Design and Evaluation of an Apprenticeship Setting for Learning Object-Oriented Modeling Jakob Tholander, Klas Karlgren, Fredrik Rutz, Robert Ramberg Department of Computer and Systems Sciences, Stockholm University, E-mail: {jakobth, klas, rutz, robban}@dsv.su.se This paper presents a study of three different tools for learning object-oriented analysis. The tools are built on the cognitive apprenticeship learning model, thus emphasizing practical, authentic skills and realistic problem solving. Object-oriented analysis is a typical design task in which solutions to a problem may differ greatly but still be equally valid and we therefore find the cognitive apprenticeship learning model to be particularly suitable. 20 students participated in the study and performed a modeling task with one of three learning tools. A conclusion is that the learning tools support learning of the skills that are central to expert modelers. We also found that learners are used to a traditional supervised learning style and therefore need support to use the tools in order to develop independent problem solving skills. Keywords: Cognitive apprenticeship, pedagogical foundations, system eval. 1. Introduction Situated learning theories and especially the cognitive apprenticeship model have reacted against the overemphasis on abstract knowledge of many instructional models and have instead shifted the focus of learning and instruction towards practical, authentic skills and realistic problem solving. We use cognitive apprenticeship as a starting point for designing computer based training material for object oriented (OO) modeling [12], [6]. OO models are constructed during information systems development to build a common view and language for decision making and to serve as a basis for the design and implementation of a computer system [1]. Often the teaching of OO modeling has an emphasis on the concepts and theory behind OO models. Usually courses and textbooks do not focus much on the practical skills concerned with the actual modeling process, i.e., the constructing of the model. Cognitive apprenticeship is argued to help learners to focus on the activities that are central to the behavior of expert problem solving and to the development of such skills [4]. Those activities can be divided into firstly meta-cognitive activities like planning, problem identification, goal definition, and evaluation, and secondly into activities that give access to how experts and other peer learners solve problems. In this paper we report a study of three tools for the support of apprenticeship style learning and how each tool affected students' reasoning and problem solving. 2. Cognitive Apprenticeship Collins et al., [4], propose a framework for developing learning environments based on cognitive apprenticeship. In this work we have focused on the following aspects of that framework: 1. Modeling and observation. One important aspect of apprenticeship learning as described by Lave & Wenger, [7], is the possibility for learners to get access to how experts solve real world problems. By observing experts, learners can pick up tacit knowledge in order to develop awareness of what they need to learn and how different skills are used. 2. Reflection, evaluation, and planning. Collins et al., [4], emphasize the importance of meta- cognitive skills in the development of expertise. Learners need to be encouraged to plan their problem solving, reflect over and evaluate their own and other solutions as well as the status of their own knowledge. 3. Practice using authentic tools. The situated learning perspective emphasizes that knowledge and skills cannot be separated from the context and community where it is used and that knowledge always involves practical activity. Therefore learners need to be trained by practical activities in an environment in which all the features of the real context are present and preferably with experts and other peer learners. 4. Articulation and use of expert language. The situated perspective emphasizes that knowledge is tightly coupled to participation in communities of practice and to the social interaction in those communities. Therefore learners need to be exposed to the way practitioners of those communities carry out activities and be given possibilities to practice using the authentic