Table 1 Elements of cognitive apprenticeship
Cognitive apprenticeship term | Definition Taken verbatim from Dennen and Burner (2008, p. 427–428) |
|---|---|
Situatedness (also called situated learning) | Active learning that takes place in an authentic task or setting (p. 428) |
Legitimate peripheral participation | Observing a holistic process from the periphery (p. 428) |
Guided participation | The social element of cognitive apprenticeship (p. 428) |
Scaffolding | Support that is provided to assist learners in reaching skill levels beyond their current abilities; essential to scaffolding is fading the support in response to the learners’ acquisition of the skill that is being supported (p. 426) |
Modeling | Demonstrating thought processes (p. 426) |
Zone of proximal development | A dynamic region that is just beyond the learner’s current ability level (p. 426). Note that the zone of proximal development moves with the learner’s development |
Community of practice | A group of people—either formally or informally bound—who engage in and identify themselves with a common practice (p. 428) |