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Learning Communities in Learning Communities in Classrooms: Classrooms:
A Re-conceptualization of A Re-conceptualization of Educational PracticeEducational Practice
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Learning CommunityLearning Community
• Classrooms and Schools = Communities of Classrooms and Schools = Communities of Learners?Learners?
• Communities of Learners = Learning CommCommunities of Learners = Learning Communities?unities?
• Tension: Collaboration vs. CompetitionTension: Collaboration vs. Competition
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Learning CommunityLearning Community
Goal:Goal:• to advance the collective knowledge and in t
hat way to support the growth of individual knowledge (Scardamalia & Bereiter, 1994).
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Why Learning Community?Why Learning Community?
Learning-to-learn argumentLearning-to-learn argument • increasing knowledge, such that no one can
absorb in school everything they will need to know in life
• the changing demands of work, where technology can carry out low-level tasks, requiring workers who can think abstractly and learn new skills
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Why Learning Community?Why Learning Community?
Multi-cultural argumentMulti-cultural argument• Societies are becoming increasingly diverse
through mixing of people from different cultures. • This requires people to interact and work with
people from different backgrounds.
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Why Learning Community?Why Learning Community?
Social-constructivist argumentSocial-constructivist argument• Knowledge Building Community Model – (Berieter
and Scardamalia)• Situated Cognition & Cognitive Apprenticeship Mo
del (Collins and Brown)
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Situated Cognition & Cognitive Situated Cognition & Cognitive Apprenticeship Model ArgumentsApprenticeship Model Arguments
• Problem (inert knowledge) observed in school learning:– Many school practices reduce the likelihood
that children will transfer the skills they learn to later problem solving that requires those skills
– It is common for students to acquire algorithms, routines, and definitions that they cannot use and apply them in solving realistic problems. (Collins et al.)
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Situated Cognition & Cognitive Situated Cognition & Cognitive Apprenticeship Model ArgumentsApprenticeship Model Arguments
What makes many school What makes many school learning situations so learning situations so ineffective?ineffective?
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Situated Cognition & Cognitive Situated Cognition & Cognitive Apprenticeship Model ArgumentsApprenticeship Model Arguments
• Wrong assumptions about knowledge and knowledge acquisition:– knowledge is a set of sentences or
symbolic structures specifying the properties and relationships that match with the properties and relationships in the external world
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Situated Cognition & Cognitive Situated Cognition & Cognitive Apprenticeship Model ArgumentsApprenticeship Model Arguments
theories, rules,
operators, heuristics
theories, rules,
operators, heuristics
Problem Solving
initial state:
a set of symbolsgoal state
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Situated Cognition & Cognitive Situated Cognition & Cognitive Apprenticeship Model ArgumentsApprenticeship Model Arguments
• Wrong assumptions about knowledge and knowledge acquisition:– thinking is often conceived as something
that goes on in the head without intimate physical interaction with the environments
– seeing, thinking and action are not tightly linked
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Cognition as SituatedCognition as Situated
• Perception and action are mutually shaping. Perception is altered by actively moving and manipulating things, just as action is controlled by properly coordinated perception. (Dewey 1958)
• Learning is a process that takes place in a participation framework, not in an individual mind. (Lave and Wenger 1991)
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What are the clues for What are the clues for designing effective learning designing effective learning
environments?environments?
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Community-buildingCommunity-building
• Does opening of a chat room or Does opening of a chat room or discussion forum imply building of a discussion forum imply building of a virtual a community?virtual a community?
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Clues for design effective Clues for design effective learning environmentslearning environments
• Traditional Apprenticeship Learning
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Clues for design effective Clues for design effective learning environmentslearning environments
• What are the features of traditional apprenticeship?
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Clues for design effective Clues for design effective learning environmentslearning environments
• Characteristics of apprenticeship – Tangibility: learners engage in learning a
physical, tangible activity – Visibility: the master makes the target
process visible– Methodology: learners are being coached
through modeling, scaffolding and fading– Community: learners are being immersed in
a community of practice
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Clues for design effective Clues for design effective learning environmentslearning environments
• Community of practice/learning community provides– a variety of models of expertise– multiple perspectives in accomplishing a task– recognition of the distributive nature of expertise
and knowledge– opportunity to observe other learners with various
degrees of skill, thus providing benchmarks for one’s own progress
– a sense of ownership
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Translating traditional apprenticeship Translating traditional apprenticeship into cognitive apprenticeshipinto cognitive apprenticeship
• Teachers need to provide scaffolding in both cognitive and social dimensions– cognitive scaffolding + fading– social scaffolding + fading
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Translating traditional apprenticeship Translating traditional apprenticeship into cognitive apprenticeshipinto cognitive apprenticeship
• Teachers need to – Identify the processes of the task and make
them visible to students– Situate abstract tasks in authentic contexts, so
that students understand the relevance of the work
– Vary the diversity of situations and articulate the common aspects so that students can transfer what they learn
(Collins et. al)
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ReflectionsReflections
Where are we now?
Where we should go?
How we could get there?