Barriers and enablers in integrating cognitive apprenticeship methods in a Web-based educational technology course for K-12 (primary and secondary) teacher education

The purpose of this study is to investigate the integration of a cognitive apprenticeship model into an educational technology Web‐based course for pre‐service primary through secondary teacher education. Specifically, this study presents an overview of methods, tools and media used to foster the integration of a cognitive apprenticeship model, and presents the types of barriers and enablers encountered when attempting to participate in a computer‐mediated cognitive apprenticeship. The methodological framework for this investigation is a qualitative case study of an educational technology course for pre‐service primary through secondary teacher education. The findings of this study reveal that various tools, methods and media were used to varying degrees of success to foster cognitive apprenticeship methods in a Web‐based learning environment. The goal of this study was to better understand the pragmatics, suitability, affordances and constraints of integrating cognitive apprenticeship methods in a Web‐based distance education course for teacher education

A tool-mediated cognitive apprenticeship approach for a computer engineering course

Teaching database engineers involves a variety of learning activities. A strong focus is on practical problems that go beyond the acquisition of knowledge. Skills and experience are equally important. We propose a virtual apprenticeship model for the knowledge- and skillsoriented Web-based education of database students. We adapt the classical cognitive apprenticeship theory to the Web context utilising scaffolding and activity theory. The choice of educational media and the forms of student interaction with the media are central success criteria

The abstraction transition taxonomy: developing desired learning outcomes through the lens of situated cognition

We report on a post-hoc analysis of introductory programming lecture materials. The purpose of this analysis is to identify what knowledge and skills we are asking students to acquire, as situated in the activity, tools, and culture of what programmers do and how they think. The specific materials analyzed are the 133 Peer Instruction questions used in lecture to support cognitive apprenticeship -- honoring the situated nature of knowledge. We propose an Abstraction Transition Taxonomy for classifying the kinds of knowing and practices we engage students in as we seek to apprentice them into the programming world. We find students are asked to answer questions expressed using three levels of abstraction: English, CS Speak, and Code. Moreover, many questions involve asking students to transition between levels of abstraction within the context of a computational problem. Finally, by applying our taxonomy in classifying a range of introductory programming exams, we find that summative assessments (including our own) tend to emphasize a small range of the skills fostered in students during the formative/apprenticeship phase

Alternative Modes for Teaching Mathematical Problem Solving: An Overview

Various modes are proffered as alternatives for teaching mathematical problem solving. Each mode is described briefly, along with general purposes, advantages and disadvantages. Combinations of modes are suggested; general issues identified; recommendations offered; and feedback from teachers summarized

The illusion of competency versus the desirability of expertise: Seeking a common standard for support professions in sport

In this paper we examine and challenge the competency-based models which currently dominate accreditation and development systems in sport support disciplines, largely the sciences and coaching. Through consideration of exemplar shortcomings, the limitations of competency-based systems are presented as failing to cater for the complexity of decision making and the need for proactive experimentation essential to effective practice. To provide a better fit with the challenges of the various disciplines in their work with performers, an alternative approach is presented which focuses on the promotion, evaluation and elaboration of expertise. Such an approach resonates with important characteristics of professions, whilst also providing for the essential ‘shades of grey’ inherent in work with human participants. Key differences between the approaches are considered through exemplars of evaluation processes. The expertise-focused method, although inherently more complex, is seen as offering a less ambiguous and more positive route, both through more accurate representation of essential professional competence and through facilitation of future growth in proficiency and evolution of expertise in practice. Examples from the literature are also presented, offering further support for the practicalities of this approach

Measuring a Cognitive Apprenticeship Model of Instruction in Statistics Education

Research has continued to support the need for investigating the role of pedagogical models in relation to students’ statistical anxiety, statistical self-efficacy, and academic performance within statistics education. Although models in the literature such as the Cognitive Apprenticeships Model of Instruction (CA-MOI) have emerged and have shown positive educational outcomes for teaching disciplines that involve the use of complex tasks (Kuo, Hwang, Chen, & Chen, 2012; Poitras & Poitras, 2011; Wegner, 2011), only one study has actually measured the degree to which this model was implemented, using the Maastrict Clinical Teaching Questionnaire (MCTQ) (Stalmeijer et al., 2008). Consequently the problem lies in the notion that researchers are claiming to use this model of instruction and are making generalizations about the effectiveness of the model, yet are failing to measure if and to what degree this method of instruction is actually being implemented within their classroom(s) and/or fields. Although the scores on the MCTQ have been validated in the literature as an evaluation instrument based on the CA-MOI, the MCTQ is specifically geared toward measuring supervisory skills in clinical education and consequently may not be an appropriate instrument for determining the degree to which a CA-MOI is being implemented within statistics education. In aiming to resolve the current measurement issue, the purpose of this study was to first develop an instrument that reflects the instructional methods of the CA-MOI in statistics education called the MCASE (Measuring Cognitive Apprenticeship in Statistics Education), secondly to receive expert review on the items, third to test and validate the instrument on a select group of college students, and lastly to determine what relationships, if any are found among students who report being taught using a CA-MOI, and their self-reported statistical anxiety, statistical self-efficacy, and academic performance. A total of 628 college students from across the nation participated in the current study. When collectively comparing scores on the SAM, the CSSE, and student’s self-reported academic performance with scores on the MCASE, results illustrated that utilizing a CA-MOI helped a student’s statistical anxiety, statistical self-efficacy, and his or her academic performance. Furthermore, results of this dissertation suggest that a cognitive apprenticeship model of instruction can be measured in statistics education and be represented by a seven-dimension solution: modeling, coaching, articulation, comparative reflection, true reflection, instructor-guided exploration, and true exploration. Moreover, the MCASE provides to date the most useful and theoretical measure of a cognitive apprenticeship model of instruction within statistics education, which can be rephrased to fit other fields of study that claim to use a CA-MOI. Additional findings and implications from this study for educational settings in which a CA-MOI may be utilized are provided, as well as limitations and recommendations for future research

The Use of Reflective Questioning as a Peer Coaching Strategy in an Asynchronous Online Cognitive Apprenticeship

The cognitive apprenticeship framework melds situated, authentic learning with social learning theory. The learning strategies included in a cognitive apprenticeship are modeling, coaching, scaffolding, articulation, reflection, and exploration. Previous research indicates that the most beneficial strategy for the learner is coaching, and is also the most time-consuming strategy for the instructor. However, no previous research has been conducted to determine which coaching strategies can be utilized in order to lessen the burden on the instructor, while being beneficial to the learner. The purpose of this study was to explore the use of guided reflective questions as a strategy for enhancing cognitive presence in peer dyad groups. These dyads were created in order to provide a platform for peer coaching in an online, asynchronous professional development course designed using the cognitive apprenticeship framework for the professional development of professional programming librarians and paraprofessional programmers. The current study found a significant difference in cognitive presence levels between the control and treatment groups, and no significant difference in learning outcomes between the two groups. Additionally, the study highlighted the challenges faced by participants, such as lack of time to devote to professional development and lack of peer engagement from their peer coach. Participants also valued the fresh perspectives that they experienced during peer interactions and the availability of resources that were provided during the course. Discussion of the results highlights constraints, limitations, challenges, and positive aspects of participation in an asynchronous online cognitive apprenticeship. Discussion of the results also sheds light on questions worthy of future research in order to develop best practices for the use of cognitive apprenticeships in professional development and online contexts

Communities of practice, social learning and networks: Exploiting the social side of coach development

Large-scale coach education programmes have been developed in many countries, and are presented as playing a key role in the development of coaches and the promotion of high standards. Unfortunately, however, coaches often perceive that the current system of formal coach education fails to meet their needs. Perhaps as a result, the majority of their development is personally perceived to take place via informal and non-formal means. Appropriately, therefore, there has been an increasing focus within the coaching literature on the social aspects of learning, with social constructivist perspectives receiving particular attention. Reflecting this appropriate focus, this paper explores some of the potential opportunities and threats that social learning methods, such as Communities of Practice (CoP), present for coach developers. In tandem, we outline how all coaches are influenced by a set of pre-existing beliefs, attitudes and dispositions which are largely tempered by their experiences and interactions both with and within their social ‘milieu’. We argue that, at the very least, we need to begin to understand these constructs and, if we do, the potential for coach developers to manipulate and exploit them is obvious. In conclusion, it is highlighted that whilst offering inherent challenges, CoPs and other social learning methods provide coach developers with a great opportunity and legitimate tool to change coach behaviour and raise coaching standards. Perhaps paradoxically, we also propose that formal coach education may still have a vital role to play in this process