What Traditional Apprenticeship Principles Can Teach Us about Active Learning
Active learning has recently become a popular pedagogical tool, however, its antecedents stretch back to antiquity. While any non-lecture activity will positively affect student attention spans [1], mere activity alone is not sufficient to inspire students to engage in deep learning. An active learn...
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| Format: | Article |
| Language: | English |
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International Institute of Informatics and Cybernetics
2020-12-01
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| Series: | Journal of Systemics, Cybernetics and Informatics |
| Subjects: | |
| Online Access: | http://www.iiisci.org/Journal/CV$/sci/pdfs/SA804NG20.pdf
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| _version_ | 1818622415152873472 |
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| author | Steven Ehrlick |
| author_facet | Steven Ehrlick |
| author_sort | Steven Ehrlick |
| collection | DOAJ |
| description | Active learning has recently become a popular pedagogical tool, however, its antecedents stretch back to antiquity. While any non-lecture activity will positively affect student attention spans [1], mere activity alone is not sufficient to inspire students to engage in deep learning. An active learning module should further course learning outcomes, and foster critical thinking [2] and be perceived by students as a link between these classroom activities and the skill set they must acquire for their futures in the workforce [3] Apprenticeship is also a model of learning that transcends its application to vocational training, having been used in areas as divergent as law, medicine, culinary arts and media production [4, 5]. As a model of learning, apprenticeship can be framed by four guiding dimensions – pedagogical, occupational, locational and social [6]. This paper draws upon these four principles to provide a conceptual framework for active learning activities in higher education, which may be of use to all instructors but especially those charged with teaching students 21st century skills. |
| first_indexed | 2024-12-16T18:24:48Z |
| format | Article |
| id | doaj.art-dbcd1d0e6a83437192535c8f39ef515c |
| institution | Directory Open Access Journal |
| issn | 1690-4524 |
| language | English |
| last_indexed | 2024-12-16T18:24:48Z |
| publishDate | 2020-12-01 |
| publisher | International Institute of Informatics and Cybernetics |
| record_format | Article |
| series | Journal of Systemics, Cybernetics and Informatics |
| spelling | doaj.art-dbcd1d0e6a83437192535c8f39ef515c2022-12-21T22:21:28ZengInternational Institute of Informatics and CyberneticsJournal of Systemics, Cybernetics and Informatics1690-45242020-12-011871924What Traditional Apprenticeship Principles Can Teach Us about Active LearningSteven EhrlickActive learning has recently become a popular pedagogical tool, however, its antecedents stretch back to antiquity. While any non-lecture activity will positively affect student attention spans [1], mere activity alone is not sufficient to inspire students to engage in deep learning. An active learning module should further course learning outcomes, and foster critical thinking [2] and be perceived by students as a link between these classroom activities and the skill set they must acquire for their futures in the workforce [3] Apprenticeship is also a model of learning that transcends its application to vocational training, having been used in areas as divergent as law, medicine, culinary arts and media production [4, 5]. As a model of learning, apprenticeship can be framed by four guiding dimensions – pedagogical, occupational, locational and social [6]. This paper draws upon these four principles to provide a conceptual framework for active learning activities in higher education, which may be of use to all instructors but especially those charged with teaching students 21st century skills.http://www.iiisci.org/Journal/CV$/sci/pdfs/SA804NG20.pdf problem solvingactive learningconstructivismapprenticeshiplearning communitycollaboration |
| spellingShingle | Steven Ehrlick What Traditional Apprenticeship Principles Can Teach Us about Active Learning Journal of Systemics, Cybernetics and Informatics problem solving active learning constructivism apprenticeship learning community collaboration |
| title | What Traditional Apprenticeship Principles Can Teach Us about Active Learning |
| title_full | What Traditional Apprenticeship Principles Can Teach Us about Active Learning |
| title_fullStr | What Traditional Apprenticeship Principles Can Teach Us about Active Learning |
| title_full_unstemmed | What Traditional Apprenticeship Principles Can Teach Us about Active Learning |
| title_short | What Traditional Apprenticeship Principles Can Teach Us about Active Learning |
| title_sort | what traditional apprenticeship principles can teach us about active learning |
| topic | problem solving active learning constructivism apprenticeship learning community collaboration |
| url | http://www.iiisci.org/Journal/CV$/sci/pdfs/SA804NG20.pdf
|
| work_keys_str_mv | AT stevenehrlick whattraditionalapprenticeshipprinciplescanteachusaboutactivelearning |