Fulya Log

From Temp
Jump to: navigation, search

--Fulya 21:57, 19 April 2015 (UTC)

April 17th, 2015

  • Went to CCSCNE and presented the poster at the conference.
  • Spent time at the HackFest related to Open Source Software.



--Fulya 21:14, 8 April 2015 (UTC)

April 7th, 2015

  • Made revisions on the poster and sent it to Heidi Ellis once again to check if there is anything missing.
  • Poster will be printed out on Monday, April 13th.



--Fulya 21:14, 8 April 2015 (UTC)

March 29th, 2015

  • Designed the Poster draft for the CCSC conference and got it reviewed by Heidi Ellis.



--Fulya 21:16, 11 March 2015 (UTC)

February 27th, 2015

  • Completed the Poster Abstract and submitted on the Consortium for Computing Sciences in Colleges (CCSC) site.



--Fulya 02:23, 26 February 2015 (UTC)

February 17th - February 21st, 2015

  • Went to The 2015 Richard Tapia Conference
  • Spent time at panels and workshops
  • Finished coding some of the data that we will be using for our paper and poster
  • Decided on attending Consortium for Computing Sciences in Colleges (CCSC) to present a poster
  • Started working on our Poster Abstracts



--Fulya 02:33, 26 February 2015 (UTC)

February 11th, 2015

  • Skimmed all of the data and decided on what is useful to our research
  • Printed out all of the data to read and code



--Fulya 21:20, 15 January 2015 (UTC)

January 15th, 2015

  • Started the semester by coding on some of the sample data we acquired from the Software Engineering class.
  • Had a meeting on Monday on how we will continue our research and what we will be doing this semester.



--Fulya 04:53, 7 December 2014 (UTC)

December 5th, 2014

  • Read five articles from the Zotero Library, continuing the Lit Research.
  • Wrote summaries of each article to answer the questions we are focusing on.



--Fulya 23:16, 29 November 2014 (UTC)

November 29th, 2014

  • Read five articles from the Zotero Library, continuing the Lit Research.
  • Wrote summaries of each article to answer the questions we are focusing on.



--Fulya 20:14, 23 November 2014 (UTC)

November 22nd-23rd, 2014

  • Read four articles from the Zotero Library to start the Lit Research.
  • Wrote summaries of each article to answer the questions we are focusing on.



--Fulya 21:46, 4 November 2014 (UTC)

6:20pm-6:50pm
November 4th, 2014

  • Got a response from librarian about what I should be doing next. 
  * Research the concept of cognitive coaching
  * Boolean search using cognitive AND coaching AND student learning
  * Boolean search using cognitive AND coaching AND student success
  • Continue lit research using a FindIt and Library, Information Science & Technology[1].
  • Used the search term: "Cognitive Coaching", "cognitive" AND "coaching" AND "student learning", "cognitive" AND "coaching" AND "student success"
  • Found 19 items/articles and stored them all in the Zotero group library.



--Fulya 21:46, 4 November 2014 (UTC)

November 3rd, 2014

  • Met up with Heidi Ellis in person from 1:00pm to 1:30pm to discuss how I will be processing next.
  • Will start on Annotated Bibliography with 5 article summaries.
  • Will be using the search terms mentor AND open source AND education for my next search.
  • Emailed librarian to see if I have enough coverage on the topic for the lit research.



--Fulya 17:34, 2 November 2014 (UTC)

12:00pm-12:30pm
November 2nd, 2014

  • Continue lit research using a different search engine called ACM Digital Library[2]
  • Used the search term: "Cognitive Apprenticeship"
  • Found multiple articles and added them in my personal Zotero Library, then imported them to the group library.
  • Currently have 95 items/articles in total and they are all stored in the Zotero group library.



--Fulya 15:23, 31 October 2014 (UTC)

October 31st, 2014

  • At the moment, I have 60 items/articles in my Zotero library that needs to be moved to the group library.
  • Will be searching for more this weekend and hopefully will end up with more articles in my library.



--Fulya 02:09, 27 October 2014 (UTC)

9:30pm-10:10pm
October 26th, 2014

  • Continue lit research using a different search engine called Compendex[3]
  • Used the search term: "Cognitive Apprenticeship"
  • Found multiple articles and added them in my personal Zotero Library. Waiting for the problem with the CREU-HFOSS group library to be solved before importing articles.



--Fulya 23:31, 21 October 2014 (UTC)

7:00pm-8:00pm
October 21st, 2014

  • Started the lit research by using the Western New England University library database, FindIT@D'amour[4].
  • Used the search term: "Cognitive Apprenticeship"
  • Found multiple articles and added them in my personal Zotero Library. Will be importing it to the CREU-HFOSS library soon.



--Fulya 21:33, 21 October 2014 (UTC)

1:00pm-2:00pm
October 20th, 2014

  • Met up with Mary Jane Sobinski-Smith and discussed how I will be moving along with our lit research and what I should be doing.
  • Learned helpful tips on finding articles and was given several resources to check out in order to find related results.



--Fulya 20:16, 17 October 2014 (UTC)

October 15-16th, 2014

  • Downloaded and installed Zotero to use as bibliographic software package.
  • Found two articles related to our topic from scholar.google.com.



--Fulya 21:50, 8 October 2014 (UTC)

October 8th, 2014

  • Contacted the library, with several emails for the past few days, to find the appropriate research librarian to help me with a lit search
  • Made an appointment with research librarian, for October 20th, in order to do a lit research on our topic.



--Fulya 22:49, 2 October 2014 (UTC)

5:50pm – 6:40pm
October 2nd, 2014

  • Read three articles and summarized each one.


The 1987 Presidential Address: Learning in School and out by Lauren B. Resnick
School learning differ from other learning. Practical intelligence matters more in real life and it differs from school intelligence. Individual cognition in school is contrast to the shared cognition in the real world. School teaches individuals and improves oneself while outside, people would need to learn how to be in a team and work together. Pure mentation in school is also contrast to tool manipulation in the real world. While in school, everything is based on thought process, the outside world needs knowledge on testing and examination. Symbol manipulation in school differs from contextualized reasoning being done outside of a school environment. Students are not able to interact with usual physical concepts that exist in the real world at school. In school, students are taught generalized knowledge while in the real world, they would need situation specific solutions for problems. In the end, education is not sufficient for living in the real world and extra training and skills are necessary.


The Problem of the Essential Indexical by John Perry
The essential indexical is not properly given to people throughout their lives. When forming sentences, people end up missing the conceptual ingredient, which makes it confusing for others to understand. Problems with the rules of proposition can occur throughout conversations. There are also arguments towards an existence of a special class of propositions, propositions of limited accessibility. People believe that what they know about propositions are true, so with a relation to themselves, this becomes the right answer.


Reciprocal Teaching of Comprehension – Monitoring Activities by Annemarie Sullivan Palincsar and Ann L. Brown
People want to know the effects of comprehension fostering and comprehension monitoring on students. A study has been done in order to see how students learn through texts. This has been considered by using self-review summarization, questioning, clarifying and predicting. When these are checked with a reciprocal teaching method, it was seen that better results were taken when a group is involved instead of an experimenter. In other words, using reciprocal teaching is better than using locating information. There was an improvement in the students when they were taught as a group with an adult model. Students’ dialogues have improved within their group, the quantitative improvements was large and reliable, the effect was durable, the students surpassed or reached the average level, and the training resulted in being reliable for laboratory tasks.



--Fulya 21:00, 25 September 2014 (UTC)

4:30pm-5:00pm
September 25th, 2014

  • Analyzed the lit review of the paper, Situated Cognition and the Culture of Learning by John Seely Brown, Allan Collins, and Paul Duguid.


In the list review, Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities by Annemarie Sullivan Palincsar and Ann L. Brown, which makes a similar comparison between a teacher and a student, and their studying methods and dialogs, The Problem of the Essential Indexical by John Perry and The 1987 Presidential Address: Learning in School and out by Lauren B. Resnick, which talks about how learning at school is different from any other environment, seemed to be the most important articles for the story.

In The Problem of the Essential Indexical by John Perry, in The Problem section, which starts at page 6, the author points out the problem of essential indexical. It talks about how there is a lack of conceptualism and this is needed in order to communicate properly in the right situations. This is also referred to in the paper’s Situated Knowledge and Learning section. The paper talks about how vocabulary teaching is different in school than it is when taught by hearing and understanding via family and friends.


--Fulya 00:27, 23 September 2014 (UTC)

11:00am – 11:30am
9/22/14

  • Worked on coding practice for Coaching Interactions



--Fulya 00:27, 23 September 2014 (UTC)
Article : Cognitive Apprenticeship: Making Thinking Visible. published by Allan Collins; John Seely; Ann Holum

Cognitive Apprenticeship: Making Thinking Visible
4:00pm – 4:30pm
9/20/14

  • Read and summarized the article


Apprenticeship involves processes of activity that are visible and it is also about learning a physical and tangible activity. On the other hand, schooling involve the process of thinking that are often invisible to everyone. They teach the practice of problem solving and this is not obvious enough to observe the results of what has been learned. Cognitive apprenticeship is a model of instructions that works to make thinking visible. With schooling, they don’t pay attention to the reason or strategy needed when acquiring a certain knowledge so the student wouldn’t know how to apply this in a real life situation. Only formulaic methods and low level sub skills are being studied.



--Fulya 00:27, 23 September 2014 (UTC)
Article : Situated Cognition and the Culture of Learning. published by John Seely Brown; Allan Collins; Paul Duguid

Situated Cognition and the Culture of Learning
7:00pm – 8:50pm
9/16/14

  • Read and summarized the article


Activities and situations are integral to cognition and learning. The different ideas of what is appropriate to learning activity produces multiple unique results. By overlooking the nature of cognition, education defeats the purpose of providing usable knowledge. Applying knowledge in an authentic activity is a better way of learning, over only being shown abstract knowledge. A school environment and class activities differ from how the real world works within cultures. Cognitive apprenticeship supports learning by enabling students to acquire, develop and use cognitive tools during an authentic activity. One of the challenges for research is determining what should be made explicit in teaching and what should be left implicit in order to apply a cognitive outlook.



--Fulya 00:52, 10 September 2014 (UTC)
Article : The Interactions of teaching improvement. published by Kathleen T. Brinko [5]

The Interactions of Teaching Improvements
7:50pm – 8:30pm
9/9/14

  • Read and summarized the article


  • Instructional consultation (improve instruction via feedback)
  • Evidence for efficacy of consultation
  • No way for university people to consult with each other
  • no the best instructional consultation
  • phases of interaction
    • initial contact – first encounter between consultant and client
    • conference – extensive discussion between consultant and client
    • information collection – consultant gathers data to show the client
    • information review and planning session – the consultant shares the collected info with the faculty member
      • may trigger more interactions between consultant and client
      • effectiveness, how well the client and consultant utilized the opportunities of each phase
      • compatibility with one another, learn new perspectives about teaching – learning process and determine if the instructional consultation will answer questions at hand
  • models of interaction
    • information transmission, medical health, mental health, program consultation and implementation, process consultation, advocacy consultation, acceptant, confrontation
    • product model – consultant = expert; client = seeker of expertise.
      • Client identifies and diagnoses problem and choose solution
      • Engage in expertise of consultant to produce solution
      • Client purchases what consultant has for sale
    • Prescription model (medical)– consultant = identifier, diagnose, solver of problems; client = receiver thereof
      • Relationship between doctor and patient
      • Consultant processes valid opinions and knowledge. Client accepts opinions or knowledge without question
    • Collaborative/process model – consultant = catalyst or facilitator of change; client = content expert
      • Partners, each have own expertise. Synergistic relationship
    • Affiliative model – consultant = instructional consultant and psychological counselor; client = seeker of personal and professional growth
      • Empowering client and solving personal problems that may be causing instructional problems
      • Client identifies and diagnoses and problems. Consultant accepts these perceptions. Client in control
      • Not common
    • Confrontational model - consultant = challenger or devil’s advocate; client = defender or accepter
      • Consultant confronts the client as a first step
      • Not recognized
  • Dynamics of consultative interaction
  • More than one type of consultative interaction
  • Cannot predict just with demographics. Depends on dynamics
  • Consultant – client dyad seen as a whole.
  • Not just consultant’s style of interaction, need to consider the consultative style that takes affect between consultant and client



--Fulya 20:29, 9 September 2014 (UTC)
Article : A Cognitive Apprenticeship Primer. published by Mel Chua [6]

Cognitive Apprenticeship
10:10pm – 10:30pm
9/8/14

  • Read and summarized the article.


  • Definition: How people learn something by working with and observing others in a community
  • Practice in the late 1980s and early 1990s
  • Origin: education researchers inspired by anthropological observations of things such as building furniture or delivering babies
  • cognitive apprenticeship – thinking about thinking
  • traditional apprenticeship – physical skills
  • humans learn in social manner and observing
  • the practice of making one’s metacognition visible to learners in one’s community of practice
  • metacognition – awareness and understanding of one’s own thought process
  • cognition – the mental action or process of acquiring knowledge and understanding through thought, experience and the senses


  • cognitive apprenticeship
    • modeling – perform task for students to see and understand (thinking out loud, slowing down and explaining intermediate steps)
    • coaching – watch student perform the task and give hints and feedback from the sidelines
    • scaffolding – help student perform the task (accomplishing the task together)
    • articulation – students think out loud
    • reflection – student compare their process to an expert’s process or a model of a good process
    • exploration – students encouraged to go out and tackle the process on their own with less and less help


  • articulation and reflection disappeared (independent practice)
  • exploration = fading
  • left with modeling, coaching, scaffolding and fading.
  • Goal is to develop metacognition and self-monitoring in students (ability of reflection in action)

Retrieved from "http://ghmain.ischool.drexel.edu/temp/index.php?title=Fulya_Log&oldid=222"
Personal tools
Namespaces
Variants
Actions
Navigation
Toolbox