ABSTRACT
In his commentary, Allan Collins suggests that activity in CSILE (ComputerSupported Intentional Learning Environments) be organized around the kinds of tasks that researchers perform, such as giving talks and writing papers. Collins bases these recommendations on his experience with the Cognitive Apprenticeship model of learning (Collins, Brown, & Newman, 1989), an approach that interweaves the teaching of content and skills within a framework of tasks that students find meaningful. Collins provides two compelling examples of research projects that employ this approach. The first project, called Discover Rochester, engages students in the construction of an interactive multimedia computer exhibit for the Rochester Museum and Science Center. To build the exhibit, learners must collaboratively develop an extensive knowledge of Rochester’s history and culture. The second project is a passion curriculum organized around the production of video documentaries. Students are responsible for conducting documentary research, script-writing, film production, etc. In both of these projects, authentic tasks are coupled with the careful interweaving of content acquisition and skill development. Collins feels that students in CSILE classrooms would find their online activities more meaningful if their efforts were similarly directed toward an authentic end product. For example, a CSILE investigation might culminate in a class-wide conference or writing papers.
