Collins, A. & Kapur, M. (2014). Cognitive Apprenticeship, Chap 6. In Sawyer, R. K. (Ed.).The Cambridge Handbook of the Learning Sciences. Cambridge University Press.
Reflection Prompt: What aspects of cognitive apprenticeship is your open portofolio design concept addressing? What instructional strategies will be explicitly or implicitly supported?
Jordan Marks
11/16/2016 04:19:55 pm
I enjoyed this article by Collins & Kapur and the idea of cognitive apprenticeship: I thought it quite clearly addressed a vast number of important ideas and why the theory of apprenticeship should be more widely used in education, and resonated well with personal experiences.
Amanda Johnson
11/16/2016 08:05:14 pm
Collins and Kapur explain how the content, methods, and sequencing of traditional apprenticeships can be used for cognitive apprenticeships, in which instructors carefully chose problems to illustrate the power of certain techniques and eventually help learners generalize knowledge to diverse settings and varied contexts. There are many aspects of cognitive apprenticeship that our open portfolio design concepts addresses. Since our design is situated in the context of project-based learning there can be many methods used within the classroom, but our system is specifically targeting the coaching, articulation, and reflection methods.
Tom Garncarz
11/16/2016 09:54:00 pm
Our design intervention largely addresses the scaffolding aspect of cognitive apprenticeship, as automating large parts of a student's documentation process and walking them through the curation process requires them to act with some autonomy in their work. While we can design our system to facilitate and scaffold that work as best we can, because of the nature of the task and the domain in which it's being done (TechShop), we are limited in the ways we can apply modeling or coaching techniques for students. As such, we have to focus on how we can best scaffold their process. Currently we are hoping to achieve this by simultaneously automatically capturing documentation artifacts of students' work processes while still involving them in the capturing process by prompting them to capture additional pictures. This combination of automatic and scaffolded documentation should help students learn effective documentation practices while still providing sufficient documentation artifacts for students to curate later in the process.
Cory Bird
11/16/2016 10:18:13 pm
The paper opened by mentioning that society has shifted from traditional apprenticeships towards formal education over time. While apprenticeships may seem like an outdated term, it still contains valuable qualities that can enhance education as we currently know it in the 21st century. The paper transitions into the idea of cognitive apprenticeships and differentiates this from traditional apprenticeships by saying, “Whereas traditional apprenticeship emphasizes teaching skills in the context of their use, cognitive apprenticeship emphasizes generalizing knowledge so that it can be used in many different settings. Cognitive apprenticeship extends practice to diverse settings and articulates the common principles, so that students learn how to apply their skills in varied contexts.”
Stephanie Liao
11/16/2016 10:32:04 pm
Collins and Kapur start from the original term of apprenticeships and shift the term over to what they call cognitive apprenticeships. They believe that apprenticeships were affective in the past because of the environment and the personal attention that apprentices were able to receive. They then applied many of the same principles to explore the problems and some possible solutions for the methods used in teaching education today.
Eunsol Byun
11/16/2016 11:24:38 pm
According to the reading, cognitive apprenticeship, derived from traditional concept of apprenticeship, stresses the application of the knowledge to tackling real-world problems. Also, it focuses on teaching cognitive skills that may not be visible for observation, refinement, and correction, but rather closer to a method or a process. There are some differences between traditional and cognitive apprenticeship. Cognitive apprenticeship reflects what the students demand to learn, instead of being limited to the learning environment. Moreover, cognitive apprenticeship emphasised on teaching generalized knowledge that can be applied to many contexts.
Miki Nobumori
11/16/2016 11:53:34 pm
In the chapter ‘Cognitive Apprenticeship’ in The Cambridge Handbook of the Learning Sciences, Collins and Kapur break down cognitive apprenticeship into six teaching methods to illustrate how these methods can effectively give students the opportunity to observe and learn from experts in context. Our open portfolio design concept of ‘project template platform for teachers’ addresses many of the aspects of the methods to varying degrees--some explicitly and others implicitly.
Lily Kim
11/17/2016 01:31:02 am
This paper was extremely relevant to our project because it put into words the ideas we had. For every part of the project, our research revealed things we may want to include or exclude for specific reasons that applied to Tech Shop.
Anne Kim
11/17/2016 04:05:19 am
When people think of the term “apprenticeship” they often think of traditional trades like metalworking or farming; the article focuses more on an updated concept the authors call “cognitive apprenticeship,” which aims “to teach processes that experts use to complete complex tasks” and “focus on cognitive skills rather than physical ones” (110). This is important because in a the current (traditional) classroom setting, one instructor is given the task of teaching many students, it’s impossible for the instructor to make fine adjustments to lessons because they cannot see each individual student’s cognitive processes.
Yilin Ying
11/17/2016 04:23:04 am
This paper clearly defines how cognitive apprenticeship happens in 4 dimensions: content, method, sequence and sociology. I can see a close connection between the content of this paper and our project of "teacher's template to scaffold student's portfolio making process in project-based learning".
Kevin DeLand
11/17/2016 06:41:16 am
Oh, I didn’t even realize there was a reflection question before I wrote all this.
Bria Best
11/17/2016 08:40:49 am
Our open portfolio design is fostering a community of learners by leveraging an environment with a diversity of knowledge. With a peer-to peer feedback system the greatest challenge is to encourage individuals to provide meaningful feedback. Therefore, but creating a community built around collective learning it encourages sharing and open dialogue around the topic being learned.
Charleen Yang
11/17/2016 10:15:33 am
Our team’s solution is providing a two-step solutions to help students to collect the process work for their portfolio, and improve their sense ownership for showcasing their work to get useful and insightful feedback. The paper is very helpful for the team because the six methods, such as modeling, coaching, scaffolding, articulating, reflecting, and exploring, are mostly covered by our solution. Apprenticeship, which is more for the old ages learning method, can provide us many guidance for the learning. The benefit of apprenticeship bringing is help students to learn a common principles from different kinds of setting and articulating in order to help students to utilize their skills in more diverse contexts.
Natalya Buchwald
11/17/2016 10:29:30 am
Collins and Kapur defines "Cognitive Apprenticeship" as a way of learning in which "tasks and problems are chosen to illustrate the power of certain techniques, to give students practice in applying these methods in diverse settings." Borrowing much from the idea of traditional apprenticeship, cognitive apprenticeship differs most greatly in its idea of transfer and integration to multiple contexts. Overall, I enjoyed Collins and Kapur's article. Specifically, I enjoyed it because it reaffirmed the popular maxim "learn by doing."
Pei LIn
11/19/2016 05:43:08 pm
I enjoyed reading the chapter Cognitive Apprenticeship by Allan Collins and Manu Kapu. I like the authors took a historical perspective of how apprenticeship has existed for a long time. In modern societies, school systems have replaced the traditional apprenticeship due to the small student-teacher ratio. The authors argue that apprenticeship-like experiences can be provided through the help of technology. Lessons from the apprenticeship can be applied to how we design the educational technology. Comments are closed.
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