The Design of a Cognitive Apprenticeship to Facilitate Storytime Programming for Librarians

The majority of research that has been conducted on structuring mentorship programs has been on career support in terms of transferring tacit and explicit knowledge from the supervisor to the protégé. While the instructional design literature touts that cognitive apprenticeships provide a great framework for constructivist and situated learning environments, little research has been done examining how much time should be allocated to the various phases of the apprenticeship framework. The purpose of this study was to explore whether the use of a cognitive apprenticeship framework could be used to mentor new librarians. Data was collected and analyzed in three phases. Phase 1 consisted of a needs assessment to determine the skills necessary for programmers to deliver a curriculum based storytime. Phase 2 data collected during the implementation of the cognitive apprenticeship included observation and reflective journals. Data collected during Phase 3 consisted of participant interviews immediately following the implementation of the cognitive apprenticeship, and three months after the conclusion of the study. All data was coded and analyzed using a phenemonological approach. The researchers found the need for flexibility when utilizing a cognitive apprenticeship model, based on participant prior knowledge and experience, the importance of the modeling and coaching stages of the model, participant desire for working with other programmers being trained

Algunas características de investigaciones que estudian la integración de las TIC en la clase de Ciencia

En los últimos años ha aumentado el interés por el estudio de la mediación tecnológica en los procesos educativos de todos los niveles de enseñanza. En este trabajo se comunican las características encontradas en las investigaciones actuales sobre ambientes deaprendizaje que integran las Tecnologías de la Información y la Comunicación (TIC) en la clase de Ciencia. El análisis de las investigaciones emplea la técnica heurística V de Gowin, como una estrategia metacognitiva que permite identificar los aspectos relevantes del proceso de investigación. Se revisaron y describieron los diferentes trabajos seleccionados para determinar las tendencias actuales en el estudio de procesos de enseñanza y aprendizaje con tecnologías. Se pudo identificar que la mayoría de los trabajos analizados estudian los aspectos asociados con la efectividad didáctica del uso de las TIC y sólo unos pocos hacen referencia a los procesos interactivos que emergen de actividades de aprendizaje

Metacognitive Supports in Online Community College Learners

Community colleges provide educational, social and professional lifelines for students. Community college students are often characterized by their need to balance school amidst conflicting life needs, such as employment and family. As a result, many community college students struggle to find time to commit to on campus classes. Asynchronous online courses offer these students flexibility. Without the ability to self-regulate their learning, this mode of learning has been shown to be more challenging, resulting in students who succeed and persist in coursework less consistently. This quantitative, quasi experimental study involving 92 asynchronous online community college participants from the southeast, explores support structures designed to assist learners in developing effective self-regulation practice. The research combines a two-factor quasi experimental design comparing the use of training that incorporates cognitive modeling, self-reflective prompts and the combination of these elements to evaluate their effect on calibration ability and academic performance. Metacognitive awareness is used as a covariate. Results of this study showed no significant difference between treatment groups in regard to either calibration ability or academic performance based on the elements of the training intervention. Descriptive statistics combine with these results to both support and challenge existing research, and continued research and updates to heuristic practice are suggested

Konzeption und Entwicklung einer E-Learning-Lektion zur Arbeit mit der Kartenherstellungssoftware OCAD

In dieser Bachelorarbeit wird eine Beispiel-E-Learning-Lektion zum Import von GPS Daten in die Kartenherstellungssoftware OCAD erstellt. Dabei liegt im theoretischen Teil der Hauptschwerpunkt auf nutzergenerierten Daten (Volunteered Geographic Infor-mation; kurz: VGI). Nach einer kurzen, allgemeinen Einführung wird auf die Bedeutung der Kartographie im Zusammenhang mit VGI eingegangen. Der zweite Teil beinhaltet Didaktik mit Schwerpunkt E-Learning. Dazu werden das Goal Based Scenario Modell und das Cognitive Apprenticeship Modell kurz vorgestellt und anschließend das Projekt GITTA mit der enthaltenen ECLASS-Struktur näher erklärt. Den immer wichtiger werdenden Content Management Systemen (CMS) widmet sich der dritte Theorieteil. Für die Realisierung der zu erstellenden Lektion wird das Open-Source CMS Joomla! ausführlicher erläutert. Die Implementierung beschreibt die Umsetzung der E-Leraning-Lektion mittels Joomla! und die Nutzung des ECLASS-Modells. Bevor auf die Vorgehensweise eingegangen wird, enthält der Implementierungsteil die Erstellung eines groben Gesamtkonzeptes für eine komplette E-Leraning-Anwendung zu OCAD mit entsprechenden Erläuterungen. Anschließend folgen eine Zusammenfassung und ein Ausblick über die Weiterführung der E-Learning-Anwendung.:Zusammenfassung III Aufgabenstellung IV Abbildungsverzeichnis V Tabellenverzeichnis V Abkürzungsverzeichnis VI Inhaltsverzeichnis VII Selbständigkeitserklärung IX 1. Einführung 10 1.1 Ziele 11 1.2 Hintergrund 11 2. Nutzergenerierte Daten 13 2.1 Einführung 13 2.2 Nutzergenerierte Daten in der Kartographie 14 2.3 Nutzergenerierte Daten in OCAD 22 3. Didaktik 26 3.1 Allgemeine Bedeutung 26 3.2 Lernen 26 3.3 Lernprozess 27 3.4 Lernen mit digitalen Medien 28 3.5 E-Learning 28 3.5.1 Was ist E-Learning? 28 3.5.2 E-Learning Modelle 29 3.5.3 Vorteile und Nachteile von E-Learning 32 3.6 Das Projekt GITTA 32 3.6.1 Übersicht 32 3.6.2 Entwicklung von Lernmaterialien 33 3.6.3 ECLASS Modell 34 4. Content Management Systeme 35 4.1 Einführung 35 4.2 Definitionen 36 4.3 Eigenschaften von CMS 37 4.4 Ausblick 38 4.5 Joomla! 4.5.1 Einführung 39 4.5.2 Geschichte 39 4.5.3 Versionen 40 4.5.4 Funktionen 41 4.5.5 Aufbau 42 4.5.6 Auswahlkriterien für CMS 43 5. Implementierung 44 5.1 Motivation 44 5.2 Modellerstellung 46 5.3 Wahl der zur Umsetzung nutzbaren Systeme 48 5.3.1 ECLASS-Modell 48 5.3.2 Joomla! 49 5.4 Umsetzung der Lektion in Joomla! 49 5.4.1 Vorbereitungen 50 5.4.2 Konzeptübertragung 51 6. Zusammenfassung 54 6.1 Zusammenfassung der Praktischen Arbeit 54 6.2 Ausblick 55 Literaturverzeichnis LVI Literaturquellen LVI Internetquellen LXII Anhang LXIV Anhang 1 - Gegenüberstellung ausgewählter kartographischer Funktionalitäten in Adobe Illustrator und OCAD LXV Anhang 2 - Abdruck der Beispiel E-Learning Lektion LXVI

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

Walking in the Woods: A Phenomenological Study of Online Communities of Practice and Army Mentoring

Recent changes in written Army leader doctrine have reaffirmed the informal practice of mentorship as a component of subordinate leader development. At the same time, the use of Professional Forums in the Army has the potential to alter commonly accepted norms, policies, and practices of mentoring. This dissertation conducted a phenomenological study of how lived experience in the Forums complemented or detracted from the practice of Army mentoring. The study found that the lived experience closely corresponded to Kram’s mentoring functions, with additional documented experiences in the areas of peer and computer-mediated communications mentoring. The participants’ practices of mentoring within the chain of command and crossgender mentoring were significantly impacted by unique aspects of Army culture. The researcher found that the Professional Forums were supportive of mentoring practice, but were not mentoring spaces themselves. Participants credited the Forums with helping them identify viable mentoring partners and refining their own mentoring practices. Forum participants believed that their engagement in those spaces gave them a positive outlook on Army mentoring. The study’s findings suggest best practices for informal Army mentoring while illuminating new directions for quantitative research in cross-gender and CMC-based mentoring

A systematic review of the literature on the effectiveness of cognitive based instruction for adult learning.

Master of Education in Educational Psychology. University of KwaZulu-Natal, Edgewood 2015.Instructional research in adult learning has evolved over the years with increasing interest in the shift from behavioural to more cognitive models of instruction. Researchers and instructional designers have been drawn towards learners‟ cognitive structures and mental processes in learning environments in a bid to create effective instructional methods. Substantive research has been conducted on individual models of instruction, but current research on cognitive models of instruction across a range of disciplines in higher education was necessary. As more models of instruction emerge, an evaluation of their effectiveness is crucial to ensure successful learning. This study assessed the effectiveness of cognitive-based instruction for adult learning. A systematic review of the literature was conducted to locate current relevant studies that presented cognitive-based models of instruction applied to adult learning populations. A search strategy was used to search for relevant literature through databases, journals and reference lists. Inclusionary criteria yielded 31 qualitative and quantitative studies conducted in Africa, Asia, America, Australia and Europe; published between 2000 and 2014. A pooled sample size of over 32,033 male and female adult learners participated in the included studies. Models represented in the selected studies included problem-based learning, cognitive apprenticeship, adaptive instruction and intelligent tutoring systems respectively. The Quality assessment procedure resulted in 12 studies that indicated minimal strength in methodological rigour. Data was extracted with the use of data extraction sheets and presented in graphs and tables. Thematic and textual narrative syntheses were used to analyse the data and the systematic procedure was documented and presented in tables and flowcharts. Results indicated that cognitive-based instruction is most effective when a combination of valid cognitive tools and methods are used in tandem with adult learners‟ cognitive learning styles in appropriate learning environments

Training Model for Incorporating Interactive Whiteboards Into the K-12 Classroom

School divisions have been implementing interactive whiteboards, as well as other instructional technologies, in ever-increasing numbers with the intent to improve student performance. The benefits of these technologies have been hotly debated, with some researchers claiming that interactive whiteboards improve student achievement, while others claim that the technologies have no effect on student progress. Other researchers concluded that interactive whiteboards are tools which can improve student achievement only if they are used effectively. Research has further suggested that teachers need high quality professional development that incorporates both formal and informal elements to assist teachers incorporate interactive whiteboards into the K-12 classroom. The purpose of this study was to develop a model for providing effective professional development for teachers for incorporating interactive whiteboards, into the K-12 classroom. Three research objectives guided this study: (1) identify best practices for providing teacher professional development that incorporates formal training, (2) identify best practices for providing teacher professional development that incorporates informal training, and (3) integrate best practices for professional development into a model for incorporating interactive whiteboards, into the -12 classroom. Data for this study were collected from a review of literature to identify best practices to create a draft model of professional development and from a survey of Virginia Society for Technology in Education members who serve as instructional technology resource teachers to refine the proposed model. Forty instructional technology resource teachers completed the survey. Closed form questions were analyzed using descriptive statistics. Open-form questions were analyzed and coded to identify themes. The findings of this study suggested that professional development for incorporating interactive whiteboards and other instructional technologies should be carefully planned prior to implementation and should utilize both formal and informal methods. Best practices dictated that professional development should be sustained, ongoing, hands-on, job-embedded, scaffolded, individualized, differentiated by technology skill level of participants, differentiated by subject/grade level, and evaluated routinely using a variety of methods. The study determined that the professional development should conform to theories of adult learning by providing choices and relevancy, include troubleshooting tips, foster awareness of the many features of the interactive whiteboards, go beyond technological fluency but also focus on pedagogy and lesson planning, be validated through portable credentials, have administrative buy-in, provide time for reflection and practice, reflect budget constraints, provide options to overcome barriers to engaging in professional development, and identify ways to motivate learners