand or sit on while working (in construction) a structure supporting learners working at a level higher than their ability allows without assistance (in teaching and learning)
instructional techniques to help learners bridge the gap between their existing knowledge and the instructorrsquos intended learning outcome the forms of support temporarily provided by instructors to initiate learners into a new domain or finishing new assignments a cooperative problem-solving effort by teachers and learners
Vygotsky defined the concept of the zone of proximal development (ZPD) as the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers
two processes occur in scaffolding 1) providing support to thestudent by a more knowledgeable other (MKO) whether a teacher a better informed peer a community member a domain expert a parent or in some cases even a computer
2) the gradual removal of the support system in a way which leaves the student able to perform the unassisted task which was previously possible only with the scaffolding
Cognitive Apprenticeship and TampL Online
Articulation and Reflection
Articulation
expression deliberation speaking verbalisation
Reflection
contemplation
evoking activity
opportunity to look back
422011 17ID Faculty
speaking out thinking aloud of ideas knowledge reasoning think path making learning explicit through language ie via demonstration discussion presentation contemplating pondering thinking of ideas performances or thoughts
looking back and analyzing performances and artifacts with a desire for understanding and improvement towards the behavior of an expert
activity evoking insights and nurturing revisions
Cognitive Apprenticeship and TampL Online
Fading
phasing out
applying strategies
finding problems
finding solutions
carrying out work
422011 18ID Faculty
gradual removal of the scaffolding
phasing out support from expert applying expert problem-solving strategies and techniquesfinding own problems for their own goals
finding own solutions to the problems
carrying out work by the learners independently
Cognitive Apprenticeship and TampL Online
Using technology to practice CA
Modeling Demonstrating
text
audio
video
tutorials
graphics
animation
422011 ID Faculty 19
Modeling can be conducted in various formats with different
tools regardless of instructional environment for example
animation of math formula analysis pronunciation of words in
foreign language photos of historical figures or events text-
based instruction software tutorials or video vignettes
httpcstlsemoeduidMA318FractionModelFractionModelhtm
httpwwwoutreachproductionscompage_id=494 (Doug)
httpwwwclaytownecomct_gallery_ill_medical_scientific_Chtml
httpwwwhachcomfmmimghachCODE3ADOC2725380063205197C1
httpcstlsemoeduidConnectProConnectFeaturesFeatureshtm
httpwmservercstlsemoedumrodgersch180CH180_Lab03wmv
Cognitive Apprenticeship and TampL Online
Coaching Scaffolding
critical questions
resources
timely feedback
422011 ID Faculty 20
The critical questions keep learners on the right track and lead them to think and deal with those the instructor wants them to deal with The critical questions are constructed in the assignments discussion instructions orthey may also be presented through email communications comments on discussion postings etc
Relevant resources are embedded at the places where the instructor anticipates the learners may encounter difficulties or provided through email communications comments on discussion postings assignments etc
In addition to instructor feedback can also be from peers ie comments on discussion postings individual contribution to group project It can come in writing or verbal through chat Facebook Google Docs video Conferencing Wiki When one student responses to a question others are listening reading Students donrsquot have to neither can they learn everything from instructor
Sample
Cognitive Apprenticeship and TampL Online
Articulating through discussion forum postings
individual projects assignments presentations
422011 ID Faculty 21
Through articulation the learners make their learning explicit through language so that community members have a basis of interaction to refine and expand understanding Articulation can be interwoven in a learning experience through a variety of strategies including discussion demonstration presentation and the exchange of written or other learner-produced artifacts
Cognitive Apprenticeship and TampL Online
Reflection
422011 ID Faculty 22
Critique of peer work can also serve the goal of
reflection because a student needs to analyze the
pros and cons if she wants to do a real good critique
A re-work of independent project is another format of
reflection This re-worked product can be a critique a
a lab project a piece of writing a presentation a video
clip or any other discipline-specific product
is practiced through writing or presentation
Cognitive Apprenticeship and TampL Online
Zone of Proximal Development (ZPD)
Actual development level with no guide
Potential development level with adult guide
Goal sharing
Whole-task approach
Immediate availability of help
Optimal level of help
Conveying an expert model
422011 23ID Faculty
We can accomplish certain things by working independently depending on the knowledge and skills we already have We can accomplish a lot more when we have experts or more knowledgeable others to guide us or by working collaboratively with others Thatrsquos why we go to school and college Sharing the goal increases intersubjectivity between the learner and the MKO and also helps decrease learner frustration because the learner knows that he is not alone in trying to achieve the taskLearning the task as a whole not concentrating on individual sub-skills of the task authentic original ill structured as in real lifework instead of simplified structured as in textbook classroomHelp the learner when he is at a point where he needs help in order to continue the task When learners are left for too long at a point where they cannot make progress they may lose interest and motivation andbecome frustrated
Assistance is tailored to the needs of the learner It is just enough to get the learner past his current difficulties The MKO assists only inthose steps that are beyond the learners abilityA model of a task that will lead the learner to accomplish the task efficiently This model provides a framework around which learners can organize their skills
Cognitive Apprenticeship and TampL Online
Benefits
encouraging
motivating and engaging
helping to retain and transfer
facilitating higher order reasoning
422011 24ID Faculty
encourages authentic activity and assessment as the learning activities are similar to real-world practicemotivates and engages learners as learners think and are treated as experts helps to achieve possible greater level of retention and transfer as situated contextualized learning enables learners to retain knowledge facilitates higher order reasoning as learners use advanced reasoning processes modeled after experts
of Cognitive Apprenticeship
Cognitive Apprenticeship and TampL Online
Challenges
requiring highly facilitative teaching skills
higher levels of learner anxiety and frustration
time consuming
additional and more sophisticated resources
422011 25ID Faculty
of Cognitive Apprenticeship
teachers constantly attending to learnersrsquo difficultiesproblems student autonomy level depending on teachersrsquo coaching and scaffoldingpatience and advanced facilitative teaching skills necessary
overwhelmed learners become anxious frustrated afraid to explore tasks
enormous time required for exploring different areas creating productsconstantly discuss and reflect accomplishments and future plans
may require resources not readily available ie SMEs time money etc
Cognitive Apprenticeship and TampL Online
Conclusion
Cognitive apprenticeship affords both opportunities and challenges as do most educational models What challenges have you considered How might you overcome them What benefits might such a model bring to you and your students What aspects of cognitive apprenticeship are you already using What aspects might you take back to your classroom for a trial run
422011 26ID Faculty
Cognitive Apprenticeship and TampL Online
ReferencesBereiter C amp Scardamalia M (1987) The psychology of written composition Hillsdale NJ Lawrence Erlbaum
Associates
Cave A (2010) Learning math in second grade An application of cognitive apprenticeship National Forum of Applied Educational Research Journal 23 (3) 1-16
Chiu M-H Chou C-C amp Liu C-J (2002) Dynamic processes of conceptual change Analysis of constructing mental models of chemical equilibrium Journal of Research in Science Teaching 39(8) 688-712
Collins A Brown J S amp Newman S E (1989) Cognitive apprenticeship Teaching the crafts of reading writing and mathematics In Resnick L B (Ed) Knowing learning and instruction essays in honor of Robert Glaser (pp 453-494) Hillsdale NJ Lawrence Erlbaum Associates Publishers
Dennen VP (2004) Cognitive apprenticeship in educational practice Research on scaffolding modeling mentoring and coaching as instructional strategies In David Jonnassen (Ed) Handbook of Research on Educational Communications and Technology (2nd ed) pp 813-828
Dennen VP amp Burner KJ (2010) The Cognitive apprenticeship model in educational practice In JM Spector MD Merrill MP Driscoll amp J van Merrionboer (Eds) Handbook of Research in Educational Technology 3rd Ed Mahwah NJ Erlbaum pp 426-439
Dickey M D (2008) Integrating cognitive apprenticeship methods in a Web-based educational technology course for P-12 teacher education Computers amp Education 51 506ndash518
Pascal T amp Hencmann M (2008) Cognitive apprenticeship in online learning 24th Annual Conference on Distance Teaching amp Learning
Schoenfeld A H (1985) Mathematical problem solving NY Academic Press
Stewart KK amp Lagowski JJ (2003) Cognitive apprenticeship theory and graduate chemistry education
Journal of Chemical Education 8(12) 1362-1366
Wang FK amp Bonk C (2001) A design framework for electronic cognitive apprenticeship JALN 5(2) 131-151
422011 27ID Faculty
Multimedia and Dynamic Online Environment
Open resources
Clip Arts httpwwwfree-graphicscom
Graphics httpvector4freecom httpimagesgooglecom
Photos httpwwwfreeimagescouk httpimagesgooglecom
Videos httpacademicearthorg
Courses httpwwwopenculturecomfreeonlinecourses
httpoliwebcmueduopenlearningforstudentsfreecourses
422011 ID Faculty 7
Multimedia and Dynamic Online Environment
More multimedia tools
422011 ID Faculty 8
Captivate
Google BooksCriticalPast
Camtasia
Google Chart API Poll Everywhere
Screenjelly Skype
Windows Messenger Live Yahoo Messenger 10
Multimedia and Dynamic Online Environment
Zone of Proximal Development (ZPD)
Actual development level with no guide
Potential development level with guide
Tailored help just beyond existing level
422011 9ID Faculty
We can accomplish certain things by workingindependently depending on the knowledge and skills we already have We can accomplish a lot more when we have experts or more knowledgeable others to guide us or by working collaboratively with others Thatrsquos why we go to school and college
Assistance is tailored to the needs of the learner It is just enough to get the learner past his current difficulties The MKO assists only inthose steps that are beyond the learners ability
Cognitive Apprenticeship and TampL Online
Crafts Apprenticeship
A system of learningpersons involved
master functions
apprentice functions
422011 10ID Faculty
At least two persons are involved ie masterexpert and apprenticelearners
(at least two)
master demonstrates interrupts provides challenge encourages risk-taking and guides
(demo guide hellip)
Apprentice learns by doing through observation mimicking being coached and corrected and scaffolded
(observing mimicking hellip)
Cognitive Apprenticeship and TampL Online
Mechanism
apprentice
performance
Examples
tying a shoe building a fire and taking blood
carpenter tailor and driver skills
flight attendant training
422011 11ID Faculty
learns through trial and error
(trial and error)
The apprentice performs physical duties entailed in the role
(psychomotor duties)
Cognitive Apprenticeship and TampL Online
Benefits
learn at site
planned training
lower level entrants
Limitations
context-free environments
knowing and seeing associated with psychomotor exchanges
failure to account for the implicit processes
422011 12ID Faculty
learning new skills in an actual physical context of practice working side by side with an expert
(beside the masterexpert)
providing the apprenticelearner with a planned and structured training program to learn a specific task
(to learn a specific skill)
bringing lower level entrants and under-represented groups into the organization
(under-represented groups into workforce)
Cognitive Apprenticeship and TampL Online
Cognitive Apprenticeship
a pedagogical model
a process of social interaction
involving cognitive exchanges
bringing tacit process into open
focusing on cognitive and meta cognitive skills ie thinking process
nurturing the learner from peripheral into full participants
422011 ID Faculty 13
(teaching implicit processes)
A method that teaches the implicit processes thatan expert uses to carry out complex tasks
Cognitive Apprenticeship and TampL Online
Cognitive Apprenticeship Techniques Modeling
modeling expert performance
externalizing internal processes
Examples
mathematics
reading comprehension
422011 14ID Faculty
teaching behavior that shows how an expert feels thinks or acts within a given situation
(demonstrating)
externalizing cognitive processes verbalizing thought processes thinking aloud to illustrate the invisible
write out explicit steps and work through a problem aloud demonstrating her heuristics and procedural knowledgeuse an authentic newspaper and go through the process of reading and comprehending an article Thus students understand and build a conceptual model of the comprehension process and its conditions for application in conditions similar to real life situations
Cognitive Apprenticeship and TampL Online
Coaching
overseeing process
helping learners achieve
examples
422011 15ID Faculty
a process of overseeing student learning
helping learners to accomplish their learning goals helping choose learning tasks
providing hints and feedback diagnosing problems
offering verbal or non-verbal encouragement
evaluating completed products
structuring learning
Cognitive Apprenticeship and TampL Online
Scaffolding a supporting framework
instructional techniques
Vygotskys Zone of Proximal Development
support from more knowledgeable others Fading ie gradual removal of the support system
422011 16ID Faculty
a temporary or movable platform to stand or sit on while working (in construction) a structure supporting learners working at a level higher than their ability allows without assistance (in teaching and learning)
instructional techniques to help learners bridge the gap between their existing knowledge and the instructorrsquos intended learning outcome the forms of support temporarily provided by instructors to initiate learners into a new domain or finishing new assignments a cooperative problem-solving effort by teachers and learners
Vygotsky defined the concept of the zone of proximal development (ZPD) as the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers
two processes occur in scaffolding 1) providing support to thestudent by a more knowledgeable other (MKO) whether a teacher a better informed peer a community member a domain expert a parent or in some cases even a computer
2) the gradual removal of the support system in a way which leaves the student able to perform the unassisted task which was previously possible only with the scaffolding
Cognitive Apprenticeship and TampL Online
Articulation and Reflection
Articulation
expression deliberation speaking verbalisation
Reflection
contemplation
evoking activity
opportunity to look back
422011 17ID Faculty
speaking out thinking aloud of ideas knowledge reasoning think path making learning explicit through language ie via demonstration discussion presentation contemplating pondering thinking of ideas performances or thoughts
looking back and analyzing performances and artifacts with a desire for understanding and improvement towards the behavior of an expert
activity evoking insights and nurturing revisions
Cognitive Apprenticeship and TampL Online
Fading
phasing out
applying strategies
finding problems
finding solutions
carrying out work
422011 18ID Faculty
gradual removal of the scaffolding
phasing out support from expert applying expert problem-solving strategies and techniquesfinding own problems for their own goals
finding own solutions to the problems
carrying out work by the learners independently
Cognitive Apprenticeship and TampL Online
Using technology to practice CA
Modeling Demonstrating
text
audio
video
tutorials
graphics
animation
422011 ID Faculty 19
Modeling can be conducted in various formats with different
tools regardless of instructional environment for example
animation of math formula analysis pronunciation of words in
foreign language photos of historical figures or events text-
based instruction software tutorials or video vignettes
httpcstlsemoeduidMA318FractionModelFractionModelhtm
httpwwwoutreachproductionscompage_id=494 (Doug)
httpwwwclaytownecomct_gallery_ill_medical_scientific_Chtml
httpwwwhachcomfmmimghachCODE3ADOC2725380063205197C1
httpcstlsemoeduidConnectProConnectFeaturesFeatureshtm
httpwmservercstlsemoedumrodgersch180CH180_Lab03wmv
Cognitive Apprenticeship and TampL Online
Coaching Scaffolding
critical questions
resources
timely feedback
422011 ID Faculty 20
The critical questions keep learners on the right track and lead them to think and deal with those the instructor wants them to deal with The critical questions are constructed in the assignments discussion instructions orthey may also be presented through email communications comments on discussion postings etc
Relevant resources are embedded at the places where the instructor anticipates the learners may encounter difficulties or provided through email communications comments on discussion postings assignments etc
In addition to instructor feedback can also be from peers ie comments on discussion postings individual contribution to group project It can come in writing or verbal through chat Facebook Google Docs video Conferencing Wiki When one student responses to a question others are listening reading Students donrsquot have to neither can they learn everything from instructor
Sample
Cognitive Apprenticeship and TampL Online
Articulating through discussion forum postings
individual projects assignments presentations
422011 ID Faculty 21
Through articulation the learners make their learning explicit through language so that community members have a basis of interaction to refine and expand understanding Articulation can be interwoven in a learning experience through a variety of strategies including discussion demonstration presentation and the exchange of written or other learner-produced artifacts
Cognitive Apprenticeship and TampL Online
Reflection
422011 ID Faculty 22
Critique of peer work can also serve the goal of
reflection because a student needs to analyze the
pros and cons if she wants to do a real good critique
A re-work of independent project is another format of
reflection This re-worked product can be a critique a
a lab project a piece of writing a presentation a video
clip or any other discipline-specific product
is practiced through writing or presentation
Cognitive Apprenticeship and TampL Online
Zone of Proximal Development (ZPD)
Actual development level with no guide
Potential development level with adult guide
Goal sharing
Whole-task approach
Immediate availability of help
Optimal level of help
Conveying an expert model
422011 23ID Faculty
We can accomplish certain things by working independently depending on the knowledge and skills we already have We can accomplish a lot more when we have experts or more knowledgeable others to guide us or by working collaboratively with others Thatrsquos why we go to school and college Sharing the goal increases intersubjectivity between the learner and the MKO and also helps decrease learner frustration because the learner knows that he is not alone in trying to achieve the taskLearning the task as a whole not concentrating on individual sub-skills of the task authentic original ill structured as in real lifework instead of simplified structured as in textbook classroomHelp the learner when he is at a point where he needs help in order to continue the task When learners are left for too long at a point where they cannot make progress they may lose interest and motivation andbecome frustrated
Assistance is tailored to the needs of the learner It is just enough to get the learner past his current difficulties The MKO assists only inthose steps that are beyond the learners abilityA model of a task that will lead the learner to accomplish the task efficiently This model provides a framework around which learners can organize their skills
Cognitive Apprenticeship and TampL Online
Benefits
encouraging
motivating and engaging
helping to retain and transfer
facilitating higher order reasoning
422011 24ID Faculty
encourages authentic activity and assessment as the learning activities are similar to real-world practicemotivates and engages learners as learners think and are treated as experts helps to achieve possible greater level of retention and transfer as situated contextualized learning enables learners to retain knowledge facilitates higher order reasoning as learners use advanced reasoning processes modeled after experts
of Cognitive Apprenticeship
Cognitive Apprenticeship and TampL Online
Challenges
requiring highly facilitative teaching skills
higher levels of learner anxiety and frustration
time consuming
additional and more sophisticated resources
422011 25ID Faculty
of Cognitive Apprenticeship
teachers constantly attending to learnersrsquo difficultiesproblems student autonomy level depending on teachersrsquo coaching and scaffoldingpatience and advanced facilitative teaching skills necessary
overwhelmed learners become anxious frustrated afraid to explore tasks
enormous time required for exploring different areas creating productsconstantly discuss and reflect accomplishments and future plans
may require resources not readily available ie SMEs time money etc
Cognitive Apprenticeship and TampL Online
Conclusion
Cognitive apprenticeship affords both opportunities and challenges as do most educational models What challenges have you considered How might you overcome them What benefits might such a model bring to you and your students What aspects of cognitive apprenticeship are you already using What aspects might you take back to your classroom for a trial run
422011 26ID Faculty
Cognitive Apprenticeship and TampL Online
ReferencesBereiter C amp Scardamalia M (1987) The psychology of written composition Hillsdale NJ Lawrence Erlbaum
Associates
Cave A (2010) Learning math in second grade An application of cognitive apprenticeship National Forum of Applied Educational Research Journal 23 (3) 1-16
Chiu M-H Chou C-C amp Liu C-J (2002) Dynamic processes of conceptual change Analysis of constructing mental models of chemical equilibrium Journal of Research in Science Teaching 39(8) 688-712
Collins A Brown J S amp Newman S E (1989) Cognitive apprenticeship Teaching the crafts of reading writing and mathematics In Resnick L B (Ed) Knowing learning and instruction essays in honor of Robert Glaser (pp 453-494) Hillsdale NJ Lawrence Erlbaum Associates Publishers
Dennen VP (2004) Cognitive apprenticeship in educational practice Research on scaffolding modeling mentoring and coaching as instructional strategies In David Jonnassen (Ed) Handbook of Research on Educational Communications and Technology (2nd ed) pp 813-828
Dennen VP amp Burner KJ (2010) The Cognitive apprenticeship model in educational practice In JM Spector MD Merrill MP Driscoll amp J van Merrionboer (Eds) Handbook of Research in Educational Technology 3rd Ed Mahwah NJ Erlbaum pp 426-439
Dickey M D (2008) Integrating cognitive apprenticeship methods in a Web-based educational technology course for P-12 teacher education Computers amp Education 51 506ndash518
Pascal T amp Hencmann M (2008) Cognitive apprenticeship in online learning 24th Annual Conference on Distance Teaching amp Learning
Schoenfeld A H (1985) Mathematical problem solving NY Academic Press
Stewart KK amp Lagowski JJ (2003) Cognitive apprenticeship theory and graduate chemistry education
Journal of Chemical Education 8(12) 1362-1366
Wang FK amp Bonk C (2001) A design framework for electronic cognitive apprenticeship JALN 5(2) 131-151
422011 27ID Faculty
Multimedia and Dynamic Online Environment
More multimedia tools
422011 ID Faculty 8
Captivate
Google BooksCriticalPast
Camtasia
Google Chart API Poll Everywhere
Screenjelly Skype
Windows Messenger Live Yahoo Messenger 10
Multimedia and Dynamic Online Environment
Zone of Proximal Development (ZPD)
Actual development level with no guide
Potential development level with guide
Tailored help just beyond existing level
422011 9ID Faculty
We can accomplish certain things by workingindependently depending on the knowledge and skills we already have We can accomplish a lot more when we have experts or more knowledgeable others to guide us or by working collaboratively with others Thatrsquos why we go to school and college
Assistance is tailored to the needs of the learner It is just enough to get the learner past his current difficulties The MKO assists only inthose steps that are beyond the learners ability
Cognitive Apprenticeship and TampL Online
Crafts Apprenticeship
A system of learningpersons involved
master functions
apprentice functions
422011 10ID Faculty
At least two persons are involved ie masterexpert and apprenticelearners
(at least two)
master demonstrates interrupts provides challenge encourages risk-taking and guides
(demo guide hellip)
Apprentice learns by doing through observation mimicking being coached and corrected and scaffolded
(observing mimicking hellip)
Cognitive Apprenticeship and TampL Online
Mechanism
apprentice
performance
Examples
tying a shoe building a fire and taking blood
carpenter tailor and driver skills
flight attendant training
422011 11ID Faculty
learns through trial and error
(trial and error)
The apprentice performs physical duties entailed in the role
(psychomotor duties)
Cognitive Apprenticeship and TampL Online
Benefits
learn at site
planned training
lower level entrants
Limitations
context-free environments
knowing and seeing associated with psychomotor exchanges
failure to account for the implicit processes
422011 12ID Faculty
learning new skills in an actual physical context of practice working side by side with an expert
(beside the masterexpert)
providing the apprenticelearner with a planned and structured training program to learn a specific task
(to learn a specific skill)
bringing lower level entrants and under-represented groups into the organization
(under-represented groups into workforce)
Cognitive Apprenticeship and TampL Online
Cognitive Apprenticeship
a pedagogical model
a process of social interaction
involving cognitive exchanges
bringing tacit process into open
focusing on cognitive and meta cognitive skills ie thinking process
nurturing the learner from peripheral into full participants
422011 ID Faculty 13
(teaching implicit processes)
A method that teaches the implicit processes thatan expert uses to carry out complex tasks
Cognitive Apprenticeship and TampL Online
Cognitive Apprenticeship Techniques Modeling
modeling expert performance
externalizing internal processes
Examples
mathematics
reading comprehension
422011 14ID Faculty
teaching behavior that shows how an expert feels thinks or acts within a given situation
(demonstrating)
externalizing cognitive processes verbalizing thought processes thinking aloud to illustrate the invisible
write out explicit steps and work through a problem aloud demonstrating her heuristics and procedural knowledgeuse an authentic newspaper and go through the process of reading and comprehending an article Thus students understand and build a conceptual model of the comprehension process and its conditions for application in conditions similar to real life situations
Cognitive Apprenticeship and TampL Online
Coaching
overseeing process
helping learners achieve
examples
422011 15ID Faculty
a process of overseeing student learning
helping learners to accomplish their learning goals helping choose learning tasks
providing hints and feedback diagnosing problems
offering verbal or non-verbal encouragement
evaluating completed products
structuring learning
Cognitive Apprenticeship and TampL Online
Scaffolding a supporting framework
instructional techniques
Vygotskys Zone of Proximal Development
support from more knowledgeable others Fading ie gradual removal of the support system
422011 16ID Faculty
a temporary or movable platform to stand or sit on while working (in construction) a structure supporting learners working at a level higher than their ability allows without assistance (in teaching and learning)
instructional techniques to help learners bridge the gap between their existing knowledge and the instructorrsquos intended learning outcome the forms of support temporarily provided by instructors to initiate learners into a new domain or finishing new assignments a cooperative problem-solving effort by teachers and learners
Vygotsky defined the concept of the zone of proximal development (ZPD) as the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers
two processes occur in scaffolding 1) providing support to thestudent by a more knowledgeable other (MKO) whether a teacher a better informed peer a community member a domain expert a parent or in some cases even a computer
2) the gradual removal of the support system in a way which leaves the student able to perform the unassisted task which was previously possible only with the scaffolding
Cognitive Apprenticeship and TampL Online
Articulation and Reflection
Articulation
expression deliberation speaking verbalisation
Reflection
contemplation
evoking activity
opportunity to look back
422011 17ID Faculty
speaking out thinking aloud of ideas knowledge reasoning think path making learning explicit through language ie via demonstration discussion presentation contemplating pondering thinking of ideas performances or thoughts
looking back and analyzing performances and artifacts with a desire for understanding and improvement towards the behavior of an expert
activity evoking insights and nurturing revisions
Cognitive Apprenticeship and TampL Online
Fading
phasing out
applying strategies
finding problems
finding solutions
carrying out work
422011 18ID Faculty
gradual removal of the scaffolding
phasing out support from expert applying expert problem-solving strategies and techniquesfinding own problems for their own goals
finding own solutions to the problems
carrying out work by the learners independently
Cognitive Apprenticeship and TampL Online
Using technology to practice CA
Modeling Demonstrating
text
audio
video
tutorials
graphics
animation
422011 ID Faculty 19
Modeling can be conducted in various formats with different
tools regardless of instructional environment for example
animation of math formula analysis pronunciation of words in
foreign language photos of historical figures or events text-
based instruction software tutorials or video vignettes
httpcstlsemoeduidMA318FractionModelFractionModelhtm
httpwwwoutreachproductionscompage_id=494 (Doug)
httpwwwclaytownecomct_gallery_ill_medical_scientific_Chtml
httpwwwhachcomfmmimghachCODE3ADOC2725380063205197C1
httpcstlsemoeduidConnectProConnectFeaturesFeatureshtm
httpwmservercstlsemoedumrodgersch180CH180_Lab03wmv
Cognitive Apprenticeship and TampL Online
Coaching Scaffolding
critical questions
resources
timely feedback
422011 ID Faculty 20
The critical questions keep learners on the right track and lead them to think and deal with those the instructor wants them to deal with The critical questions are constructed in the assignments discussion instructions orthey may also be presented through email communications comments on discussion postings etc
Relevant resources are embedded at the places where the instructor anticipates the learners may encounter difficulties or provided through email communications comments on discussion postings assignments etc
In addition to instructor feedback can also be from peers ie comments on discussion postings individual contribution to group project It can come in writing or verbal through chat Facebook Google Docs video Conferencing Wiki When one student responses to a question others are listening reading Students donrsquot have to neither can they learn everything from instructor
Sample
Cognitive Apprenticeship and TampL Online
Articulating through discussion forum postings
individual projects assignments presentations
422011 ID Faculty 21
Through articulation the learners make their learning explicit through language so that community members have a basis of interaction to refine and expand understanding Articulation can be interwoven in a learning experience through a variety of strategies including discussion demonstration presentation and the exchange of written or other learner-produced artifacts
Cognitive Apprenticeship and TampL Online
Reflection
422011 ID Faculty 22
Critique of peer work can also serve the goal of
reflection because a student needs to analyze the
pros and cons if she wants to do a real good critique
A re-work of independent project is another format of
reflection This re-worked product can be a critique a
a lab project a piece of writing a presentation a video
clip or any other discipline-specific product
is practiced through writing or presentation
Cognitive Apprenticeship and TampL Online
Zone of Proximal Development (ZPD)
Actual development level with no guide
Potential development level with adult guide
Goal sharing
Whole-task approach
Immediate availability of help
Optimal level of help
Conveying an expert model
422011 23ID Faculty
We can accomplish certain things by working independently depending on the knowledge and skills we already have We can accomplish a lot more when we have experts or more knowledgeable others to guide us or by working collaboratively with others Thatrsquos why we go to school and college Sharing the goal increases intersubjectivity between the learner and the MKO and also helps decrease learner frustration because the learner knows that he is not alone in trying to achieve the taskLearning the task as a whole not concentrating on individual sub-skills of the task authentic original ill structured as in real lifework instead of simplified structured as in textbook classroomHelp the learner when he is at a point where he needs help in order to continue the task When learners are left for too long at a point where they cannot make progress they may lose interest and motivation andbecome frustrated
Assistance is tailored to the needs of the learner It is just enough to get the learner past his current difficulties The MKO assists only inthose steps that are beyond the learners abilityA model of a task that will lead the learner to accomplish the task efficiently This model provides a framework around which learners can organize their skills
Cognitive Apprenticeship and TampL Online
Benefits
encouraging
motivating and engaging
helping to retain and transfer
facilitating higher order reasoning
422011 24ID Faculty
encourages authentic activity and assessment as the learning activities are similar to real-world practicemotivates and engages learners as learners think and are treated as experts helps to achieve possible greater level of retention and transfer as situated contextualized learning enables learners to retain knowledge facilitates higher order reasoning as learners use advanced reasoning processes modeled after experts
of Cognitive Apprenticeship
Cognitive Apprenticeship and TampL Online
Challenges
requiring highly facilitative teaching skills
higher levels of learner anxiety and frustration
time consuming
additional and more sophisticated resources
422011 25ID Faculty
of Cognitive Apprenticeship
teachers constantly attending to learnersrsquo difficultiesproblems student autonomy level depending on teachersrsquo coaching and scaffoldingpatience and advanced facilitative teaching skills necessary
overwhelmed learners become anxious frustrated afraid to explore tasks
enormous time required for exploring different areas creating productsconstantly discuss and reflect accomplishments and future plans
may require resources not readily available ie SMEs time money etc
Cognitive Apprenticeship and TampL Online
Conclusion
Cognitive apprenticeship affords both opportunities and challenges as do most educational models What challenges have you considered How might you overcome them What benefits might such a model bring to you and your students What aspects of cognitive apprenticeship are you already using What aspects might you take back to your classroom for a trial run
422011 26ID Faculty
Cognitive Apprenticeship and TampL Online
ReferencesBereiter C amp Scardamalia M (1987) The psychology of written composition Hillsdale NJ Lawrence Erlbaum
Associates
Cave A (2010) Learning math in second grade An application of cognitive apprenticeship National Forum of Applied Educational Research Journal 23 (3) 1-16
Chiu M-H Chou C-C amp Liu C-J (2002) Dynamic processes of conceptual change Analysis of constructing mental models of chemical equilibrium Journal of Research in Science Teaching 39(8) 688-712
Collins A Brown J S amp Newman S E (1989) Cognitive apprenticeship Teaching the crafts of reading writing and mathematics In Resnick L B (Ed) Knowing learning and instruction essays in honor of Robert Glaser (pp 453-494) Hillsdale NJ Lawrence Erlbaum Associates Publishers
Dennen VP (2004) Cognitive apprenticeship in educational practice Research on scaffolding modeling mentoring and coaching as instructional strategies In David Jonnassen (Ed) Handbook of Research on Educational Communications and Technology (2nd ed) pp 813-828
Dennen VP amp Burner KJ (2010) The Cognitive apprenticeship model in educational practice In JM Spector MD Merrill MP Driscoll amp J van Merrionboer (Eds) Handbook of Research in Educational Technology 3rd Ed Mahwah NJ Erlbaum pp 426-439
Dickey M D (2008) Integrating cognitive apprenticeship methods in a Web-based educational technology course for P-12 teacher education Computers amp Education 51 506ndash518
Pascal T amp Hencmann M (2008) Cognitive apprenticeship in online learning 24th Annual Conference on Distance Teaching amp Learning
Schoenfeld A H (1985) Mathematical problem solving NY Academic Press
Stewart KK amp Lagowski JJ (2003) Cognitive apprenticeship theory and graduate chemistry education
Journal of Chemical Education 8(12) 1362-1366
Wang FK amp Bonk C (2001) A design framework for electronic cognitive apprenticeship JALN 5(2) 131-151
422011 27ID Faculty
Multimedia and Dynamic Online Environment
Zone of Proximal Development (ZPD)
Actual development level with no guide
Potential development level with guide
Tailored help just beyond existing level
422011 9ID Faculty
We can accomplish certain things by workingindependently depending on the knowledge and skills we already have We can accomplish a lot more when we have experts or more knowledgeable others to guide us or by working collaboratively with others Thatrsquos why we go to school and college
Assistance is tailored to the needs of the learner It is just enough to get the learner past his current difficulties The MKO assists only inthose steps that are beyond the learners ability
Cognitive Apprenticeship and TampL Online
Crafts Apprenticeship
A system of learningpersons involved
master functions
apprentice functions
422011 10ID Faculty
At least two persons are involved ie masterexpert and apprenticelearners
(at least two)
master demonstrates interrupts provides challenge encourages risk-taking and guides
(demo guide hellip)
Apprentice learns by doing through observation mimicking being coached and corrected and scaffolded
(observing mimicking hellip)
Cognitive Apprenticeship and TampL Online
Mechanism
apprentice
performance
Examples
tying a shoe building a fire and taking blood
carpenter tailor and driver skills
flight attendant training
422011 11ID Faculty
learns through trial and error
(trial and error)
The apprentice performs physical duties entailed in the role
(psychomotor duties)
Cognitive Apprenticeship and TampL Online
Benefits
learn at site
planned training
lower level entrants
Limitations
context-free environments
knowing and seeing associated with psychomotor exchanges
failure to account for the implicit processes
422011 12ID Faculty
learning new skills in an actual physical context of practice working side by side with an expert
(beside the masterexpert)
providing the apprenticelearner with a planned and structured training program to learn a specific task
(to learn a specific skill)
bringing lower level entrants and under-represented groups into the organization
(under-represented groups into workforce)
Cognitive Apprenticeship and TampL Online
Cognitive Apprenticeship
a pedagogical model
a process of social interaction
involving cognitive exchanges
bringing tacit process into open
focusing on cognitive and meta cognitive skills ie thinking process
nurturing the learner from peripheral into full participants
422011 ID Faculty 13
(teaching implicit processes)
A method that teaches the implicit processes thatan expert uses to carry out complex tasks
Cognitive Apprenticeship and TampL Online
Cognitive Apprenticeship Techniques Modeling
modeling expert performance
externalizing internal processes
Examples
mathematics
reading comprehension
422011 14ID Faculty
teaching behavior that shows how an expert feels thinks or acts within a given situation
(demonstrating)
externalizing cognitive processes verbalizing thought processes thinking aloud to illustrate the invisible
write out explicit steps and work through a problem aloud demonstrating her heuristics and procedural knowledgeuse an authentic newspaper and go through the process of reading and comprehending an article Thus students understand and build a conceptual model of the comprehension process and its conditions for application in conditions similar to real life situations
Cognitive Apprenticeship and TampL Online
Coaching
overseeing process
helping learners achieve
examples
422011 15ID Faculty
a process of overseeing student learning
helping learners to accomplish their learning goals helping choose learning tasks
providing hints and feedback diagnosing problems
offering verbal or non-verbal encouragement
evaluating completed products
structuring learning
Cognitive Apprenticeship and TampL Online
Scaffolding a supporting framework
instructional techniques
Vygotskys Zone of Proximal Development
support from more knowledgeable others Fading ie gradual removal of the support system
422011 16ID Faculty
a temporary or movable platform to stand or sit on while working (in construction) a structure supporting learners working at a level higher than their ability allows without assistance (in teaching and learning)
instructional techniques to help learners bridge the gap between their existing knowledge and the instructorrsquos intended learning outcome the forms of support temporarily provided by instructors to initiate learners into a new domain or finishing new assignments a cooperative problem-solving effort by teachers and learners
Vygotsky defined the concept of the zone of proximal development (ZPD) as the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers
two processes occur in scaffolding 1) providing support to thestudent by a more knowledgeable other (MKO) whether a teacher a better informed peer a community member a domain expert a parent or in some cases even a computer
2) the gradual removal of the support system in a way which leaves the student able to perform the unassisted task which was previously possible only with the scaffolding
Cognitive Apprenticeship and TampL Online
Articulation and Reflection
Articulation
expression deliberation speaking verbalisation
Reflection
contemplation
evoking activity
opportunity to look back
422011 17ID Faculty
speaking out thinking aloud of ideas knowledge reasoning think path making learning explicit through language ie via demonstration discussion presentation contemplating pondering thinking of ideas performances or thoughts
looking back and analyzing performances and artifacts with a desire for understanding and improvement towards the behavior of an expert
activity evoking insights and nurturing revisions
Cognitive Apprenticeship and TampL Online
Fading
phasing out
applying strategies
finding problems
finding solutions
carrying out work
422011 18ID Faculty
gradual removal of the scaffolding
phasing out support from expert applying expert problem-solving strategies and techniquesfinding own problems for their own goals
finding own solutions to the problems
carrying out work by the learners independently
Cognitive Apprenticeship and TampL Online
Using technology to practice CA
Modeling Demonstrating
text
audio
video
tutorials
graphics
animation
422011 ID Faculty 19
Modeling can be conducted in various formats with different
tools regardless of instructional environment for example
animation of math formula analysis pronunciation of words in
foreign language photos of historical figures or events text-
based instruction software tutorials or video vignettes
httpcstlsemoeduidMA318FractionModelFractionModelhtm
httpwwwoutreachproductionscompage_id=494 (Doug)
httpwwwclaytownecomct_gallery_ill_medical_scientific_Chtml
httpwwwhachcomfmmimghachCODE3ADOC2725380063205197C1
httpcstlsemoeduidConnectProConnectFeaturesFeatureshtm
httpwmservercstlsemoedumrodgersch180CH180_Lab03wmv
Cognitive Apprenticeship and TampL Online
Coaching Scaffolding
critical questions
resources
timely feedback
422011 ID Faculty 20
The critical questions keep learners on the right track and lead them to think and deal with those the instructor wants them to deal with The critical questions are constructed in the assignments discussion instructions orthey may also be presented through email communications comments on discussion postings etc
Relevant resources are embedded at the places where the instructor anticipates the learners may encounter difficulties or provided through email communications comments on discussion postings assignments etc
In addition to instructor feedback can also be from peers ie comments on discussion postings individual contribution to group project It can come in writing or verbal through chat Facebook Google Docs video Conferencing Wiki When one student responses to a question others are listening reading Students donrsquot have to neither can they learn everything from instructor
Sample
Cognitive Apprenticeship and TampL Online
Articulating through discussion forum postings
individual projects assignments presentations
422011 ID Faculty 21
Through articulation the learners make their learning explicit through language so that community members have a basis of interaction to refine and expand understanding Articulation can be interwoven in a learning experience through a variety of strategies including discussion demonstration presentation and the exchange of written or other learner-produced artifacts
Cognitive Apprenticeship and TampL Online
Reflection
422011 ID Faculty 22
Critique of peer work can also serve the goal of
reflection because a student needs to analyze the
pros and cons if she wants to do a real good critique
A re-work of independent project is another format of
reflection This re-worked product can be a critique a
a lab project a piece of writing a presentation a video
clip or any other discipline-specific product
is practiced through writing or presentation
Cognitive Apprenticeship and TampL Online
Zone of Proximal Development (ZPD)
Actual development level with no guide
Potential development level with adult guide
Goal sharing
Whole-task approach
Immediate availability of help
Optimal level of help
Conveying an expert model
422011 23ID Faculty
We can accomplish certain things by working independently depending on the knowledge and skills we already have We can accomplish a lot more when we have experts or more knowledgeable others to guide us or by working collaboratively with others Thatrsquos why we go to school and college Sharing the goal increases intersubjectivity between the learner and the MKO and also helps decrease learner frustration because the learner knows that he is not alone in trying to achieve the taskLearning the task as a whole not concentrating on individual sub-skills of the task authentic original ill structured as in real lifework instead of simplified structured as in textbook classroomHelp the learner when he is at a point where he needs help in order to continue the task When learners are left for too long at a point where they cannot make progress they may lose interest and motivation andbecome frustrated
Assistance is tailored to the needs of the learner It is just enough to get the learner past his current difficulties The MKO assists only inthose steps that are beyond the learners abilityA model of a task that will lead the learner to accomplish the task efficiently This model provides a framework around which learners can organize their skills
Cognitive Apprenticeship and TampL Online
Benefits
encouraging
motivating and engaging
helping to retain and transfer
facilitating higher order reasoning
422011 24ID Faculty
encourages authentic activity and assessment as the learning activities are similar to real-world practicemotivates and engages learners as learners think and are treated as experts helps to achieve possible greater level of retention and transfer as situated contextualized learning enables learners to retain knowledge facilitates higher order reasoning as learners use advanced reasoning processes modeled after experts
of Cognitive Apprenticeship
Cognitive Apprenticeship and TampL Online
Challenges
requiring highly facilitative teaching skills
higher levels of learner anxiety and frustration
time consuming
additional and more sophisticated resources
422011 25ID Faculty
of Cognitive Apprenticeship
teachers constantly attending to learnersrsquo difficultiesproblems student autonomy level depending on teachersrsquo coaching and scaffoldingpatience and advanced facilitative teaching skills necessary
overwhelmed learners become anxious frustrated afraid to explore tasks
enormous time required for exploring different areas creating productsconstantly discuss and reflect accomplishments and future plans
may require resources not readily available ie SMEs time money etc
Cognitive Apprenticeship and TampL Online
Conclusion
Cognitive apprenticeship affords both opportunities and challenges as do most educational models What challenges have you considered How might you overcome them What benefits might such a model bring to you and your students What aspects of cognitive apprenticeship are you already using What aspects might you take back to your classroom for a trial run
422011 26ID Faculty
Cognitive Apprenticeship and TampL Online
ReferencesBereiter C amp Scardamalia M (1987) The psychology of written composition Hillsdale NJ Lawrence Erlbaum
Associates
Cave A (2010) Learning math in second grade An application of cognitive apprenticeship National Forum of Applied Educational Research Journal 23 (3) 1-16
Chiu M-H Chou C-C amp Liu C-J (2002) Dynamic processes of conceptual change Analysis of constructing mental models of chemical equilibrium Journal of Research in Science Teaching 39(8) 688-712
Collins A Brown J S amp Newman S E (1989) Cognitive apprenticeship Teaching the crafts of reading writing and mathematics In Resnick L B (Ed) Knowing learning and instruction essays in honor of Robert Glaser (pp 453-494) Hillsdale NJ Lawrence Erlbaum Associates Publishers
Dennen VP (2004) Cognitive apprenticeship in educational practice Research on scaffolding modeling mentoring and coaching as instructional strategies In David Jonnassen (Ed) Handbook of Research on Educational Communications and Technology (2nd ed) pp 813-828
Dennen VP amp Burner KJ (2010) The Cognitive apprenticeship model in educational practice In JM Spector MD Merrill MP Driscoll amp J van Merrionboer (Eds) Handbook of Research in Educational Technology 3rd Ed Mahwah NJ Erlbaum pp 426-439
Dickey M D (2008) Integrating cognitive apprenticeship methods in a Web-based educational technology course for P-12 teacher education Computers amp Education 51 506ndash518
Pascal T amp Hencmann M (2008) Cognitive apprenticeship in online learning 24th Annual Conference on Distance Teaching amp Learning
Schoenfeld A H (1985) Mathematical problem solving NY Academic Press
Stewart KK amp Lagowski JJ (2003) Cognitive apprenticeship theory and graduate chemistry education
Journal of Chemical Education 8(12) 1362-1366
Wang FK amp Bonk C (2001) A design framework for electronic cognitive apprenticeship JALN 5(2) 131-151
422011 27ID Faculty
Cognitive Apprenticeship and TampL Online
Crafts Apprenticeship
A system of learningpersons involved
master functions
apprentice functions
422011 10ID Faculty
At least two persons are involved ie masterexpert and apprenticelearners
(at least two)
master demonstrates interrupts provides challenge encourages risk-taking and guides
(demo guide hellip)
Apprentice learns by doing through observation mimicking being coached and corrected and scaffolded
(observing mimicking hellip)
Cognitive Apprenticeship and TampL Online
Mechanism
apprentice
performance
Examples
tying a shoe building a fire and taking blood
carpenter tailor and driver skills
flight attendant training
422011 11ID Faculty
learns through trial and error
(trial and error)
The apprentice performs physical duties entailed in the role
(psychomotor duties)
Cognitive Apprenticeship and TampL Online
Benefits
learn at site
planned training
lower level entrants
Limitations
context-free environments
knowing and seeing associated with psychomotor exchanges
failure to account for the implicit processes
422011 12ID Faculty
learning new skills in an actual physical context of practice working side by side with an expert
(beside the masterexpert)
providing the apprenticelearner with a planned and structured training program to learn a specific task
(to learn a specific skill)
bringing lower level entrants and under-represented groups into the organization
(under-represented groups into workforce)
Cognitive Apprenticeship and TampL Online
Cognitive Apprenticeship
a pedagogical model
a process of social interaction
involving cognitive exchanges
bringing tacit process into open
focusing on cognitive and meta cognitive skills ie thinking process
nurturing the learner from peripheral into full participants
422011 ID Faculty 13
(teaching implicit processes)
A method that teaches the implicit processes thatan expert uses to carry out complex tasks
Cognitive Apprenticeship and TampL Online
Cognitive Apprenticeship Techniques Modeling
modeling expert performance
externalizing internal processes
Examples
mathematics
reading comprehension
422011 14ID Faculty
teaching behavior that shows how an expert feels thinks or acts within a given situation
(demonstrating)
externalizing cognitive processes verbalizing thought processes thinking aloud to illustrate the invisible
write out explicit steps and work through a problem aloud demonstrating her heuristics and procedural knowledgeuse an authentic newspaper and go through the process of reading and comprehending an article Thus students understand and build a conceptual model of the comprehension process and its conditions for application in conditions similar to real life situations
Cognitive Apprenticeship and TampL Online
Coaching
overseeing process
helping learners achieve
examples
422011 15ID Faculty
a process of overseeing student learning
helping learners to accomplish their learning goals helping choose learning tasks
providing hints and feedback diagnosing problems
offering verbal or non-verbal encouragement
evaluating completed products
structuring learning
Cognitive Apprenticeship and TampL Online
Scaffolding a supporting framework
instructional techniques
Vygotskys Zone of Proximal Development
support from more knowledgeable others Fading ie gradual removal of the support system
422011 16ID Faculty
a temporary or movable platform to stand or sit on while working (in construction) a structure supporting learners working at a level higher than their ability allows without assistance (in teaching and learning)
instructional techniques to help learners bridge the gap between their existing knowledge and the instructorrsquos intended learning outcome the forms of support temporarily provided by instructors to initiate learners into a new domain or finishing new assignments a cooperative problem-solving effort by teachers and learners
Vygotsky defined the concept of the zone of proximal development (ZPD) as the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers
two processes occur in scaffolding 1) providing support to thestudent by a more knowledgeable other (MKO) whether a teacher a better informed peer a community member a domain expert a parent or in some cases even a computer
2) the gradual removal of the support system in a way which leaves the student able to perform the unassisted task which was previously possible only with the scaffolding
Cognitive Apprenticeship and TampL Online
Articulation and Reflection
Articulation
expression deliberation speaking verbalisation
Reflection
contemplation
evoking activity
opportunity to look back
422011 17ID Faculty
speaking out thinking aloud of ideas knowledge reasoning think path making learning explicit through language ie via demonstration discussion presentation contemplating pondering thinking of ideas performances or thoughts
looking back and analyzing performances and artifacts with a desire for understanding and improvement towards the behavior of an expert
activity evoking insights and nurturing revisions
Cognitive Apprenticeship and TampL Online
Fading
phasing out
applying strategies
finding problems
finding solutions
carrying out work
422011 18ID Faculty
gradual removal of the scaffolding
phasing out support from expert applying expert problem-solving strategies and techniquesfinding own problems for their own goals
finding own solutions to the problems
carrying out work by the learners independently
Cognitive Apprenticeship and TampL Online
Using technology to practice CA
Modeling Demonstrating
text
audio
video
tutorials
graphics
animation
422011 ID Faculty 19
Modeling can be conducted in various formats with different
tools regardless of instructional environment for example
animation of math formula analysis pronunciation of words in
foreign language photos of historical figures or events text-
based instruction software tutorials or video vignettes
httpcstlsemoeduidMA318FractionModelFractionModelhtm
httpwwwoutreachproductionscompage_id=494 (Doug)
httpwwwclaytownecomct_gallery_ill_medical_scientific_Chtml
httpwwwhachcomfmmimghachCODE3ADOC2725380063205197C1
httpcstlsemoeduidConnectProConnectFeaturesFeatureshtm
httpwmservercstlsemoedumrodgersch180CH180_Lab03wmv
Cognitive Apprenticeship and TampL Online
Coaching Scaffolding
critical questions
resources
timely feedback
422011 ID Faculty 20
The critical questions keep learners on the right track and lead them to think and deal with those the instructor wants them to deal with The critical questions are constructed in the assignments discussion instructions orthey may also be presented through email communications comments on discussion postings etc
Relevant resources are embedded at the places where the instructor anticipates the learners may encounter difficulties or provided through email communications comments on discussion postings assignments etc
In addition to instructor feedback can also be from peers ie comments on discussion postings individual contribution to group project It can come in writing or verbal through chat Facebook Google Docs video Conferencing Wiki When one student responses to a question others are listening reading Students donrsquot have to neither can they learn everything from instructor
Sample
Cognitive Apprenticeship and TampL Online
Articulating through discussion forum postings
individual projects assignments presentations
422011 ID Faculty 21
Through articulation the learners make their learning explicit through language so that community members have a basis of interaction to refine and expand understanding Articulation can be interwoven in a learning experience through a variety of strategies including discussion demonstration presentation and the exchange of written or other learner-produced artifacts
Cognitive Apprenticeship and TampL Online
Reflection
422011 ID Faculty 22
Critique of peer work can also serve the goal of
reflection because a student needs to analyze the
pros and cons if she wants to do a real good critique
A re-work of independent project is another format of
reflection This re-worked product can be a critique a
a lab project a piece of writing a presentation a video
clip or any other discipline-specific product
is practiced through writing or presentation
Cognitive Apprenticeship and TampL Online
Zone of Proximal Development (ZPD)
Actual development level with no guide
Potential development level with adult guide
Goal sharing
Whole-task approach
Immediate availability of help
Optimal level of help
Conveying an expert model
422011 23ID Faculty
We can accomplish certain things by working independently depending on the knowledge and skills we already have We can accomplish a lot more when we have experts or more knowledgeable others to guide us or by working collaboratively with others Thatrsquos why we go to school and college Sharing the goal increases intersubjectivity between the learner and the MKO and also helps decrease learner frustration because the learner knows that he is not alone in trying to achieve the taskLearning the task as a whole not concentrating on individual sub-skills of the task authentic original ill structured as in real lifework instead of simplified structured as in textbook classroomHelp the learner when he is at a point where he needs help in order to continue the task When learners are left for too long at a point where they cannot make progress they may lose interest and motivation andbecome frustrated
Assistance is tailored to the needs of the learner It is just enough to get the learner past his current difficulties The MKO assists only inthose steps that are beyond the learners abilityA model of a task that will lead the learner to accomplish the task efficiently This model provides a framework around which learners can organize their skills
Cognitive Apprenticeship and TampL Online
Benefits
encouraging
motivating and engaging
helping to retain and transfer
facilitating higher order reasoning
422011 24ID Faculty
encourages authentic activity and assessment as the learning activities are similar to real-world practicemotivates and engages learners as learners think and are treated as experts helps to achieve possible greater level of retention and transfer as situated contextualized learning enables learners to retain knowledge facilitates higher order reasoning as learners use advanced reasoning processes modeled after experts
of Cognitive Apprenticeship
Cognitive Apprenticeship and TampL Online
Challenges
requiring highly facilitative teaching skills
higher levels of learner anxiety and frustration
time consuming
additional and more sophisticated resources
422011 25ID Faculty
of Cognitive Apprenticeship
teachers constantly attending to learnersrsquo difficultiesproblems student autonomy level depending on teachersrsquo coaching and scaffoldingpatience and advanced facilitative teaching skills necessary
overwhelmed learners become anxious frustrated afraid to explore tasks
enormous time required for exploring different areas creating productsconstantly discuss and reflect accomplishments and future plans
may require resources not readily available ie SMEs time money etc
Cognitive Apprenticeship and TampL Online
Conclusion
Cognitive apprenticeship affords both opportunities and challenges as do most educational models What challenges have you considered How might you overcome them What benefits might such a model bring to you and your students What aspects of cognitive apprenticeship are you already using What aspects might you take back to your classroom for a trial run
422011 26ID Faculty
Cognitive Apprenticeship and TampL Online
ReferencesBereiter C amp Scardamalia M (1987) The psychology of written composition Hillsdale NJ Lawrence Erlbaum
Associates
Cave A (2010) Learning math in second grade An application of cognitive apprenticeship National Forum of Applied Educational Research Journal 23 (3) 1-16
Chiu M-H Chou C-C amp Liu C-J (2002) Dynamic processes of conceptual change Analysis of constructing mental models of chemical equilibrium Journal of Research in Science Teaching 39(8) 688-712
Collins A Brown J S amp Newman S E (1989) Cognitive apprenticeship Teaching the crafts of reading writing and mathematics In Resnick L B (Ed) Knowing learning and instruction essays in honor of Robert Glaser (pp 453-494) Hillsdale NJ Lawrence Erlbaum Associates Publishers
Dennen VP (2004) Cognitive apprenticeship in educational practice Research on scaffolding modeling mentoring and coaching as instructional strategies In David Jonnassen (Ed) Handbook of Research on Educational Communications and Technology (2nd ed) pp 813-828
Dennen VP amp Burner KJ (2010) The Cognitive apprenticeship model in educational practice In JM Spector MD Merrill MP Driscoll amp J van Merrionboer (Eds) Handbook of Research in Educational Technology 3rd Ed Mahwah NJ Erlbaum pp 426-439
Dickey M D (2008) Integrating cognitive apprenticeship methods in a Web-based educational technology course for P-12 teacher education Computers amp Education 51 506ndash518
Pascal T amp Hencmann M (2008) Cognitive apprenticeship in online learning 24th Annual Conference on Distance Teaching amp Learning
Schoenfeld A H (1985) Mathematical problem solving NY Academic Press
Stewart KK amp Lagowski JJ (2003) Cognitive apprenticeship theory and graduate chemistry education
Journal of Chemical Education 8(12) 1362-1366
Wang FK amp Bonk C (2001) A design framework for electronic cognitive apprenticeship JALN 5(2) 131-151
422011 27ID Faculty
Cognitive Apprenticeship and TampL Online
Mechanism
apprentice
performance
Examples
tying a shoe building a fire and taking blood
carpenter tailor and driver skills
flight attendant training
422011 11ID Faculty
learns through trial and error
(trial and error)
The apprentice performs physical duties entailed in the role
(psychomotor duties)
Cognitive Apprenticeship and TampL Online
Benefits
learn at site
planned training
lower level entrants
Limitations
context-free environments
knowing and seeing associated with psychomotor exchanges
failure to account for the implicit processes
422011 12ID Faculty
learning new skills in an actual physical context of practice working side by side with an expert
(beside the masterexpert)
providing the apprenticelearner with a planned and structured training program to learn a specific task
(to learn a specific skill)
bringing lower level entrants and under-represented groups into the organization
(under-represented groups into workforce)
Cognitive Apprenticeship and TampL Online
Cognitive Apprenticeship
a pedagogical model
a process of social interaction
involving cognitive exchanges
bringing tacit process into open
focusing on cognitive and meta cognitive skills ie thinking process
nurturing the learner from peripheral into full participants
422011 ID Faculty 13
(teaching implicit processes)
A method that teaches the implicit processes thatan expert uses to carry out complex tasks
Cognitive Apprenticeship and TampL Online
Cognitive Apprenticeship Techniques Modeling
modeling expert performance
externalizing internal processes
Examples
mathematics
reading comprehension
422011 14ID Faculty
teaching behavior that shows how an expert feels thinks or acts within a given situation
(demonstrating)
externalizing cognitive processes verbalizing thought processes thinking aloud to illustrate the invisible
write out explicit steps and work through a problem aloud demonstrating her heuristics and procedural knowledgeuse an authentic newspaper and go through the process of reading and comprehending an article Thus students understand and build a conceptual model of the comprehension process and its conditions for application in conditions similar to real life situations
Cognitive Apprenticeship and TampL Online
Coaching
overseeing process
helping learners achieve
examples
422011 15ID Faculty
a process of overseeing student learning
helping learners to accomplish their learning goals helping choose learning tasks
providing hints and feedback diagnosing problems
offering verbal or non-verbal encouragement
evaluating completed products
structuring learning
Cognitive Apprenticeship and TampL Online
Scaffolding a supporting framework
instructional techniques
Vygotskys Zone of Proximal Development
support from more knowledgeable others Fading ie gradual removal of the support system
422011 16ID Faculty
a temporary or movable platform to stand or sit on while working (in construction) a structure supporting learners working at a level higher than their ability allows without assistance (in teaching and learning)
instructional techniques to help learners bridge the gap between their existing knowledge and the instructorrsquos intended learning outcome the forms of support temporarily provided by instructors to initiate learners into a new domain or finishing new assignments a cooperative problem-solving effort by teachers and learners
Vygotsky defined the concept of the zone of proximal development (ZPD) as the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers
two processes occur in scaffolding 1) providing support to thestudent by a more knowledgeable other (MKO) whether a teacher a better informed peer a community member a domain expert a parent or in some cases even a computer
2) the gradual removal of the support system in a way which leaves the student able to perform the unassisted task which was previously possible only with the scaffolding
Cognitive Apprenticeship and TampL Online
Articulation and Reflection
Articulation
expression deliberation speaking verbalisation
Reflection
contemplation
evoking activity
opportunity to look back
422011 17ID Faculty
speaking out thinking aloud of ideas knowledge reasoning think path making learning explicit through language ie via demonstration discussion presentation contemplating pondering thinking of ideas performances or thoughts
looking back and analyzing performances and artifacts with a desire for understanding and improvement towards the behavior of an expert
activity evoking insights and nurturing revisions
Cognitive Apprenticeship and TampL Online
Fading
phasing out
applying strategies
finding problems
finding solutions
carrying out work
422011 18ID Faculty
gradual removal of the scaffolding
phasing out support from expert applying expert problem-solving strategies and techniquesfinding own problems for their own goals
finding own solutions to the problems
carrying out work by the learners independently
Cognitive Apprenticeship and TampL Online
Using technology to practice CA
Modeling Demonstrating
text
audio
video
tutorials
graphics
animation
422011 ID Faculty 19
Modeling can be conducted in various formats with different
tools regardless of instructional environment for example
animation of math formula analysis pronunciation of words in
foreign language photos of historical figures or events text-
based instruction software tutorials or video vignettes
httpcstlsemoeduidMA318FractionModelFractionModelhtm
httpwwwoutreachproductionscompage_id=494 (Doug)
httpwwwclaytownecomct_gallery_ill_medical_scientific_Chtml
httpwwwhachcomfmmimghachCODE3ADOC2725380063205197C1
httpcstlsemoeduidConnectProConnectFeaturesFeatureshtm
httpwmservercstlsemoedumrodgersch180CH180_Lab03wmv
Cognitive Apprenticeship and TampL Online
Coaching Scaffolding
critical questions
resources
timely feedback
422011 ID Faculty 20
The critical questions keep learners on the right track and lead them to think and deal with those the instructor wants them to deal with The critical questions are constructed in the assignments discussion instructions orthey may also be presented through email communications comments on discussion postings etc
Relevant resources are embedded at the places where the instructor anticipates the learners may encounter difficulties or provided through email communications comments on discussion postings assignments etc
In addition to instructor feedback can also be from peers ie comments on discussion postings individual contribution to group project It can come in writing or verbal through chat Facebook Google Docs video Conferencing Wiki When one student responses to a question others are listening reading Students donrsquot have to neither can they learn everything from instructor
Sample
Cognitive Apprenticeship and TampL Online
Articulating through discussion forum postings
individual projects assignments presentations
422011 ID Faculty 21
Through articulation the learners make their learning explicit through language so that community members have a basis of interaction to refine and expand understanding Articulation can be interwoven in a learning experience through a variety of strategies including discussion demonstration presentation and the exchange of written or other learner-produced artifacts
Cognitive Apprenticeship and TampL Online
Reflection
422011 ID Faculty 22
Critique of peer work can also serve the goal of
reflection because a student needs to analyze the
pros and cons if she wants to do a real good critique
A re-work of independent project is another format of
reflection This re-worked product can be a critique a
a lab project a piece of writing a presentation a video
clip or any other discipline-specific product
is practiced through writing or presentation
Cognitive Apprenticeship and TampL Online
Zone of Proximal Development (ZPD)
Actual development level with no guide
Potential development level with adult guide
Goal sharing
Whole-task approach
Immediate availability of help
Optimal level of help
Conveying an expert model
422011 23ID Faculty
We can accomplish certain things by working independently depending on the knowledge and skills we already have We can accomplish a lot more when we have experts or more knowledgeable others to guide us or by working collaboratively with others Thatrsquos why we go to school and college Sharing the goal increases intersubjectivity between the learner and the MKO and also helps decrease learner frustration because the learner knows that he is not alone in trying to achieve the taskLearning the task as a whole not concentrating on individual sub-skills of the task authentic original ill structured as in real lifework instead of simplified structured as in textbook classroomHelp the learner when he is at a point where he needs help in order to continue the task When learners are left for too long at a point where they cannot make progress they may lose interest and motivation andbecome frustrated
Assistance is tailored to the needs of the learner It is just enough to get the learner past his current difficulties The MKO assists only inthose steps that are beyond the learners abilityA model of a task that will lead the learner to accomplish the task efficiently This model provides a framework around which learners can organize their skills
Cognitive Apprenticeship and TampL Online
Benefits
encouraging
motivating and engaging
helping to retain and transfer
facilitating higher order reasoning
422011 24ID Faculty
encourages authentic activity and assessment as the learning activities are similar to real-world practicemotivates and engages learners as learners think and are treated as experts helps to achieve possible greater level of retention and transfer as situated contextualized learning enables learners to retain knowledge facilitates higher order reasoning as learners use advanced reasoning processes modeled after experts
of Cognitive Apprenticeship
Cognitive Apprenticeship and TampL Online
Challenges
requiring highly facilitative teaching skills
higher levels of learner anxiety and frustration
time consuming
additional and more sophisticated resources
422011 25ID Faculty
of Cognitive Apprenticeship
teachers constantly attending to learnersrsquo difficultiesproblems student autonomy level depending on teachersrsquo coaching and scaffoldingpatience and advanced facilitative teaching skills necessary
overwhelmed learners become anxious frustrated afraid to explore tasks
enormous time required for exploring different areas creating productsconstantly discuss and reflect accomplishments and future plans
may require resources not readily available ie SMEs time money etc
Cognitive Apprenticeship and TampL Online
Conclusion
Cognitive apprenticeship affords both opportunities and challenges as do most educational models What challenges have you considered How might you overcome them What benefits might such a model bring to you and your students What aspects of cognitive apprenticeship are you already using What aspects might you take back to your classroom for a trial run
422011 26ID Faculty
Cognitive Apprenticeship and TampL Online
ReferencesBereiter C amp Scardamalia M (1987) The psychology of written composition Hillsdale NJ Lawrence Erlbaum
Associates
Cave A (2010) Learning math in second grade An application of cognitive apprenticeship National Forum of Applied Educational Research Journal 23 (3) 1-16
Chiu M-H Chou C-C amp Liu C-J (2002) Dynamic processes of conceptual change Analysis of constructing mental models of chemical equilibrium Journal of Research in Science Teaching 39(8) 688-712
Collins A Brown J S amp Newman S E (1989) Cognitive apprenticeship Teaching the crafts of reading writing and mathematics In Resnick L B (Ed) Knowing learning and instruction essays in honor of Robert Glaser (pp 453-494) Hillsdale NJ Lawrence Erlbaum Associates Publishers
Dennen VP (2004) Cognitive apprenticeship in educational practice Research on scaffolding modeling mentoring and coaching as instructional strategies In David Jonnassen (Ed) Handbook of Research on Educational Communications and Technology (2nd ed) pp 813-828
Dennen VP amp Burner KJ (2010) The Cognitive apprenticeship model in educational practice In JM Spector MD Merrill MP Driscoll amp J van Merrionboer (Eds) Handbook of Research in Educational Technology 3rd Ed Mahwah NJ Erlbaum pp 426-439
Dickey M D (2008) Integrating cognitive apprenticeship methods in a Web-based educational technology course for P-12 teacher education Computers amp Education 51 506ndash518
Pascal T amp Hencmann M (2008) Cognitive apprenticeship in online learning 24th Annual Conference on Distance Teaching amp Learning
Schoenfeld A H (1985) Mathematical problem solving NY Academic Press
Stewart KK amp Lagowski JJ (2003) Cognitive apprenticeship theory and graduate chemistry education
Journal of Chemical Education 8(12) 1362-1366
Wang FK amp Bonk C (2001) A design framework for electronic cognitive apprenticeship JALN 5(2) 131-151
422011 27ID Faculty
Cognitive Apprenticeship and TampL Online
Benefits
learn at site
planned training
lower level entrants
Limitations
context-free environments
knowing and seeing associated with psychomotor exchanges
failure to account for the implicit processes
422011 12ID Faculty
learning new skills in an actual physical context of practice working side by side with an expert
(beside the masterexpert)
providing the apprenticelearner with a planned and structured training program to learn a specific task
(to learn a specific skill)
bringing lower level entrants and under-represented groups into the organization
(under-represented groups into workforce)
Cognitive Apprenticeship and TampL Online
Cognitive Apprenticeship
a pedagogical model
a process of social interaction
involving cognitive exchanges
bringing tacit process into open
focusing on cognitive and meta cognitive skills ie thinking process
nurturing the learner from peripheral into full participants
422011 ID Faculty 13
(teaching implicit processes)
A method that teaches the implicit processes thatan expert uses to carry out complex tasks
Cognitive Apprenticeship and TampL Online
Cognitive Apprenticeship Techniques Modeling
modeling expert performance
externalizing internal processes
Examples
mathematics
reading comprehension
422011 14ID Faculty
teaching behavior that shows how an expert feels thinks or acts within a given situation
(demonstrating)
externalizing cognitive processes verbalizing thought processes thinking aloud to illustrate the invisible
write out explicit steps and work through a problem aloud demonstrating her heuristics and procedural knowledgeuse an authentic newspaper and go through the process of reading and comprehending an article Thus students understand and build a conceptual model of the comprehension process and its conditions for application in conditions similar to real life situations
Cognitive Apprenticeship and TampL Online
Coaching
overseeing process
helping learners achieve
examples
422011 15ID Faculty
a process of overseeing student learning
helping learners to accomplish their learning goals helping choose learning tasks
providing hints and feedback diagnosing problems
offering verbal or non-verbal encouragement
evaluating completed products
structuring learning
Cognitive Apprenticeship and TampL Online
Scaffolding a supporting framework
instructional techniques
Vygotskys Zone of Proximal Development
support from more knowledgeable others Fading ie gradual removal of the support system
422011 16ID Faculty
a temporary or movable platform to stand or sit on while working (in construction) a structure supporting learners working at a level higher than their ability allows without assistance (in teaching and learning)
instructional techniques to help learners bridge the gap between their existing knowledge and the instructorrsquos intended learning outcome the forms of support temporarily provided by instructors to initiate learners into a new domain or finishing new assignments a cooperative problem-solving effort by teachers and learners
Vygotsky defined the concept of the zone of proximal development (ZPD) as the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers
two processes occur in scaffolding 1) providing support to thestudent by a more knowledgeable other (MKO) whether a teacher a better informed peer a community member a domain expert a parent or in some cases even a computer
2) the gradual removal of the support system in a way which leaves the student able to perform the unassisted task which was previously possible only with the scaffolding
Cognitive Apprenticeship and TampL Online
Articulation and Reflection
Articulation
expression deliberation speaking verbalisation
Reflection
contemplation
evoking activity
opportunity to look back
422011 17ID Faculty
speaking out thinking aloud of ideas knowledge reasoning think path making learning explicit through language ie via demonstration discussion presentation contemplating pondering thinking of ideas performances or thoughts
looking back and analyzing performances and artifacts with a desire for understanding and improvement towards the behavior of an expert
activity evoking insights and nurturing revisions
Cognitive Apprenticeship and TampL Online
Fading
phasing out
applying strategies
finding problems
finding solutions
carrying out work
422011 18ID Faculty
gradual removal of the scaffolding
phasing out support from expert applying expert problem-solving strategies and techniquesfinding own problems for their own goals
finding own solutions to the problems
carrying out work by the learners independently
Cognitive Apprenticeship and TampL Online
Using technology to practice CA
Modeling Demonstrating
text
audio
video
tutorials
graphics
animation
422011 ID Faculty 19
Modeling can be conducted in various formats with different
tools regardless of instructional environment for example
animation of math formula analysis pronunciation of words in
foreign language photos of historical figures or events text-
based instruction software tutorials or video vignettes
httpcstlsemoeduidMA318FractionModelFractionModelhtm
httpwwwoutreachproductionscompage_id=494 (Doug)
httpwwwclaytownecomct_gallery_ill_medical_scientific_Chtml
httpwwwhachcomfmmimghachCODE3ADOC2725380063205197C1
httpcstlsemoeduidConnectProConnectFeaturesFeatureshtm
httpwmservercstlsemoedumrodgersch180CH180_Lab03wmv
Cognitive Apprenticeship and TampL Online
Coaching Scaffolding
critical questions
resources
timely feedback
422011 ID Faculty 20
The critical questions keep learners on the right track and lead them to think and deal with those the instructor wants them to deal with The critical questions are constructed in the assignments discussion instructions orthey may also be presented through email communications comments on discussion postings etc
Relevant resources are embedded at the places where the instructor anticipates the learners may encounter difficulties or provided through email communications comments on discussion postings assignments etc
In addition to instructor feedback can also be from peers ie comments on discussion postings individual contribution to group project It can come in writing or verbal through chat Facebook Google Docs video Conferencing Wiki When one student responses to a question others are listening reading Students donrsquot have to neither can they learn everything from instructor
Sample
Cognitive Apprenticeship and TampL Online
Articulating through discussion forum postings
individual projects assignments presentations
422011 ID Faculty 21
Through articulation the learners make their learning explicit through language so that community members have a basis of interaction to refine and expand understanding Articulation can be interwoven in a learning experience through a variety of strategies including discussion demonstration presentation and the exchange of written or other learner-produced artifacts
Cognitive Apprenticeship and TampL Online
Reflection
422011 ID Faculty 22
Critique of peer work can also serve the goal of
reflection because a student needs to analyze the
pros and cons if she wants to do a real good critique
A re-work of independent project is another format of
reflection This re-worked product can be a critique a
a lab project a piece of writing a presentation a video
clip or any other discipline-specific product
is practiced through writing or presentation
Cognitive Apprenticeship and TampL Online
Zone of Proximal Development (ZPD)
Actual development level with no guide
Potential development level with adult guide
Goal sharing
Whole-task approach
Immediate availability of help
Optimal level of help
Conveying an expert model
422011 23ID Faculty
We can accomplish certain things by working independently depending on the knowledge and skills we already have We can accomplish a lot more when we have experts or more knowledgeable others to guide us or by working collaboratively with others Thatrsquos why we go to school and college Sharing the goal increases intersubjectivity between the learner and the MKO and also helps decrease learner frustration because the learner knows that he is not alone in trying to achieve the taskLearning the task as a whole not concentrating on individual sub-skills of the task authentic original ill structured as in real lifework instead of simplified structured as in textbook classroomHelp the learner when he is at a point where he needs help in order to continue the task When learners are left for too long at a point where they cannot make progress they may lose interest and motivation andbecome frustrated
Assistance is tailored to the needs of the learner It is just enough to get the learner past his current difficulties The MKO assists only inthose steps that are beyond the learners abilityA model of a task that will lead the learner to accomplish the task efficiently This model provides a framework around which learners can organize their skills
Cognitive Apprenticeship and TampL Online
Benefits
encouraging
motivating and engaging
helping to retain and transfer
facilitating higher order reasoning
422011 24ID Faculty
encourages authentic activity and assessment as the learning activities are similar to real-world practicemotivates and engages learners as learners think and are treated as experts helps to achieve possible greater level of retention and transfer as situated contextualized learning enables learners to retain knowledge facilitates higher order reasoning as learners use advanced reasoning processes modeled after experts
of Cognitive Apprenticeship
Cognitive Apprenticeship and TampL Online
Challenges
requiring highly facilitative teaching skills
higher levels of learner anxiety and frustration
time consuming
additional and more sophisticated resources
422011 25ID Faculty
of Cognitive Apprenticeship
teachers constantly attending to learnersrsquo difficultiesproblems student autonomy level depending on teachersrsquo coaching and scaffoldingpatience and advanced facilitative teaching skills necessary
overwhelmed learners become anxious frustrated afraid to explore tasks
enormous time required for exploring different areas creating productsconstantly discuss and reflect accomplishments and future plans
may require resources not readily available ie SMEs time money etc
Cognitive Apprenticeship and TampL Online
Conclusion
Cognitive apprenticeship affords both opportunities and challenges as do most educational models What challenges have you considered How might you overcome them What benefits might such a model bring to you and your students What aspects of cognitive apprenticeship are you already using What aspects might you take back to your classroom for a trial run
422011 26ID Faculty
Cognitive Apprenticeship and TampL Online
ReferencesBereiter C amp Scardamalia M (1987) The psychology of written composition Hillsdale NJ Lawrence Erlbaum
Associates
Cave A (2010) Learning math in second grade An application of cognitive apprenticeship National Forum of Applied Educational Research Journal 23 (3) 1-16
Chiu M-H Chou C-C amp Liu C-J (2002) Dynamic processes of conceptual change Analysis of constructing mental models of chemical equilibrium Journal of Research in Science Teaching 39(8) 688-712
Collins A Brown J S amp Newman S E (1989) Cognitive apprenticeship Teaching the crafts of reading writing and mathematics In Resnick L B (Ed) Knowing learning and instruction essays in honor of Robert Glaser (pp 453-494) Hillsdale NJ Lawrence Erlbaum Associates Publishers
Dennen VP (2004) Cognitive apprenticeship in educational practice Research on scaffolding modeling mentoring and coaching as instructional strategies In David Jonnassen (Ed) Handbook of Research on Educational Communications and Technology (2nd ed) pp 813-828
Dennen VP amp Burner KJ (2010) The Cognitive apprenticeship model in educational practice In JM Spector MD Merrill MP Driscoll amp J van Merrionboer (Eds) Handbook of Research in Educational Technology 3rd Ed Mahwah NJ Erlbaum pp 426-439
Dickey M D (2008) Integrating cognitive apprenticeship methods in a Web-based educational technology course for P-12 teacher education Computers amp Education 51 506ndash518
Pascal T amp Hencmann M (2008) Cognitive apprenticeship in online learning 24th Annual Conference on Distance Teaching amp Learning
Schoenfeld A H (1985) Mathematical problem solving NY Academic Press
Stewart KK amp Lagowski JJ (2003) Cognitive apprenticeship theory and graduate chemistry education
Journal of Chemical Education 8(12) 1362-1366
Wang FK amp Bonk C (2001) A design framework for electronic cognitive apprenticeship JALN 5(2) 131-151
422011 27ID Faculty
Cognitive Apprenticeship and TampL Online
Cognitive Apprenticeship
a pedagogical model
a process of social interaction
involving cognitive exchanges
bringing tacit process into open
focusing on cognitive and meta cognitive skills ie thinking process
nurturing the learner from peripheral into full participants
422011 ID Faculty 13
(teaching implicit processes)
A method that teaches the implicit processes thatan expert uses to carry out complex tasks
Cognitive Apprenticeship and TampL Online
Cognitive Apprenticeship Techniques Modeling
modeling expert performance
externalizing internal processes
Examples
mathematics
reading comprehension
422011 14ID Faculty
teaching behavior that shows how an expert feels thinks or acts within a given situation
(demonstrating)
externalizing cognitive processes verbalizing thought processes thinking aloud to illustrate the invisible
write out explicit steps and work through a problem aloud demonstrating her heuristics and procedural knowledgeuse an authentic newspaper and go through the process of reading and comprehending an article Thus students understand and build a conceptual model of the comprehension process and its conditions for application in conditions similar to real life situations
Cognitive Apprenticeship and TampL Online
Coaching
overseeing process
helping learners achieve
examples
422011 15ID Faculty
a process of overseeing student learning
helping learners to accomplish their learning goals helping choose learning tasks
providing hints and feedback diagnosing problems
offering verbal or non-verbal encouragement
evaluating completed products
structuring learning
Cognitive Apprenticeship and TampL Online
Scaffolding a supporting framework
instructional techniques
Vygotskys Zone of Proximal Development
support from more knowledgeable others Fading ie gradual removal of the support system
422011 16ID Faculty
a temporary or movable platform to stand or sit on while working (in construction) a structure supporting learners working at a level higher than their ability allows without assistance (in teaching and learning)
instructional techniques to help learners bridge the gap between their existing knowledge and the instructorrsquos intended learning outcome the forms of support temporarily provided by instructors to initiate learners into a new domain or finishing new assignments a cooperative problem-solving effort by teachers and learners
Vygotsky defined the concept of the zone of proximal development (ZPD) as the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers
two processes occur in scaffolding 1) providing support to thestudent by a more knowledgeable other (MKO) whether a teacher a better informed peer a community member a domain expert a parent or in some cases even a computer
2) the gradual removal of the support system in a way which leaves the student able to perform the unassisted task which was previously possible only with the scaffolding
Cognitive Apprenticeship and TampL Online
Articulation and Reflection
Articulation
expression deliberation speaking verbalisation
Reflection
contemplation
evoking activity
opportunity to look back
422011 17ID Faculty
speaking out thinking aloud of ideas knowledge reasoning think path making learning explicit through language ie via demonstration discussion presentation contemplating pondering thinking of ideas performances or thoughts
looking back and analyzing performances and artifacts with a desire for understanding and improvement towards the behavior of an expert
activity evoking insights and nurturing revisions
Cognitive Apprenticeship and TampL Online
Fading
phasing out
applying strategies
finding problems
finding solutions
carrying out work
422011 18ID Faculty
gradual removal of the scaffolding
phasing out support from expert applying expert problem-solving strategies and techniquesfinding own problems for their own goals
finding own solutions to the problems
carrying out work by the learners independently
Cognitive Apprenticeship and TampL Online
Using technology to practice CA
Modeling Demonstrating
text
audio
video
tutorials
graphics
animation
422011 ID Faculty 19
Modeling can be conducted in various formats with different
tools regardless of instructional environment for example
animation of math formula analysis pronunciation of words in
foreign language photos of historical figures or events text-
based instruction software tutorials or video vignettes
httpcstlsemoeduidMA318FractionModelFractionModelhtm
httpwwwoutreachproductionscompage_id=494 (Doug)
httpwwwclaytownecomct_gallery_ill_medical_scientific_Chtml
httpwwwhachcomfmmimghachCODE3ADOC2725380063205197C1
httpcstlsemoeduidConnectProConnectFeaturesFeatureshtm
httpwmservercstlsemoedumrodgersch180CH180_Lab03wmv
Cognitive Apprenticeship and TampL Online
Coaching Scaffolding
critical questions
resources
timely feedback
422011 ID Faculty 20
The critical questions keep learners on the right track and lead them to think and deal with those the instructor wants them to deal with The critical questions are constructed in the assignments discussion instructions orthey may also be presented through email communications comments on discussion postings etc
Relevant resources are embedded at the places where the instructor anticipates the learners may encounter difficulties or provided through email communications comments on discussion postings assignments etc
In addition to instructor feedback can also be from peers ie comments on discussion postings individual contribution to group project It can come in writing or verbal through chat Facebook Google Docs video Conferencing Wiki When one student responses to a question others are listening reading Students donrsquot have to neither can they learn everything from instructor
Sample
Cognitive Apprenticeship and TampL Online
Articulating through discussion forum postings
individual projects assignments presentations
422011 ID Faculty 21
Through articulation the learners make their learning explicit through language so that community members have a basis of interaction to refine and expand understanding Articulation can be interwoven in a learning experience through a variety of strategies including discussion demonstration presentation and the exchange of written or other learner-produced artifacts
Cognitive Apprenticeship and TampL Online
Reflection
422011 ID Faculty 22
Critique of peer work can also serve the goal of
reflection because a student needs to analyze the
pros and cons if she wants to do a real good critique
A re-work of independent project is another format of
reflection This re-worked product can be a critique a
a lab project a piece of writing a presentation a video
clip or any other discipline-specific product
is practiced through writing or presentation
Cognitive Apprenticeship and TampL Online
Zone of Proximal Development (ZPD)
Actual development level with no guide
Potential development level with adult guide
Goal sharing
Whole-task approach
Immediate availability of help
Optimal level of help
Conveying an expert model
422011 23ID Faculty
We can accomplish certain things by working independently depending on the knowledge and skills we already have We can accomplish a lot more when we have experts or more knowledgeable others to guide us or by working collaboratively with others Thatrsquos why we go to school and college Sharing the goal increases intersubjectivity between the learner and the MKO and also helps decrease learner frustration because the learner knows that he is not alone in trying to achieve the taskLearning the task as a whole not concentrating on individual sub-skills of the task authentic original ill structured as in real lifework instead of simplified structured as in textbook classroomHelp the learner when he is at a point where he needs help in order to continue the task When learners are left for too long at a point where they cannot make progress they may lose interest and motivation andbecome frustrated
Assistance is tailored to the needs of the learner It is just enough to get the learner past his current difficulties The MKO assists only inthose steps that are beyond the learners abilityA model of a task that will lead the learner to accomplish the task efficiently This model provides a framework around which learners can organize their skills
Cognitive Apprenticeship and TampL Online
Benefits
encouraging
motivating and engaging
helping to retain and transfer
facilitating higher order reasoning
422011 24ID Faculty
encourages authentic activity and assessment as the learning activities are similar to real-world practicemotivates and engages learners as learners think and are treated as experts helps to achieve possible greater level of retention and transfer as situated contextualized learning enables learners to retain knowledge facilitates higher order reasoning as learners use advanced reasoning processes modeled after experts
of Cognitive Apprenticeship
Cognitive Apprenticeship and TampL Online
Challenges
requiring highly facilitative teaching skills
higher levels of learner anxiety and frustration
time consuming
additional and more sophisticated resources
422011 25ID Faculty
of Cognitive Apprenticeship
teachers constantly attending to learnersrsquo difficultiesproblems student autonomy level depending on teachersrsquo coaching and scaffoldingpatience and advanced facilitative teaching skills necessary
overwhelmed learners become anxious frustrated afraid to explore tasks
enormous time required for exploring different areas creating productsconstantly discuss and reflect accomplishments and future plans
may require resources not readily available ie SMEs time money etc
Cognitive Apprenticeship and TampL Online
Conclusion
Cognitive apprenticeship affords both opportunities and challenges as do most educational models What challenges have you considered How might you overcome them What benefits might such a model bring to you and your students What aspects of cognitive apprenticeship are you already using What aspects might you take back to your classroom for a trial run
422011 26ID Faculty
Cognitive Apprenticeship and TampL Online
ReferencesBereiter C amp Scardamalia M (1987) The psychology of written composition Hillsdale NJ Lawrence Erlbaum
Associates
Cave A (2010) Learning math in second grade An application of cognitive apprenticeship National Forum of Applied Educational Research Journal 23 (3) 1-16
Chiu M-H Chou C-C amp Liu C-J (2002) Dynamic processes of conceptual change Analysis of constructing mental models of chemical equilibrium Journal of Research in Science Teaching 39(8) 688-712
Collins A Brown J S amp Newman S E (1989) Cognitive apprenticeship Teaching the crafts of reading writing and mathematics In Resnick L B (Ed) Knowing learning and instruction essays in honor of Robert Glaser (pp 453-494) Hillsdale NJ Lawrence Erlbaum Associates Publishers
Dennen VP (2004) Cognitive apprenticeship in educational practice Research on scaffolding modeling mentoring and coaching as instructional strategies In David Jonnassen (Ed) Handbook of Research on Educational Communications and Technology (2nd ed) pp 813-828
Dennen VP amp Burner KJ (2010) The Cognitive apprenticeship model in educational practice In JM Spector MD Merrill MP Driscoll amp J van Merrionboer (Eds) Handbook of Research in Educational Technology 3rd Ed Mahwah NJ Erlbaum pp 426-439
Dickey M D (2008) Integrating cognitive apprenticeship methods in a Web-based educational technology course for P-12 teacher education Computers amp Education 51 506ndash518
Pascal T amp Hencmann M (2008) Cognitive apprenticeship in online learning 24th Annual Conference on Distance Teaching amp Learning
Schoenfeld A H (1985) Mathematical problem solving NY Academic Press
Stewart KK amp Lagowski JJ (2003) Cognitive apprenticeship theory and graduate chemistry education
Journal of Chemical Education 8(12) 1362-1366
Wang FK amp Bonk C (2001) A design framework for electronic cognitive apprenticeship JALN 5(2) 131-151
422011 27ID Faculty
Cognitive Apprenticeship and TampL Online
Cognitive Apprenticeship Techniques Modeling
modeling expert performance
externalizing internal processes
Examples
mathematics
reading comprehension
422011 14ID Faculty
teaching behavior that shows how an expert feels thinks or acts within a given situation
(demonstrating)
externalizing cognitive processes verbalizing thought processes thinking aloud to illustrate the invisible
write out explicit steps and work through a problem aloud demonstrating her heuristics and procedural knowledgeuse an authentic newspaper and go through the process of reading and comprehending an article Thus students understand and build a conceptual model of the comprehension process and its conditions for application in conditions similar to real life situations
Cognitive Apprenticeship and TampL Online
Coaching
overseeing process
helping learners achieve
examples
422011 15ID Faculty
a process of overseeing student learning
helping learners to accomplish their learning goals helping choose learning tasks
providing hints and feedback diagnosing problems
offering verbal or non-verbal encouragement
evaluating completed products
structuring learning
Cognitive Apprenticeship and TampL Online
Scaffolding a supporting framework
instructional techniques
Vygotskys Zone of Proximal Development
support from more knowledgeable others Fading ie gradual removal of the support system
422011 16ID Faculty
a temporary or movable platform to stand or sit on while working (in construction) a structure supporting learners working at a level higher than their ability allows without assistance (in teaching and learning)
instructional techniques to help learners bridge the gap between their existing knowledge and the instructorrsquos intended learning outcome the forms of support temporarily provided by instructors to initiate learners into a new domain or finishing new assignments a cooperative problem-solving effort by teachers and learners
Vygotsky defined the concept of the zone of proximal development (ZPD) as the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers
two processes occur in scaffolding 1) providing support to thestudent by a more knowledgeable other (MKO) whether a teacher a better informed peer a community member a domain expert a parent or in some cases even a computer
2) the gradual removal of the support system in a way which leaves the student able to perform the unassisted task which was previously possible only with the scaffolding
Cognitive Apprenticeship and TampL Online
Articulation and Reflection
Articulation
expression deliberation speaking verbalisation
Reflection
contemplation
evoking activity
opportunity to look back
422011 17ID Faculty
speaking out thinking aloud of ideas knowledge reasoning think path making learning explicit through language ie via demonstration discussion presentation contemplating pondering thinking of ideas performances or thoughts
looking back and analyzing performances and artifacts with a desire for understanding and improvement towards the behavior of an expert
activity evoking insights and nurturing revisions
Cognitive Apprenticeship and TampL Online
Fading
phasing out
applying strategies
finding problems
finding solutions
carrying out work
422011 18ID Faculty
gradual removal of the scaffolding
phasing out support from expert applying expert problem-solving strategies and techniquesfinding own problems for their own goals
finding own solutions to the problems
carrying out work by the learners independently
Cognitive Apprenticeship and TampL Online
Using technology to practice CA
Modeling Demonstrating
text
audio
video
tutorials
graphics
animation
422011 ID Faculty 19
Modeling can be conducted in various formats with different
tools regardless of instructional environment for example
animation of math formula analysis pronunciation of words in
foreign language photos of historical figures or events text-
based instruction software tutorials or video vignettes
httpcstlsemoeduidMA318FractionModelFractionModelhtm
httpwwwoutreachproductionscompage_id=494 (Doug)
httpwwwclaytownecomct_gallery_ill_medical_scientific_Chtml
httpwwwhachcomfmmimghachCODE3ADOC2725380063205197C1
httpcstlsemoeduidConnectProConnectFeaturesFeatureshtm
httpwmservercstlsemoedumrodgersch180CH180_Lab03wmv
Cognitive Apprenticeship and TampL Online
Coaching Scaffolding
critical questions
resources
timely feedback
422011 ID Faculty 20
The critical questions keep learners on the right track and lead them to think and deal with those the instructor wants them to deal with The critical questions are constructed in the assignments discussion instructions orthey may also be presented through email communications comments on discussion postings etc
Relevant resources are embedded at the places where the instructor anticipates the learners may encounter difficulties or provided through email communications comments on discussion postings assignments etc
In addition to instructor feedback can also be from peers ie comments on discussion postings individual contribution to group project It can come in writing or verbal through chat Facebook Google Docs video Conferencing Wiki When one student responses to a question others are listening reading Students donrsquot have to neither can they learn everything from instructor
Sample
Cognitive Apprenticeship and TampL Online
Articulating through discussion forum postings
individual projects assignments presentations
422011 ID Faculty 21
Through articulation the learners make their learning explicit through language so that community members have a basis of interaction to refine and expand understanding Articulation can be interwoven in a learning experience through a variety of strategies including discussion demonstration presentation and the exchange of written or other learner-produced artifacts
Cognitive Apprenticeship and TampL Online
Reflection
422011 ID Faculty 22
Critique of peer work can also serve the goal of
reflection because a student needs to analyze the
pros and cons if she wants to do a real good critique
A re-work of independent project is another format of
reflection This re-worked product can be a critique a
a lab project a piece of writing a presentation a video
clip or any other discipline-specific product
is practiced through writing or presentation
Cognitive Apprenticeship and TampL Online
Zone of Proximal Development (ZPD)
Actual development level with no guide
Potential development level with adult guide
Goal sharing
Whole-task approach
Immediate availability of help
Optimal level of help
Conveying an expert model
422011 23ID Faculty
We can accomplish certain things by working independently depending on the knowledge and skills we already have We can accomplish a lot more when we have experts or more knowledgeable others to guide us or by working collaboratively with others Thatrsquos why we go to school and college Sharing the goal increases intersubjectivity between the learner and the MKO and also helps decrease learner frustration because the learner knows that he is not alone in trying to achieve the taskLearning the task as a whole not concentrating on individual sub-skills of the task authentic original ill structured as in real lifework instead of simplified structured as in textbook classroomHelp the learner when he is at a point where he needs help in order to continue the task When learners are left for too long at a point where they cannot make progress they may lose interest and motivation andbecome frustrated
Assistance is tailored to the needs of the learner It is just enough to get the learner past his current difficulties The MKO assists only inthose steps that are beyond the learners abilityA model of a task that will lead the learner to accomplish the task efficiently This model provides a framework around which learners can organize their skills
Cognitive Apprenticeship and TampL Online
Benefits
encouraging
motivating and engaging
helping to retain and transfer
facilitating higher order reasoning
422011 24ID Faculty
encourages authentic activity and assessment as the learning activities are similar to real-world practicemotivates and engages learners as learners think and are treated as experts helps to achieve possible greater level of retention and transfer as situated contextualized learning enables learners to retain knowledge facilitates higher order reasoning as learners use advanced reasoning processes modeled after experts
of Cognitive Apprenticeship
Cognitive Apprenticeship and TampL Online
Challenges
requiring highly facilitative teaching skills
higher levels of learner anxiety and frustration
time consuming
additional and more sophisticated resources
422011 25ID Faculty
of Cognitive Apprenticeship
teachers constantly attending to learnersrsquo difficultiesproblems student autonomy level depending on teachersrsquo coaching and scaffoldingpatience and advanced facilitative teaching skills necessary
overwhelmed learners become anxious frustrated afraid to explore tasks
enormous time required for exploring different areas creating productsconstantly discuss and reflect accomplishments and future plans
may require resources not readily available ie SMEs time money etc
Cognitive Apprenticeship and TampL Online
Conclusion
Cognitive apprenticeship affords both opportunities and challenges as do most educational models What challenges have you considered How might you overcome them What benefits might such a model bring to you and your students What aspects of cognitive apprenticeship are you already using What aspects might you take back to your classroom for a trial run
422011 26ID Faculty
Cognitive Apprenticeship and TampL Online
ReferencesBereiter C amp Scardamalia M (1987) The psychology of written composition Hillsdale NJ Lawrence Erlbaum
Associates
Cave A (2010) Learning math in second grade An application of cognitive apprenticeship National Forum of Applied Educational Research Journal 23 (3) 1-16
Chiu M-H Chou C-C amp Liu C-J (2002) Dynamic processes of conceptual change Analysis of constructing mental models of chemical equilibrium Journal of Research in Science Teaching 39(8) 688-712
Collins A Brown J S amp Newman S E (1989) Cognitive apprenticeship Teaching the crafts of reading writing and mathematics In Resnick L B (Ed) Knowing learning and instruction essays in honor of Robert Glaser (pp 453-494) Hillsdale NJ Lawrence Erlbaum Associates Publishers
Dennen VP (2004) Cognitive apprenticeship in educational practice Research on scaffolding modeling mentoring and coaching as instructional strategies In David Jonnassen (Ed) Handbook of Research on Educational Communications and Technology (2nd ed) pp 813-828
Dennen VP amp Burner KJ (2010) The Cognitive apprenticeship model in educational practice In JM Spector MD Merrill MP Driscoll amp J van Merrionboer (Eds) Handbook of Research in Educational Technology 3rd Ed Mahwah NJ Erlbaum pp 426-439
Dickey M D (2008) Integrating cognitive apprenticeship methods in a Web-based educational technology course for P-12 teacher education Computers amp Education 51 506ndash518
Pascal T amp Hencmann M (2008) Cognitive apprenticeship in online learning 24th Annual Conference on Distance Teaching amp Learning
Schoenfeld A H (1985) Mathematical problem solving NY Academic Press
Stewart KK amp Lagowski JJ (2003) Cognitive apprenticeship theory and graduate chemistry education
Journal of Chemical Education 8(12) 1362-1366
Wang FK amp Bonk C (2001) A design framework for electronic cognitive apprenticeship JALN 5(2) 131-151
422011 27ID Faculty
Cognitive Apprenticeship and TampL Online
Coaching
overseeing process
helping learners achieve
examples
422011 15ID Faculty
a process of overseeing student learning
helping learners to accomplish their learning goals helping choose learning tasks
providing hints and feedback diagnosing problems
offering verbal or non-verbal encouragement
evaluating completed products
structuring learning
Cognitive Apprenticeship and TampL Online
Scaffolding a supporting framework
instructional techniques
Vygotskys Zone of Proximal Development
support from more knowledgeable others Fading ie gradual removal of the support system
422011 16ID Faculty
a temporary or movable platform to stand or sit on while working (in construction) a structure supporting learners working at a level higher than their ability allows without assistance (in teaching and learning)
instructional techniques to help learners bridge the gap between their existing knowledge and the instructorrsquos intended learning outcome the forms of support temporarily provided by instructors to initiate learners into a new domain or finishing new assignments a cooperative problem-solving effort by teachers and learners
Vygotsky defined the concept of the zone of proximal development (ZPD) as the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers
two processes occur in scaffolding 1) providing support to thestudent by a more knowledgeable other (MKO) whether a teacher a better informed peer a community member a domain expert a parent or in some cases even a computer
2) the gradual removal of the support system in a way which leaves the student able to perform the unassisted task which was previously possible only with the scaffolding
Cognitive Apprenticeship and TampL Online
Articulation and Reflection
Articulation
expression deliberation speaking verbalisation
Reflection
contemplation
evoking activity
opportunity to look back
422011 17ID Faculty
speaking out thinking aloud of ideas knowledge reasoning think path making learning explicit through language ie via demonstration discussion presentation contemplating pondering thinking of ideas performances or thoughts
looking back and analyzing performances and artifacts with a desire for understanding and improvement towards the behavior of an expert
activity evoking insights and nurturing revisions
Cognitive Apprenticeship and TampL Online
Fading
phasing out
applying strategies
finding problems
finding solutions
carrying out work
422011 18ID Faculty
gradual removal of the scaffolding
phasing out support from expert applying expert problem-solving strategies and techniquesfinding own problems for their own goals
finding own solutions to the problems
carrying out work by the learners independently
Cognitive Apprenticeship and TampL Online
Using technology to practice CA
Modeling Demonstrating
text
audio
video
tutorials
graphics
animation
422011 ID Faculty 19
Modeling can be conducted in various formats with different
tools regardless of instructional environment for example
animation of math formula analysis pronunciation of words in
foreign language photos of historical figures or events text-
based instruction software tutorials or video vignettes
httpcstlsemoeduidMA318FractionModelFractionModelhtm
httpwwwoutreachproductionscompage_id=494 (Doug)
httpwwwclaytownecomct_gallery_ill_medical_scientific_Chtml
httpwwwhachcomfmmimghachCODE3ADOC2725380063205197C1
httpcstlsemoeduidConnectProConnectFeaturesFeatureshtm
httpwmservercstlsemoedumrodgersch180CH180_Lab03wmv
Cognitive Apprenticeship and TampL Online
Coaching Scaffolding
critical questions
resources
timely feedback
422011 ID Faculty 20
The critical questions keep learners on the right track and lead them to think and deal with those the instructor wants them to deal with The critical questions are constructed in the assignments discussion instructions orthey may also be presented through email communications comments on discussion postings etc
Relevant resources are embedded at the places where the instructor anticipates the learners may encounter difficulties or provided through email communications comments on discussion postings assignments etc
In addition to instructor feedback can also be from peers ie comments on discussion postings individual contribution to group project It can come in writing or verbal through chat Facebook Google Docs video Conferencing Wiki When one student responses to a question others are listening reading Students donrsquot have to neither can they learn everything from instructor
Sample
Cognitive Apprenticeship and TampL Online
Articulating through discussion forum postings
individual projects assignments presentations
422011 ID Faculty 21
Through articulation the learners make their learning explicit through language so that community members have a basis of interaction to refine and expand understanding Articulation can be interwoven in a learning experience through a variety of strategies including discussion demonstration presentation and the exchange of written or other learner-produced artifacts
Cognitive Apprenticeship and TampL Online
Reflection
422011 ID Faculty 22
Critique of peer work can also serve the goal of
reflection because a student needs to analyze the
pros and cons if she wants to do a real good critique
A re-work of independent project is another format of
reflection This re-worked product can be a critique a
a lab project a piece of writing a presentation a video
clip or any other discipline-specific product
is practiced through writing or presentation
Cognitive Apprenticeship and TampL Online
Zone of Proximal Development (ZPD)
Actual development level with no guide
Potential development level with adult guide
Goal sharing
Whole-task approach
Immediate availability of help
Optimal level of help
Conveying an expert model
422011 23ID Faculty
We can accomplish certain things by working independently depending on the knowledge and skills we already have We can accomplish a lot more when we have experts or more knowledgeable others to guide us or by working collaboratively with others Thatrsquos why we go to school and college Sharing the goal increases intersubjectivity between the learner and the MKO and also helps decrease learner frustration because the learner knows that he is not alone in trying to achieve the taskLearning the task as a whole not concentrating on individual sub-skills of the task authentic original ill structured as in real lifework instead of simplified structured as in textbook classroomHelp the learner when he is at a point where he needs help in order to continue the task When learners are left for too long at a point where they cannot make progress they may lose interest and motivation andbecome frustrated
Assistance is tailored to the needs of the learner It is just enough to get the learner past his current difficulties The MKO assists only inthose steps that are beyond the learners abilityA model of a task that will lead the learner to accomplish the task efficiently This model provides a framework around which learners can organize their skills
Cognitive Apprenticeship and TampL Online
Benefits
encouraging
motivating and engaging
helping to retain and transfer
facilitating higher order reasoning
422011 24ID Faculty
encourages authentic activity and assessment as the learning activities are similar to real-world practicemotivates and engages learners as learners think and are treated as experts helps to achieve possible greater level of retention and transfer as situated contextualized learning enables learners to retain knowledge facilitates higher order reasoning as learners use advanced reasoning processes modeled after experts
of Cognitive Apprenticeship
Cognitive Apprenticeship and TampL Online
Challenges
requiring highly facilitative teaching skills
higher levels of learner anxiety and frustration
time consuming
additional and more sophisticated resources
422011 25ID Faculty
of Cognitive Apprenticeship
teachers constantly attending to learnersrsquo difficultiesproblems student autonomy level depending on teachersrsquo coaching and scaffoldingpatience and advanced facilitative teaching skills necessary
overwhelmed learners become anxious frustrated afraid to explore tasks
enormous time required for exploring different areas creating productsconstantly discuss and reflect accomplishments and future plans
may require resources not readily available ie SMEs time money etc
Cognitive Apprenticeship and TampL Online
Conclusion
Cognitive apprenticeship affords both opportunities and challenges as do most educational models What challenges have you considered How might you overcome them What benefits might such a model bring to you and your students What aspects of cognitive apprenticeship are you already using What aspects might you take back to your classroom for a trial run
422011 26ID Faculty
Cognitive Apprenticeship and TampL Online
ReferencesBereiter C amp Scardamalia M (1987) The psychology of written composition Hillsdale NJ Lawrence Erlbaum
Associates
Cave A (2010) Learning math in second grade An application of cognitive apprenticeship National Forum of Applied Educational Research Journal 23 (3) 1-16
Chiu M-H Chou C-C amp Liu C-J (2002) Dynamic processes of conceptual change Analysis of constructing mental models of chemical equilibrium Journal of Research in Science Teaching 39(8) 688-712
Collins A Brown J S amp Newman S E (1989) Cognitive apprenticeship Teaching the crafts of reading writing and mathematics In Resnick L B (Ed) Knowing learning and instruction essays in honor of Robert Glaser (pp 453-494) Hillsdale NJ Lawrence Erlbaum Associates Publishers
Dennen VP (2004) Cognitive apprenticeship in educational practice Research on scaffolding modeling mentoring and coaching as instructional strategies In David Jonnassen (Ed) Handbook of Research on Educational Communications and Technology (2nd ed) pp 813-828
Dennen VP amp Burner KJ (2010) The Cognitive apprenticeship model in educational practice In JM Spector MD Merrill MP Driscoll amp J van Merrionboer (Eds) Handbook of Research in Educational Technology 3rd Ed Mahwah NJ Erlbaum pp 426-439
Dickey M D (2008) Integrating cognitive apprenticeship methods in a Web-based educational technology course for P-12 teacher education Computers amp Education 51 506ndash518
Pascal T amp Hencmann M (2008) Cognitive apprenticeship in online learning 24th Annual Conference on Distance Teaching amp Learning
Schoenfeld A H (1985) Mathematical problem solving NY Academic Press
Stewart KK amp Lagowski JJ (2003) Cognitive apprenticeship theory and graduate chemistry education
Journal of Chemical Education 8(12) 1362-1366
Wang FK amp Bonk C (2001) A design framework for electronic cognitive apprenticeship JALN 5(2) 131-151
422011 27ID Faculty
Cognitive Apprenticeship and TampL Online
Scaffolding a supporting framework
instructional techniques
Vygotskys Zone of Proximal Development
support from more knowledgeable others Fading ie gradual removal of the support system
422011 16ID Faculty
a temporary or movable platform to stand or sit on while working (in construction) a structure supporting learners working at a level higher than their ability allows without assistance (in teaching and learning)
instructional techniques to help learners bridge the gap between their existing knowledge and the instructorrsquos intended learning outcome the forms of support temporarily provided by instructors to initiate learners into a new domain or finishing new assignments a cooperative problem-solving effort by teachers and learners
Vygotsky defined the concept of the zone of proximal development (ZPD) as the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers
two processes occur in scaffolding 1) providing support to thestudent by a more knowledgeable other (MKO) whether a teacher a better informed peer a community member a domain expert a parent or in some cases even a computer
2) the gradual removal of the support system in a way which leaves the student able to perform the unassisted task which was previously possible only with the scaffolding
Cognitive Apprenticeship and TampL Online
Articulation and Reflection
Articulation
expression deliberation speaking verbalisation
Reflection
contemplation
evoking activity
opportunity to look back
422011 17ID Faculty
speaking out thinking aloud of ideas knowledge reasoning think path making learning explicit through language ie via demonstration discussion presentation contemplating pondering thinking of ideas performances or thoughts
looking back and analyzing performances and artifacts with a desire for understanding and improvement towards the behavior of an expert
activity evoking insights and nurturing revisions
Cognitive Apprenticeship and TampL Online
Fading
phasing out
applying strategies
finding problems
finding solutions
carrying out work
422011 18ID Faculty
gradual removal of the scaffolding
phasing out support from expert applying expert problem-solving strategies and techniquesfinding own problems for their own goals
finding own solutions to the problems
carrying out work by the learners independently
Cognitive Apprenticeship and TampL Online
Using technology to practice CA
Modeling Demonstrating
text
audio
video
tutorials
graphics
animation
422011 ID Faculty 19
Modeling can be conducted in various formats with different
tools regardless of instructional environment for example
animation of math formula analysis pronunciation of words in
foreign language photos of historical figures or events text-
based instruction software tutorials or video vignettes
httpcstlsemoeduidMA318FractionModelFractionModelhtm
httpwwwoutreachproductionscompage_id=494 (Doug)
httpwwwclaytownecomct_gallery_ill_medical_scientific_Chtml
httpwwwhachcomfmmimghachCODE3ADOC2725380063205197C1
httpcstlsemoeduidConnectProConnectFeaturesFeatureshtm
httpwmservercstlsemoedumrodgersch180CH180_Lab03wmv
Cognitive Apprenticeship and TampL Online
Coaching Scaffolding
critical questions
resources
timely feedback
422011 ID Faculty 20
The critical questions keep learners on the right track and lead them to think and deal with those the instructor wants them to deal with The critical questions are constructed in the assignments discussion instructions orthey may also be presented through email communications comments on discussion postings etc
Relevant resources are embedded at the places where the instructor anticipates the learners may encounter difficulties or provided through email communications comments on discussion postings assignments etc
In addition to instructor feedback can also be from peers ie comments on discussion postings individual contribution to group project It can come in writing or verbal through chat Facebook Google Docs video Conferencing Wiki When one student responses to a question others are listening reading Students donrsquot have to neither can they learn everything from instructor
Sample
Cognitive Apprenticeship and TampL Online
Articulating through discussion forum postings
individual projects assignments presentations
422011 ID Faculty 21
Through articulation the learners make their learning explicit through language so that community members have a basis of interaction to refine and expand understanding Articulation can be interwoven in a learning experience through a variety of strategies including discussion demonstration presentation and the exchange of written or other learner-produced artifacts
Cognitive Apprenticeship and TampL Online
Reflection
422011 ID Faculty 22
Critique of peer work can also serve the goal of
reflection because a student needs to analyze the
pros and cons if she wants to do a real good critique
A re-work of independent project is another format of
reflection This re-worked product can be a critique a
a lab project a piece of writing a presentation a video
clip or any other discipline-specific product
is practiced through writing or presentation
Cognitive Apprenticeship and TampL Online
Zone of Proximal Development (ZPD)
Actual development level with no guide
Potential development level with adult guide
Goal sharing
Whole-task approach
Immediate availability of help
Optimal level of help
Conveying an expert model
422011 23ID Faculty
We can accomplish certain things by working independently depending on the knowledge and skills we already have We can accomplish a lot more when we have experts or more knowledgeable others to guide us or by working collaboratively with others Thatrsquos why we go to school and college Sharing the goal increases intersubjectivity between the learner and the MKO and also helps decrease learner frustration because the learner knows that he is not alone in trying to achieve the taskLearning the task as a whole not concentrating on individual sub-skills of the task authentic original ill structured as in real lifework instead of simplified structured as in textbook classroomHelp the learner when he is at a point where he needs help in order to continue the task When learners are left for too long at a point where they cannot make progress they may lose interest and motivation andbecome frustrated
Assistance is tailored to the needs of the learner It is just enough to get the learner past his current difficulties The MKO assists only inthose steps that are beyond the learners abilityA model of a task that will lead the learner to accomplish the task efficiently This model provides a framework around which learners can organize their skills
Cognitive Apprenticeship and TampL Online
Benefits
encouraging
motivating and engaging
helping to retain and transfer
facilitating higher order reasoning
422011 24ID Faculty
encourages authentic activity and assessment as the learning activities are similar to real-world practicemotivates and engages learners as learners think and are treated as experts helps to achieve possible greater level of retention and transfer as situated contextualized learning enables learners to retain knowledge facilitates higher order reasoning as learners use advanced reasoning processes modeled after experts
of Cognitive Apprenticeship
Cognitive Apprenticeship and TampL Online
Challenges
requiring highly facilitative teaching skills
higher levels of learner anxiety and frustration
time consuming
additional and more sophisticated resources
422011 25ID Faculty
of Cognitive Apprenticeship
teachers constantly attending to learnersrsquo difficultiesproblems student autonomy level depending on teachersrsquo coaching and scaffoldingpatience and advanced facilitative teaching skills necessary
overwhelmed learners become anxious frustrated afraid to explore tasks
enormous time required for exploring different areas creating productsconstantly discuss and reflect accomplishments and future plans
may require resources not readily available ie SMEs time money etc
Cognitive Apprenticeship and TampL Online
Conclusion
Cognitive apprenticeship affords both opportunities and challenges as do most educational models What challenges have you considered How might you overcome them What benefits might such a model bring to you and your students What aspects of cognitive apprenticeship are you already using What aspects might you take back to your classroom for a trial run
422011 26ID Faculty
Cognitive Apprenticeship and TampL Online
ReferencesBereiter C amp Scardamalia M (1987) The psychology of written composition Hillsdale NJ Lawrence Erlbaum
Associates
Cave A (2010) Learning math in second grade An application of cognitive apprenticeship National Forum of Applied Educational Research Journal 23 (3) 1-16
Chiu M-H Chou C-C amp Liu C-J (2002) Dynamic processes of conceptual change Analysis of constructing mental models of chemical equilibrium Journal of Research in Science Teaching 39(8) 688-712
Collins A Brown J S amp Newman S E (1989) Cognitive apprenticeship Teaching the crafts of reading writing and mathematics In Resnick L B (Ed) Knowing learning and instruction essays in honor of Robert Glaser (pp 453-494) Hillsdale NJ Lawrence Erlbaum Associates Publishers
Dennen VP (2004) Cognitive apprenticeship in educational practice Research on scaffolding modeling mentoring and coaching as instructional strategies In David Jonnassen (Ed) Handbook of Research on Educational Communications and Technology (2nd ed) pp 813-828
Dennen VP amp Burner KJ (2010) The Cognitive apprenticeship model in educational practice In JM Spector MD Merrill MP Driscoll amp J van Merrionboer (Eds) Handbook of Research in Educational Technology 3rd Ed Mahwah NJ Erlbaum pp 426-439
Dickey M D (2008) Integrating cognitive apprenticeship methods in a Web-based educational technology course for P-12 teacher education Computers amp Education 51 506ndash518
Pascal T amp Hencmann M (2008) Cognitive apprenticeship in online learning 24th Annual Conference on Distance Teaching amp Learning
Schoenfeld A H (1985) Mathematical problem solving NY Academic Press
Stewart KK amp Lagowski JJ (2003) Cognitive apprenticeship theory and graduate chemistry education
Journal of Chemical Education 8(12) 1362-1366
Wang FK amp Bonk C (2001) A design framework for electronic cognitive apprenticeship JALN 5(2) 131-151
422011 27ID Faculty
Cognitive Apprenticeship and TampL Online
Articulation and Reflection
Articulation
expression deliberation speaking verbalisation
Reflection
contemplation
evoking activity
opportunity to look back
422011 17ID Faculty
speaking out thinking aloud of ideas knowledge reasoning think path making learning explicit through language ie via demonstration discussion presentation contemplating pondering thinking of ideas performances or thoughts
looking back and analyzing performances and artifacts with a desire for understanding and improvement towards the behavior of an expert
activity evoking insights and nurturing revisions
Cognitive Apprenticeship and TampL Online
Fading
phasing out
applying strategies
finding problems
finding solutions
carrying out work
422011 18ID Faculty
gradual removal of the scaffolding
phasing out support from expert applying expert problem-solving strategies and techniquesfinding own problems for their own goals
finding own solutions to the problems
carrying out work by the learners independently
Cognitive Apprenticeship and TampL Online
Using technology to practice CA
Modeling Demonstrating
text
audio
video
tutorials
graphics
animation
422011 ID Faculty 19
Modeling can be conducted in various formats with different
tools regardless of instructional environment for example
animation of math formula analysis pronunciation of words in
foreign language photos of historical figures or events text-
based instruction software tutorials or video vignettes
httpcstlsemoeduidMA318FractionModelFractionModelhtm
httpwwwoutreachproductionscompage_id=494 (Doug)
httpwwwclaytownecomct_gallery_ill_medical_scientific_Chtml
httpwwwhachcomfmmimghachCODE3ADOC2725380063205197C1
httpcstlsemoeduidConnectProConnectFeaturesFeatureshtm
httpwmservercstlsemoedumrodgersch180CH180_Lab03wmv
Cognitive Apprenticeship and TampL Online
Coaching Scaffolding
critical questions
resources
timely feedback
422011 ID Faculty 20
The critical questions keep learners on the right track and lead them to think and deal with those the instructor wants them to deal with The critical questions are constructed in the assignments discussion instructions orthey may also be presented through email communications comments on discussion postings etc
Relevant resources are embedded at the places where the instructor anticipates the learners may encounter difficulties or provided through email communications comments on discussion postings assignments etc
In addition to instructor feedback can also be from peers ie comments on discussion postings individual contribution to group project It can come in writing or verbal through chat Facebook Google Docs video Conferencing Wiki When one student responses to a question others are listening reading Students donrsquot have to neither can they learn everything from instructor
Sample
Cognitive Apprenticeship and TampL Online
Articulating through discussion forum postings
individual projects assignments presentations
422011 ID Faculty 21
Through articulation the learners make their learning explicit through language so that community members have a basis of interaction to refine and expand understanding Articulation can be interwoven in a learning experience through a variety of strategies including discussion demonstration presentation and the exchange of written or other learner-produced artifacts
Cognitive Apprenticeship and TampL Online
Reflection
422011 ID Faculty 22
Critique of peer work can also serve the goal of
reflection because a student needs to analyze the
pros and cons if she wants to do a real good critique
A re-work of independent project is another format of
reflection This re-worked product can be a critique a
a lab project a piece of writing a presentation a video
clip or any other discipline-specific product
is practiced through writing or presentation
Cognitive Apprenticeship and TampL Online
Zone of Proximal Development (ZPD)
Actual development level with no guide
Potential development level with adult guide
Goal sharing
Whole-task approach
Immediate availability of help
Optimal level of help
Conveying an expert model
422011 23ID Faculty
We can accomplish certain things by working independently depending on the knowledge and skills we already have We can accomplish a lot more when we have experts or more knowledgeable others to guide us or by working collaboratively with others Thatrsquos why we go to school and college Sharing the goal increases intersubjectivity between the learner and the MKO and also helps decrease learner frustration because the learner knows that he is not alone in trying to achieve the taskLearning the task as a whole not concentrating on individual sub-skills of the task authentic original ill structured as in real lifework instead of simplified structured as in textbook classroomHelp the learner when he is at a point where he needs help in order to continue the task When learners are left for too long at a point where they cannot make progress they may lose interest and motivation andbecome frustrated
Assistance is tailored to the needs of the learner It is just enough to get the learner past his current difficulties The MKO assists only inthose steps that are beyond the learners abilityA model of a task that will lead the learner to accomplish the task efficiently This model provides a framework around which learners can organize their skills
Cognitive Apprenticeship and TampL Online
Benefits
encouraging
motivating and engaging
helping to retain and transfer
facilitating higher order reasoning
422011 24ID Faculty
encourages authentic activity and assessment as the learning activities are similar to real-world practicemotivates and engages learners as learners think and are treated as experts helps to achieve possible greater level of retention and transfer as situated contextualized learning enables learners to retain knowledge facilitates higher order reasoning as learners use advanced reasoning processes modeled after experts
of Cognitive Apprenticeship
Cognitive Apprenticeship and TampL Online
Challenges
requiring highly facilitative teaching skills
higher levels of learner anxiety and frustration
time consuming
additional and more sophisticated resources
422011 25ID Faculty
of Cognitive Apprenticeship
teachers constantly attending to learnersrsquo difficultiesproblems student autonomy level depending on teachersrsquo coaching and scaffoldingpatience and advanced facilitative teaching skills necessary
overwhelmed learners become anxious frustrated afraid to explore tasks
enormous time required for exploring different areas creating productsconstantly discuss and reflect accomplishments and future plans
may require resources not readily available ie SMEs time money etc
Cognitive Apprenticeship and TampL Online
Conclusion
Cognitive apprenticeship affords both opportunities and challenges as do most educational models What challenges have you considered How might you overcome them What benefits might such a model bring to you and your students What aspects of cognitive apprenticeship are you already using What aspects might you take back to your classroom for a trial run
422011 26ID Faculty
Cognitive Apprenticeship and TampL Online
ReferencesBereiter C amp Scardamalia M (1987) The psychology of written composition Hillsdale NJ Lawrence Erlbaum
Associates
Cave A (2010) Learning math in second grade An application of cognitive apprenticeship National Forum of Applied Educational Research Journal 23 (3) 1-16
Chiu M-H Chou C-C amp Liu C-J (2002) Dynamic processes of conceptual change Analysis of constructing mental models of chemical equilibrium Journal of Research in Science Teaching 39(8) 688-712
Collins A Brown J S amp Newman S E (1989) Cognitive apprenticeship Teaching the crafts of reading writing and mathematics In Resnick L B (Ed) Knowing learning and instruction essays in honor of Robert Glaser (pp 453-494) Hillsdale NJ Lawrence Erlbaum Associates Publishers
Dennen VP (2004) Cognitive apprenticeship in educational practice Research on scaffolding modeling mentoring and coaching as instructional strategies In David Jonnassen (Ed) Handbook of Research on Educational Communications and Technology (2nd ed) pp 813-828
Dennen VP amp Burner KJ (2010) The Cognitive apprenticeship model in educational practice In JM Spector MD Merrill MP Driscoll amp J van Merrionboer (Eds) Handbook of Research in Educational Technology 3rd Ed Mahwah NJ Erlbaum pp 426-439
Dickey M D (2008) Integrating cognitive apprenticeship methods in a Web-based educational technology course for P-12 teacher education Computers amp Education 51 506ndash518
Pascal T amp Hencmann M (2008) Cognitive apprenticeship in online learning 24th Annual Conference on Distance Teaching amp Learning
Schoenfeld A H (1985) Mathematical problem solving NY Academic Press
Stewart KK amp Lagowski JJ (2003) Cognitive apprenticeship theory and graduate chemistry education
Journal of Chemical Education 8(12) 1362-1366
Wang FK amp Bonk C (2001) A design framework for electronic cognitive apprenticeship JALN 5(2) 131-151
422011 27ID Faculty
Cognitive Apprenticeship and TampL Online
Fading
phasing out
applying strategies
finding problems
finding solutions
carrying out work
422011 18ID Faculty
gradual removal of the scaffolding
phasing out support from expert applying expert problem-solving strategies and techniquesfinding own problems for their own goals
finding own solutions to the problems
carrying out work by the learners independently
Cognitive Apprenticeship and TampL Online
Using technology to practice CA
Modeling Demonstrating
text
audio
video
tutorials
graphics
animation
422011 ID Faculty 19
Modeling can be conducted in various formats with different
tools regardless of instructional environment for example
animation of math formula analysis pronunciation of words in
foreign language photos of historical figures or events text-
based instruction software tutorials or video vignettes
httpcstlsemoeduidMA318FractionModelFractionModelhtm
httpwwwoutreachproductionscompage_id=494 (Doug)
httpwwwclaytownecomct_gallery_ill_medical_scientific_Chtml
httpwwwhachcomfmmimghachCODE3ADOC2725380063205197C1
httpcstlsemoeduidConnectProConnectFeaturesFeatureshtm
httpwmservercstlsemoedumrodgersch180CH180_Lab03wmv
Cognitive Apprenticeship and TampL Online
Coaching Scaffolding
critical questions
resources
timely feedback
422011 ID Faculty 20
The critical questions keep learners on the right track and lead them to think and deal with those the instructor wants them to deal with The critical questions are constructed in the assignments discussion instructions orthey may also be presented through email communications comments on discussion postings etc
Relevant resources are embedded at the places where the instructor anticipates the learners may encounter difficulties or provided through email communications comments on discussion postings assignments etc
In addition to instructor feedback can also be from peers ie comments on discussion postings individual contribution to group project It can come in writing or verbal through chat Facebook Google Docs video Conferencing Wiki When one student responses to a question others are listening reading Students donrsquot have to neither can they learn everything from instructor
Sample
Cognitive Apprenticeship and TampL Online
Articulating through discussion forum postings
individual projects assignments presentations
422011 ID Faculty 21
Through articulation the learners make their learning explicit through language so that community members have a basis of interaction to refine and expand understanding Articulation can be interwoven in a learning experience through a variety of strategies including discussion demonstration presentation and the exchange of written or other learner-produced artifacts
Cognitive Apprenticeship and TampL Online
Reflection
422011 ID Faculty 22
Critique of peer work can also serve the goal of
reflection because a student needs to analyze the
pros and cons if she wants to do a real good critique
A re-work of independent project is another format of
reflection This re-worked product can be a critique a
a lab project a piece of writing a presentation a video
clip or any other discipline-specific product
is practiced through writing or presentation
Cognitive Apprenticeship and TampL Online
Zone of Proximal Development (ZPD)
Actual development level with no guide
Potential development level with adult guide
Goal sharing
Whole-task approach
Immediate availability of help
Optimal level of help
Conveying an expert model
422011 23ID Faculty
We can accomplish certain things by working independently depending on the knowledge and skills we already have We can accomplish a lot more when we have experts or more knowledgeable others to guide us or by working collaboratively with others Thatrsquos why we go to school and college Sharing the goal increases intersubjectivity between the learner and the MKO and also helps decrease learner frustration because the learner knows that he is not alone in trying to achieve the taskLearning the task as a whole not concentrating on individual sub-skills of the task authentic original ill structured as in real lifework instead of simplified structured as in textbook classroomHelp the learner when he is at a point where he needs help in order to continue the task When learners are left for too long at a point where they cannot make progress they may lose interest and motivation andbecome frustrated
Assistance is tailored to the needs of the learner It is just enough to get the learner past his current difficulties The MKO assists only inthose steps that are beyond the learners abilityA model of a task that will lead the learner to accomplish the task efficiently This model provides a framework around which learners can organize their skills
Cognitive Apprenticeship and TampL Online
Benefits
encouraging
motivating and engaging
helping to retain and transfer
facilitating higher order reasoning
422011 24ID Faculty
encourages authentic activity and assessment as the learning activities are similar to real-world practicemotivates and engages learners as learners think and are treated as experts helps to achieve possible greater level of retention and transfer as situated contextualized learning enables learners to retain knowledge facilitates higher order reasoning as learners use advanced reasoning processes modeled after experts
of Cognitive Apprenticeship
Cognitive Apprenticeship and TampL Online
Challenges
requiring highly facilitative teaching skills
higher levels of learner anxiety and frustration
time consuming
additional and more sophisticated resources
422011 25ID Faculty
of Cognitive Apprenticeship
teachers constantly attending to learnersrsquo difficultiesproblems student autonomy level depending on teachersrsquo coaching and scaffoldingpatience and advanced facilitative teaching skills necessary
overwhelmed learners become anxious frustrated afraid to explore tasks
enormous time required for exploring different areas creating productsconstantly discuss and reflect accomplishments and future plans
may require resources not readily available ie SMEs time money etc
Cognitive Apprenticeship and TampL Online
Conclusion
Cognitive apprenticeship affords both opportunities and challenges as do most educational models What challenges have you considered How might you overcome them What benefits might such a model bring to you and your students What aspects of cognitive apprenticeship are you already using What aspects might you take back to your classroom for a trial run
422011 26ID Faculty
Cognitive Apprenticeship and TampL Online
ReferencesBereiter C amp Scardamalia M (1987) The psychology of written composition Hillsdale NJ Lawrence Erlbaum
Associates
Cave A (2010) Learning math in second grade An application of cognitive apprenticeship National Forum of Applied Educational Research Journal 23 (3) 1-16
Chiu M-H Chou C-C amp Liu C-J (2002) Dynamic processes of conceptual change Analysis of constructing mental models of chemical equilibrium Journal of Research in Science Teaching 39(8) 688-712
Collins A Brown J S amp Newman S E (1989) Cognitive apprenticeship Teaching the crafts of reading writing and mathematics In Resnick L B (Ed) Knowing learning and instruction essays in honor of Robert Glaser (pp 453-494) Hillsdale NJ Lawrence Erlbaum Associates Publishers
Dennen VP (2004) Cognitive apprenticeship in educational practice Research on scaffolding modeling mentoring and coaching as instructional strategies In David Jonnassen (Ed) Handbook of Research on Educational Communications and Technology (2nd ed) pp 813-828
Dennen VP amp Burner KJ (2010) The Cognitive apprenticeship model in educational practice In JM Spector MD Merrill MP Driscoll amp J van Merrionboer (Eds) Handbook of Research in Educational Technology 3rd Ed Mahwah NJ Erlbaum pp 426-439
Dickey M D (2008) Integrating cognitive apprenticeship methods in a Web-based educational technology course for P-12 teacher education Computers amp Education 51 506ndash518
Pascal T amp Hencmann M (2008) Cognitive apprenticeship in online learning 24th Annual Conference on Distance Teaching amp Learning
Schoenfeld A H (1985) Mathematical problem solving NY Academic Press
Stewart KK amp Lagowski JJ (2003) Cognitive apprenticeship theory and graduate chemistry education
Journal of Chemical Education 8(12) 1362-1366
Wang FK amp Bonk C (2001) A design framework for electronic cognitive apprenticeship JALN 5(2) 131-151
422011 27ID Faculty
Cognitive Apprenticeship and TampL Online
Using technology to practice CA
Modeling Demonstrating
text
audio
video
tutorials
graphics
animation
422011 ID Faculty 19
Modeling can be conducted in various formats with different
tools regardless of instructional environment for example
animation of math formula analysis pronunciation of words in
foreign language photos of historical figures or events text-
based instruction software tutorials or video vignettes
httpcstlsemoeduidMA318FractionModelFractionModelhtm
httpwwwoutreachproductionscompage_id=494 (Doug)
httpwwwclaytownecomct_gallery_ill_medical_scientific_Chtml
httpwwwhachcomfmmimghachCODE3ADOC2725380063205197C1
httpcstlsemoeduidConnectProConnectFeaturesFeatureshtm
httpwmservercstlsemoedumrodgersch180CH180_Lab03wmv
Cognitive Apprenticeship and TampL Online
Coaching Scaffolding
critical questions
resources
timely feedback
422011 ID Faculty 20
The critical questions keep learners on the right track and lead them to think and deal with those the instructor wants them to deal with The critical questions are constructed in the assignments discussion instructions orthey may also be presented through email communications comments on discussion postings etc
Relevant resources are embedded at the places where the instructor anticipates the learners may encounter difficulties or provided through email communications comments on discussion postings assignments etc
In addition to instructor feedback can also be from peers ie comments on discussion postings individual contribution to group project It can come in writing or verbal through chat Facebook Google Docs video Conferencing Wiki When one student responses to a question others are listening reading Students donrsquot have to neither can they learn everything from instructor
Sample
Cognitive Apprenticeship and TampL Online
Articulating through discussion forum postings
individual projects assignments presentations
422011 ID Faculty 21
Through articulation the learners make their learning explicit through language so that community members have a basis of interaction to refine and expand understanding Articulation can be interwoven in a learning experience through a variety of strategies including discussion demonstration presentation and the exchange of written or other learner-produced artifacts
Cognitive Apprenticeship and TampL Online
Reflection
422011 ID Faculty 22
Critique of peer work can also serve the goal of
reflection because a student needs to analyze the
pros and cons if she wants to do a real good critique
A re-work of independent project is another format of
reflection This re-worked product can be a critique a
a lab project a piece of writing a presentation a video
clip or any other discipline-specific product
is practiced through writing or presentation
Cognitive Apprenticeship and TampL Online
Zone of Proximal Development (ZPD)
Actual development level with no guide
Potential development level with adult guide
Goal sharing
Whole-task approach
Immediate availability of help
Optimal level of help
Conveying an expert model
422011 23ID Faculty
We can accomplish certain things by working independently depending on the knowledge and skills we already have We can accomplish a lot more when we have experts or more knowledgeable others to guide us or by working collaboratively with others Thatrsquos why we go to school and college Sharing the goal increases intersubjectivity between the learner and the MKO and also helps decrease learner frustration because the learner knows that he is not alone in trying to achieve the taskLearning the task as a whole not concentrating on individual sub-skills of the task authentic original ill structured as in real lifework instead of simplified structured as in textbook classroomHelp the learner when he is at a point where he needs help in order to continue the task When learners are left for too long at a point where they cannot make progress they may lose interest and motivation andbecome frustrated
Assistance is tailored to the needs of the learner It is just enough to get the learner past his current difficulties The MKO assists only inthose steps that are beyond the learners abilityA model of a task that will lead the learner to accomplish the task efficiently This model provides a framework around which learners can organize their skills
Cognitive Apprenticeship and TampL Online
Benefits
encouraging
motivating and engaging
helping to retain and transfer
facilitating higher order reasoning
422011 24ID Faculty
encourages authentic activity and assessment as the learning activities are similar to real-world practicemotivates and engages learners as learners think and are treated as experts helps to achieve possible greater level of retention and transfer as situated contextualized learning enables learners to retain knowledge facilitates higher order reasoning as learners use advanced reasoning processes modeled after experts
of Cognitive Apprenticeship
Cognitive Apprenticeship and TampL Online
Challenges
requiring highly facilitative teaching skills
higher levels of learner anxiety and frustration
time consuming
additional and more sophisticated resources
422011 25ID Faculty
of Cognitive Apprenticeship
teachers constantly attending to learnersrsquo difficultiesproblems student autonomy level depending on teachersrsquo coaching and scaffoldingpatience and advanced facilitative teaching skills necessary
overwhelmed learners become anxious frustrated afraid to explore tasks
enormous time required for exploring different areas creating productsconstantly discuss and reflect accomplishments and future plans
may require resources not readily available ie SMEs time money etc
Cognitive Apprenticeship and TampL Online
Conclusion
Cognitive apprenticeship affords both opportunities and challenges as do most educational models What challenges have you considered How might you overcome them What benefits might such a model bring to you and your students What aspects of cognitive apprenticeship are you already using What aspects might you take back to your classroom for a trial run
422011 26ID Faculty
Cognitive Apprenticeship and TampL Online
ReferencesBereiter C amp Scardamalia M (1987) The psychology of written composition Hillsdale NJ Lawrence Erlbaum
Associates
Cave A (2010) Learning math in second grade An application of cognitive apprenticeship National Forum of Applied Educational Research Journal 23 (3) 1-16
Chiu M-H Chou C-C amp Liu C-J (2002) Dynamic processes of conceptual change Analysis of constructing mental models of chemical equilibrium Journal of Research in Science Teaching 39(8) 688-712
Collins A Brown J S amp Newman S E (1989) Cognitive apprenticeship Teaching the crafts of reading writing and mathematics In Resnick L B (Ed) Knowing learning and instruction essays in honor of Robert Glaser (pp 453-494) Hillsdale NJ Lawrence Erlbaum Associates Publishers
Dennen VP (2004) Cognitive apprenticeship in educational practice Research on scaffolding modeling mentoring and coaching as instructional strategies In David Jonnassen (Ed) Handbook of Research on Educational Communications and Technology (2nd ed) pp 813-828
Dennen VP amp Burner KJ (2010) The Cognitive apprenticeship model in educational practice In JM Spector MD Merrill MP Driscoll amp J van Merrionboer (Eds) Handbook of Research in Educational Technology 3rd Ed Mahwah NJ Erlbaum pp 426-439
Dickey M D (2008) Integrating cognitive apprenticeship methods in a Web-based educational technology course for P-12 teacher education Computers amp Education 51 506ndash518
Pascal T amp Hencmann M (2008) Cognitive apprenticeship in online learning 24th Annual Conference on Distance Teaching amp Learning
Schoenfeld A H (1985) Mathematical problem solving NY Academic Press
Stewart KK amp Lagowski JJ (2003) Cognitive apprenticeship theory and graduate chemistry education
Journal of Chemical Education 8(12) 1362-1366
Wang FK amp Bonk C (2001) A design framework for electronic cognitive apprenticeship JALN 5(2) 131-151
422011 27ID Faculty
Cognitive Apprenticeship and TampL Online
Coaching Scaffolding
critical questions
resources
timely feedback
422011 ID Faculty 20
The critical questions keep learners on the right track and lead them to think and deal with those the instructor wants them to deal with The critical questions are constructed in the assignments discussion instructions orthey may also be presented through email communications comments on discussion postings etc
Relevant resources are embedded at the places where the instructor anticipates the learners may encounter difficulties or provided through email communications comments on discussion postings assignments etc
In addition to instructor feedback can also be from peers ie comments on discussion postings individual contribution to group project It can come in writing or verbal through chat Facebook Google Docs video Conferencing Wiki When one student responses to a question others are listening reading Students donrsquot have to neither can they learn everything from instructor
Sample
Cognitive Apprenticeship and TampL Online
Articulating through discussion forum postings
individual projects assignments presentations
422011 ID Faculty 21
Through articulation the learners make their learning explicit through language so that community members have a basis of interaction to refine and expand understanding Articulation can be interwoven in a learning experience through a variety of strategies including discussion demonstration presentation and the exchange of written or other learner-produced artifacts
Cognitive Apprenticeship and TampL Online
Reflection
422011 ID Faculty 22
Critique of peer work can also serve the goal of
reflection because a student needs to analyze the
pros and cons if she wants to do a real good critique
A re-work of independent project is another format of
reflection This re-worked product can be a critique a
a lab project a piece of writing a presentation a video
clip or any other discipline-specific product
is practiced through writing or presentation
Cognitive Apprenticeship and TampL Online
Zone of Proximal Development (ZPD)
Actual development level with no guide
Potential development level with adult guide
Goal sharing
Whole-task approach
Immediate availability of help
Optimal level of help
Conveying an expert model
422011 23ID Faculty
We can accomplish certain things by working independently depending on the knowledge and skills we already have We can accomplish a lot more when we have experts or more knowledgeable others to guide us or by working collaboratively with others Thatrsquos why we go to school and college Sharing the goal increases intersubjectivity between the learner and the MKO and also helps decrease learner frustration because the learner knows that he is not alone in trying to achieve the taskLearning the task as a whole not concentrating on individual sub-skills of the task authentic original ill structured as in real lifework instead of simplified structured as in textbook classroomHelp the learner when he is at a point where he needs help in order to continue the task When learners are left for too long at a point where they cannot make progress they may lose interest and motivation andbecome frustrated
Assistance is tailored to the needs of the learner It is just enough to get the learner past his current difficulties The MKO assists only inthose steps that are beyond the learners abilityA model of a task that will lead the learner to accomplish the task efficiently This model provides a framework around which learners can organize their skills
Cognitive Apprenticeship and TampL Online
Benefits
encouraging
motivating and engaging
helping to retain and transfer
facilitating higher order reasoning
422011 24ID Faculty
encourages authentic activity and assessment as the learning activities are similar to real-world practicemotivates and engages learners as learners think and are treated as experts helps to achieve possible greater level of retention and transfer as situated contextualized learning enables learners to retain knowledge facilitates higher order reasoning as learners use advanced reasoning processes modeled after experts
of Cognitive Apprenticeship
Cognitive Apprenticeship and TampL Online
Challenges
requiring highly facilitative teaching skills
higher levels of learner anxiety and frustration
time consuming
additional and more sophisticated resources
422011 25ID Faculty
of Cognitive Apprenticeship
teachers constantly attending to learnersrsquo difficultiesproblems student autonomy level depending on teachersrsquo coaching and scaffoldingpatience and advanced facilitative teaching skills necessary
overwhelmed learners become anxious frustrated afraid to explore tasks
enormous time required for exploring different areas creating productsconstantly discuss and reflect accomplishments and future plans
may require resources not readily available ie SMEs time money etc
Cognitive Apprenticeship and TampL Online
Conclusion
Cognitive apprenticeship affords both opportunities and challenges as do most educational models What challenges have you considered How might you overcome them What benefits might such a model bring to you and your students What aspects of cognitive apprenticeship are you already using What aspects might you take back to your classroom for a trial run
422011 26ID Faculty
Cognitive Apprenticeship and TampL Online
ReferencesBereiter C amp Scardamalia M (1987) The psychology of written composition Hillsdale NJ Lawrence Erlbaum
Associates
Cave A (2010) Learning math in second grade An application of cognitive apprenticeship National Forum of Applied Educational Research Journal 23 (3) 1-16
Chiu M-H Chou C-C amp Liu C-J (2002) Dynamic processes of conceptual change Analysis of constructing mental models of chemical equilibrium Journal of Research in Science Teaching 39(8) 688-712
Collins A Brown J S amp Newman S E (1989) Cognitive apprenticeship Teaching the crafts of reading writing and mathematics In Resnick L B (Ed) Knowing learning and instruction essays in honor of Robert Glaser (pp 453-494) Hillsdale NJ Lawrence Erlbaum Associates Publishers
Dennen VP (2004) Cognitive apprenticeship in educational practice Research on scaffolding modeling mentoring and coaching as instructional strategies In David Jonnassen (Ed) Handbook of Research on Educational Communications and Technology (2nd ed) pp 813-828
Dennen VP amp Burner KJ (2010) The Cognitive apprenticeship model in educational practice In JM Spector MD Merrill MP Driscoll amp J van Merrionboer (Eds) Handbook of Research in Educational Technology 3rd Ed Mahwah NJ Erlbaum pp 426-439
Dickey M D (2008) Integrating cognitive apprenticeship methods in a Web-based educational technology course for P-12 teacher education Computers amp Education 51 506ndash518
Pascal T amp Hencmann M (2008) Cognitive apprenticeship in online learning 24th Annual Conference on Distance Teaching amp Learning
Schoenfeld A H (1985) Mathematical problem solving NY Academic Press
Stewart KK amp Lagowski JJ (2003) Cognitive apprenticeship theory and graduate chemistry education
Journal of Chemical Education 8(12) 1362-1366
Wang FK amp Bonk C (2001) A design framework for electronic cognitive apprenticeship JALN 5(2) 131-151
422011 27ID Faculty
Cognitive Apprenticeship and TampL Online
Articulating through discussion forum postings
individual projects assignments presentations
422011 ID Faculty 21
Through articulation the learners make their learning explicit through language so that community members have a basis of interaction to refine and expand understanding Articulation can be interwoven in a learning experience through a variety of strategies including discussion demonstration presentation and the exchange of written or other learner-produced artifacts
Cognitive Apprenticeship and TampL Online
Reflection
422011 ID Faculty 22
Critique of peer work can also serve the goal of
reflection because a student needs to analyze the
pros and cons if she wants to do a real good critique
A re-work of independent project is another format of
reflection This re-worked product can be a critique a
a lab project a piece of writing a presentation a video
clip or any other discipline-specific product
is practiced through writing or presentation
Cognitive Apprenticeship and TampL Online
Zone of Proximal Development (ZPD)
Actual development level with no guide
Potential development level with adult guide
Goal sharing
Whole-task approach
Immediate availability of help
Optimal level of help
Conveying an expert model
422011 23ID Faculty
We can accomplish certain things by working independently depending on the knowledge and skills we already have We can accomplish a lot more when we have experts or more knowledgeable others to guide us or by working collaboratively with others Thatrsquos why we go to school and college Sharing the goal increases intersubjectivity between the learner and the MKO and also helps decrease learner frustration because the learner knows that he is not alone in trying to achieve the taskLearning the task as a whole not concentrating on individual sub-skills of the task authentic original ill structured as in real lifework instead of simplified structured as in textbook classroomHelp the learner when he is at a point where he needs help in order to continue the task When learners are left for too long at a point where they cannot make progress they may lose interest and motivation andbecome frustrated
Assistance is tailored to the needs of the learner It is just enough to get the learner past his current difficulties The MKO assists only inthose steps that are beyond the learners abilityA model of a task that will lead the learner to accomplish the task efficiently This model provides a framework around which learners can organize their skills
Cognitive Apprenticeship and TampL Online
Benefits
encouraging
motivating and engaging
helping to retain and transfer
facilitating higher order reasoning
422011 24ID Faculty
encourages authentic activity and assessment as the learning activities are similar to real-world practicemotivates and engages learners as learners think and are treated as experts helps to achieve possible greater level of retention and transfer as situated contextualized learning enables learners to retain knowledge facilitates higher order reasoning as learners use advanced reasoning processes modeled after experts
of Cognitive Apprenticeship
Cognitive Apprenticeship and TampL Online
Challenges
requiring highly facilitative teaching skills
higher levels of learner anxiety and frustration
time consuming
additional and more sophisticated resources
422011 25ID Faculty
of Cognitive Apprenticeship
teachers constantly attending to learnersrsquo difficultiesproblems student autonomy level depending on teachersrsquo coaching and scaffoldingpatience and advanced facilitative teaching skills necessary
overwhelmed learners become anxious frustrated afraid to explore tasks
enormous time required for exploring different areas creating productsconstantly discuss and reflect accomplishments and future plans
may require resources not readily available ie SMEs time money etc
Cognitive Apprenticeship and TampL Online
Conclusion
Cognitive apprenticeship affords both opportunities and challenges as do most educational models What challenges have you considered How might you overcome them What benefits might such a model bring to you and your students What aspects of cognitive apprenticeship are you already using What aspects might you take back to your classroom for a trial run
422011 26ID Faculty
Cognitive Apprenticeship and TampL Online
ReferencesBereiter C amp Scardamalia M (1987) The psychology of written composition Hillsdale NJ Lawrence Erlbaum
Associates
Cave A (2010) Learning math in second grade An application of cognitive apprenticeship National Forum of Applied Educational Research Journal 23 (3) 1-16
Chiu M-H Chou C-C amp Liu C-J (2002) Dynamic processes of conceptual change Analysis of constructing mental models of chemical equilibrium Journal of Research in Science Teaching 39(8) 688-712
Collins A Brown J S amp Newman S E (1989) Cognitive apprenticeship Teaching the crafts of reading writing and mathematics In Resnick L B (Ed) Knowing learning and instruction essays in honor of Robert Glaser (pp 453-494) Hillsdale NJ Lawrence Erlbaum Associates Publishers
Dennen VP (2004) Cognitive apprenticeship in educational practice Research on scaffolding modeling mentoring and coaching as instructional strategies In David Jonnassen (Ed) Handbook of Research on Educational Communications and Technology (2nd ed) pp 813-828
Dennen VP amp Burner KJ (2010) The Cognitive apprenticeship model in educational practice In JM Spector MD Merrill MP Driscoll amp J van Merrionboer (Eds) Handbook of Research in Educational Technology 3rd Ed Mahwah NJ Erlbaum pp 426-439
Dickey M D (2008) Integrating cognitive apprenticeship methods in a Web-based educational technology course for P-12 teacher education Computers amp Education 51 506ndash518
Pascal T amp Hencmann M (2008) Cognitive apprenticeship in online learning 24th Annual Conference on Distance Teaching amp Learning
Schoenfeld A H (1985) Mathematical problem solving NY Academic Press
Stewart KK amp Lagowski JJ (2003) Cognitive apprenticeship theory and graduate chemistry education
Journal of Chemical Education 8(12) 1362-1366
Wang FK amp Bonk C (2001) A design framework for electronic cognitive apprenticeship JALN 5(2) 131-151
422011 27ID Faculty
Cognitive Apprenticeship and TampL Online
Reflection
422011 ID Faculty 22
Critique of peer work can also serve the goal of
reflection because a student needs to analyze the
pros and cons if she wants to do a real good critique
A re-work of independent project is another format of
reflection This re-worked product can be a critique a
a lab project a piece of writing a presentation a video
clip or any other discipline-specific product
is practiced through writing or presentation
Cognitive Apprenticeship and TampL Online
Zone of Proximal Development (ZPD)
Actual development level with no guide
Potential development level with adult guide
Goal sharing
Whole-task approach
Immediate availability of help
Optimal level of help
Conveying an expert model
422011 23ID Faculty
We can accomplish certain things by working independently depending on the knowledge and skills we already have We can accomplish a lot more when we have experts or more knowledgeable others to guide us or by working collaboratively with others Thatrsquos why we go to school and college Sharing the goal increases intersubjectivity between the learner and the MKO and also helps decrease learner frustration because the learner knows that he is not alone in trying to achieve the taskLearning the task as a whole not concentrating on individual sub-skills of the task authentic original ill structured as in real lifework instead of simplified structured as in textbook classroomHelp the learner when he is at a point where he needs help in order to continue the task When learners are left for too long at a point where they cannot make progress they may lose interest and motivation andbecome frustrated
Assistance is tailored to the needs of the learner It is just enough to get the learner past his current difficulties The MKO assists only inthose steps that are beyond the learners abilityA model of a task that will lead the learner to accomplish the task efficiently This model provides a framework around which learners can organize their skills
Cognitive Apprenticeship and TampL Online
Benefits
encouraging
motivating and engaging
helping to retain and transfer
facilitating higher order reasoning
422011 24ID Faculty
encourages authentic activity and assessment as the learning activities are similar to real-world practicemotivates and engages learners as learners think and are treated as experts helps to achieve possible greater level of retention and transfer as situated contextualized learning enables learners to retain knowledge facilitates higher order reasoning as learners use advanced reasoning processes modeled after experts
of Cognitive Apprenticeship
Cognitive Apprenticeship and TampL Online
Challenges
requiring highly facilitative teaching skills
higher levels of learner anxiety and frustration
time consuming
additional and more sophisticated resources
422011 25ID Faculty
of Cognitive Apprenticeship
teachers constantly attending to learnersrsquo difficultiesproblems student autonomy level depending on teachersrsquo coaching and scaffoldingpatience and advanced facilitative teaching skills necessary
overwhelmed learners become anxious frustrated afraid to explore tasks
enormous time required for exploring different areas creating productsconstantly discuss and reflect accomplishments and future plans
may require resources not readily available ie SMEs time money etc
Cognitive Apprenticeship and TampL Online
Conclusion
Cognitive apprenticeship affords both opportunities and challenges as do most educational models What challenges have you considered How might you overcome them What benefits might such a model bring to you and your students What aspects of cognitive apprenticeship are you already using What aspects might you take back to your classroom for a trial run
422011 26ID Faculty
Cognitive Apprenticeship and TampL Online
ReferencesBereiter C amp Scardamalia M (1987) The psychology of written composition Hillsdale NJ Lawrence Erlbaum
Associates
Cave A (2010) Learning math in second grade An application of cognitive apprenticeship National Forum of Applied Educational Research Journal 23 (3) 1-16
Chiu M-H Chou C-C amp Liu C-J (2002) Dynamic processes of conceptual change Analysis of constructing mental models of chemical equilibrium Journal of Research in Science Teaching 39(8) 688-712
Collins A Brown J S amp Newman S E (1989) Cognitive apprenticeship Teaching the crafts of reading writing and mathematics In Resnick L B (Ed) Knowing learning and instruction essays in honor of Robert Glaser (pp 453-494) Hillsdale NJ Lawrence Erlbaum Associates Publishers
Dennen VP (2004) Cognitive apprenticeship in educational practice Research on scaffolding modeling mentoring and coaching as instructional strategies In David Jonnassen (Ed) Handbook of Research on Educational Communications and Technology (2nd ed) pp 813-828
Dennen VP amp Burner KJ (2010) The Cognitive apprenticeship model in educational practice In JM Spector MD Merrill MP Driscoll amp J van Merrionboer (Eds) Handbook of Research in Educational Technology 3rd Ed Mahwah NJ Erlbaum pp 426-439
Dickey M D (2008) Integrating cognitive apprenticeship methods in a Web-based educational technology course for P-12 teacher education Computers amp Education 51 506ndash518
Pascal T amp Hencmann M (2008) Cognitive apprenticeship in online learning 24th Annual Conference on Distance Teaching amp Learning
Schoenfeld A H (1985) Mathematical problem solving NY Academic Press
Stewart KK amp Lagowski JJ (2003) Cognitive apprenticeship theory and graduate chemistry education
Journal of Chemical Education 8(12) 1362-1366
Wang FK amp Bonk C (2001) A design framework for electronic cognitive apprenticeship JALN 5(2) 131-151
422011 27ID Faculty
Cognitive Apprenticeship and TampL Online
Zone of Proximal Development (ZPD)
Actual development level with no guide
Potential development level with adult guide
Goal sharing
Whole-task approach
Immediate availability of help
Optimal level of help
Conveying an expert model
422011 23ID Faculty
We can accomplish certain things by working independently depending on the knowledge and skills we already have We can accomplish a lot more when we have experts or more knowledgeable others to guide us or by working collaboratively with others Thatrsquos why we go to school and college Sharing the goal increases intersubjectivity between the learner and the MKO and also helps decrease learner frustration because the learner knows that he is not alone in trying to achieve the taskLearning the task as a whole not concentrating on individual sub-skills of the task authentic original ill structured as in real lifework instead of simplified structured as in textbook classroomHelp the learner when he is at a point where he needs help in order to continue the task When learners are left for too long at a point where they cannot make progress they may lose interest and motivation andbecome frustrated
Assistance is tailored to the needs of the learner It is just enough to get the learner past his current difficulties The MKO assists only inthose steps that are beyond the learners abilityA model of a task that will lead the learner to accomplish the task efficiently This model provides a framework around which learners can organize their skills
Cognitive Apprenticeship and TampL Online
Benefits
encouraging
motivating and engaging
helping to retain and transfer
facilitating higher order reasoning
422011 24ID Faculty
encourages authentic activity and assessment as the learning activities are similar to real-world practicemotivates and engages learners as learners think and are treated as experts helps to achieve possible greater level of retention and transfer as situated contextualized learning enables learners to retain knowledge facilitates higher order reasoning as learners use advanced reasoning processes modeled after experts
of Cognitive Apprenticeship
Cognitive Apprenticeship and TampL Online
Challenges
requiring highly facilitative teaching skills
higher levels of learner anxiety and frustration
time consuming
additional and more sophisticated resources
422011 25ID Faculty
of Cognitive Apprenticeship
teachers constantly attending to learnersrsquo difficultiesproblems student autonomy level depending on teachersrsquo coaching and scaffoldingpatience and advanced facilitative teaching skills necessary
overwhelmed learners become anxious frustrated afraid to explore tasks
enormous time required for exploring different areas creating productsconstantly discuss and reflect accomplishments and future plans
may require resources not readily available ie SMEs time money etc
Cognitive Apprenticeship and TampL Online
Conclusion
Cognitive apprenticeship affords both opportunities and challenges as do most educational models What challenges have you considered How might you overcome them What benefits might such a model bring to you and your students What aspects of cognitive apprenticeship are you already using What aspects might you take back to your classroom for a trial run
422011 26ID Faculty
Cognitive Apprenticeship and TampL Online
ReferencesBereiter C amp Scardamalia M (1987) The psychology of written composition Hillsdale NJ Lawrence Erlbaum
Associates
Cave A (2010) Learning math in second grade An application of cognitive apprenticeship National Forum of Applied Educational Research Journal 23 (3) 1-16
Chiu M-H Chou C-C amp Liu C-J (2002) Dynamic processes of conceptual change Analysis of constructing mental models of chemical equilibrium Journal of Research in Science Teaching 39(8) 688-712
Collins A Brown J S amp Newman S E (1989) Cognitive apprenticeship Teaching the crafts of reading writing and mathematics In Resnick L B (Ed) Knowing learning and instruction essays in honor of Robert Glaser (pp 453-494) Hillsdale NJ Lawrence Erlbaum Associates Publishers
Dennen VP (2004) Cognitive apprenticeship in educational practice Research on scaffolding modeling mentoring and coaching as instructional strategies In David Jonnassen (Ed) Handbook of Research on Educational Communications and Technology (2nd ed) pp 813-828
Dennen VP amp Burner KJ (2010) The Cognitive apprenticeship model in educational practice In JM Spector MD Merrill MP Driscoll amp J van Merrionboer (Eds) Handbook of Research in Educational Technology 3rd Ed Mahwah NJ Erlbaum pp 426-439
Dickey M D (2008) Integrating cognitive apprenticeship methods in a Web-based educational technology course for P-12 teacher education Computers amp Education 51 506ndash518
Pascal T amp Hencmann M (2008) Cognitive apprenticeship in online learning 24th Annual Conference on Distance Teaching amp Learning
Schoenfeld A H (1985) Mathematical problem solving NY Academic Press
Stewart KK amp Lagowski JJ (2003) Cognitive apprenticeship theory and graduate chemistry education
Journal of Chemical Education 8(12) 1362-1366
Wang FK amp Bonk C (2001) A design framework for electronic cognitive apprenticeship JALN 5(2) 131-151
422011 27ID Faculty
Cognitive Apprenticeship and TampL Online
Benefits
encouraging
motivating and engaging
helping to retain and transfer
facilitating higher order reasoning
422011 24ID Faculty
encourages authentic activity and assessment as the learning activities are similar to real-world practicemotivates and engages learners as learners think and are treated as experts helps to achieve possible greater level of retention and transfer as situated contextualized learning enables learners to retain knowledge facilitates higher order reasoning as learners use advanced reasoning processes modeled after experts
of Cognitive Apprenticeship
Cognitive Apprenticeship and TampL Online
Challenges
requiring highly facilitative teaching skills
higher levels of learner anxiety and frustration
time consuming
additional and more sophisticated resources
422011 25ID Faculty
of Cognitive Apprenticeship
teachers constantly attending to learnersrsquo difficultiesproblems student autonomy level depending on teachersrsquo coaching and scaffoldingpatience and advanced facilitative teaching skills necessary
overwhelmed learners become anxious frustrated afraid to explore tasks
enormous time required for exploring different areas creating productsconstantly discuss and reflect accomplishments and future plans
may require resources not readily available ie SMEs time money etc
Cognitive Apprenticeship and TampL Online
Conclusion
Cognitive apprenticeship affords both opportunities and challenges as do most educational models What challenges have you considered How might you overcome them What benefits might such a model bring to you and your students What aspects of cognitive apprenticeship are you already using What aspects might you take back to your classroom for a trial run
422011 26ID Faculty
Cognitive Apprenticeship and TampL Online
ReferencesBereiter C amp Scardamalia M (1987) The psychology of written composition Hillsdale NJ Lawrence Erlbaum
Associates
Cave A (2010) Learning math in second grade An application of cognitive apprenticeship National Forum of Applied Educational Research Journal 23 (3) 1-16
Chiu M-H Chou C-C amp Liu C-J (2002) Dynamic processes of conceptual change Analysis of constructing mental models of chemical equilibrium Journal of Research in Science Teaching 39(8) 688-712
Collins A Brown J S amp Newman S E (1989) Cognitive apprenticeship Teaching the crafts of reading writing and mathematics In Resnick L B (Ed) Knowing learning and instruction essays in honor of Robert Glaser (pp 453-494) Hillsdale NJ Lawrence Erlbaum Associates Publishers
Dennen VP (2004) Cognitive apprenticeship in educational practice Research on scaffolding modeling mentoring and coaching as instructional strategies In David Jonnassen (Ed) Handbook of Research on Educational Communications and Technology (2nd ed) pp 813-828
Dennen VP amp Burner KJ (2010) The Cognitive apprenticeship model in educational practice In JM Spector MD Merrill MP Driscoll amp J van Merrionboer (Eds) Handbook of Research in Educational Technology 3rd Ed Mahwah NJ Erlbaum pp 426-439
Dickey M D (2008) Integrating cognitive apprenticeship methods in a Web-based educational technology course for P-12 teacher education Computers amp Education 51 506ndash518
Pascal T amp Hencmann M (2008) Cognitive apprenticeship in online learning 24th Annual Conference on Distance Teaching amp Learning
Schoenfeld A H (1985) Mathematical problem solving NY Academic Press
Stewart KK amp Lagowski JJ (2003) Cognitive apprenticeship theory and graduate chemistry education
Journal of Chemical Education 8(12) 1362-1366
Wang FK amp Bonk C (2001) A design framework for electronic cognitive apprenticeship JALN 5(2) 131-151
422011 27ID Faculty
Cognitive Apprenticeship and TampL Online
Challenges
requiring highly facilitative teaching skills
higher levels of learner anxiety and frustration
time consuming
additional and more sophisticated resources
422011 25ID Faculty
of Cognitive Apprenticeship
teachers constantly attending to learnersrsquo difficultiesproblems student autonomy level depending on teachersrsquo coaching and scaffoldingpatience and advanced facilitative teaching skills necessary
overwhelmed learners become anxious frustrated afraid to explore tasks
enormous time required for exploring different areas creating productsconstantly discuss and reflect accomplishments and future plans
may require resources not readily available ie SMEs time money etc
Cognitive Apprenticeship and TampL Online
Conclusion
Cognitive apprenticeship affords both opportunities and challenges as do most educational models What challenges have you considered How might you overcome them What benefits might such a model bring to you and your students What aspects of cognitive apprenticeship are you already using What aspects might you take back to your classroom for a trial run
422011 26ID Faculty
Cognitive Apprenticeship and TampL Online
ReferencesBereiter C amp Scardamalia M (1987) The psychology of written composition Hillsdale NJ Lawrence Erlbaum
Associates
Cave A (2010) Learning math in second grade An application of cognitive apprenticeship National Forum of Applied Educational Research Journal 23 (3) 1-16
Chiu M-H Chou C-C amp Liu C-J (2002) Dynamic processes of conceptual change Analysis of constructing mental models of chemical equilibrium Journal of Research in Science Teaching 39(8) 688-712
Collins A Brown J S amp Newman S E (1989) Cognitive apprenticeship Teaching the crafts of reading writing and mathematics In Resnick L B (Ed) Knowing learning and instruction essays in honor of Robert Glaser (pp 453-494) Hillsdale NJ Lawrence Erlbaum Associates Publishers
Dennen VP (2004) Cognitive apprenticeship in educational practice Research on scaffolding modeling mentoring and coaching as instructional strategies In David Jonnassen (Ed) Handbook of Research on Educational Communications and Technology (2nd ed) pp 813-828
Dennen VP amp Burner KJ (2010) The Cognitive apprenticeship model in educational practice In JM Spector MD Merrill MP Driscoll amp J van Merrionboer (Eds) Handbook of Research in Educational Technology 3rd Ed Mahwah NJ Erlbaum pp 426-439
Dickey M D (2008) Integrating cognitive apprenticeship methods in a Web-based educational technology course for P-12 teacher education Computers amp Education 51 506ndash518
Pascal T amp Hencmann M (2008) Cognitive apprenticeship in online learning 24th Annual Conference on Distance Teaching amp Learning
Schoenfeld A H (1985) Mathematical problem solving NY Academic Press
Stewart KK amp Lagowski JJ (2003) Cognitive apprenticeship theory and graduate chemistry education
Journal of Chemical Education 8(12) 1362-1366
Wang FK amp Bonk C (2001) A design framework for electronic cognitive apprenticeship JALN 5(2) 131-151
422011 27ID Faculty
Cognitive Apprenticeship and TampL Online
Conclusion
Cognitive apprenticeship affords both opportunities and challenges as do most educational models What challenges have you considered How might you overcome them What benefits might such a model bring to you and your students What aspects of cognitive apprenticeship are you already using What aspects might you take back to your classroom for a trial run
422011 26ID Faculty
Cognitive Apprenticeship and TampL Online
ReferencesBereiter C amp Scardamalia M (1987) The psychology of written composition Hillsdale NJ Lawrence Erlbaum
Associates
Cave A (2010) Learning math in second grade An application of cognitive apprenticeship National Forum of Applied Educational Research Journal 23 (3) 1-16
Chiu M-H Chou C-C amp Liu C-J (2002) Dynamic processes of conceptual change Analysis of constructing mental models of chemical equilibrium Journal of Research in Science Teaching 39(8) 688-712
Collins A Brown J S amp Newman S E (1989) Cognitive apprenticeship Teaching the crafts of reading writing and mathematics In Resnick L B (Ed) Knowing learning and instruction essays in honor of Robert Glaser (pp 453-494) Hillsdale NJ Lawrence Erlbaum Associates Publishers
Dennen VP (2004) Cognitive apprenticeship in educational practice Research on scaffolding modeling mentoring and coaching as instructional strategies In David Jonnassen (Ed) Handbook of Research on Educational Communications and Technology (2nd ed) pp 813-828
Dennen VP amp Burner KJ (2010) The Cognitive apprenticeship model in educational practice In JM Spector MD Merrill MP Driscoll amp J van Merrionboer (Eds) Handbook of Research in Educational Technology 3rd Ed Mahwah NJ Erlbaum pp 426-439
Dickey M D (2008) Integrating cognitive apprenticeship methods in a Web-based educational technology course for P-12 teacher education Computers amp Education 51 506ndash518
Pascal T amp Hencmann M (2008) Cognitive apprenticeship in online learning 24th Annual Conference on Distance Teaching amp Learning
Schoenfeld A H (1985) Mathematical problem solving NY Academic Press
Stewart KK amp Lagowski JJ (2003) Cognitive apprenticeship theory and graduate chemistry education
Journal of Chemical Education 8(12) 1362-1366
Wang FK amp Bonk C (2001) A design framework for electronic cognitive apprenticeship JALN 5(2) 131-151
422011 27ID Faculty
Cognitive Apprenticeship and TampL Online
ReferencesBereiter C amp Scardamalia M (1987) The psychology of written composition Hillsdale NJ Lawrence Erlbaum
Associates
Cave A (2010) Learning math in second grade An application of cognitive apprenticeship National Forum of Applied Educational Research Journal 23 (3) 1-16
Chiu M-H Chou C-C amp Liu C-J (2002) Dynamic processes of conceptual change Analysis of constructing mental models of chemical equilibrium Journal of Research in Science Teaching 39(8) 688-712
Collins A Brown J S amp Newman S E (1989) Cognitive apprenticeship Teaching the crafts of reading writing and mathematics In Resnick L B (Ed) Knowing learning and instruction essays in honor of Robert Glaser (pp 453-494) Hillsdale NJ Lawrence Erlbaum Associates Publishers
Dennen VP (2004) Cognitive apprenticeship in educational practice Research on scaffolding modeling mentoring and coaching as instructional strategies In David Jonnassen (Ed) Handbook of Research on Educational Communications and Technology (2nd ed) pp 813-828
Dennen VP amp Burner KJ (2010) The Cognitive apprenticeship model in educational practice In JM Spector MD Merrill MP Driscoll amp J van Merrionboer (Eds) Handbook of Research in Educational Technology 3rd Ed Mahwah NJ Erlbaum pp 426-439
Dickey M D (2008) Integrating cognitive apprenticeship methods in a Web-based educational technology course for P-12 teacher education Computers amp Education 51 506ndash518
Pascal T amp Hencmann M (2008) Cognitive apprenticeship in online learning 24th Annual Conference on Distance Teaching amp Learning
Schoenfeld A H (1985) Mathematical problem solving NY Academic Press
Stewart KK amp Lagowski JJ (2003) Cognitive apprenticeship theory and graduate chemistry education
Journal of Chemical Education 8(12) 1362-1366
Wang FK amp Bonk C (2001) A design framework for electronic cognitive apprenticeship JALN 5(2) 131-151
422011 27ID Faculty