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A Portal Support to Cognitive Apprenticeship

机译：对认知学徒统治的门户网站支持

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Little research effort contributed to help learners reflect on their current cognitive skills. A storehouse of this valuable information could provide valuable indications to experienced mentors to intervene and guide learners improving their learning capabilities. Learning how to learn using the proposed cognitive apprenticeship approach in this paper goes beyond the given classroom knowledge to reflect on how to maximize learning readiness under the supervision of experienced mentors. In this paper, we promote an autonomous inquiry-based learning cycle to support formal education processes, whereby students learn from individual discoveries and from peers. At the completion of each inquiry-based learning cycle, a cognitive apprenticeship cycle is triggered to assess the improvements in learning dispositions and guide apprentices in developing their own cognitive skills. We propose an online instrument for collecting self-assessment data and communicating with mentors, to produce willing, confident and creative lifelong learners. The provided instrument presents a storehouse view of learning disposition through an integrated portal which captures self-stated learning experiences and converts them into analytical results to diagnose deficiencies and prescribe improvement recommendations. In doing so, we provide "learning disposition" dimensions along which, we analytically measure learning aptitudes of individual learners. The proposed tool in this project generates an inventory of learning capabilities to guide learners reorganizing their learning agenda. Collected data out of the proposed tool reflects learners' perception at a given point of time. The tool is applied again at a later point of time to assess the changes and move the apprentice to the next level of his cognitive skills.
机译：一些研究方面作出努力，帮助学习者反思自己目前的认知技能。这种有价值的信息库可以提供有价值的指示，以经验丰富的导师进行干预，引导学生提高他们的学习能力。学习如何使用所提出的认知学徒制的方法在本文中学习超出给定的课堂知识来思考如何最大限度地发挥经验丰富的导师的指导下学习准备。在本文中，我们提倡的自主探究式学习周期，支持正规教育过程，因此学生个体的发现和同行学习。在每个探究式学习周期完成，认知学徒周期被触发，以评估学习意向和指导徒弟在发展自己的认知能力的改善。我们提出了一个在线工具，用于收集的自我评估数据，并与导师沟通，产生愿意，自信和创意的终身学习者。所提供的仪器礼物通过综合门户学习安排的仓库视图捕捉自我陈述的学习经验，并把它们转换成分析结果来诊断的不足，并规定改进建议。在此过程中，我们提供了“学习处置”尺寸沿，我们分析测量个体学习者的学习性向。在这个项目中所提出的工具生成的学习能力，引导学生重新组织他们的学习议程的清单。收集的数据使拟工具的体现学习者在给定的时间点的看法。该工具是在时间来评估变化和移动学徒的他的认知能力更上一层楼稍后再次应用。

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