meeting online learners' needs through cognitive apprenticeship
DESCRIPTION
Presentation at SiED EnPED 2014 Conference, Sao Carlos, Brazil.TRANSCRIPT
MEETING ONLINE LEARNERS’ NEEDS THROUGH COGNITIVE APPRENTICESHIP Dr. Vanessa Dennen Associate Professor Instructional Systems & Learning Technologies Florida State University, USA
SiED EnPED 2014 • Dr. Vanessa Dennen • Florida State University 1
Overview • Learner needs and possible solutions • Types of online learners • Using cognitive apprenticeship to meet learner needs
SiED EnPED 2014 • Dr. Vanessa Dennen • Florida State University 2
SiED EnPED 2014 • Dr. Vanessa Dennen • Florida State University 3
I may teach the same course year after year, but I never teach the
same class.
WHAT DO YOU NEED RIGHT NOW?
Sleep Coffee Food
A good laugh More money
A date
SiED EnPED 2014 • Dr. Vanessa Dennen • Florida State University 4
WHAT DO YOU NEED FROM THIS CLASS?
Knowledge of topic An “A”
3 credit hours
SiED EnPED 2014 • Dr. Vanessa Dennen • Florida State University 5
WHAT DO YOU NEED FROM SCHOOL?
A degree A good job
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Roles of the Online Instructor
Managerial
• Running the course
Pedagogical
• Teaching the content
Social
• Fostering relationships
Technological
• Supporting CMC
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(Berge, 1995; Bonk, Kirkley, Hara & Dennen, 2001)
Online Student Needs
Managerial
• Follow the course plan
Pedagogical
• Learn the content
Social
• Feel a connection
Technological
• Use the course technology
SiED EnPED 2014 • Dr. Vanessa Dennen • Florida State University 8
In class:
In general:
Advising Career Preparation Financial Aid Friends IT Access Library Access Study Skills
Who’s in your class?
Perfect Paula
Social Sam
Experienced Ellen
Eager Edgar
SiED EnPED 2014 • Dr. Vanessa Dennen • Florida State University 9
Newbie Ned
Needy Nancy
Overloaded Owen
Absent Alison
Perfect Paula • Profile characteristics:
• Well-prepared for both the course content and online learning • Devotes sufficient time to her studies • Self-regulates effectively
• Unique needs: • Typically none, but if they arise she is
proactive about finding a timely solution.
• Challenges: • None! We love having Paula in class.
SiED EnPED 2014 • Dr. Vanessa Dennen • Florida State University 10
Social Sam • Profile characteristics:
• High level of energy / high degree of socialization • Willing to engage in course activities
• Unique needs: • Attention!
• Challenges: • Sometimes big on talk but short on
substance • Keeping him from taking over the
conversation
SiED EnPED 2014 • Dr. Vanessa Dennen • Florida State University 11
Experienced Ellen • Profile characteristics:
• Has a lot of course-related experience • High degree of self-efficacy
• Unique needs: • May not be able to map course content
onto her experiences • May need affirmation of her experience
• Challenges: • Keeping her engaged and challenged • Helping her see alternate points of view • Keeping her from spreading
misconceptions
SiED EnPED 2014 • Dr. Vanessa Dennen • Florida State University 12
Eager Edgar • Profile characteristics:
• Enthusiastic about course • May appear more experienced than he is
• Unique needs: • Attention
• Challenges: • Keeping him focused and engaged
SiED EnPED 2014 • Dr. Vanessa Dennen • Florida State University 13
Newbie Ned • Profile characteristics:
• New to online learning • May lack confidence, technology skills
• Unique needs: • Learning how to be an online student
• Challenges: • Keeping him from feeling overwhelmed
SiED EnPED 2014 • Dr. Vanessa Dennen • Florida State University 14
Needy Nancy • Profile characteristics:
• Worried about whether she is doing things correctly
• Unique needs: • Affirmation
• Challenges: • If she doesn’t get affirmation, she may
tune out or become negative about the course
SiED EnPED 2014 • Dr. Vanessa Dennen • Florida State University 15
Overloaded Owen • Profile characteristics:
• Struggles to make school a priority • May perform work at the minimum level • Always has a (real) excuse
• Unique needs: • Flexibility • Assistance with time management
• Challenges: • Helping him figure out how school fits
in with other commitments and interests • Counseling him to make wise decisions
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Absent Alison • Profile characteristics:
• Often invisible • Turns in assignments late, if at all
• Unique needs: • Reasons to attend or interact
• Challenges: • Getting her to communicate • Determining WHY she is absent • Changing her concept of online classes
SiED EnPED 2014 • Dr. Vanessa Dennen • Florida State University 17
Another Need:
Self-regulation Technology self-efficacy
Metacognitive strategies Networking
Lifelong Learning
Skills
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Ideal Progression for Learners
Learning in class Graduating
Participating in a professional community of
practice
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Target: Community of Practice
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Community of Practice
Mutual engagement
Joint enterprise Shared repertoire
(Wenger, 1998)
Cognitive Apprenticeship Model
Model • learners observe expert
Coach • learners receive expert guidance
Scaffold • learners perform with support
Articulate • learners explicate their knowledge
Reflect • learners analyze their own performance
Explore • learners own and extend knowledge
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(Collins, Brown & Newman, 1998)
Types of Learning in a Cognitive Apprenticeship
Knowledge Content
Managerial
Pedagogical
Social
Technological
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Expertise is: Distributed Domain-specific
How to Not Foster Cognitive Apprenticeship • Mini-case 1
• Passive learning + didactic techniques
• Mini-case 2 • Heavy instructor intervention • Instructor-student communication dyads
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Operationalizing Cognitive Apprenticeship in an Online Class
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Modeling
Coaching
Scaffolding
Articulation
Reflection
Exploration
• Foster peer engagement • Let more experienced students help less
experienced ones • Encourage collaborative exploration
Matching Up Learners
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Perfect Paula
Social Sam
Experienced Ellen
Eager Edgar
Newbie Ned
Needy Nancy
Overloaded Owen
Absent Alison
Goals of Using Cognitive Apprenticeship
• Focus on content • Authentic experiences Learning
• Build intersubjectivity • Draw upon distributed cognition Community
• “Own” content and related experiences
• Prepare for workplace learning Independence
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Providing Rewards • Badges • Personal attention
• Communication • Showcase / highlights
• Assign responsibilities
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Summary • Learners needs extend beyond content and pedagogy • Cognitive apprenticeship can be used to meet learners’
within-class needs across areas • Collaboration and community are necessary to foster
cognitive apprenticeship in a class setting • End goal: Produce professionals who are competent
lifelong learners
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Questions?
Contact Information: Dr. Vanessa Dennen Instructional Systems & Learning Technologies Florida State University [email protected] @vdennen http://slideshare.net/vanessadennen
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References • Berge, Z. L. (1995). Facilitating computer conferencing:
Recommendations from the field. Educational Technology, 35(1), 22-30.
• Bonk, C. J., Kirkley, J. R., Hara, N., & Dennen, V. P. (2001). Finding the instructor in post-secondary online learning: Pedagogical, social, managerial, and technological locations. In J. Stephenson (Ed.), Teaching and learning online: New pedagogies for new technologies (pp. 76-97). London: Kogan Page.
• Collins, A., Brown, J. S., & Newman, S. E. (1998). Cognitive apprenticeship: Teaching the craft 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 Associates.
• Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge, England: Cambridge University Press.
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