Cognitive Apprenticeships Accountability, Evaluation and Change Design Methods

A process Conclusion References This paper arises from the need to find formalisms for designing learning environments mediated by WWW and internet technologies based on collaborative, creative and reflexive activity. The limitations of earlier systematic approaches of educational systems design are discussed as an introduction to other approaches. The paper describes some of the ideas that inform the types of systems to be developed based on social cultural approaches to human activity. Guidelines and heuristics drawn from these ideas are investigated in relation to formalisms for describing the design of general computer systems proposed by a universal modelling language. There is a brief illustration of how the approach is applied to the design of a specific course in development. The need It is increasingly recognised that the real capital of an organisation is in its knowledge. The knowledge of an organisation is distributed through its human resources, its data sources its processes and methods and in the tools it uses or design. Models of training and learning are often based on deficit models of learners/trainees, whereas significant knowledge is already vested in those learners/trainees. Historic patterns of the application of learning technology are often based on the efficient transmission of "new knowledge " to learners who lack that knowledge. However learning to be better at a job is not the same thing as getting a new skill. This paper is based on current experiences in designing on-line learning for initial and continuing professional development of professionals in school teaching and vocational education and training