"computers ... can make the invisible visible ... they can make tacit knowledge explicit ... to the degree that we can develop good process models of expert performance, we can embed these in technology, where they can be observed over and over for different details" (p. 125).Collins, 1991:125
Aziz Ghefaili (2003) suggests “various technologies that can be applied to the six instructional methods of cognitive apprenticeship.” link
…the following table includes a number of various technologies that can be applied to the six instructional methods of cognitive apprenticeship suggested by the writer.
| Components | Example of Technology Applications |
|---|---|
| Modeling | —Expert communicates with student via digitized video —Expert shows how things work and how things are done using animations —Watching and observing built-in movies and voice narration —Expert reifies cause-and-effect relationships; presents goals before actions —Online expert examples of case solutions —Online problem solving samples —web-cams —Simulation/Virtual reality software |
| Coaching | —Students work on programming/ multimedia/ hypermedia/ online tasks of increasing difficulty —Highly situated feedback is given in response to student errors and actions —Expert helps by e-mail and similar means —Computer conferencing with experts and peers —Online problem solving strategies —web-cams |
| Scaffolding "fading" | —Student-initiated help system available through specific button —Students can replay movies to review instructional materials —Help system provides a "Show Me" button as a last recourse —Feedback dialogs are generalized when errors of the same type are made —Recourse to more detailed information remains available —Online testing —Online diagnosis —Online instructions Journal of Educational Computing, Design & Online learning Volume 4, Fall, 2003 Cognitive Apprenticeship, Technology, and the Contextualization of Learning Environments 22 —Online coaching |
| Articulation | —System poses a conceptual questions to articulate the answers to the questions either to themselves or to a friend —Deeper conceptual significance posed to students —Online questioning and answering —Online discussion via e-mail, listservs, chat rooms, and forums —Hypermedia representations of problem solving solutions —Constructing Microworlds —Multimedia authoring tools —Web page design and construction |
| Reflection | —Play Movie button plays a digitized movie of an expert expressing his view on the reflection question posed —Multiple perspectives on shared workspace/issue/problem/artifact —Comparison of one’s own solutions with expert and/or peer solutions —Using evaluative judgment on web-based resources —Book-marking feature saves and retrieves entries for future reference —Developing computer-based portfolios —Online discussion via e-mail, listservs, chat rooms, and forums |
| Exploration | —Explore button so students can further explore the system/task on their own and pursue their own goals —Online exploration strategies —Multiple representations of a problem/Hypermedia representations —Constant availability of tools and instructional library —Multiple search options including browse —Using available technologies to represent data in new ways —"Go On-line" menu links users to Web-based resources Table 4. Suggested technology tools to be applied to the six instructional methods of cognitive apprenticeship. |
| Source: Aziz Ghefaili (2003) Cognitive Apprenticeship, Technology, and the Contextualization of Learning Environments, Journal of Educational Computing, Design & Online learning Volume 4, Fall, 2003. | |