Cognitive apprenticeship applies the modelling, coaching, and fading paradigm of traditional apprenticeship to cognitive skills, with technology realizing resource-intensive learning environments¶

Theory · All theories
Evidence · no claims cited

Description¶

Cognitive apprenticeship is Collins's framework for restoring the resource-intensive teaching of earlier apprenticeship-based eras using computers. The paper states that "cognitive apprenticeship employs the modelling, coaching, and fading paradigm of traditional apprenticeship, but with emphasis on cognitive rather than physical skills." The paper's basic thesis is that "technology enables us to realize apprenticeship learning environments that were either not possible or not cost effective before." It develops six characteristics—situated learning, modelling, coaching, reflection, articulation, and exploration—for which technology provides leverage, each defined, justified, and illustrated with an example system.

Design Implications¶

Context¶

Requirements¶

• Computational learning environments designed to embody the six characteristics of cognitive apprenticeship

Constraints¶

• The set of characteristics is described as tentative, developed from analyzing emerging tutoring systems and resource-rich learning environments

Target Learners¶

• School students learning cognitive skills such as reading, writing, mathematics, and problem solving

Target Learning Objectives¶

• Acquiring cognitive skills and knowledge in forms usable in real-life contexts

Claims¶

Related Theories¶

• Cognitive apprenticeship as a hybrid of Schoenfeld's modeling-coaching-fading model and Treisman's collaborative workshop model
• Situated learning: knowledge and skills are learned in contexts that reflect how the knowledge will be used in real life
• Cognitive Apprenticeship
• Cognitive apprenticeship model (Collins et al.) as a framework for Web-based teacher education

Examples¶

• Four methods of reflection on performance: imitation, replay, abstracted replay, and spatial reification
• Use computer tools that let students explore hypotheses and solutions faster so they can test many ideas without frustration
• Foster articulation by having students build testable artifacts and explain ideas to other students

Key Sources¶

• Collins, Allan. (1988). Cognitive Apprenticeship and Instructional Technology. Technical Report. BBN Report No. 6899, BBN Labs, Inc. https://eric.ed.gov/?id=ED331465