Situated Learning Environments and Cognitive Apprenticeships

I found several common themes in the five articles reviewed for this week. They all mentioned coaching/modeling, reflection, and real-world experiences.

It was the differences in the articles that I found even more fascinating. The Oliver, Herrington, and the DeBruijn articles introduced the idea of using computers in situated learning environments or cognitive apprenticeships. In my opinion, by far the most advanced of these was Herrington’s use of a student apprenticeship computer based environment, in a statistics course. DeBruijn’s example was the weakest to me. I think that the author over-simplified the needs of adult basic skills learners.

I had the privilege of working with adults trying to earn their GED’s. We used a computer based program similar to the one described by DeBruijn. These problem with these computerized situations are that this is what these individuals face every day. If you are fifty years old and you haven’t been able to make change before. You might be insulted by this exercise. You may have already accepted your defeat. Or these students may be so programmed to get the “right” answer they simply click until they get it.

The real diamonds to me were the Collins and Hammond articles. When I first saw on the syllabus that we would be looking at apprenticeships I thought of the apprenticeships of a trade. I wondered if we could still teach students in this way. Is being a software engineer going to look the same in 25 years? I then took the time to read the syllabus again and saw that it was COGNITIVE APPRENTICESHIPS.

I read Collins article first and had two reactions. The first was that I had been lucky enough to take a writing and reading graduate course that introduced many of the concepts that Collins discussed. This was one of the best courses I have ever taken. I had as expert model reader and writer walk me through the processes involved in reading and writing. The second reaction was where do my two passions history and technology fit???
The Hammond article saved me with the wonderful illustration of the history example. What about technology??? What is it that “experts “in the use of technology do???

I definitely think students would benefit from the use of situated learning environments and cognitive apprenticeships. One of the greatest benefits to me as a learner is the confidence that is gained in applying what your learned. And having an expert tell you’ve got it is powerful!