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Presentation at SiED EnPED 2014 Conference, Sao Carlos, Brazil.
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MEETING ONLINE LEARNERS’ NEEDS THROUGH COGNITIVE APPRENTICESHIP Dr. Vanessa Dennen Associate Professor Instructional Systems & Learning Technologies Florida State University, USA
SiED EnPED 2014 • Dr. Vanessa Dennen • Florida State University 1
Overview • Learner needs and possible solutions • Types of online learners • Using cognitive apprenticeship to meet learner needs
SiED EnPED 2014 • Dr. Vanessa Dennen • Florida State University 2
SiED EnPED 2014 • Dr. Vanessa Dennen • Florida State University 3
I may teach the same course year after year, but I never teach the
same class.
WHAT DO YOU NEED RIGHT NOW?
Sleep Coffee Food
A good laugh More money
A date
SiED EnPED 2014 • Dr. Vanessa Dennen • Florida State University 4
WHAT DO YOU NEED FROM THIS CLASS?
Knowledge of topic An “A”
3 credit hours
SiED EnPED 2014 • Dr. Vanessa Dennen • Florida State University 5
WHAT DO YOU NEED FROM SCHOOL?
A degree A good job
SiED EnPED 2014 • Dr. Vanessa Dennen • Florida State University 6
Roles of the Online Instructor
Managerial
• Running the course
Pedagogical
• Teaching the content
Social
• Fostering relationships
Technological
• Supporting CMC
SiED EnPED 2014 • Dr. Vanessa Dennen • Florida State University 7
(Berge, 1995; Bonk, Kirkley, Hara & Dennen, 2001)
Online Student Needs
Managerial
• Follow the course plan
Pedagogical
• Learn the content
Social
• Feel a connection
Technological
• Use the course technology
SiED EnPED 2014 • Dr. Vanessa Dennen • Florida State University 8
In class:
In general:
Advising Career Preparation Financial Aid Friends IT Access Library Access Study Skills
Who’s in your class?
Perfect Paula
Social Sam
Experienced Ellen
Eager Edgar
SiED EnPED 2014 • Dr. Vanessa Dennen • Florida State University 9
Newbie Ned
Needy Nancy
Overloaded Owen
Absent Alison
Perfect Paula • Profile characteristics:
• Well-prepared for both the course content and online learning • Devotes sufficient time to her studies • Self-regulates effectively
• Unique needs: • Typically none, but if they arise she is
proactive about finding a timely solution.
• Challenges: • None! We love having Paula in class.
SiED EnPED 2014 • Dr. Vanessa Dennen • Florida State University 10
Social Sam • Profile characteristics:
• High level of energy / high degree of socialization • Willing to engage in course activities
• Unique needs: • Attention!
• Challenges: • Sometimes big on talk but short on
substance • Keeping him from taking over the
conversation
SiED EnPED 2014 • Dr. Vanessa Dennen • Florida State University 11
Experienced Ellen • Profile characteristics:
• Has a lot of course-related experience • High degree of self-efficacy
• Unique needs: • May not be able to map course content
onto her experiences • May need affirmation of her experience
• Challenges: • Keeping her engaged and challenged • Helping her see alternate points of view • Keeping her from spreading
misconceptions
SiED EnPED 2014 • Dr. Vanessa Dennen • Florida State University 12
Eager Edgar • Profile characteristics:
• Enthusiastic about course • May appear more experienced than he is
• Unique needs: • Attention
• Challenges: • Keeping him focused and engaged
SiED EnPED 2014 • Dr. Vanessa Dennen • Florida State University 13
Newbie Ned • Profile characteristics:
• New to online learning • May lack confidence, technology skills
• Unique needs: • Learning how to be an online student
• Challenges: • Keeping him from feeling overwhelmed
SiED EnPED 2014 • Dr. Vanessa Dennen • Florida State University 14
Needy Nancy • Profile characteristics:
• Worried about whether she is doing things correctly
• Unique needs: • Affirmation
• Challenges: • If she doesn’t get affirmation, she may
tune out or become negative about the course
SiED EnPED 2014 • Dr. Vanessa Dennen • Florida State University 15
Overloaded Owen • Profile characteristics:
• Struggles to make school a priority • May perform work at the minimum level • Always has a (real) excuse
• Unique needs: • Flexibility • Assistance with time management
• Challenges: • Helping him figure out how school fits
in with other commitments and interests • Counseling him to make wise decisions
SiED EnPED 2014 • Dr. Vanessa Dennen • Florida State University 16
Absent Alison • Profile characteristics:
• Often invisible • Turns in assignments late, if at all
• Unique needs: • Reasons to attend or interact
• Challenges: • Getting her to communicate • Determining WHY she is absent • Changing her concept of online classes
SiED EnPED 2014 • Dr. Vanessa Dennen • Florida State University 17
Another Need:
Self-regulation Technology self-efficacy
Metacognitive strategies Networking
Lifelong Learning
Skills
SiED EnPED 2014 • Dr. Vanessa Dennen • Florida State University 18
Ideal Progression for Learners
Learning in class Graduating
Participating in a professional community of
practice
SiED EnPED 2014 • Dr. Vanessa Dennen • Florida State University 19
Target: Community of Practice
SiED EnPED 2014 • Dr. Vanessa Dennen • Florida State University 20
Community of Practice
Mutual engagement
Joint enterprise Shared repertoire
(Wenger, 1998)
Cognitive Apprenticeship Model
Model • learners observe expert
Coach • learners receive expert guidance
Scaffold • learners perform with support
Articulate • learners explicate their knowledge
Reflect • learners analyze their own performance
Explore • learners own and extend knowledge
SiED EnPED 2014 • Dr. Vanessa Dennen • Florida State University 21
(Collins, Brown & Newman, 1998)
Types of Learning in a Cognitive Apprenticeship
Knowledge Content
Managerial
Pedagogical
Social
Technological
SiED EnPED 2014 • Dr. Vanessa Dennen • Florida State University 22
Expertise is: Distributed Domain-specific
How to Not Foster Cognitive Apprenticeship • Mini-case 1
• Passive learning + didactic techniques
• Mini-case 2 • Heavy instructor intervention • Instructor-student communication dyads
SiED EnPED 2014 • Dr. Vanessa Dennen • Florida State University 23
Operationalizing Cognitive Apprenticeship in an Online Class
SiED EnPED 2014 • Dr. Vanessa Dennen • Florida State University 24
Modeling
Coaching
Scaffolding
Articulation
Reflection
Exploration
• Foster peer engagement • Let more experienced students help less
experienced ones • Encourage collaborative exploration
Matching Up Learners
SiED EnPED 2014 • Dr. Vanessa Dennen • Florida State University 25
Perfect Paula
Social Sam
Experienced Ellen
Eager Edgar
Newbie Ned
Needy Nancy
Overloaded Owen
Absent Alison
Goals of Using Cognitive Apprenticeship
• Focus on content • Authentic experiences Learning
• Build intersubjectivity • Draw upon distributed cognition Community
• “Own” content and related experiences
• Prepare for workplace learning Independence
SiED EnPED 2014 • Dr. Vanessa Dennen • Florida State University 26
Providing Rewards • Badges • Personal attention
• Communication • Showcase / highlights
• Assign responsibilities
SiED EnPED 2014 • Dr. Vanessa Dennen • Florida State University 27
Summary • Learners needs extend beyond content and pedagogy • Cognitive apprenticeship can be used to meet learners’
within-class needs across areas • Collaboration and community are necessary to foster
cognitive apprenticeship in a class setting • End goal: Produce professionals who are competent
lifelong learners
SiED EnPED 2014 • Dr. Vanessa Dennen • Florida State University 28
Questions?
Contact Information: Dr. Vanessa Dennen Instructional Systems & Learning Technologies Florida State University [email protected] @vdennen http://slideshare.net/vanessadennen
SiED EnPED 2014 • Dr. Vanessa Dennen • Florida State University 29
References • Berge, Z. L. (1995). Facilitating computer conferencing:
Recommendations from the field. Educational Technology, 35(1), 22-30.
• Bonk, C. J., Kirkley, J. R., Hara, N., & Dennen, V. P. (2001). Finding the instructor in post-secondary online learning: Pedagogical, social, managerial, and technological locations. In J. Stephenson (Ed.), Teaching and learning online: New pedagogies for new technologies (pp. 76-97). London: Kogan Page.
• Collins, A., Brown, J. S., & Newman, S. E. (1998). Cognitive apprenticeship: Teaching the craft of reading, writing, and mathematics. In L. B. Resnick (Ed.), Knowing, Learning, and Instruction: Essays in Honor of Robert Glaser (pp. 453-494). Hillsdale, NJ: Lawrence Erlbaum Associates.
• Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge, England: Cambridge University Press.
SiED EnPED 2014 • Dr. Vanessa Dennen • Florida State University 30