Modeling Cognitive Apprenticeship models

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This page last changed on Jan 23, 2008 by wikiadm1.
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There are many applications applicable for the Cognitive Apprenticeship instructional model. A Cognitive Apprenticeship instructional model can be used in the classroom as instuctions design or learning techniques, which students learn through guidance of a teacher-expert. Using the cognitive apprenctice model helps the student become an expert in the domain in which they are being taught. In this lesson you will be linked to various examples and models of Cognitive Apprenticeship, to help you think on ways in which you can incorporate a Cognitive Apprenticeship model in your classroom.




====Traditional Classroom ====First you will engage in an online interactive cognitive apprenticeship learning activity Cognitive 1.gifdeveloped by Jennifer Brill, Beaumie Kim, and Chad Galloway of the Department of Educational Psychology and Instructional Technology, University of Georgia inthe The Tale of Two Classrooms where they model the instructional techiques of The Fourth Grade at Cedars Elementary, Cedarville, and the Great Depression. Click this link The Tale of of Two Classrooms to begin. After finishing this learning activity click the Back button on your browser to return to this page.
====Foreign Language ====Another example of a Cognitive Apprenticeship learning environment. Click here Teaching a Foreign Language Classroom.
====Technology and Cognitive Apprenticeship====Support from technology in this area has blossomed from the Internet. Through special programs or Cybrid CDs students are able to connect to real experts in a discipline as mentors. One such special program is the Electronic Emissary Project at the University of Texas at Austin. It is a match-maker that brings together teachers, students, and subject-matter authorities in a digital exchange of ideas (Milone,Jr, 1997, p. 50). Some examples of the pairs that have been matched are these: (Conway, 1997)
  1. Fourth and fifth graders in Kansas City, Missouri, learned about writing and broadcasting news from Vance Elderkin, a lecturer in the Department of Communications at North Caroling State University
  2. High school seniors in Windsor, Connecticut, discuss and research current events with the help of B. Welling Hall, a political science professor at Earlham college in Columbus, Ohio.
  3. For a more complete list of the areas in which school/expert collaborations have been established go to http://www.tapr.org/emissary/The Cybrid CD combines all the bells and whistles users have come to expect from CD-ROM technology with a direct and ideally, seamless, connection to the internet. Although this new product is still fairly open, some of the cybrid CDs allow users to connect with experts to get help. For example in MathSoft's StudyWorks! educators and secondary-level students can find a comprehensive set of services, including homework mentors, a forum for original papers and links to thousands of organizations and experts. The Ultimate Medical Guide (IV Publishing) adds immediacy and interaction to its CD by taking users to the Mayo Health O@sis site for a chance to talk directly to doctors, dietitians, and other Mayo Clinic staff (McLester, 1997, p. 52).====Computer supported collaborative learning (CSCL)====Computer supported collaborative learning (CSCL) has grown out of wider research into computer supported collaborative work (CSCW) and collaborative learning. CSCW is defined as a computer-based network system that supports group work in a common task and provides a shared interface for groups to work with. ( Jy Wana Daphne Lin Hsiao)Teaching Teleapprenticeships model is an example that based on the theory of cognitive apprenticeship, developed by The College of Education at the UniversityofIllinois. It extends the face-to-face apprenticeships used in the traditional teacher education program by conducting in electronic network collaborative learning environments. The goal is to link teacher education to practice teaching. Both qualitative and quantative methods are used to evaluate the project. Research results can be found in Levin & Waugh,(1996 in press). ( Jy Wana Daphne Lin Hsiao)====The Promise of Cognitive Apprenticeship====Read about the promising future review of Cognitive Apprenticeship; click the heading above. A computer-based tutor called Sherlock, designed by the University of Pittsburgh and the U.S. Air Force, is one successful (and well-documented) implementation of the cognitive apprenticeship model. Sherlock was developed to train Air Force technicians in troubleshooting the sophisticated equipment used to monitor electrical systems in F-16 jet fighters. An evaluation of the effectiveness of Sherlock found that apprentices who used the system for 25 hours acquired the performance capabilities of journeymen mechanics with four years of equivalent field experience. (Macromedia, 2007)====Learning Activity====Of the learning models and examples that you have review. Select two and compare them. Then decide which would work best in your classroom environment. Write your choice in comment box below.
    Course Navigation: At any time during this Unit you can use one of the following links to exit or the Page Orientation panel on the left:'''[5407071.html Course Overview] [Unit 2 - Principles for Designing a Cognitive Apprenticeship Classroom.html Return to Unit 2 - Lesson]'[Unit 1 - Introduction to Cognitive Apprenticeship.html Unit 1] [5407071.html Unit 3]

    ====References:====Jennifer Brill, Beaumie Kim, and Chad Galloway.
    Cognitive Apprenticeship as an Instructional Model''. Department of Educational Psychology and Instructional Technology, University of Georgia. Retrieve October 10, 2007 from http://projects.coe.uga.edu/epltt/index.php?title=Cognitive_ApprenticeshipJudith Conway. (1997) Educational Technology's Effect on Models of Instuction. Educational Technology, May 1997. Retrived on October 10, 2007 from http://copland.udel.edu/~jconway/EDST666.htm&nbspJy Wana Daphne Lin Hsiao. CLCS Theories - . Retrieved on October 12, 2007 from http://www.edb.utexas.edu/csclstudent/Dhsiao/theories.htmlThe Tochonites: Heather Muzenski, Sara McGuire, Jo Drury, Sean Storch, Jennifer Baenen (2007). Creating an Effecdtive Foreign Language Classroom. (2007). Ed Psych 301, Discussion 451. T.A.: John Stampen. Retrieved on October 10, 2007 from http://www.wcer.wisc.edu/step/ep301/Fall2000/Tochonites/cogap.htmlCognitive 1. Traditional School House Sitting on a hill image. Retrieved on December 2, 2007 from http://projects.coe.uga.edu/epltt/index.php?title=Image:Cognitive_1.gifLearning Solutions and Applications image. Retrieved on December 2, 2007 from www.getabstract.com/.../web/en/applications.jpgMacromedia Authorware Support Center - Basic. (2007). The Promise of Cognitive Apprenticeship. Retrieved on December 2, 2007 from http://www.adobe.com/support/authorware/basics/instruct/instruct18.html\\
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Document generated by Confluence on Aug 31, 2008 15:05
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