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In cosa sono competente/esperto? Come ho raggiunto la competenza? Dopo quanto tempo?

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 un’altra persona?. Domain Skills.

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In cosa sono competente/esperto? Come ho raggiunto la competenza? Dopo quanto tempo?

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  1. 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 un’altra persona?

  2. Domain Skills Senso-motoric skills are externally visible. They can be easily acquired by visualising the processes and learn through observations. Cognitive skills run inside human mind. Their non-visible nature demands a more sophisticated learning process.

  3. What is the best suitable theoretical framework for facilitation of cognitive skills?

  4. 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

  5. Phases of Cognitive apprenticeship World knowledge (initial requirement) Observation of interactions among masters and peers Assisting in completion of tasks done by master Trying out on own by imitating

  6. 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 master’s advice

  7. 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

  8. 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 Trial and error logical processes 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

  9. 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 else’s experience. Know-how-not Ä Learning by mistakes. Examples : Computer simulation and virtual reality

  10. 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 else’s line of reasoning. Know-why-not Ä Logical processes. Ä Needs deeper reflection.

  11. 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.

  12. 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.

  13. How about computers? Reflect upon: Which constituent of knowledge can be successfully facilitated through computers? Know-how Know-why Know-when Know-about

  14. Affective Knowledge Taxonomy (Krathwohl et al,. 1964)

  15. 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

  16. 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

  17. Psychomotor Knowledge Taxonomy (Harrow,1972)

  18. 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).

  19. 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

  20. Bloom’s Cognitive Knowledge Taxonomy

  21. Bloom’s Cognitive Knowledge Taxonomy

  22. Bloom’s Cognitive Knowledge Taxonomy

  23. Bloom’s Cognitive Knowledge Taxonomy

  24. The Prototype

  25. User Interface Design

  26. Main Task Capturing Page

  27. Sub Task Capturing Page

  28. Decomposed Task List

  29. Concept Map View

  30. Visitare http://map.dschola.it/ • Analizzare gli esempi: • Decameron • Il genere horror • La crisi del 1929 negli USA

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

  32. Esercitazione • Riprendere l’esercizio 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

  33. Esempio Fare la lavatrice Si deve separare per tipologia gli dosare scegliere Selezionare programma Indumenti Detersivo understanding analysis ruotare la manopola premere pulsante knowledge

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