3.11. supporting self regulated learning with technological applications, jonna malmberg
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Minor subject studies in educational technologyTRANSCRIPT
SUPPORTING SELF-REGULATED LEARNING WITH TECHNOLOGICAL APPLICATIONS
Jonna Malmberg
Learning and Educational Technology Research Unit (LET)
• Learning sciences and technology-enhanced learning.
• Integration of theoretical perspectives on the social, cognitive and motivational processes of learning and utilising it in research-based design.
• In practice we aim for understanding the “skill and will” of learning and design future innovations for learning.
WHAT ARE THE QUALITIES OF GOOD LEARNER?
• How do you define good learner?
• Discuss with your peer of the qualities of a good learner (3 min)
WHAT IS SELF-REGULATED LEARNING?
• Active and proactive learning
• Process of learning to monitor, evaluate, and regulate (or change) your own
– Learning and thinking (e.g. remember textbook)– Motivation (e.g. feeling inspired, enjoyable or
interested)– Behaviour (e.g. getting organized)
• Lifelong process that you develop and refine over time• CAN BE TEACHED AND LEARNED
WHAT TYPES OF CHALLENGES LEARNERS CONFRONT?
“To getting started”
”It is so beautiful outside! Id rather be outside than inside”
”Feels like the task is starting to repeat itself”
”To come up with a task solution that actually works”
”We do not really understand what the task is about”
”The task is really difficult”
”The new learning environment!”
Teacher education students, autumn 2013
”We have trouble at setting up the time”
6 SERIOUS CHALLENGES IN SRL
Järvenoja & Järvelä, 2005, Miller, Malmberg, Hadwin & Järvelä, 2014, Malmberg, Kirschner & Järvelä, 2014
• Motivation as a static attribute...
• Poor task understanding
• Vague goals and plans
• Weak learning strategies (or strategy choices)
• Lack of monitoring
• Inaccurate self-evaluation
WHAT ARE THE KEY SRL PROCESSES
• REGULATION of • Motivation and Emotions
• Metacognition/Cognition
• Behavior
• HOW CAN YOU DO THAT IN PRACTISE?
HOW TO IMPLEMENT TECHNOLOGY TO SUPPORT SELF-REGULATED LEARNING?
SOFTWARE TOOLS TO SCAFFOLD REGULATED LEARNING
• CBLEs can include embedded software tools that can be used spesifically to support spesific processes SRL (Järvelä & Hadwin, 2013)
• Cognitive tools embedded to gStudy learning environment to assist strategic learning
- Scaffold strategic learning
• Regulation tools (such as planning – and reflection tool) embedded to nStudy learning environment
- Scaffold learner’s to engage in self-and shared regulation of learning
13.04.2023
9
10 YEARS AGO…
• Learners of all ages need extensive support in their SRL
• Need to develop and design learning environments based on the theory (Winne & Perry, 2000; Azevedo & Cromley, 2004; Winne, 2006)
• Learning Kit research project (Winne, Hadwin, Perry, Azevedo, Reinhart, etc)
- Builds on self-regulated learning theories
- Support learners’ in key SRL processes
- Potential to extend theories of SRL
SCAMO - Studying and Scaffolding Motivation and Self-Regulated Learning among Elementary School Students Funded by The Academy of Finland (2006-2008)
• Is it possible to scaffold students’ regulation with a computer-based tool?
• Technology based learning environment, designed based on prior research of SRL.
• Learning materials are collected in kits and displayed in web browser.
• Learners can ”bookmark” contents from internet.
• Kits include cognitive tools that can be adjusted depending of the purposis.
• gStudy records traces of each action students perform with gStudy
gStudy
HOW WAS SRL SUPPORTED IN PRACTISE?Supporting Cognition and Metacognition
• Cognitive tools (Hill & Hannafin, 2005)
– Note tool: Cognitive support
– Highlight tool: Metacognitive support
– C-Map: Strategic support
HOW WAS SRL SUPPORTED IN PRACTISE?SUPPORTING MOTIVATION
• EmA (Emotion Awarenes Tool) (Järvenoja, Malmberg & Järvelä, 2014)
PRINCIPLE: WHEN STUDENTS’ ARE AWARE OF THEIR EMOTIONS, THEY HAVE INCREASED OPPORTUNITIES FOR EMOTION REGULATION
THINK CRTICALLY
What are the pros and cons of the gStudy software
ADDRESS - ADAPTIVE MOTIVATION REGULATION IN
INDIVIDUAL AND SOCIALLY SHARED LEARNING SITUATIONS FUNDED BY THE ACADEMY OF FINLAND 2007-2012
• Identify and examine how various forms of regulation emerge in individual and collaborative learning situations,
• Extend our analyses of SRL as a social phenomenon to the socially shared regulation of learning
• Identify how students can be supported in motivation regulation during collaborative learning by nStudy technology.
f2f f2f f2fsolo solo solocollab collab collab
LEARNING IS HARDLY AN INDIVIDUAL EFFORT
Socially Shared Regulation of Learning (SSRL) (Hadwin, Järvelä & Miller, 2011)
• Shared Metacognition emerges when team members construct shared perceptions of:– Tasks– Goals and plans– Task enactment– Evaluation and
adaptation
THE FOCUS OF REGULATION SHIFTS FROM ”I” TO ”WE” LEVEL
NewStudyTool (nStudy)
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HOW WAS SSRL SUPPORTED IN PRACTISE?Externalization and prompting SSRL
1. TASK UNDERSTANDI
NG
2. PLANNING AND GOAL
SETTING
3. STRATEGY USE
3. ADAPTING AND
REFLECTING
SSRL
TASK UNDESRSTANDING AND GOAL SETTING
INDIVIDUAL AND SHARED PLANNING NOTE
1. Describe your task2. What terms and
concepts relate to this task
3. Set one goal for this task
STRATEGY USE
STRUCTURED NOTE TOOL
1) Guestion and answer with starting prompts
2) Compare and Contrast
3) ICE note (Idea, Connections and extensions)
MONITORING UNDERSTANDING
HOW AM I DOING?
• Identifying main topics
• Connecting ideas• Explaining• Using prior
knowledge• Goal attainment• Focusing
REFLECTING
• Evaluate your goal attainment
• Describe one challenge
• Strategy that was used in order to overcome the challenge
• Strategy that could be used
THINK CRTICALLY
What can go wrong?
LEARNERS ARE NOT AWARE OF EACH OTHER SRL…
Awarenes of SRL/SSRL
AWARENES (RADAR TOOL)PROMPTING AND EXTERNALISATION
(OURPLANNER)
TASK INSTRUCTIONS
SRL (RADAR)
TASK INSTRUCTIONS
SRL (RADAR)
SSRL (Chat – OurPlanner - OurEvaluator)
x 9
SSRL ( Discussion – OurPlanner )CLASSROOM
ON-LINE
What was the main challenge your group
confronted during your collaboration
What did your group do to overcome that
challenge
THINK CRTICALLY
WHAT WAS NOT REACHED?
I KNOW HOW TO DO THIS TASK
2. NEED FOR SSRL
3. TARGET OF SSRL
I AM MOTIVATED TO DO THIS TASK
MY FEELINGS RIGHT NOW
Interest
INDIVIDUAL
COLLABORATIVE COLLABORATIVE
Efficacy
Goals
Task understanding
Boredom
Strategies
Prior knowledge
Worrying
Frustration
1. AWARENES OF SRL
SKILL
WILL
FEELINGS
4. SSRL
SKILL – Haasteemme liittyy Aikaisempiin tietoihin
(Nämä värillisinä?)Palauttakaa mieleen ja kertokaa toisillenne, mitä tiedätte jo aiheesta. Mitä ette tiedä? Mikä tieto on tehtävän kannalta tärkeää? Miten saisitte käyttöönne tarvittavat tiedot?
Tehtävän ymmärrykseen
Lukekaa uudelleen tehtävän anto. Miettikää yhdessä mistä tehtävässä on kyse. Tarkistakaa suunnitelmanne, mitä alun perin ajattelitte. Oletteko vielä samoilla linjoilla?
Työskentely- ja suunnittelu taitoihin
Miettikää yhdessä, minkälaiset oppimisen strategiat toimisivat tässä tilanteessa, miksi? Mikä ei toimi? Miten olette suunnitelleet työskentelyn etenemisen? Keskustelkaa, onko ajankäyttösuunnitelmanne realistinen ja mistä ongelmat johtuvat? Voitteko vaiheistaa työskentelyänne? Mikä on ryhmänne yhteinen tavoite?
WILL - Tämä tilanne ryhmässämme on yhteydessä haasteisiin liittyen Kiinnostukseen Miettikää yhdessä, missä tämä tieto on hyödyllistä. Miten voisitte suunnata tehtävää niin, että se
lisäisi sen kiinnostavuutta? Mitä voitte oppia ja miten siitä on teille hyötyä esim. tulevassa työssänne?
Kykyihimme ja aikaansaamiseen
Kertokaa toisillenne, millaisia vahvuuksia ryhmässänne on. Miten voisitte hyödyntää niitä? Miten tehtävää voisi suunnata niin, että saatte ryhmän vahvuudet käyttöönne?
Tavoitteellisuuteen Keskustelkaa miksi tämä tehtävä on tärkeä teille. Miksi työskentelyyn kannattaa panostaa nyt? Mitkä asiat kilpailevat tämän työskentelyn kanssa? Miksi?
FEELING - Tämä tilanne ryhmässämme on yhteydessä haasteisiin liittyen Turhautumiseen Ryhmätilanteissa joutuu usein kohtaamaan erilaisia näkökulmia ja aina kaikki ryhmän jäsenet eivät
ole sitoutuneet samanlaisiin toimintatapoihin. Mitä hyvää tilanteessa voisi olla? Pystyisittekö hyödyntämään erilaisia näkökulmia? Voitko sinä itse suhtautua tilanteeseen avoimemmin, tai osallistua ryhmän työskentelyyn paremmin? Miksi työskentely ei etene toivotulla tavalla. Mitä asialle voisi tehdä?
Tylsistymiseen Miettikää, miksi tilanne johtaa tylsistymiseen. Osallistuvatko kaikki tehtävän tekemiseen ja onko kaikkien panos tärkeä? Miten voisitte ottaa asioista vastuuta yhdessä?
Huolestumiseen Tuntuuko teistä, että ette selviä tehtävästä? Miettikää vielä yhdessä, mistä tämä johtuu. Hyötyisittekö siitä, että tarkistatte vielä suunnitelmia? Entä ajankäyttö? Mitkä ovat ryhmänjäsentenne erilaiset vahvuudet, voitteko hyödyntää niitä?
THINK CRTICALLY
WHAT IS NOT STILL REACHED?
PRINCIPLES OF SRL/SSRL
• Not merely a disposition of an individual • Adaptive to learning situation and task • Can be teached and learned through practise• Challenges potentially activate SRL
THEORIES OF SRL/SSRL PROPOSE
• Cyclical?
• Patterned?
1. TASK UNDERSTANDI
NG
2. PLANNING AND GOAL
SETTING
3. STRATEGY USE
3. ADAPTING AND
REFLECTING
Winne & Hadwin, 1998 , Zimmerman, 2000
COGNITIVE ARCHITECTURE UNDERLYING METACOGNITIVE
MODEL OF SRL
EXTERNAL CONDITIONSINTERNAL CONDITIONS
• TASK COMPLEXITY• ENVIRONMENT • TIME CONSTRAINS
• PRIOR KNOWLEDGE• KNOWLEDGE OF
STRATEGIES• EXPECTED SUCCESS
OPERATIONS
SMART
TACTICS
PRODUCTS
STANDARDS EVALUATIONS• SEARCH• MONITOR• ASSEMBLE• REHEARSE• TRANSLATE
1. TASK PERCEPTIONS
2. GOALS AND PLANS
3. TASK ENACTMENT
4. ADAPTING STUDYING
MONITORING
MONITORING
Malmberg, 2014
NEED FOR ADAPTIVE SUPPORT
• Need for tools that illustrate, visualize, represent, analyze the individual and social processes in a dynamic fashion
• Inference from multiple sources of data (not single source)• Measure time (duration) and classify the valence
associated with each SRL processes
REGULATION of Motivation and Emotions
Metacognition and Cognition
Azevedo et al., 2010
nStudy