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Maree Michaud-Sacks

COGNITIVE APPRENTICESHIP: MAKING THINKING VISIBLE - 0 views

elc.fhda.edu/...collins_brown_holum_1991.pdf

cognitive apprenticeship podcasts ETAP640D

shared by Maree Michaud-Sacks on 17 Jul 13 - No Cached
  • Maree Michaud-Sacks on 17 Jul 13
     
    "COGNITIVE APPRENTICESHIP: MAKING THINKING VISIBLE"
  • Maree Michaud-Sacks on 17 Jul 13
     
    this article explores cognitive apprenticeship and how experts need to make their internal processes visible to students
diane hamilton

Teaching As Learning - 3 views

methodenpool.uni-koeln.de/...Teaching%20As%20Learning.htm

development learning sociocultural LITdmh

shared by diane hamilton on 11 Jun 12 - No Cached
  • diane hamilton on 11 Jun 12
     
    article by Rogoff explaining the three planes of cognitive apprenticeship: apprenticeship, guided participation, and participatory appropriation
diane hamilton

Rogoff on Participatory Appropriation « Lisa Rampton Halverson - 0 views

lisahalverson.com/...on-participatory-appropriation

cognitive apprenticeship

shared by diane hamilton on 05 Jun 12 - No Cached
  • diane hamilton on 05 Jun 12
     
    brief piece describing the three key concepts of Rogoff's theory on cognitive apprenticeship
Maree Michaud-Sacks

Cognitive Apprenticeship - 0 views

tccl.rit.albany.edu/...Collins2006.pdf

collins cognitive apprenticeship

shared by Maree Michaud-Sacks on 17 Jul 13 - No Cached
  • Maree Michaud-Sacks on 17 Jul 13
     
    explores the method and process for cognitive apprenticeship
Joy Quah Yien-ling

Cognitive Apprenticeship, Technology, and the Contextualization of Learning Environments - 2 views

coe.ksu.edu/...Aziz.htm

cognitive apprenticeship Communities of practice

shared by Joy Quah Yien-ling on 04 Jul 10 - Cached
  • The authors (Collins, Brown, & Holum, 1991; Collins, Brown, & Newman,1989) as well as other researchers (Herrington & Oliver, 2000) have refined this model to the belief that useable knowledge is best gained in learning environments featuring the following characteristics:   Authentic context that allows for the natural complexity of the real world Authentic activities Access to expert performances and the modeling of processes Multiple roles and perspectives Collaboration to support the cooperative construction of knowledge Coaching and scaffolding which provides the skills, strategies and links that the students are initially unable to provide to complete the task Reflection to enable abstractions to be formed Articulation to enable tacit knowledge to be made explicit
  • The goal of learning, therefore, is to engage learners in legitimate peripheral participation in communities of practice (Lave and Wenger 1991). Through community, learners interpret, reflect, and form meaning. Community provides the setting for the social interaction needed to engage in dialogue with others to see various and diverse perspectives on any issue. Community is the joining of practice with analysis and reflection to share the tacit understandings and to create shared knowledge from the experiences among participants in a learning opportunity (Wenger 1998).
  • The goal of cognitive apprenticeship is to address the problem of inert knowledge and to make the thinking processes of a learning activity visible to both the students and the teacher.  T
Joy Quah Yien-ling

Instructional Design Framework for Authentic Learning - 0 views

docs.google.com/viewer

cognitive apprenticeship instructional design framework onservation

shared by Joy Quah Yien-ling on 14 Jun 10 - No Cached
  • Joy Quah Yien-ling on 14 Jun 10
     
    Stresses the importance of observing more experienced professionals at work in order to learn from them through cognitive apprenticeship.
diane hamilton

Cognitive Approaches to Instructional Design - 0 views

www.etc.edu.cn/...es_to_Instructional_Design.htm

cognitive apprenticeship instructional design

shared by diane hamilton on 04 Jun 12 - No Cached
  • diane hamilton on 04 Jun 12
     
    older piece on cognitive instructional design - ideas may be transferable to present day online contexts interested in achieving real-world simulation and learning through social participation
diane hamilton

Cognitive Apprenticeship - 0 views

www.edtech.vt.edu/...cog.html

cognitive apprenticeship ZPD

shared by diane hamilton on 05 Jun 12 - Cached
  • Definition
  • ownload annotated Powerpoint slides
  • problem solving activities should not be "neat" and pre-defined, but rather, complex with students required to discover relevant procedures
  • ...2 more annotations...
  • Coaching and scaffolding is a key part of situated materials
  • Perhaps the most critical component of situated learning is communication among peers
Diane Gusa

Make thinking visible « MCU Center for Teaching & Learning - 0 views

facdev.dodlive.mil/...comment-page-1

cognitive engagement thinking learning

shared by Diane Gusa on 07 Jun 11 - No Cached
  • Collins, Brown, and Holum suggested we adopt a model of cognitive apprenticeship as a teaching strategy.  This model encourages teachers and students to verbalize their thinking in order for the student to recognize gaps and to be brought to a more expert level of thinking. 
  • Modeling – This method requires the teacher to perform a task and to allow the student to observe and to build a mental model of the processes required to complete that task. Coaching – This method requires the student to perform a task while the teacher provides hints, feedback, and reminders to bring their performance closer to an expert performance. Scaffolding – This method requires the teacher to provide supports for the student to perform the task.  As the task is repeated and mastered less supports are provided to the student. Articulation – This method requires the teacher to pull out the student’s problem-solving processes through inquiry or by the student assuming the role of a critic to a set of activities. Reflection – This method requires the student to compare their own problem-solving processes with that of an expert. Exploration – This method requires the teacher to cultivate an environment of problem-solving independent of the expert
Diane Gusa

AJET 16(1) McLoughlin and Oliver (2000) - cultural inclusivity - indigenous online lear... - 0 views

www.ascilite.org.au/...mcloughlin.html

online learning learning styles cultural inclusiveness

shared by Diane Gusa on 29 Jun 11 - No Cached
  • Sites that are 'local' in the sense that they are made in one context and culture, but visited by other cultures Category 2 Sites that are 'international' or designed specifically for cross cultural participation. (See Figure 1.)
  • strive to reach a cross cultural population, and serve the needs of an international audience.
  • cultural variations in interpreting and communicating information are influenced by pedagogical and instructional design decisions, and the cultural dimensions of learning must be constantly problematised and not marginalised (Wild & Henderson, 1997).
  • ...26 more annotations...
  • technologies are being described as 'cognitive tools', w
  • Situated cognition can be summarised as follows:
  • Learning is situated and contextualised in action and everyday situations;
  • Knowledge is acquired through active participation;
  • Learning is a process of social action and engagement involving ways of thinking, doing and communicating;
  • Learning can be assisted by experts or supportive others and through apprenticeship
  • Learning is a form of participation in social environments.
  • Is cultural pluralism possible in instructional design?
  • the inclusive or perspectives approach which imports the social, cultural and historical perspectives of minority groups, but does not challenge the dominant culture and is therefore cosmetic;
  • the inverted curriculum approach which attempts to design an instructional component from the minority perspective but fails to provide the learners with educationally valid experiences as it does not admit them into the mainstream culture;
  • the culturally unidimensional approach which excludes or denies cultural diversity and assumes that educational experiences are the same for minority students as they are for others.
  • multiple cultural model of instructional design. T
  • instructional design model,
  • endorses multiple cultural realities or zones of development (
  • Ten design principles for culturally inclusive instructional design
  • Adopt an epistemology that is consistent with, and supportive of constructivist learning and multiple perspectives.
  • Design authentic learning activities.
  • Create flexible tasks and tools for knowledge sharing.
  • Ensure different forms of support, within and outside the community.
  • Establish flexible and responsive student roles and responsibilities.
  • Provide communication tools and social interaction for learners to co-construct knowledge.
  • Create tasks for self direction, ownership and collaboration.
  • Ensure flexible tutoring and mentoring roles that are responsive to learner needs.
  • Create access to varied resources to ensure multiple perspectives. This can be achieved by moving away from instructivist approaches where all texts are prescribed by the teacher to constructive approaches where learners actively add to the resources by posting new URL's, suggesting additional resources of interest and discussing alternatives through the bulletin boards. For indigenous learners the creation and inclusion of the indigenous perspectives is an important dimension and a means of recognising and integrating cultural knowledge.
  • Provide flexibility in learning goals, outcomes and modes of assessment.
  • Culturally inclusive Web based environments should provide learning activities, supportive contexts, and learning processes that allow for inclusivity and flexibility, while offering learners a scaffolded, structured learning environment. To achieve this balance, instructional designers need to move beyond the narrowly prescriptive boundaries of current instructional design models. It is proposed that a multiple cultural model of design that caters for diversity, flexibility and cultural inclusivity in the design process affirms the social and cultural dimensions of constructed meaning.
  • Diane Gusa on 29 Jun 11
     
    "Designing learning environments for cultural inclusivity: A case study of indigenous online learning at tertiary level"
diane hamilton

Self Efficacy - What Is Self Efficacy - 0 views

psychology.about.com/...self_efficacy.htm

self-efficacy ZPD cognitive apprenticeship

shared by diane hamilton on 08 Jun 12 - Cached
  • self-efficacy is a person’s belief in his or her ability to succeed in a particular situation
  • four major sources of self-efficacy
  • diane hamilton on 08 Jun 12
     
    describes Bandura's definition of self-efficacy, it's development through social experiences and reactions to those experiences, and outlines four sources of self-efficacy
diane hamilton

Shirley Brice Heath - Official Site - 0 views

www.shirleybriceheath.net

Heath cognitive apprenticeship literacy development lived experience

shared by diane hamilton on 08 Jun 12 - Cached
  • diane hamilton on 08 Jun 12
     
    you can learn more about Heath, her new book, and/or read her blog here!
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