#6. Cognitive Apprenticeship

If traditional apprenticeship came first, then I think cognitive apprenticeship is a descendent that has evolved for modern times. As Collins puts it, traditional apprenticeship "characterized learning before there were schools" when a novice learner learns a skill through observing and shadowing a master (Collins, 1990, p.491). However, cognitive apprenticeship differs by the ability to apply "methods in diverse settings" (Collins, 1990, p.459). It presents very promising techniques to prepare the student for real life scenarios. There are six methods of teaching in the system: modeling, coaching, scaffolding, articulation, reflection, and exploration (Collins, 1990, p.481). As the student progresses in the course, the instructor retreats to the background in the "fading" process and allows the student to be more self-directed in their learning. Combined with group collaboration and individual study, I think cognitive apprenticeship creates a well-rounded relationship between teachers and students and a better learning environment.

One disadvantage to this system could be time-consuming to plan, create, and implement. If assessments are in the form of essays and projects rather than closed format multiple choice or true/false exams, then the instructor spends more time to evaluate students as well. However, I do think the advantages outweigh the disadvantages because students have access to a range of resources and techniques to learn the course material and it can probably cater to different learning behaviors. Students receive guidance from the instructor (coaching/scaffolding), can discuss and work with peers (articulation), and can individually reflect on their studies and further pursue it through their own interests (reflection/exploration).

From this lesson, I have been reflecting on my internship experience, one at an art museum and another at a broadcast production company. I will speak about the production internship in more detail because I was actually assigned a project. My project was to maintain a database that archived the company's radio production work. The supervisor modeled tasks by first showing me how to log and format each database entry, burn a backup disc, and store it. Then my supervisor "faded", and I was allowed to continue the project independently. My supervisor and his colleagues were available to offer support and information. Participation in weekly meetings afforded me the opportunity to "articulate" my progress and offer related comments and ideas. Though some internships do provide course credit, which would at least have some pedagogical ties and value to traditional education, my production internship was more like a traditional apprenticeship. The company was not directly affiliated with any educational institution and there were no course goals or objectives to follow. Applying whatever knowledge and skills I possessed, I alone was responsible for what I learned and didn't learn.

Instructor involvement is important for foreign language study. Most of the time, the student is a recipient of knowledge which is actually necessary. Without a strong foundation of vocabulary, grammar, and awareness of cultural context, it would be near impossible for students to further explore and reflect on the language on their own. When an instructor says, "Repeat after me...", it is a form of modeling. I frequently lead repetition exercises in my Chinese language class and then give opportunities for students to lead as they become more familiar with the material. I think group work can be assigned to give added practice of listening and conversation. For beginner groups, teachers can provide a written script that students follow and read. As students become more skilled, teachers can assign a scenario with undefined roles that students need to select and expound upon. Example of such a scenario could be telling the students they are at a library and asking them who is there and what conversations could take place. Once students develop a solid language background, can be self-sufficient and able to solve problems such as looking up an unknown word in a dictionary, an even more advanced project could be letting students plan and build an original role play scenario.

As mentioned in the readings, videos, both pre-recorded or streamed live, could be one of the best technological solutions for web-based application of cognitive apprenticeship. As Herrington describes, videos of "experts performing skills" give students a good visual of "the experienced practitioner at work" (Herrington, p.5). Plus, there is the option to replay or revisit the video as needed by the student. So many devices, such as camcorders, cameras, and cell phones, offer video recording cability and give the video medium greater possibility for information exchange and establish it as the medium of choice. Next to consider should be production quality such as clear concept, well-written script, good pacing, camerawork, and continuity and also video quality like resolution of video, load time, and ease of access. Lack of quality would be frustrating and discouraging to both instructors and students and diminish the educational experience.

References:

Collins, A., Brown, J.S., & Newman, S.E. (1990). Cognitive Apprenticeship: Teaching the crafts of reading, writing, and mathematics. In L.B. Resnick (Ed.), Knowing, learning and instruction: Essays in honor of Robert Glaser (pp.453-494). Hillsdale, NJ: Lawrence Erlbaum.

Herrington, J., & Oliver, R. (n.d.). Critical Characteristics of Situated Learning: Implications for the instructional design of multimedia.