Acronym: LPP - Legitimate peripheral participation
Acronym: ZPD - zone of proximal development
Acronym: CoP - Community of Practice
Acronym: CoPs - Communities of Practice
Q 14: (from the foreword by William F. Hanks) \"This central concept [of legitimate peripheral participation] denotes the particular mode of engagement of a learner who participates in the actual process of an expert, but only to a limited degree and with limited responsibility for the ultimate product as a whole.\"
Q 15: (from the foreword by William F. Hanks) \"How do the masters of apprentices themselves change through acting as colearners...?\"
Q 19: (from the foreword by William F. Hanks) \"[participants] may disengage before attaining mastery over core skills. In such cases, they may leave the learning context with some but not all of the relevant skills, transporting what they have learned into another context.\"
N ^: (from the foreword by William F. Hanks) This is talking about transferability -- if you're good at doing this, you're good at pollinating ideas, engaging in new places.
P 21-22: (from the foreword by William F. Hanks) In order to teach and learn via LPP, a master and an apprentice need not have the same conceptual schema in their heads -- so long as they can coparticipate in the same activity, the student can grow.
N ^: (from the foreword by William F. Hanks) Is the ZPD in here?
Q 29: \"[LPP] concerns the process by which newcomers become part of a community of practice.\"
P 35-36: You mustn't try to think of the term \"legitimate peripheral participation\" as a set of extremes on a set of slider bars -- there's no such thing as \"illegitimate peripheral participation\" nor \"legitimate central participation.\"
P 37: Peripheral participation leads to full participation -- peripheral participation is \"not yet\" full participation, but it's not any better or worse.
P 40: LPP is not a pedagogical technique; it's a way of understanding how learning happens (regardless of what technique you use to teach).
P 47: Old ways of talking about learning look at the brain of the individual learner. It assumes that knowledge is cerebral (rather than embodied in the environment; your brain's the same wherever you go) and something that gets put in your mind somehow. It simplifies the problem to transmission and assimilation.
Q 53: \"Viewing learning as LPP means that learning is not merely a condition for membership, but is itself an evolving form of membership.\"
P 55: \"LPP refers both to the development of knowledgeably skilled identities in practice and to the reproduction and transformation of CoPs.\"
N ^: In other words, LPP in a FOSS community trains newbies, but also shapes the future of that project.
P 56-57: It's not just about a teacher-learner binary; a CoP is full of people at all different stages on a journey of learning, and all the relationships between these different people. You can be junior to a senior person and senior to a junior person at the same time.
P 63: History of apprenticeship and citations of ancient descriptions of apprenticeship practices.
P 64-65: Examples of apprentices -- midwives in Mexico, tailors in Liberia, US navy quartermasters, US supermarket butchers, and Alcoholics Anonymous members.
P 66-67: Apprenticeships can be career-related or not, paid or unpaid, formal or informal; sometimes there's a document and a contract and requirements specifying the apprenticeship, sometimes people just show up and get casually taken along on whatever is happening there.
P 68-69: Description of the apprentices of Yucatan midwives in Mexico. It's highly informal and only recognized as training after the fact -- a little girl might watch her mother or grandmother go about their daily business, then start helping them after she's become a mother herself, and only after many years become retroactively recognized as \"oh, you've picked up midwifery along the way, I guess you're the one who does this now.\"
P 69-72: Description of apprenticeships of the Vai and Gola tailors in Liberia. Much more formalized; children have contracts to work in the shop of a certain master, and apprenticeships have start and end dates and ceremonies.
Q 72: (Explaining the global-to-local progression of tasks given to tailor's apprentices) \"Reversing production steps has the effect of focusing the apprentices' attention first on the broad outlines of garment construction as they handle garments while attaching buttons and hemming cuffs. Next, sewing turns their attention to the logic (order, orientation) by which different pieces are sewn together, which in turn explains why they are cut out as they are. Each step offers the unstated opportunity to consider how the previous step contributes to the present one. In addition, this ordering minimizes experiences of failure and especially of serious failure.\"
P 76-79: Apprenticeships are not always effective, well-designed, or positive learning experiences; sometimes apprentices are made to learn and do redundant tasks not useful to their career growth, and sometimes they are hazed to the point where many drop out before completing their training.
P 91-92: Apprenticeships are not structured solely around a master-apprentice relationship. These sorts of relationships vary widely across apprenticeship setups; there may be a 1:1 pairing of masters and apprentices in varying degrees of formality with masters \"sponsoring\" apprenticeships into the community, or there may not be, but in all cases apprentices (especially new ones) learn from their peers and the remainder of the community and not their master alone.
Q 95: [Through being absorbed in the community of practices, apprentices learn] \"...who is involved; what they do; what everyday life is like; how masters talk, walk, work, and generally conduct their lives; how people who are not part of the community of practice interact with it; what other learners are doing; and what learners need to learn to become full practitioners. It includes an increasing understanding of how, when, and about what old-times collaborate, collude, and collide, and what they enjoy, dislike, respect, and admire.\"
P 97-98: Explains between the distinction between a \"learning curriculum,\" which is a set of situated resources for the \"improvisational development of new practice,\" viewed from the learners' point of view, whereas and \"teaching curriculum\" is a presupplied structure for newcomers to go through for initial instruction.
P 99: We need to be careful when describing communities of practice -- for instance, the cycle of high school students learning physics is distinct from the practice of research physicists (which those high school students may later join in graduate school).
N ^: Huge opportunities here, to join the two types.
Q 100-101: \"To become a full member of a community of practice requires access to a wide range of ongoing activity, old-timers, and other members of the community; and to information, resources, and opportunities for participation.\"
Q 101: \"Participation involving technology is especially significant because the artifacts used within a cultural practice carry a substantial portion of that practice's heritage... Thus, understanding the technology of a practice is more than learning to use tools; it is a way to connect with the history of the practice and to participate more directly in its cultural life.\"
P 101-102: Technologies can be more or less transparent to learners. Transparency can mean the object itself is available for inspection, but it also encompasses being able to see the usage of that technology in context.
Q 102-103: \"...the term transparency when used here in connection with technology refers to he way in which using artifacts and understanding their significance interact to become one learning process.\"
P 103: Duality of invisibiliby (objects-in-use \"disappear\" naturally into the environment they fit into) and visibility (the salience of the use of that technology -- \"important\" tools will be the most \"invisible,\" because they're the ones taken for granted most often precisely because of their centrality).
Q 105: \"Indeed, as Jordan (1989) argues, learning to become a legitimate participant in a community involves learning how to talk (and be silent) in the manner of full participants.\"
Q 106: \"They gradually generate a view that matches more closely the [community] model, eventually producing skilled testimony in public meetings and gaining validation from others as they demonstrate the appropriate understanding.\" (Talking about Alcoholics Anonymous in this example, but it applies to other CoPs as well.)
Q 106: \"The process of learning to speak as a full member of a community of practice...\"
Q 107-108: \"...didactic instruction creates unintended practice. The conflict stems from the fact that there is a difference between talking about a practice from the outside and talking within it. Thus the didactic use of language, not itself the discourse of practice, creates a new linguistic practice, which has an existence of its own. Legitimate peripheral participation in such linguistic practice is a form of learning, but does not imply that newcomers learn the actual practice the language is supposed to be about.\"
P 108-109: Practitioners tell each others stories about their experience as practitioners, and this plays an important role in learning in CoPs. Talking \"about\" your practice is an integral part of talking \"within\" it.
Q 109: \"For newcomers then the purpose is not to learn from talk as a substitute for legitimate peripheral participation; it is to learn to talk as a key to legitimate peripheral participation.\"
P 111: As apprentices learn, their work increases in value, but their identity (to themselves and others) as a master practitioner also forms; this is motivating.
P 114: There's a conflict between continuity (handing down knowledge from experienced to new folks) and displacement (the new folks grow up and become -- and replace -- the old ones). It's been discussed by many other people before.
P 1: Difference between apprenticeship and schooling -- apprentices can see the process of work.
Q 1: \"Cognitive apprenticeship is a model of instruction that works to make thinking visible.\"
Q 2: [In traditional, decontextualized schooling,] \"knowledge remains bound to surface features of problems as they appear in textbooks and class presentations.\"
N ^: Because students have learned the process situated only in the artificial context of school.
P 2: 4 aspects of traditional apprenticeship: modeling/observation, scaffolding, fading, and coaching. They improve self-monitoring and metacognition.
P 2: Seeing multiple models of expertise and other learners at different stages in the process encourages students to see learning as a series of incremental stages.
Q 3: \"...in traditional apprenticeship, the process of carrying out a task to be learned is usually easily observable. In cognitive apprenticeship... the teacher's thinking must be made visible to the students and the student's thinking must be made visible to the teacher.\"
P 3: Apprenticeships are motivating because students can see the value of the finished product they're working on.
P 5-6: Describing the technique of \"reciprocal teaching,\" where the teacher models leading the group in an activity, then coaches/scaffold students in leading the group (becoming \"the teacher\") in turn. It helps students put themselves in the \"expert's\" shoes, and then compare their techniques to the expert.
P 8: Anecdote of a classroom technique where students gave the teacher problems they thought would be difficult for her, and the teacher \"solved them out loud\" in front of them, showing them her thinking process.
Q 8: \"Because students rarely, if ever, see [experts] at work, they tend to hold naive beliefs about the nature of expert [performance], thinking that [the task] is a smooth and easy process for \"good\" [performers]. Live modeling helps to convey that this is not the case.\"
P 9-13: Discussion of domain knowledge (concepts/facts/procedures), heuristics (rules-of-thumb), control strategies (which heuristic to use), learning strategies (how to extend any of the prior kinds of knowledge), all four which are important things for apprentices to learn.
Q 11: \"...textbook strategies and classroom demonstrations generally illustrate only the successful solution path, not the search space that contains all of the deadend attempts.\"
Q 11: \"Witnessing these struggles helps students realize that thrashing is neither unique to them nor a sign of incompetence.\"
P 13-14: teaching methods: modeling, coaching, scaffolding, articulation, reflection, and exploration.
Q 13: \"Modeling involves an expert's performing a task so that the students can observe and build a conceptula model of the processes that are required to accomplish it. In cognitive domains, this requires the externalization of usually internal processes and activities...\"
Q 14: \"Coaching consists of observing students while they carry out a task and offering hints, scaffolding, feedback, modeling, reminders, and new tasks aimed at bringing their performance closer to expert performance.\"
N ^: Implies you know what expert performance means. But not necessarily that you're an expert performer!
Q 14: [exploration] \"involves not only fading in problem solving but fading in problem setting as well. But students do not know a priori how to explore a domain productively. So exploration strategies need to be taught as part of learning strategies more generally.\"
N ^: Compare the sociology, sequencing, teaching methods, and content in this paper to the other one by Collins (\"teaching the craft of reading...\")
N 15: Global before local skills is the reason we now teach intro programming in high-level languages; we want to develop computational thinking before the ability to do memory management.
Q 16: \"...learning in multiple contexts induces the abstraction of knowledge, so that students acquire knowledge in a dual form, both tied to the contexts of its uses and indepenent of any particular context. This unbinding of knowledge from a specific context fosters its transfer to new problems and new domains.\"
N 16: Collins calls \"community of practice\" this paper, he calls \"culture of expert practice\" in \"Cognitive Apprenticeship: Teaching the craft of reading, writing, and mathematics.\"
P 16: \"Cooperation can be blended with competition; for example, individuals might work together in groups to compete with other groups.\"
Q 17: \"Cognitive apprenticeship is not a model of teaching that gives teachers a packaged formula for instruction. Instead, it is an instructional paradigm for teaching.\"
Q 17: \"Cognitive apprenticeship is not a relevant model for all aspects of teaching... Cognitive apprenticeship is a useful instructional paradigm when a teacher needs to teach a fairly complex task to students.\"
Q 17: \"Cognitive apprenticeship does not require that the teacher permanently assume the role of \"expert\" - in fact, we would imagine that the opposite should happen. Teachers need to encourage students to explore questions the teacher cannot answer, to challenge solutions the \"experts\" have found - in short, to allow the role of \"expert\" and \"student\" to be transformed. Cognitive apprenticeship encourages the student to become the expert.\"
N ^: This ties beautifully to the interviews we did with Karl Wurst and Heidi Ellis in March 2011.
P 1: Paper overview -- it's got 3 sections. (1) critiques modern system and discusses the requirements needed to translate apprenticeship into a cognitive context, (2) 3 cognitive apprenticeship case studies, (3) generalizes case studies into a cognitive apprenticeship framework.
Q 3: \"Before schools, apprenticeship was the most common means of learning...\"
N ^: Do we need a citation for this?
Q 3: \"In apprenticeship learning... target skills are not only continually in use by skilled practitioners, but are instrumental to the accomplishment of meaningful tasks.\"
P 4: If we want to help students eventually become experts, we need to have a better understanding of what experts do, how they learn and think, so students can gradually move towards approximating that goal.
N ^: Approximating! Not exact! Think of a baby babbling \"dada.\" It's not \"daddy,\" but we accept it anyway.
Q 4: \"...apprenticeship highlights methods for carrying out tasks in a domain.\"
N ^: I thought that phrasing was key, like saying \"a CoP is made of a domain, a community, and a practice.\" Apprenticeship gives you methods. (And I'm guessing \"domain\" means the same thing here as in the CoP definition.)
Q 5: \"[Observation] aids learners in developing a conceptual model of the target task or process prior to attempting to execute it... provides an interpretative structure for making sense of the feedback... encourages autonomy in what we call reflection.\"
Q 5: \"Apprenticeship derives many (cognitively important) characteristics from its embedding in a subculture in which most, if not all, members are visible participants in the target skills. As a result, learners have continual access to models of expertise-in-use...\"
P 5: This includes access to watching other learners at different stages, not just masters.
N 5: If we're teaching students how the masters do things, what happens if the masters don't do things the best way? (They have gotten ossified in now-irrelevant habits, etc.)
P 5-6: The difference between cognitive and traditional apprenticeship is that cognitive apprenticeship focuses on cognitive and metacognitive, not physical, skills.
Q 6: \"Applying apprenticeship methods to largely cognitive skills requires the externalization of processes that are usually carried out internally... to bring these tacit processes into the open.\"
P 6: Cognitive apprentices must learn how to self-monitor and self-correct, so they switch between modes of thinking (doing and analysis).
P 6: One suboptimal part of traditional apprenticeships is that apprentices get to practice the jobs that need to be done, not necessarily what they need to learn; cognitive apprenticeships can be designed around the learner rather than the shop's needs.
Q 7: \"Cognitive apprenticeship must find a way to create a culture of expert practice for students to participate in, and aspire to, as well as devise meaningful benchmarks and incentives for progress.\"
N ^: This is talking about creating an artifical world, in a way -- FOSS communities move this back into reality, but you run into the problem of apprenticeships being designed around the environment rather than the learner... just in a different way, because students can create their own projects.
P 7: Another shortcoming of traditional apprenticeships is that it only teaches you things situated in one context; we want students to be able to decontextualize their learning and apply it more broadly, so we should have students do apprenticeships in a lot of different places so they'll generalize.
P 7: Cognitive apprenticeships are not a cure-all, and not the only good way to learn. It's one of many things you can do.
Q 7: \"[The foundational domains] rest on relatively sparse conceptual and factual underpinnings, turning instead on students' robust and efficient execution of a set of cognitive and metacognitive skills.\"
N ^: They refer to reading, writing, and math above -- but I wonder if it could apply to computational thinking as well as intro and non-major classes in general.
P 8: Cognitive apprenticeships help set student expectations of what it \"really\" takes to do a certain kind of work -- essays aren't magically written in one pass, experts read books multiple times and take notes, etc.
P 9: One strategy for teaching with a cognitive apprenticeship is to have students compare their performance relative to their teacher's.
P 10-11: Students can practice both performing and critiquing -- one student performs, the other students critique.
Q 11: [students] \"consider their reflections as data from an experiment to find out what they think.\"
Q 12: \"The model demonstrates struggles, false starts, discouragement, and the like.\"
N ^: Basically, \"experts make mistakes, but they have heuristics to recover from them.\"
P 12: Externalization aids students in monitoring the progress of a task.
Q 12: \"Experts employ heuristic methods, usually acquired tacitly through long experience, to facilitate their problem solving.\"
P 13: One strategy for cognitive apprenticeship teaching -- scaffold the task by doing part of it, so the student is only responsible for modelling a subset of the expert-procedure.
P 16-17: 4 types of expert knowledge. (1) Domain - conceptual/factual/procedural, what we usually learn in school. (2) Problem-solving strategies and heuristics - tricks of the trade. (3) Control strategies - how to pick problem-solving strategies and when to change them. (4) Learning strategies - strategies to learn any of the above.
Q 18: \"give students the opportunity to observe, engage in, and invent or discover expert strategies in context.\"
N ^: Note the \"invent\" above -- what if a field is still emergent? Students can shape practice!
P 18-20: 6 teaching methods of cognitive apprenticeship. (1) Modelling - watch an expert doing the task. (2) Coaching - observing students doing a task and giving feedback/hints. (3) Scaffolding - supporting students in carrying out the task. (4) Articulation - getting students to think out loud. (5) Reflection - having students compare their process to an expert's process or their internal model of a \"good\" process. (6) Exploration - getting students to problem-solve on their own.
P 20-21: Try to design apprenticeship activities \"in order\" - from (1) less to more complex, (2) few skills needed (everything is the A minor scale) to a wider diversity of skills/techniques needed (use all the minor scales in this piece), and (3) global to local - see the big picture (assemble a whole dress) before focusing on detailed parts (cut out a piece for a dress).
N ^: Is the \"global before local\" principle why we want students to lurk first in FOSS, so they get a big-picture view of how it all fits together?
Q 22: \"...apprentices learn [their craft] not in a special, segregated learning environment, but in a busy [workplace]... they are expected, from the beginning, to engage in activities that contribute directly to... production...\"
N ^: Originally about tailors but can be applied to any field.
Q 22: \"the availability of multiple masters may help learners realize that even experts have different styles and ways of doing things and different special aptitudes.\"
P 23: In a real-project context, you can't use the \"guess what the teacher was thinking\" trick to get the \"right answer.\"
P 22-25: 5 characteristics affecting the sociology of learning. (1) situated learning - in a real context. (2) culture of expert practice - participants talk about skills involved in expertise. (3) intrinsic motivation (4) exploiting cooperation (5) exploiting competition.
N ^: What Collins calls \"culture of expert practice\" in this paper, he calls \"community of practice\" in \"Cognitive Apprenticeship: making thinking visible.\"
\nP 25-26: Maybe we can embed modelling, coaching, and fading into computer programs that would augment master teachers in helping students be cognitive apprentices. This would also make us articulate exactly what those processes are, so we could tell our computers to do them.
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\nKnowing and doing cannot be separated.
\nQ 33. [Regarding the learning of word definitions from dictionaries] \"Learning from dictionaries, like any method that tries to teach abstract concepts independently of authentic situations, overlooks the way understanding is developed though continued, situated use. This development, which involves complex social negotiations, does not crystallize into a categorical definition. Because it is dependent on situations and negotiations, the meaning of a word cannot, in principle, be captured by a definition...\"
\nQ 33. \"A concept, like the meaning of a word, is always under construction.\"
\nP 33. Introduces the analogy of \"conceptual knowledge\" like a set of tools.
\nN ^: Often in education we give students the tools, but they don't know how to use them. By the time they're in college, they have a toolbox that is both full and cobwebby.
\nQ 33: \"It is quite possible to acquire a tool but to be unable to use it.\"
\nP 33: There's no absolute, abstract \"right way\" to use a tool -- it depends on the context. The \"right way\" to use a tool is often the way the other people in your community use it.
\n
Q 33: \"Activity, concept, and culture are interdependent. No one can be totally understood without the other two. Learning must involve all three.\"
N 34: We raise kids in an artificial world - they learn to navigate the culture of school rather than the culture that school is supposed to prepare them to navigate.
\nP 34: We do \"school activities\" in \"school culture\" and then tell kids they're being \"mathematicians\" (for instance) but a real mathematician doesn't do times tables, nor does a real computer scientist do problem sets.
\nN ^: This isn't to say that experts in a field don't do basic skills training or don't do drills - a pro tennis player will still practice serves in isolation, for instance. But they typically won't sit and memorize a manual full of the rules of tennis as part of their daily training routine. What do experts do for real practice?
\nP 34: When we transfer an authentic, situated task into the classroom (and transform it into a sterile, context-less thing), we usually say we're \"cutting out the noise,\" but that \"noise\" is actually a large part of the point; people need to be learning in context. This is like handing someone a Wikipedia page and saying \"I've just saved you so much time -- now that you've read the plot, you don't need to go see the play!\" The experience is the point.
\nP 35: normal people enculturate into different communities all the time, so becoming an apprentice isn't very different; in contrast, if we sign up to go to school for something, we're signing up to do something very different from our normal lives.
\nQ 35: [when you're doing situated tasks, you have the option of] \"off-loading part of the cognitive task onto the environment\" (cottage cheese example)
\nN ^: which is, of course, what practitioners do all the time; we use our tools and our shortcuts.
\nQ 36: \"Furthermore, though schooling seeks to encourage problem solving, it disregards most of the inventive heuristics that students bring to the classroom. It thus implicitly devalues not just individual heuristics, which may be fragile, but the whole process of inventive problem solving.\"
\nQ 36: \"...some students feel it necessary to disguise effective strategies so that teachers believe the problems have been solved in the approved way.\"
\nP 37: Many times, real practitioners won't be able to execute their normal work outside of context; they won't be able to remember or describe things when they're standing outside their workplace, and so forth. These are called \"indexical representations\" and they refer to representations that are embedded in a context -- we've been talking about how learning is situated, but once you've learned knowledge, the knowledge stays situated too!
\nP 38-39: Cognitive apprentices progress from embedded activity to general principles of the culture.
\nP 40: Groups permit students to see many different hats and roles in action simultaneously, even if they themselves can only assume one hat at any given time.
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Chapter 1 - Efficiency and Innovation in Transfer
\nP 5: Cool things happen if we expand the definition of \"transfer of learning\" beyond SPS (sequestered problem solving, or \"can you solve this new type of problem with the old stuff you know?\") to include PFL (preparation for future learning, or do you know how to ask questions to quickly get up to speed?)
\nN ^: This is what Olin taught me and what I excel in, I believe.
\nP 6-7: An example of the above was the \"eagle challenge,\" where 5th graders and college students scored equally poorly on coming up with strategies on how to save an eagle population (since they didn't know anything about eagles). However, college students, when asked to generate a list of questions they'd like to ask to learn more about eagles, made much more sophisticated questions that would get them more deeply into the knowledge of how-to-save-eagles with fewer questions.
\nP 30: \"resistance to efficient overassimilation\" is another historian story - asian historians given american history texts (abe lincoln documents) to explain were able to more strongly resist the temptation to jump to conclusions than college students, because they recognized that their habitual conclusions were based on an inappropriate (asian rather than american) context and needed to be examined more carefully in light of the american context.
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Chapter 3- Learning and Transfer
\nP 54-55: Transfer can be negative - we can use harmful old habits (that sort of work) even if more efficient strategies are available.
\nN ^: Like qwerty typing.
\nP 57: Learning the underlying understanding of something enables you to transfer it better than learning a rote and thus situation-specific routine (parallelogram example).
\n", "tags": [], "relations": {}, "dateAdded": "2012-03-07T05:00:35Z", "dateModified": "2012-03-07T05:04:07Z" } }, { "key": "K75Q86WW", "version": 1, "library": { "type": "group", "id": 66408, "name": "engineering-thinking-and-development-2012", "links": { "alternate": { "href": "https://www.zotero.org/groups/engineering-thinking-and-development-2012", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/66408/items/K75Q86WW", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/engineering-thinking-and-development-2012/items/K75Q86WW", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/66408/items/6TRJSFJ5", "type": "application/json" } }, "meta": { "createdByUser": { "id": 118220, "username": "mchua", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/mchua", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "K75Q86WW", "version": 1, "parentItem": "6TRJSFJ5", "itemType": "note", "note": "
Chapter 2 - how experts differ from novices
\nN 38-42: A beautiful story comparing high school AP history students with historical scholars; the former outperformed the latter on fact recall, but the latter outperformed the former on analysis and the deftness with which they handled information.
\nN 46: Another beautiful story about two high school teachers and their very different approaches to teaching Hamlet.
\n", "tags": [], "relations": {}, "dateAdded": "2012-03-07T04:53:24Z", "dateModified": "2012-03-07T04:59:58Z" } }, { "key": "6TRJSFJ5", "version": 1, "library": { "type": "group", "id": 66408, "name": "engineering-thinking-and-development-2012", "links": { "alternate": { "href": "https://www.zotero.org/groups/engineering-thinking-and-development-2012", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/66408/items/6TRJSFJ5", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/engineering-thinking-and-development-2012/items/6TRJSFJ5", "type": "text/html" } }, "meta": { "createdByUser": { "id": 118220, "username": "mchua", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/mchua", "type": "text/html" } } }, "creatorSummary": "Bransford et al.", "parsedDate": "2000", "numChildren": 2 }, "data": { "key": "6TRJSFJ5", "version": 1, "itemType": "book", "title": "How people learn : brain, mind, experience, and school", "creators": [ { "creatorType": "author", "firstName": "John", "lastName": "Bransford" }, { "creatorType": "author", "firstName": "", "lastName": "National Research Council (U.S.). Committee on Developments in the Science of Learning." }, { "creatorType": "author", "firstName": "", "lastName": "National Research Council (U.S.). Committee on Learning Research and Educational Practice." } ], "abstractNote": "A resources in which new research about the mind, the brain, and the processes of learning are applied to questions regarding curricula, classrooom settings, and teaching methods.", "series": "", "seriesNumber": "", "volume": "", "numberOfVolumes": "", "edition": "", "date": "2000", "publisher": "National Academy Press", "place": "Washington, D.C.", "originalDate": "", "originalPublisher": "", "originalPlace": "", "format": "", "numPages": "", "ISBN": "0585321078 9780585321073 0309070368 9780309070362", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "How people learn", "language": "English", "libraryCatalog": "Open WorldCat", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2012-03-07T04:53:15Z", "dateModified": "2012-03-07T04:53:15Z" } }, { "key": "26G6RSN9", "version": 1, "library": { "type": "group", "id": 66408, "name": "engineering-thinking-and-development-2012", "links": { "alternate": { "href": "https://www.zotero.org/groups/engineering-thinking-and-development-2012", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/66408/items/26G6RSN9", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/engineering-thinking-and-development-2012/items/26G6RSN9", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/66408/items/53W9UJH3", "type": "application/json" } }, "meta": { "createdByUser": { "id": 118220, "username": "mchua", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/mchua", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "26G6RSN9", "version": 1, "parentItem": "53W9UJH3", "itemType": "note", "note": "
Experts see an underlying, \"deeper\" structure to the problems -- how they can be solved, what approach can be taken -- whereas novices see the surface stuff (\"these two have a pulley, so they must be similar\").
\nHow do we teach people how to recognize the deeper structures?
", "tags": [], "relations": {}, "dateAdded": "2012-03-07T04:51:04Z", "dateModified": "2012-03-07T04:51:44Z" } }, { "key": "53W9UJH3", "version": 1, "library": { "type": "group", "id": 66408, "name": "engineering-thinking-and-development-2012", "links": { "alternate": { "href": "https://www.zotero.org/groups/engineering-thinking-and-development-2012", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/66408/items/53W9UJH3", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/engineering-thinking-and-development-2012/items/53W9UJH3", "type": "text/html" } }, "meta": { "createdByUser": { "id": 118220, "username": "mchua", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/mchua", "type": "text/html" } } }, "creatorSummary": "Chi et al.", "parsedDate": "1981", "numChildren": 1 }, "data": { "key": "53W9UJH3", "version": 1, "itemType": "journalArticle", "title": "Categorization and Representation of Physics Problems by Experts and Novices", "creators": [ { "creatorType": "author", "firstName": "Michelene T. H.", "lastName": "Chi" }, { "creatorType": "author", "firstName": "Paul J.", "lastName": "Feltovich" }, { "creatorType": "author", "firstName": "Robert", "lastName": "Glaser" } ], "abstractNote": "The representation of physics problems in relation to the organization of physics knowledge is investigated in experts and novices. Four experiments examine (a) the existence of problem categories as a basis for representation; (b) differences in the categories used by experts and novices; (c) differences in the knowledge associated with the categories; and (d) features in the problems that contribute to problem categorization and representation. Results from sorting tasks and protocols reveal that experts and novices begin their problem representations with specifiably different problem categories, and completion of the representations depends on the knowledge associated with the categories. For, the experts initially abstract physics principles to approach and solve a problem representation, whereas novices base their representation and approaches on the problem's literal features.", "publicationTitle": "Cognitive Science", "publisher": "", "place": "", "date": "04/1981", "volume": "5", "issue": "2", "section": "", "partNumber": "", "partTitle": "", "pages": "121-152", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1207/s15516709cog0502_2", "citationKey": "", "url": "http://doi.wiley.com/10.1207/s15516709cog0502_2", "accessDate": "2012-03-07T04:50:30Z", "PMID": "", "PMCID": "", "ISSN": "03640213, 15516709", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "CrossRef", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2012-03-07T04:50:30Z", "dateModified": "2012-03-07T04:50:48Z" } }, { "key": "4VT25C8C", "version": 1, "library": { "type": "group", "id": 66408, "name": "engineering-thinking-and-development-2012", "links": { "alternate": { "href": "https://www.zotero.org/groups/engineering-thinking-and-development-2012", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/66408/items/4VT25C8C", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/engineering-thinking-and-development-2012/items/4VT25C8C", "type": "text/html" } }, "meta": { "createdByUser": { "id": 118220, "username": "mchua", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/mchua", "type": "text/html" } } }, "creatorSummary": "Graziano et al.", "parsedDate": "2012-01-15", "numChildren": 0 }, "data": { "key": "4VT25C8C", "version": 1, "itemType": "journalArticle", "title": "Orientations and motivations: Are you a “people person,” a “thing person,” or both?", "creators": [ { "creatorType": "author", "firstName": "William G.", "lastName": "Graziano" }, { "creatorType": "author", "firstName": "Meara M.", "lastName": "Habashi" }, { "creatorType": "author", "firstName": "Demetra", "lastName": "Evangelou" }, { "creatorType": "author", "firstName": "Ida", "lastName": "Ngambeki" } ], "abstractNote": "Previous theory and research suggests that individuals selectively orient primarily toward the social environment (people) or toward the physical environment (things). These orientations can be conceptualized as motivation-based complexes that influence personal preferences and interests, with consequences for important life choices. This paper examined differential orientation in two studies, one with university students and another with children. Person-thing Orientation showed sex differences and was related to occupational choices in both age groups. For university students person-thing interests were linked to academic majors, and retention within programs focused on things (e.g., science and engineering). Sex differences were greater for TO than PO, but not for students majoring in engineering. Sex differences in selective orientations to the social and physical environments were similar in children (3rd and 6th grade) and university students, suggesting processes may be underway early and may be consequential for sex differences in interests and career trajectories for STEM.", "publicationTitle": "Motivation and Emotion", "publisher": "", "place": "", "date": "2012-1-15", "volume": "", "issue": "", "section": "", "partNumber": "", "partTitle": "", "pages": "", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1007/s11031-011-9273-2", "citationKey": "", "url": "http://www.springerlink.com/index/10.1007/s11031-011-9273-2", "accessDate": "2012-03-07T04:07:11Z", "PMID": "", "PMCID": "", "ISSN": "0146-7239, 1573-6644", "archive": "", "archiveLocation": "", "shortTitle": "Orientations and motivations", "language": "", "libraryCatalog": "CrossRef", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2012-03-07T04:07:11Z", "dateModified": "2012-03-07T04:07:26Z" } }, { "key": "DMTAVQF7", "version": 1, "library": { "type": "group", "id": 66408, "name": "engineering-thinking-and-development-2012", "links": { "alternate": { "href": "https://www.zotero.org/groups/engineering-thinking-and-development-2012", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/66408/items/DMTAVQF7", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/engineering-thinking-and-development-2012/items/DMTAVQF7", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/66408/items/5XGGZXTJ", "type": "application/json" } }, "meta": { "createdByUser": { "id": 118220, "username": "mchua", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/mchua", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "DMTAVQF7", "version": 1, "parentItem": "5XGGZXTJ", "itemType": "note", "note": "Chapter 8 - Self Theories: their impact on competence motivation and acquisition
\nN 129-130: contains an extensive description of various studies on stereotype threat
", "tags": [], "relations": {}, "dateAdded": "2012-03-07T04:04:10Z", "dateModified": "2012-03-07T04:05:01Z" } }, { "key": "5XGGZXTJ", "version": 1, "library": { "type": "group", "id": 66408, "name": "engineering-thinking-and-development-2012", "links": { "alternate": { "href": "https://www.zotero.org/groups/engineering-thinking-and-development-2012", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/66408/items/5XGGZXTJ", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/engineering-thinking-and-development-2012/items/5XGGZXTJ", "type": "text/html" } }, "meta": { "createdByUser": { "id": 118220, "username": "mchua", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/mchua", "type": "text/html" } } }, "creatorSummary": "Elliot and Dweck", "parsedDate": "2005", "numChildren": 1 }, "data": { "key": "5XGGZXTJ", "version": 1, "itemType": "book", "title": "Handbook of competence and motivation", "creators": [ { "creatorType": "author", "firstName": "Andrew J", "lastName": "Elliot" }, { "creatorType": "author", "firstName": "Carol S", "lastName": "Dweck" } ], "abstractNote": "\"This is a reference and text for anyone interested in achievement motivation and related topics, including social, personality, and developmental psychologists; educational psychologists; and industrial/organizational and sports psychologists. It will serve as a primary or supplemental text in advanced undergraduate- and graduate-level courses.\"--BOOK JACKET.", "series": "", "seriesNumber": "", "volume": "", "numberOfVolumes": "", "edition": "", "date": "2005", "publisher": "Guilford Press", "place": "New York", "originalDate": "", "originalPublisher": "", "originalPlace": "", "format": "", "numPages": "", "ISBN": "1593851235 9781593851231", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "English", "libraryCatalog": "Open WorldCat", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2012-03-07T04:04:06Z", "dateModified": "2012-03-07T04:04:06Z" } }, { "key": "CXGX3GWR", "version": 1, "library": { "type": "group", "id": 66408, "name": "engineering-thinking-and-development-2012", "links": { "alternate": { "href": "https://www.zotero.org/groups/engineering-thinking-and-development-2012", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/66408/items/CXGX3GWR", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/engineering-thinking-and-development-2012/items/CXGX3GWR", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/66408/items/58BSTGTM", "type": "application/json" } }, "meta": { "createdByUser": { "id": 118220, "username": "mchua", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/mchua", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "CXGX3GWR", "version": 1, "parentItem": "58BSTGTM", "itemType": "note", "note": "Flow is the state of mind you're in when the difficulty of a task is perfectly at the edge of your skill level, and time seems to disappear.
\n
It's super-motivating.
Chapter 11 - adapting to differences in students' motivational patterns
\nNot all students are motivated by the same things, and you can't just group motivation by gender/race/class/etc.\\
\nSome dimensions students can differ on:
\nKids tend to care about different things at different ages:
\nThere are gender differences: boys tend to be more competitive and attribute success to hard work and failure to bad luck, girls are socialized to be more passive and explain success away but blame themselves for failure.
\nAt-risk students do well in warm and nurturing environments. Try to include multicultural perspectives in your curricula.
\nWestern thinking tends to be individualized and focus on personal dispositions when explaining behavior, East Asian thinking is more about the group and explains behavior as reactions to situational factors. East Asian thinking also emphasizes effort over ability as a factor of success.
\nThese are all overgeneralizations that are disputed, and individuals can very well vary from the patterns described here even if they fit the categories they're assigned to.
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P 183: You can motivate students to do things by rewarding them, but a better strategy is to get them to value the activity itself.
P 184-185: Control of one's own actions is a prerequisite for intrinsic motivation -- you can't be intrinsically motivated about something unless you feel like it's your choice to do it. And it's how you feel about your free agency to make the choice that is the determining factor, not whether extrinsic pressures exist or not (so you can be totally into math, yet be in a math class that gives stickers for correct answers, and not lose your intrinsic motivation).
P 186: Autonomy, competence, and relatedness are the psychological basic needs that give people self-determination.
P 189: Deci & Ryan's recommendations for promoting self-determination:
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Chapter 6 - Providing Extrinsic Incentives
P 151: Eccles and Wigfield (1985) broke subjective task value into 3 parts: attainment value (succed in order to affirm your self-concept or get prestige), intrinsic/interest value (because I like it!) and utilty value (will help us get somewhere else we want to go).
P 153: Barrett and Boggiano (1988) showed that even though extrinsically motivated students don't work as hard or do as well as intrinsically motivated ones, people think the opposite. (They do guess that extrinsically motivated students have lower self esteem, though.)
Ties into Alfie Kohn and Edward Deci and RIchard Ryan sort of stuff, and talks about when and how to use rewards (in the same way those folks do).
Conclusion: If IQ test scores rise across so many populations in so short a time and we don't actually seem to be getting any smarter, then IQ tests must not actually measure \"intelligence,\" but rather something kinda related to it (but which can be affected by external factors like people going to school more, getting used to certain types of tests, and so forth).
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\nI'm offended by this chapter, but will read it anyway.
\nIQ tests can be used to deal with \"retarded\" kids (by setting them apart so they don't \"damage\" the general population). (Who determines what \"retarded\" means?) Same with \"delinquents\" and the \"feeble-minded\" -- the idea is to get degenerate genes out of the population.
\nFamous story of the \"Kallikak family\" -- a soldier had a one-night stand with a \"feeble-minded\" bar-girl, which resulted in an entire family tree of idiots; in parallel, the soldier's \"normal\" family was smart and well-respected down the generational line. (Conclusion Terman draws: therefore, let's not let these people breed. Essentially, eugenics.)
\nIQ tests can also be used to identify the smart (and breed them, so our gene pool gets smarter.)
\nTerman maintains that genius is usually not obvious to the untrained eye; people who tested as \"genius\" level on the IQ tests seemed like \"normal kids\" to their teachers, but were capable of doing far more.
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