in apprenticeship learning target skills are not only continually in use by skilled practioners, but are instrumental in completing meangingful tasks
learning of skills and knowledge embedded in social and functional context 456
The biggest difference between agentive apprenticships and cognitive apprenticeship is the focus on growing the network and spaces of learning rather than focusing solely on strategy use by the individual learner.
-"designed to teach the process experts use to handle complex tasks p. 457"
-designed to support community goals through learner growth
-learning through guided experienced
-learning through a networked exeperience
-require extensive techniques to encourage the development of self correction and monitoring skills 458
-these skills are encouraged, documented, and parsed using blogging and social media tools
Network Technologies and Abstracted Replay
Cognitive Apprenticeship was so much about how to deliver feedback. (see the tehcnical reports from Brown, Collins, Dugiuid) and to encourage metacognitive stretgy use. Even here the metacognition was usually focused on outcome driven feedback.
If you look at you can see how these feedback loops emerge.
For these we utlized Gee's Circuit of Reflective Inquiry to operationalize how feedback occurs in agentive apprenticeship.
Increasingly times this feedback is provided my non human actors. In the IndieWeb community for example participants use parsers to check to see if their websites are built correctly. In #DS106 these feedback loops are strengthened with a wide network of alumni and enthusiasts who may coem across a post by a student after it was shared by a bot.
Sequencing in Agentive Apprenticeship
Global before local skills
Sociology of Learning in Agentive Apprenticeship
Culture of Expert Practice