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Michele D Dickey - One of the best experts on this subject based on the ideXlab platform.

  • integrating Cognitive Apprenticeship methods in a web based educational technology course for p 12 teacher education
    Computers in Education, 2008
    Co-Authors: Michele D Dickey
    Abstract:

    The purpose of this study is to investigate the integration of a Cognitive Apprenticeship model in a Web-based course. The subject of this study is an educational technology course for pre-service P-12 teacher education students. Specifically, this study presents student reports of how Cognitive Apprenticeship methods impacted student learning processes of (a) technology skills and (b) technology integration methods for teaching. The methodological framework for this qualitative investigation is an interpretive case study. Student reflections and teacher observations revealed that students found modeling, coaching, scaffolding, and exploration key to fostering skill knowledge, and they found the use of Cognitive Apprenticeship methods fostered an understanding of integrating technology for teaching and learning.

  • Barriers and Enablers in Integrating Cognitive Apprenticeship Methods in a Web-Based Educational Technology Course for K-12 (Primary and Secondary) Teacher Education
    Research in Learning Technology, 2007
    Co-Authors: Michele D Dickey
    Abstract:

    The purpose of this study is to investigate the integration of a Cognitive Apprenticeship model into an educational technology Web-based course for pre-service primary through secondary teacher education. Specifically, this study presents an overview of methods, tools and media used to foster the integration of a Cognitive Apprenticeship model, and presents the types of barriers and enablers encountered when attempting to participate in a computer-mediated Cognitive Apprenticeship. The methodological framework for this investigation is a qualitative case study of an educational technology course for pre-service primary through secondary teacher education. The findings of this study reveal that various tools, methods and media were used to varying degrees of success to foster Cognitive Apprenticeship methods in a Web-based learning environment. The goal of this study was to better understand the pragmatics, suitability, affordances and constraints of integrating Cognitive Apprenticeship methods in a Web-based distance education course for teacher education. DOI: 10.1080/09687760701482218

  • Barriers and enablers in integrating Cognitive Apprenticeship methods in a Web-based educational technology course for K–12 (primary and secondary) teacher education
    ALT-J, 2007
    Co-Authors: Michele D Dickey
    Abstract:

    The purpose of this study is to investigate the integration of a Cognitive Apprenticeship model into an educational technology Web‐based course for pre‐service primary through secondary teacher education. Specifically, this study presents an overview of methods, tools and media used to foster the integration of a Cognitive Apprenticeship model, and presents the types of barriers and enablers encountered when attempting to participate in a computer‐mediated Cognitive Apprenticeship. The methodological framework for this investigation is a qualitative case study of an educational technology course for pre‐service primary through secondary teacher education. The findings of this study reveal that various tools, methods and media were used to varying degrees of success to foster Cognitive Apprenticeship methods in a Web‐based learning environment. The goal of this study was to better understand the pragmatics, suitability, affordances and constraints of integrating Cognitive Apprenticeship methods in a Web‐based distance education course for teacher education

Takeshi Furuhashi - One of the best experts on this subject based on the ideXlab platform.

  • Learning Effects of Robots Teaching Based on Cognitive Apprenticeship Theory
    Journal of Advanced Computational Intelligence and Intelligent Informatics, 2020
    Co-Authors: Kenya Miyauchi, Felix Jimenez, Tomohiro Yoshikawa, Takeshi Furuhashi, Masayoshi Kanoh
    Abstract:

    In recent years, educational support robots that assist learners have attracted attention. The main role of teacher-type robots in previous research has been to teach students how to solve problems and to explain learning material. Under such conditions, students may not learn the material adequately due to their reliance on the support of the robot; this paper utilizes the Cognitive Apprenticeship theory in order to prevent this problem. The Cognitive Apprenticeship theory asserts that the support provided to a student should change according to the student’s learning situation. Previous studies have reported that pedagogy based on the Cognitive Apprenticeship theory can improve students’ learning skills. Therefore, we hypothesize that students’ learning will improve when robots teach them how to solve questions based on the Cognitive Apprenticeship theory. In this paper, we investigate the learning effects of robot teaching based on the Cognitive Apprenticeship theory in collaborative learning with junior high-school and university students. The results of this experiment suggest that collaborative learning with robots that employ the Cognitive Apprenticeship theory improves the learning of high-school and university students.

  • effects of educational support robots based on Cognitive Apprenticeship theory on junior high school students
    Soft Computing, 2018
    Co-Authors: Kenya Miyauchi, Felix Jimenez, Tomohiro Yoshikawa, Masayoshi Kanoh, Takeshi Furuhashi
    Abstract:

    Educational-support robots are being increasingly used to support learning among students. In previous studies, robots have taught only how to solve questions. Using such robots, it is difficult for learners to improve their applied skills and creativity, because these robots were not able to prompt learners to think. Thus, in this research, we develops a robot that supports learning by using the Cognitive Apprenticeship theory. Previous studies have reported that the pedagogy based on Cognitive Apprenticeship theory can prompt learners to think through the problems. Therefore, using the Cognitive Apprenticeship theory method for teaching can improve the applied skills and curiosity of the learner. In this paper, we investigates the effects of educational support robots based on the Cognitive Apprenticeship theory in collaborative learning with junior high-school students.

  • effect of educational support robot based on Cognitive Apprenticeship theory
    IEEE International Conference on Fuzzy Systems, 2018
    Co-Authors: Kenya Miyauchi, Felix Jimenez, Tomohiro Yoshikawa, Takeshi Furuhashi
    Abstract:

    Recently, educational-support robots, which support learning attract many people’s attentions. In previous research the robot teaches how to solve some questions only. However, it is difficult for learners to improve their applied skill and inquiring mind, because it cannot prompt learners to deliberate. Thus, this study develops a robot which support based on Cognitive Apprenticeship theory. The previous study of pedagogy reported that teaching based on Cognitive Apprenticeship theory can prompt learners to deliberate. Therefore, learner who was taught based on Cognitive Apprenticeship theory can be improved the applied skills and inquiring mind. In this paper, we investigates learning effect and impression effect of learners who learn with the robot which supports based on Cognitive Apprenticeship theory.

  • FUZZ-IEEE - Effect of Educational-Support Robot Based on Cognitive Apprenticeship Theory
    2018 IEEE International Conference on Fuzzy Systems (FUZZ-IEEE), 2018
    Co-Authors: Kenya Miyauchi, Felix Jimenez, Tomohiro Yoshikawa, Takeshi Furuhashi
    Abstract:

    Recently, educational-support robots, which support learning attract many people’s attentions. In previous research the robot teaches how to solve some questions only. However, it is difficult for learners to improve their applied skill and inquiring mind, because it cannot prompt learners to deliberate. Thus, this study develops a robot which support based on Cognitive Apprenticeship theory. The previous study of pedagogy reported that teaching based on Cognitive Apprenticeship theory can prompt learners to deliberate. Therefore, learner who was taught based on Cognitive Apprenticeship theory can be improved the applied skills and inquiring mind. In this paper, we investigates learning effect and impression effect of learners who learn with the robot which supports based on Cognitive Apprenticeship theory.

  • SCIS&ISIS - Effects of Educational Support Robots Based on Cognitive Apprenticeship Theory on Junior High School Students
    2018 Joint 10th International Conference on Soft Computing and Intelligent Systems (SCIS) and 19th International Symposium on Advanced Intelligent Sys, 2018
    Co-Authors: Kenya Miyauchi, Felix Jimenez, Tomohiro Yoshikawa, Masayoshi Kanoh, Takeshi Furuhashi
    Abstract:

    Educational-support robots are being increasingly used to support learning among students. In previous studies, robots have taught only how to solve questions. Using such robots, it is difficult for learners to improve their applied skills and creativity, because these robots were not able to prompt learners to think. Thus, in this research, we develops a robot that supports learning by using the Cognitive Apprenticeship theory. Previous studies have reported that the pedagogy based on Cognitive Apprenticeship theory can prompt learners to think through the problems. Therefore, using the Cognitive Apprenticeship theory method for teaching can improve the applied skills and curiosity of the learner. In this paper, we investigates the effects of educational support robots based on the Cognitive Apprenticeship theory in collaborative learning with junior high-school students.

Paul A. Kirschner - One of the best experts on this subject based on the ideXlab platform.

Kenya Miyauchi - One of the best experts on this subject based on the ideXlab platform.

  • Learning Effects of Robots Teaching Based on Cognitive Apprenticeship Theory
    Journal of Advanced Computational Intelligence and Intelligent Informatics, 2020
    Co-Authors: Kenya Miyauchi, Felix Jimenez, Tomohiro Yoshikawa, Takeshi Furuhashi, Masayoshi Kanoh
    Abstract:

    In recent years, educational support robots that assist learners have attracted attention. The main role of teacher-type robots in previous research has been to teach students how to solve problems and to explain learning material. Under such conditions, students may not learn the material adequately due to their reliance on the support of the robot; this paper utilizes the Cognitive Apprenticeship theory in order to prevent this problem. The Cognitive Apprenticeship theory asserts that the support provided to a student should change according to the student’s learning situation. Previous studies have reported that pedagogy based on the Cognitive Apprenticeship theory can improve students’ learning skills. Therefore, we hypothesize that students’ learning will improve when robots teach them how to solve questions based on the Cognitive Apprenticeship theory. In this paper, we investigate the learning effects of robot teaching based on the Cognitive Apprenticeship theory in collaborative learning with junior high-school and university students. The results of this experiment suggest that collaborative learning with robots that employ the Cognitive Apprenticeship theory improves the learning of high-school and university students.

  • effects of educational support robots based on Cognitive Apprenticeship theory on junior high school students
    Soft Computing, 2018
    Co-Authors: Kenya Miyauchi, Felix Jimenez, Tomohiro Yoshikawa, Masayoshi Kanoh, Takeshi Furuhashi
    Abstract:

    Educational-support robots are being increasingly used to support learning among students. In previous studies, robots have taught only how to solve questions. Using such robots, it is difficult for learners to improve their applied skills and creativity, because these robots were not able to prompt learners to think. Thus, in this research, we develops a robot that supports learning by using the Cognitive Apprenticeship theory. Previous studies have reported that the pedagogy based on Cognitive Apprenticeship theory can prompt learners to think through the problems. Therefore, using the Cognitive Apprenticeship theory method for teaching can improve the applied skills and curiosity of the learner. In this paper, we investigates the effects of educational support robots based on the Cognitive Apprenticeship theory in collaborative learning with junior high-school students.

  • effect of educational support robot based on Cognitive Apprenticeship theory
    IEEE International Conference on Fuzzy Systems, 2018
    Co-Authors: Kenya Miyauchi, Felix Jimenez, Tomohiro Yoshikawa, Takeshi Furuhashi
    Abstract:

    Recently, educational-support robots, which support learning attract many people’s attentions. In previous research the robot teaches how to solve some questions only. However, it is difficult for learners to improve their applied skill and inquiring mind, because it cannot prompt learners to deliberate. Thus, this study develops a robot which support based on Cognitive Apprenticeship theory. The previous study of pedagogy reported that teaching based on Cognitive Apprenticeship theory can prompt learners to deliberate. Therefore, learner who was taught based on Cognitive Apprenticeship theory can be improved the applied skills and inquiring mind. In this paper, we investigates learning effect and impression effect of learners who learn with the robot which supports based on Cognitive Apprenticeship theory.

  • FUZZ-IEEE - Effect of Educational-Support Robot Based on Cognitive Apprenticeship Theory
    2018 IEEE International Conference on Fuzzy Systems (FUZZ-IEEE), 2018
    Co-Authors: Kenya Miyauchi, Felix Jimenez, Tomohiro Yoshikawa, Takeshi Furuhashi
    Abstract:

    Recently, educational-support robots, which support learning attract many people’s attentions. In previous research the robot teaches how to solve some questions only. However, it is difficult for learners to improve their applied skill and inquiring mind, because it cannot prompt learners to deliberate. Thus, this study develops a robot which support based on Cognitive Apprenticeship theory. The previous study of pedagogy reported that teaching based on Cognitive Apprenticeship theory can prompt learners to deliberate. Therefore, learner who was taught based on Cognitive Apprenticeship theory can be improved the applied skills and inquiring mind. In this paper, we investigates learning effect and impression effect of learners who learn with the robot which supports based on Cognitive Apprenticeship theory.

  • SCIS&ISIS - Effects of Educational Support Robots Based on Cognitive Apprenticeship Theory on Junior High School Students
    2018 Joint 10th International Conference on Soft Computing and Intelligent Systems (SCIS) and 19th International Symposium on Advanced Intelligent Sys, 2018
    Co-Authors: Kenya Miyauchi, Felix Jimenez, Tomohiro Yoshikawa, Masayoshi Kanoh, Takeshi Furuhashi
    Abstract:

    Educational-support robots are being increasingly used to support learning among students. In previous studies, robots have taught only how to solve questions. Using such robots, it is difficult for learners to improve their applied skills and creativity, because these robots were not able to prompt learners to think. Thus, in this research, we develops a robot that supports learning by using the Cognitive Apprenticeship theory. Previous studies have reported that the pedagogy based on Cognitive Apprenticeship theory can prompt learners to think through the problems. Therefore, using the Cognitive Apprenticeship theory method for teaching can improve the applied skills and curiosity of the learner. In this paper, we investigates the effects of educational support robots based on the Cognitive Apprenticeship theory in collaborative learning with junior high-school students.

Audrey Seezink - One of the best experts on this subject based on the ideXlab platform.