Learning Environments for Cognitive Apprenticeship: From Experience to Expertise

1992 ◽  
pp. 241-248 ◽  
Author(s):  
Jules M. Pieters ◽  
Henneke F. M. de Bruijn
Keyword(s):  
Learning Environments ◽  
Cognitive Apprenticeship

Cognitive Apprenticeship Inspired Simulations

2011 ◽  
pp. 346-358 ◽  
Author(s):  
Kay Kyeongju Seo ◽  
Aimee Byk ◽  
Chris Collins
Keyword(s):  
Learning Environments ◽  
Learning Strategies ◽  
Real World ◽  
Digital Simulation ◽  
Cognitive Apprenticeship ◽  
Digital Environment ◽  
Conventional Instruction ◽  
Simulated Learning ◽  
Digital World ◽  
Cognitive Techniques

How can one bring cognitive apprenticeship into the virtual world? This chapter addresses how to construct a 3D online digital environment that supports the methods of cognitive apprenticeship. As technology rapidly evolves, there has been an increased demand for more interactive and more flexible simulated learning environments that can go beyond the limits of conventional instruction. When carefully designed, a 3D online digital simulation can allow teachers and learners to share and compare their cognitive techniques. By gaining access to experts’ “hidden” skills, learners can better develop thinking and learning strategies that are applicable to real-world situations. This chapter discusses how to design cognitive apprenticeship tasks in a 3D online digital world.

Use of Cognitive Apprenticeship Framework in Online Learning

2011 ◽  
pp. 2202-2208
Author(s):  
Tina Parscal
Keyword(s):  
Online Learning ◽  
Problem Solving ◽  
Learning Environments ◽  
Situated Learning ◽  
Learning Transfer ◽  
Cognitive Apprenticeship ◽  
Apprenticeship Learning ◽  
The Common ◽  
Problem Solving Process ◽  
Facilitation Techniques

Cognitive apprenticeship (Collins, Brown, & Newman, 1989) is an instructional framework that uses the underlying principles of traditional apprenticeship learning. The cognitive apprenticeship framework consists of the dimension of content, methods, sequence, and sociology. It focuses specifically on instructional modeling, coaching, and scaffolding. Through modeling, learners see expert facilitation techniques in a realistic setting. According to Schulte, Magenheim, Niere, and Schafer (2003), “the key issue is to make the problem solving process and the expert’s thinking visible to the learner” (p. 271). During coaching, learners receive guidance while they attempt to execute tasks and demonstrate skills. Scaffolding, the process of supporting learners while they acquire new skills, is provided and faded as learners begin to demonstrate mastery of these new skills. These techniques are employed in situated learning environments. Further, cognitive apprenticeship sets out to (a) identify an expert’s problem solving and critical thinking processes and make them visible to learners, (b) situate abstract task in authentic contexts, and (c) vary the diversity of situations in which problem solving may occur and articulate the common aspects in order to increase the potential for learning transfer (Collins, Brown and Newman, 1989).

Cognitive Apprenticeship Inspired Simulations

2009 ◽  
pp. 381-393 ◽  
Author(s):  
Kay Kyeongju Seo ◽  
Aimee Byk ◽  
Chris Collins
Keyword(s):  
Learning Environments ◽  
Learning Strategies ◽  
Real World ◽  
Digital Simulation ◽  
Cognitive Apprenticeship ◽  
Digital Environment ◽  
Conventional Instruction ◽  
Simulated Learning ◽  
Digital World ◽  
Cognitive Techniques

How can one bring cognitive apprenticeship into the virtual world? This chapter addresses how to construct a 3D online digital environment that supports the methods of cognitive apprenticeship. As technology rapidly evolves, there has been an increased demand for more interactive and more flexible simulated learning environments that can go beyond the limits of conventional instruction. When carefully designed, a 3D online digital simulation can allow teachers and learners to share and compare their cognitive techniques. By gaining access to experts’ “hidden” skills, learners can better develop thinking and learning strategies that are applicable to real-world situations. This chapter discusses how to design cognitive apprenticeship tasks in a 3D online digital world.

Training im Qualitätsmanagement: Eine Interventionsstudie zur Vermittlung von Qualitätswissen und handlungsleitenden Kognitionen

2000 ◽  
Vol 44 (4) ◽  
pp. 192-201 ◽  
Author(s):  
Jeanette Hron ◽  
Kristina Lauche ◽  
Jürgen Schultz-Gambard
Keyword(s):  
Cognitive Apprenticeship

Zusammenfassung. Gegenstand der Untersuchung ist die Frage, wie der individuelle Erwerb von Qualitätswissen und von qualitätsbezogenen Selbstwirksamkeitsüberzeugungen durch bestimmte Modalitäten der Wissensvermittlung so gefördert werden kann, dass Qualitätshandeln verbessert wird. In einem Projekt zur Wirksamkeit unterschiedlicher Vermittlungsformen im Rahmen von Mitarbeiterschulungen zu Qualitätsmanagement konnte nachgewiesen werden, dass eine situativ-adaptive Form der Wissensvermittlung (Cognitive Apprenticeship-Ansatz) im Vergleich zu einer traditionellen, formalen Wissensvermittlung zu einem verbesserten Erwerb von Wissen und zu einer Verbesserung von Qualitätshandeln führt. Eine Moderatorfunktion von domänenspezifischen Selbstwirksamkeitsüberzeugungen zwischen Wissenserwerb und Wissensanwendung, d.h. Qualitätshandeln, konnte teilweise bestätigt werden.

Review of Creating learning environments: The behavioral approach to education.

1977 ◽  
Vol 22 (12) ◽  
pp. 957-957
Author(s):  
LAURIE DUCKHAM-SHOOR
Keyword(s):  
Learning Environments ◽  
Behavioral Approach
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