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

Esempio

Fare la lavatrice

Selezionare programma Indumenti

manopola

pulsante

Detersivo

analysisunderstanding

knowledge

scegliere dosare

separare per tipologia gli

ruotare la

premere

Si deve