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

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

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

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 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

Facebook

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

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

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

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

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

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

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

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

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

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

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

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

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