Work

Cognitive Apprenticeship and Computer Science Education in Cyberspace: Reimagining the Past

Year: 2017

Type: book-chapter

Abstract: The lens of appreciative inquiry, as seen through the eyes of educators, examines ten years of virtual learning at several institutions. The study reflects on the impact of presence, and explores how learning communities develop as students assume roles and learn using cognitive apprenticeship. The examples reinforce the value of deep immersion and identity in situated learning, even as the software design activities illustrate the benefits experienced when students assume ownership and structure their activities. Encouraged by self-reflection, the learners explore their shared values, form into groups, and make personal discoveries. The examples illustrate the power of design thinking during individual and group work. From early work with 400 8th graders through 50 higher education classes taught at two institutions, techniques emerged for applying cognitive apprenticeship and deep immersion that strengthened the experiences and provided insights for developing a sustainable educational program.

Source: Advances in educational technologies and instructional design book series

Parent work: Integrating an Awareness of Selfhood and Society into Virtual Learning

DOI: 10.4018/978-1-5225-2182-2.ch013

Authors: Cynthia M. Calongne, Andrew Gerald Stricker, Barbara Truman, Fil J. Arenas

Institutions: Colorado Technical University, Air University, University of Central Florida

Language: English

Topic: Online and Blended Learning

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: green