2. Cognitive Science Overview Cognitive Apprenticeship Theory

3. Scenario Cognitive Science Group Discussion Discuss in groups. Based on two of the examples mentioned in the reading, discuss why the method employed was so successful, and how the approach could be used to design web-based materials: 1. Palincsar & Brown’s Reciprocal Teaching of Reading 2. Scardamalia & Bereiter’s Procedural Facilitation of Writing  What features or characteristics does this theory require of a technological platform (e.g., web, multimedia software, handheld computer) to be implemented?

4. Scenario Cognitive Science Example Palincsar & Brown’s Reciprocal Teaching of Reading  Modeling and coaching students in four strategic reading skills: -Formulating questions based on the text -Summarizing the text -Making predictions about what will come next -Clarifying difficulties with the text Why was this method so successful?

5. Scenario Cognitive Science Example Scardamalia & Bereiter’s Procedural Facilitation of Writing Support in form of prompts aimed at helping students develop more sophisticated writing strategies -Knowledge transforming (planning/revising) -Processes for writing: -Generate a new idea -Improve idea -Elaborate idea -Identify goals -Put idea into cohesive whole Why was this method so successful?

6. Cognitive Science Definition Method not involving didactic teaching, but observation, coaching, and successive approximation Embeds the learning of skills in their social and functional context Collins, Brown, & Newman (1989) Cognitive Apprenticeship

7. Cognitive Science Principles Aimed primarily at teaching process used by experts to handle complex tasks Conceptual and factual knowledge: CA emphasized their uses in solving problems and carrying out tasks Refers to the focus of learning-through-guided-experience on cognitive and meta- cognitive (rather than physical) skills and processes Cognitive Apprenticeship

8. Cognitive Science Design Approach Understand nature of expert practice Devise methods appropriate to learning that practice Cognitive Apprenticeship

9. Cognitive Science Content Domain knowledge (conceptual, factual) Heuristic strategies (generally effective techniques to accomplish tasks) Control strategies (monitoring, diagnostic, remedial) Learning strategies (general or local strategies of knowledge acquisition) Cognitive Apprenticeship

10. Cognitive Science Methods Externalize cognitive processes carried out internally Develop extended techniques to encourage development of self-correction and monitoring skills:  Modeling  Coaching  Scaffolding  Articulation  Reflection  Exploration Cognitive Apprenticeship

11. Cognitive Science Sequence Increasing complexity Increasing diversity Global before local skills Sociology Situated learning Culture of expert practice Intrinsic motivation Exploiting cooperation Exploiting competition Cognitive Apprenticeship

12. Cognitive Science Role of Conceptual Model Advance organizer for initial attempt to execute a complex skill -> More attention on skill execution Interpretive structure for making sense of feedback, hints, corrections Internalized guide for period of relatively independent practice by successive approximation Encourages autonomy in reflection Cognitive Apprenticeship

13. Scenario Cognitive Science Example Janet Zydney: Pollution Solution Support in form of email prompts aimed at helping students develop more sophisticated problem definitions Internship setting Database of resources: NY Times articles Background information for case Experts Links (environmental laws and policies, economics, technologies, environmental science; dictionary http://mypollutionsolution.com

14. Scenario Cognitive Science Group Discussion What technologies can be used to implement modern versions of Cognitive Apprenticeship? For the discussion, consider:  Gee’s learning principles (especially in chapter 5)  The unique elements of Cognitive Apprenticeship Theory  The assumptions underlying Cognitive Apprenticeship Theory  The techniques used by CA to encourage development of self- correction and monitoring skills

15. Scenario Cognitive Science Group Discussion You plan to apply Cognitive Apprenticeship Theory to develop multimedia instruction for one of the topics below. 1.Which features would you include? 2.Which ISD Model would you choose for this project?  Solve Problems in Basic Mechanics (Physics)  Design of an empirical research study in education  Writing a theory paper

16. Scenario Cognitive Science Discussion  For what kind of content and which kind of learner might learning environments designed based on Cognitive Apprenticeship Theory be most suited?

17. Cognitive Science Approaches to Adaptive Learning Environments Compensation Approach Compensate for shortcomings Preference Approach Support Strengths Remediation Approach Identify and address shortcomings Salomon’s Heuristics

18. Scenario Cognitive Science Instructional Design Models Living Systems Approach Plass & Salisbury (2002)