Claudia Log

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--Claudia 23:36, 29 April 2015 (UTC)

March 29th, 2015 Assignment: Reflection Paper

  • Wrote reflection paper
  • Submitted reflection paper to adviser

--Claudia 14:26, 27 April 2015 (UTC)

March 27th, 2015 Assignment: Annotated Bibliography

  • Ordered the articles in a order that made sense of our proposal
  • Wrote summaries of all the articles that we decided for fit for the annotated bibliography
  • Submitted Annotated Bibliography to my adviser.

--Claudia 19:21, 25 March 2015 (UTC)

March 16th, 2015 Assignment: Annotated Bibliography

  • Started putting together articles for the annotated bibliography.


--Claudia 15:08, 25 March 2015 (UTC)

February 27th, 2015 Assignment: Finish writing poster abstract

  • Completed writing the poster abstract
  • Submitted the poster abstract


--Claudia 19:21, 25 March 2015 (UTC)

February 17th - February 21st, 2015 2015 Richard Tapia Conference


  • Attended the 2015 Richard Tapia Conference
  • Attended various panels and workshops
  • Finished coding data from discussions that were printed out
  • Wrote a draft for an abstract for poster for the Consortium for Computing Sciences in Colleges

--Claudia 19:21, 25 March 2015 (UTC)

February 15th, 2015 Assignment: Annotated Bibliography

  • Met with Mel to discuss relationships between articles
  • Reread articles
  • Grouped the articles into groups then sorted them into some type of order


--Claudia 09:34, 30 November 2014 (UTC)

5:30pm-7:20pm November 30rd, 2014 Assignment: Read and write summary of the article

"A Web-based Educational Setting Supporting Individualized Learning, Collaborative Learning and Assessment by Agoritsa Gogoulou, Evangelia Gouli, Maria Grigoriadou, Maria Samarakou and Dionisia Chinou"

This article focused on changing learning styles from an individual and objective view, to a more socially constructive view. A web-based educational setting is used, and it is called SCALE (Supporting Collaboration and Adaptation in a Learning Environment). There are three main principles of SCALE. One utilizes a framework that moves individual learning to a collaborative learning concept. The other principles put emphasis on the importance of suggestions and instructions from the teacher. The last principle emphasizes how the instruction and feedback should be specific to each individual’s characteristics. The results from the study seemed to be highly favored by the students who participated in the study. The results also showed that SCALE could be utilized in real classroom conditions.


"Cutting the distance in distance education: Perspectives on what promotes positive, online learning experiences by E.C. Boling, , M. Hough, H. Krinsky, H. Saleem, M. Stevens"

Recent studies have shown a dramatic increase in online and distance learning courses in colleges in universities. This study explored whether or not these online classes were deemed effective by both students and teachers. Course content, tasks, and pedagogical approaches were all examined during the study. A cognitive apprenticeship model was used to analyze the data. The findings revealed that students enjoyed the community social exchange of the online courses as well as the real world assignments. A least favorite thing was how some group activities had members who lacked involvement. Students did not like how certain social environments could directly hinder their grade.


"Fading Scripts in Computer-Supported Collaborative Learning: The Role of Distributed Monitoring by Christof Wecker and Frank Fischer"

Fading is the reduction of external support so that self-directed performance of skills to be acquired. Cognitively-oriented researchers sees fading as important because it encourages learning how to retrieve knowledge. In order to practice the retrieval of knowledge one must reduce informational content of prompts. Fading is important in scaffolding as it is necessary for support to gradually fade, so that leaners can learn to do difficult tasks on their own, so skills are acquired. So it is said that there should be support in the beginning, but teaching the students the acquired skills to fully be able to take over on their own. It was seen that those who had distributed monitoring along with fading performed better than those who only had fading.


"HELPING NOVICE PROGRAMMING STUDENTS SUCCEED by Toni R. Black"

Students in beginning computer programming classes seem to struggle a lot because of the high amount of information thrown at them. The cognitive apprenteship model is used in order to bridge the learning gap. The cognitive apprenticeship model allows student to not only learn the techniques in the classroom, but also observe the process of how an expert starts the building process of codes, when to use certain techniques, and how to trouble shoot their code. This helps students develop proficiency. This also helps create an environment of learning under the control of the student and not just the teacher. The student then becomes an active learning, which is very beneficial.

"Student teacher communication and performance during a clinical experience supported by a technology-enhanced cognitive apprenticeship by Theodore J. Kopchaa, , , Christianna Algerb"

This study explores technology enhanaced cognitive apprenticeship (TECA). TECA utilizes a variety of different technologies such as videos, discussion boards, and community supports. The study examined the performance of those utilizing TECA and those who did not. The results showed that overall TECA has a beneficial effect on students and teachers. The private based discussion board also enhanced communication. The results also suggested that each teacher’s situation is different, and there is a standard technology to use.





--Claudia 10:13, 23 November 2014 (UTC)

8:00am-10:00am November 23rd, 2014 Assignment: Read and write summary of the article

Article: Computer science apprenticeship: creating support for intermediate computer science students by Shabo, Amnon, Mark, Guzdial, and John, Stasko

This article explores the misconceptions of intermediate computer science courses. Intermediate students do not always have the knowledge needed to use expert level tools, but their knowledge surpasses the need to use novices that are already used.

The article explores different approaches to improve the intermediate computer science environment. The ideal intermediate computer science class should be thought of as a cognitive apprenticeship. The researchers hope to provide students with access to useful library sources, intelligent support for how to use relevant resources, and learning communities where students can collaboratively learn and help each other.

The approach that is being looked into is broken down into four main parts. These four parts include interactive notes module, a collaborative learning environment, a case library, and problem solving activities. This approach will hopefully benefit the class, and form a computerized framework for learning on the web.





--Claudia 10:13, 23 November 2014 (UTC)

8:00am-10:00am November 23rd, 2014 Assignment: Read and write summary of the article

Article: Collaborative technologies for Science, Technology, Engineering, and Mathematics (STEM): Sociology of science and knowledge, holistic systems engineering, and systems thinking by K.W., Jones, D., Kristof, L.C., Jenkins, J., Ramsey, D., Patrick, S., Burnham and I.L., Turner

This paper addressed that there is an insufficient number of young people majoring in STEM related fields. The paper also suggests that those who do choose a career within the STEM field, they tend to graduate under-qualified for professional positions. A lot of professionals are suggesting that students need to learn more math and more science, but in reality systemic thinking needs to be implemented instead.

This study was done to explore the need for efficient, interactive and inter-operative, application, and learner centered collaborative technologies. These technologies will be used to implement cognitive apprenticeship.

The study explored systemic thinking, which pushes students to imagine and think about solving problems according to how parts interact separately and together. The holistic systems engineering explores the needs of students to relate to collaborative technologies, and how it affects and differientates teams that are successful, from those who are less successful.

STEM related fields do not appeal to women and underrepresented minorities of the youth. The continuation of the way that these STEM fields are taught will not boost the interest in these fields, and the use of Collaborative technologies, HSE, and systemic thinking will help implement cognitive apprenticeship, and peak the interest of everyone involved.






--Claudia 16:56, 19 November 2014 (UTC)

2:00pm-4:00pm November 19th, 2014 Assignment: Read and write summary of the article

Article: Integrating software process in computer science curriculum by J.E. Sims-Knight

This article explored the computer science curriculum and how it can be improved so that it is more affective in software programing. Software programming requires the use of planning, evaluating, and monitoring the processes of a project. There are three parts to the computer science curriculum that was described in the article. The parts are instructions in programming, instructions in mathematical bases of computing, and capstone courses in software engineering.

There are some issues with these three parts of the curriculum that can be improved upon. A lot of times it is focused on how a student creates a program, but students need to be taught to think about the “how” of creating the program. When it comes to instructions in mathematical bases of computing, it is thought that knowledge transfers to practice. But this thought process is indeed wrong when it comes to today’s society. Students need to taught when and how to apply solutions to these problems. Lastly the capstone courses, appear to be unrealistic and extremely hard to get done within the time constraints. The time is not sufficient enough to develop the complex cognitive skills required for a software engineer career. The class sometimes harms the student as they create bad habits in order to finish the project on time.

For this study software process activities were developed. Students utilized practices of postmortem analysis and measurable planning, so that they could gain control over the program development activities. Cognitive Apprenticeship methods were used so that the students could not only gain understanding but also know how to apply what they have learned.

These activities seemed to have positively affected the students in the computer science course. Students gained the ability to attend to the issues of process in their every day work and then incorporate those lessons into their practices. Students were able to excel in a how-to knowledge environment, and they were willing to actively participate, because they had support to help them develop their skills.






--Claudia 16:56, 19 November 2014 (UTC)

2:00pm-4:00pm November 19th, 2014 Assignment: Read and write summary of the article

Article: Using online tools for communication and collaboration: Understanding educators' experiences in an online course by Erica C. Boling, Erica Holan, Brent Horbatt, Mary Hough, Jennifer Jean-Louis, Chesta Khurana, Hindi Krinsky, and Christina Spiezio

This article explained that there is an increasing growth in online learning at colleges and universities. More and more universities are encouraging the use of the web, and more and more universities are offering online classes. The purpose of the articles was to explore the experiences in online courses, as well as see how the Cognitive Apprenticeship Model impacted the experience of those participating in the online class. Two questions were addressed in this article. The first question was “What methods of instruction, supported educators in learning how to use technology to support online communication and collaboration in their respective fields of study?” The second question was what evidence exists to show that these methods of instruction had a positive impact on the students?”

The article explains that the Cognitive Apprenticeship model presents students with tasks that more difficult than a student can handle independently. The difficulty of the task will force students to get help from their peers and instructors in order to excel. This is done so that content can be brought out in the open. It encourages students to observe and practice. The CAM model has four dimensions, which are content, method, sequencing, and sociology. These methods deal with the knowledge required for expertise, the way that the knowledge is being taught and received, the order in which things are learned, and the social characteristics of the learning environment.

Through the practices of Cognitive Apprenticeship model there seemed to be a positive impact on students. Students ability to utilize technology for educational purposes increased. They were able to use online tools for better communication and collaboration, as well as use web-based tools to advance their own continued learning. The online class also impacted the way students thought. It changed how they planned and carried out their lessons. They saw how technology directly impacted their learning, and they started to utilize skills within their everyday classes.

The main complaint with the online courses explored in this article was that the communication is cold. When communicating through online services, you may not get the response or reaction you would get if you were having face to face conversation. Things can be taken out of content or misunderstood. Other than that the online course was a success, and ways to make it better have been explored. Researchers feel that making the conversation about the CAM model needs to be made more explicit. So students have a deep understanding of why those CAM models are being used. It will enable them to be more thoughtful and reflective about why they are doing the things that they are doing.





--Claudia 12:56, 18 November 2014 (UTC)

1:00pm-2:00pm November 17th, 2014 Assignment: Read and write summary of the article

Article: Open Education, The Long Tail, and Learning 2.0 by John Seely Brown

This article explores how much technology and the internet have impacted the learning in today’s society. In today’s society many people are not only having one career, but they are starting to have multiple careers. With the vast change, the way we are taught in traditional schools, is no longer sufficient enough to support the possible careers students may end up having. People are being forced to obtain new knowledge and skills on a continuous basis.

The internet is useful because it has the ability to support and expand various aspects of social learning, it allows for a global platform. The internet opens up a lot of resources that are obtainable by the click of the mouse. The Open Educational Resources movement allowed for educational materials to be accessed from anywhere. This along with Web 2.0 created an ideal for supporting multiple modes of learning.

Social learning is important in regards to the new way of learning. Social learning is based on the premise that in order to fully understand content, one must have structured social conversations about the content, and have interactions involving content. The new way to think about learning is to think about it terms of “not what you learn” but “how you learn”.

Study groups have been proven to be more efficient when it comes to learning materials. Students have shown to do better when they have studied in groups rather than alone. Study groups provide for a support group or community that can come together and discuss ideas for a better understanding of the content. Similar to physical study groups there are online communities that allow for this type of support as well. These virtual communities allows for one to be a full participant in a certain field. Learning today should allow for one to observe and then emulate. Virtual communities of practice allow for people to work together to develop and maintain open source software. The virtual communities allows for one to learn the ropes.

These new ways of learning through the internet and virtual communities support active and passion based learning. The learning should have a structured foundation of what is learned in school, but also implementing more participatory practices so that the teachings are continuous and lifelong.





--Claudia 13:30, 14 November 2014 (UTC)

12:00pm-1:00pm November 14, 2014

  • Met with group to discuss preparation for the annotated bibliography draft
  • Homework is to read 5 articles and write summaries of these articles for the next meeting
  • We discussed Tapia conference and possible travel arrangements



--Claudia 12:56, 4 November 2014 (UTC)

1:00pm-2:00pm October 26th, 2014

  • Started the lit research by using ACM library database
  • Used the search term: "Cognitive Apprenticeship"
  • Found multiple articles and added them to personal Zortero library
  • I have 33 articles in my personal library right now.



--Claudia 12:45, 4 November 2014 (UTC)

12:30pm-2:30pm October 24th, 2014

  • Started the lit research by using Purdue University's library database
  • Used the search term: "Cognitive Apprenticeship"
  • Found multiple articles and added them to personal Zortero library
  • Articles mostly dealt with Cognitive Apprenticeship within technology and science





--Claudia 12:24, 4 November 2014 (UTC)

3:30pm-4:30pm October 24th, 2014

  • I met with the Engineering Librarian to learn some helpful tips on how to do lit searches.

Outline of meeting:

1. Went over some things within the proposal that could possibly be changed.

  • "CREU" the abbreviation is an assumption that all readers will know what "CREU" stands for.
  • IBC is another abbreviation that needs to be expanded on
  • SCRUM needs to be expanded
  • "use of students" needs to be clearly defined. Students are used to describe the students in the class, as well as the students doing the research. There is no clear distinction, which could get confusing.
  • ADA is not an abbreviation, and it is stated in the proposal as it is one. ADA is a name, so it should be Ada.

2. We split the paper into 3 MAIN points.

  • 1. Open Source
  • 2. Cognitive Apprenticeship
  • 3. Consultative Dynamics

3. We went over how to look for relevant articles within the bibliography of the proposal 4. We went over how to use Purdue's library as well as Google Scholars 

  - Articles from ACM and IEEE would be most beneficial

5. We discussed techniques on how to read articles, and watched tutorials on how to read research papers.



--Claudia 18:45, 14 October 2014 (UTC)

5:00pm-5:30pm October 15th, 2014

  • Met with Mel and Fuyla to discuss pogress, and research
  • Downloaded Zortero and found an article



--Claudia 11:17, 15 October 2014 (UTC)

October 8th, 2014

  • I contacted the librarian via email. The librarian's name is Amy Van Epps. She is in the Engineering library.
  • We have scheduled an appointment to meet for October 24th 3:30-5:00pm.



http://www.jstor.org/stable/pdfplus/27542338.pdf?acceptTC=true&jpdConfirm=true



--Claudia 12:00, 1 October 2014 (UTC)
Article : Situated Cognition and the Culture of Learning by John Seely Brown; Allan Collins; Paul Duguid

Analyzed the Literature review of the Situated Cognition article
8:42pm – 10:15pm
9/24/14

The 1987 Presidential Address: Learning in School

I reviewed the article The 1987 Presidential Address: Learning in School and out by Lauren B. Resnick. This article spoke about the ways schools are teaching the students, and how those ways are not always useful to the outside world. The articles says that "common sense" is more applicable in the real world, than some of the concepts learned in schools. Practices in schools are very individual and memorization based, very unlike the outside world. The outside world utlizes and encourages the use of group activity, and shared work. The outside world also focuses on utilizing tools and concepts and building on those concepts to become better. The schools teach students general knowledge, and tests them on this knowledge. While, the real world teaches based off of situation specific knowledge. These teaching cannot be memorized, but tools are presented so that people can handle situations dependent on the type of situaiton.

You can see in the Situated Cognition article many of these concepts are brought up. When speaking about cognitive apprenticeship on page 40, they speak about how in cognitive apprenticeship people learn in groups and collaboratively and not individually like taught in schools. As whole the article speaks about learning through real life practice other than school. The article speaks about knowledge being a tool box. So it is clear how this article on learning in the schools and out is applicable.


Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities by Annemarie Sullivan Palincsar; Ann L. Brown "

I also reviewed the artive Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities by Annemarie Sullivan Palincsar; Ann L. Brown. This article focused on how students study materials. When it comes to studying students focus on the material, and a student needs to be constantly checking to assure they are performing those mental operations to produce learning. When it comes to studing the methods of modeling and guiding are very important as they increase the quality in the summaries and questions that students present.

This information is used in the Situated Cognition article when speaking about "Authentic Activity". Authentic activities are described as being purposeful and meaningful. Reciprocal teaching is an example of authentic activity, because although students read text books, they also learn the essential concepts to develop authentic strategies. This article also touches on the fact that learning should be collaborative. In the Situated Cognition section speaking about cognitive apprenticeship it mentions how reciprocal learning incorporates social interaction, construction of knowledge, and collabroation.


The Problem of the Essential Indexical by John Perry

The last article I reviewed was The Problem of the Essential Indexical by John Perry. Indexical words include words like I, here, now, next. Indexical words point to a particualr part of a situation in which communication is being conducted. They are context- dependent. This article is applicable because of that fact that readers know that words are situational. Therefore when they read or are in conversation with someone they listen to full sentences in order to pull context clues, before committing to a response or interpretation.





--Claudia 13:00, 24 September 2014 (UTC)
Article : Cognitive Apprenticeship: Making Thinking Visible. published by Allan Collins; John Seely; Ann Holum

Making Thinking Visible
10:42am – 11:21am
9/19/14

Cognitive Apprenticeship 1. Thinking needs to be made visible 2. Real world learning needs to be applied 3. Encourage articulation and reflection so that a diverse range of skills can be transferred.

Content: Different types of Knowledge

  • Domain knowledge: Offers specific information about concepts
  • Heuristic strategies: Offers different techniques for tackling tasks
  • Control strategies: Offers guidance to help one finish a procedure
  • Learning strategies: Offers knowledge about how to learn

FRAMEWORK:

Methods

  • Modeling
  • Coaching
  • Articulation
  • Exploration

Sequencing: Structure's student's learning but also gives them a purpose for why they are doing what they are doing

  • Global before local skills: Big picture first, then broken down into small pieces
  • Increasing complexity: tasks needs to get difficult as time progresses
  • Increasing diversity: Have a diverse group of tasks

Sociology: describes the characteristics of the learning environment

  • Situated learning: learning realistic tasks
  • Community of practice: collaborate on different ways to complete tasks
  • Intrinsic motivation: personal goals
  • Cooperation: collaboration among students



--Claudia 09:00, 24 September 2014 (UTC)
Article : Situated Cognition and the Culture of Learning. published by John Seely Brown; Allan Collins; Paul Duguid

Situated Cognition
10:22am – 12:00pm
9/17/14

Structures of Education system: "Know what" and "Know how"

Now: Learning and Cognition are fundamentally situated. 

    * Activity and situations are integral to cognition and learning
  • Concepts are developed through activity and situations
  • Knowledge = Tool Box Set 
  1. Can only be understand through use
  2. Using it entails changing the user's perception of the world
     and adapting to that world's beliefs
  • Learning and enculturation: From an early age children begin to observe

and adapt the behaviors of those around them.

  • Students would learn better if they were observing the proper ways to

act in activities, then to be told with details.

  • Authentic activity is important because it enables students

to act with meaning and purpose. It allows them to shape and hone their skills.

Conclusion: Ignoring the situated nature of cognition, education defeats its own goal of providing useable robust knowledge.



--Claudia 18:00, 16 September 2014 (UTC)
Article : Make up Meeting with Mallory Chua

Cognitive Apprenticeship
6:00pm – 7:00pm
9/16/14


  • Framework of Qualitative Research
  • Understanding Data
  • Learning how to see what happens
  • How is framework happening in Data
    • Our big question: How do students and mentors interact with each other using open source?


    • Qualitative Analysis: Cognitive Apprenticeship Codebook
  • Modeling
  • Articulation
  • Scaffolding
  • Coaching (Feedback)
  • Reflection (Compares performance to performance of an expert)


  • We also went over a coding example activity. We went through line by line and identified parts of the code as one of the cognitive apprenticeship codes.



--Claudia 17:30, 7 September 2014 (UTC)
Article : A Cognitive Apprenticeship: Teaching the craft of reading, writing, and mathematics

Cognitive Apprenticeship
5:30pm – 6:47pm
9/7/14


Article : COGNITIVE APPRENTICESHIP: TEACHING THE CRAFT OF READING, WRITING, AND MATHEMATICS
Allan Collins, BBN Laboratories, John Seely Brown, Susan E. Newman

To Do: Read and Summarize article



1. Schooling and Apprenticeship

  • Schools would like to teach students how to become experts at certain things but they are not presenting them with the right tools to become experts at things such as writing, reading, and mathematics.
  • The Problem: The problem is that too little attention is being paid to the process of how experts become experts.
  • The Result: Analyzation, conceptual, and problem solving skills decrease in schools, and these skills remain largely inert. The knowledge also becomes bound to surface features as they appear in textbooks. Meaning students learn how to do things based off memorization and not based off of knowledge.
  • What needs to happen: In order to make a difference in enhancing student skills, they need to understand both the nature of expert practice and the devise methods that apprenticeship utilizes.
  • Apprenticeship: Apprenticeship highlights methods for carrying out tasks in a domain. 
    ** Observation = Modeling
    ** Coaching     = Coaching
    ** Practice       =  Fading
    • Conceptual Models are important to apprenticeship


1. Conceptual models provide learners with a model for their initial attempt to execute.
2. Conceptual models provide a structure for making sense of feedback, hints, and corrections.
3. Conceptual models provide a guide for independent practice by successive approximanation.

    • Traditional Apprenticeships = Evolves
    • 1. External carrying out process, making resources available for both student and teacher obersvation
    • 2. Bears relatively concrete products one the outcome of the skill


2. Three Success Models for Cognitive Apprenticeship 

     1. Palincsar and Brown's reciprocal teaching of reading : The basic method centers on modelling and
         coaching students in four strategic skills: 
                          1. Formulating questions
                          2. Summarizing the text
                          3. Making predictions clarifying difficulties with the text.
                          4. Clarifying difficulties with the text
     2. Cardamalia and Bereiter's procedural facilitation of writing: Provides models from experts to help

students utilize more sophisticated writing styles

  • Procedural facilitation: Allows students to select from a limited number of diagnostic statements 
             1. Generating a new idea
             2. Improving an idea
             3. Elaborating an idea
             4. Identifying goals
             5. Putting ideas into a cohesive whole

     3. Schoenfeld's method for teaching mathematical problem solving: Method incorporates the basic 
         elements of a cognitive apprenticeship, using the methods of modelling, coaching, and fading 
         and of encouraging student reflection on their own problem-solving processes.



3. Framework for Designing Learning Environments
  • Domain knowledge
  • Problem-solvingstrategies
  • Control strategies
  • Learning strategies
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