In cosa sono competente/esperto?
Come ho raggiunto la competenza?
Dopo quanto tempo?
Quali sono le skills (abilità) necessarie in questo campo?
In che modo posso giudicare il livello di competenza di un’altra persona?
Domain Skills
Senso-motoric skills are externally visible. They can be easily acquired by visualising the processes and learn through observations.
Cognitive skills run inside human mind. Their non-visible nature demands a more sophisticated learning process.
What is the best suitable theoretical framework for
facilitation of cognitive skills?
Cognitive apprenticeship framework
Modelling: Learners study the task pattern of experts to develop own cognitive model
Coaching: Learners solve tasks by consulting a tutorial component of the environment
Fading: Tutorial activity is gradually reduced in line with learners’ improving performance and problem solving competence
Phases of Cognitive apprenticeship
1. World knowledge (initial requirement)
2. Observation of interactions among masters and peers
3. Assisting in completion of tasks done by master
4. Trying out on own by imitating
Phases of Cognitive apprenticeship
5. Getting feedback from master
6. Getting advise for new things on the basis of results of imitation, comparing given solution with alternatives
7. Reflection by student, resulting from master’s advice
Phases of Cognitive apprenticeship
8. Repetition of process from 2 to 7 Fading out guidance and feedback Active participation, exploration
and innovation come in
9. Assessment of generalisation of the tasks and concepts learnt during repetition process
Constituents of Domain Competence
Know-whyKnow-how
Know-how-not Know-why-not
Know-when
Know-when-not
Know-what
logical processes
Know-about
Easier tolearn from mistakes
An example of the know-how aspect of know-when is the temporal context required for an appropriate sequence of operation
An example of the know-why aspect of know-when is the environmental and behavioural contexts required for making a decision
Action oriented and experiential
Reflection oriented and abstract
Difficult tolearn from mistakes
Trial and error
Context oriented and both experiential and abstract
Awareness oriented
Constituents of Domain Competence
Know-how It has an operational orientation. It is mainly action-driven and hence pre-
dominantly experiential. It is difficult to inherit it from someone
else’s experience.
Know-how-not Learning by mistakes.
Examples : Computer simulation and virtual reality
Constituents of Domain Competence
Know-why It has a causal orientation. It is mainly reflection-driven and therefore
based on abstraction. It can be inherited from someone else’s line
of reasoning.
Know-why-not Logical processes. Needs deeper reflection.
Constituents of Domain Competence
Know-when (and -where)
It has a contextual orientation.
It provides the temporal and spatial context
for both the know-how and know-why. It is
thus both action and/or reflection driven.
Constituents of Domain Competence
Know-about
It has an awareness orientation.
It includes above three types of knowledge in
terms of know-what.
It also contains information about the
environmental context of this knowledge.
How about computers?
Reflect upon:
Which constituent of knowledge can be successfully facilitated through computers?
Know-how Know-whyKnow-when Know-about
Affective Knowledge Taxonomy(Krathwohl et al,. 1964)
Affective Knowledge Taxonomy(Krathwohl et al,. 1964)
Receiving is being aware of or sensitive to the existence of certain ideas, material, or phenomena and being willing to tolerate them.
Responding is committed in some small measure to the ideas, materials, or phenomena involved by actively responding to them
Affective Knowledge Taxonomy(Krathwohl et al,. 1964)
Valuing is willing to be perceived by others as valuing certain ideas, materials, or phenomena
Organization is to relate the value to those already held and bring it into a harmonious and internally consistent philosophy
Characterization by value or value set is to act consistently in accordance with the values he or she has internalized
Psychomotor Knowledge Taxonomy(Harrow,1972)
Psychomotor Knowledge Taxonomy(Harrow,1972)
Reflex movements are actions elicited without learning in response to some stimuli
Basic fundamental movement is inherent movement patterns formed by combining reflex movements and is the basis for complex skilled movements
Perceptual is interpretation of various stimuli that enable one to make adjustments to the environment (visual, auditory, kinesthetic, or tactile discrimination).
Psychomotor Knowledge Taxonomy(Harrow,1972)
Physical activities require endurance, strength, vigor, and agility, which produce a sound, efficiently functioning body
Skilled movements are the result of acquisition of a degree of efficiency when performing a complex task
Non-discursive is communication through bodily movements ranging from facial expressions through to sophisticated choreographies
Bloom’s Cognitive Knowledge Taxonomy
Bloom’s Cognitive Knowledge Taxonomy
Competence Skills Demonstrated
KnowledgeObservation and recall of information Knowledge of dates, events, places Knowledge of major ideas Mastery of subject matterQuestion like: What is…?
UnderstandingUnderstanding information Grasp meaning Translate knowledge into new context Interpret facts, compare, contrast Order, group, infer causes Predict consequences Question like: How would you compare and contrast…?
Bloom’s Cognitive Knowledge TaxonomyCompetence Skills Demonstrated
Application Use information Use methods, concepts, theories in new situations Solve problems using required skills or knowledgeQuestion like: Can you organize ___________ to show…?
AnalysisSeeing patterns Organization of parts Recognition of hidden meanings Identification of componentsQuestion like: How would you classify…?
Bloom’s Cognitive Knowledge Taxonomy
Competence Skills Demonstrated
SynthesisUse old ideas to create new ones Generalize from given facts Relate knowledge from several areas Predict, draw conclusions Question like: Can you predict an outcome?
EvaluationCompare and discriminate between ideas Assess value of theories, presentations Make choices based on reasoned argument Verify value of evidence Recognize subjectivity Question like: Do you agree with…?
The Prototype
User Interface Design
Main Task Capturing Page
Sub Task Capturing Page
Decomposed Task List
Concept Map View
Visitare http://map.dschola.it/
Analizzare gli esempi:
•Decameron
•Il genere horror
•La crisi del 1929 negli USA
Task• Preparare una cena al lume
di candela• Organizzare una festa di
compleanno a sorpresa• Cercare lavoro• Organizzare una vacanza
Esercitazione• Riprendere l’esercizio
realizzato rispetto ai task precedenti e completarlo:1. realizzando la mappa
mentale del compito scelto aggiungendo le connessioni tra i concetti
2. associando ad ogni livello individuato uno dei livelli della tassonomia cognitiva di Bloom
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