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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 unaltra persona?
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Domain Skills
Senso-motoric skills are externally visible. They
can be easily acquired by visualising the
processes and learn through observations. Cogniti
ve skills run inside human mind. Their
non-visible nature demands a more sophisticated
learning process.
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What is the best suitable theoretical framework
for facilitation of cognitive skills?
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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

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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

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Phases of Cognitive apprenticeship

• Getting feedback from master
• Getting advise for new things on the basis of
  results of imitation, comparing given solution
  with alternatives
• Reflection by student, resulting from masters
  advice

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Phases of Cognitive apprenticeship

• Repetition of process from 2 to 7
• Fading out guidance and feedback
• Active participation, exploration and innovation
  come in
• Assessment of generalisation of the tasks and
  concepts learnt during repetition process

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Constituents of Domain Competence
Reflection oriented and abstract
Action oriented and experiential
Easier to learn from mistakes
Difficult to learn from mistakes
Know-why
Know-how
logical processes
Trial and error
Know-why-not
Know-how-not
Know-when
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
Know-when-not
Context oriented and both experiential and
abstract
Know-what
Know-about
Awareness oriented
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Constituents of Domain Competence
Know-how Ä It has an operational orientation. Ä
It is mainly action-driven and hence
pre-dominantly experiential. Ä It is difficult
to inherit it from someone elses
experience. Know-how-not Ä Learning by
mistakes. Examples Computer simulation and
virtual reality
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Constituents of Domain Competence
Know-why Ä It has a causal orientation. Ä It is
mainly reflection-driven and therefore based on
abstraction. Ä It can be inherited from someone
elses line of reasoning. Know-why-not Ä
Logical processes. Ä Needs deeper reflection.
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Constituents of Domain Competence
Know-when (and -where) Ä It has a contextual
orientation. Ä It provides the temporal and
spatial context for both the know-how and
know-why. It is thus both action and/or
reflection driven.
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Constituents of Domain Competence
Know-about Ä It has an awareness orientation. Ä
It includes above three types of knowledge in
terms of know-what. Ä It also contains
information about the environmental context of
this knowledge.
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How about computers?
Reflect upon Which constituent of knowledge
can be successfully facilitated through
computers? Know-how Know-why Know-when Know-about
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Affective Knowledge Taxonomy (Krathwohl et al,.
1964)
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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

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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

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Psychomotor Knowledge Taxonomy (Harrow,1972)
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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).

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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

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Blooms Cognitive Knowledge Taxonomy
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Blooms Cognitive Knowledge Taxonomy
Competence Skills Demonstrated
Knowledge Observation and recall of information Knowledge of dates, events, places Knowledge of major ideas Mastery of subject matter Question like What is?
Understanding Understanding 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?
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Blooms Cognitive Knowledge Taxonomy
Competence Skills Demonstrated
Application Use information Use methods, concepts, theories in new situations Solve problems using required skills or knowledge Question like Can you organize ___________ to show?
Analysis Seeing patterns Organization of parts Recognition of hidden meanings Identification of components Question like How would you classify?
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Blooms Cognitive Knowledge Taxonomy
Competence Skills Demonstrated
Synthesis Use 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?
Evaluation Compare 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?
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The Prototype
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User Interface Design
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Main Task Capturing Page
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Sub Task Capturing Page
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Decomposed Task List
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Concept Map View
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• Visitare http//map.dschola.it/
• Analizzare gli esempi
• Decameron
• Il genere horror
• La crisi del 1929 negli USA

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• Task
• Preparare una cena al lume di candela
• Organizzare una festa di compleanno a sorpresa
• Cercare lavoro
• Organizzare una vacanza

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• Esercitazione
• Riprendere lesercizio realizzato rispetto ai
  task precedenti e completarlo
• realizzando la mappa mentale del compito scelto
  aggiungendo le connessioni tra i concetti
• associando ad ogni livello individuato uno dei
  livelli della tassonomia cognitiva di Bloom

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