SELF-REGULATED LEARNING                Jonna MalmbergOppimisen ja Koulutusteknologian Tutkimusyksikkö                     ...
Who am I?• Ph.D Candidate in LET team.• Areas of interest self-regulated and strategic  learning• How to identify challeng...
Overview• Self-regulated learning (Winne & Hadwin, 1998, Hadwin lecture,  2009, Zimemmerman, 2000; Järvelä, 2010)• Example...
LETLET focuses its research and teaching on thelearning sciences and technology-enhancedlearning. The members of this rese...
This Is To Say• Research in LET is related on learning sciences• The goal is to understand what constitutes of  meaningful...
Self-regulated Learner • Capable of taking charge of their own learning. • Recognizes own strengths and weeknesses in   va...
What is self-regulated learning?• Active and proactive learning• Process of learning to monitor, evaluate, and regulate (o...
What is self-regulated learning?• Self-regulated learning is often described as an  active cyclical process whereby studen...
Successful Learners…• seek out information when needed and regulate  learning – not passive recipients or bi-standers.• ap...
A bit like conducting experiments about              your learning   •   Identify a problem   •   Set goals   •   Make pla...
Why it is important to self-regulate                 learning?• There is no doubt, that students who self-  regulate learn...
• Simply learning a new skill does  not mean that you will use it unless  you are motivated to do so.
Cyclical model of self-                              regulated learning      •   Self-regulated learning occurs when stude...
1. Task understanding•1st phase in self-regulating learning•What am I supposed to do?•Drawing on past knowledge andexperie...
If the task understanding is accurate• More likely to successfully regulate learning• Perform better• Choose good strategi...
2. Planning and goal setting• Standards• Something students use to judge progress• Something students can use to judge per...
Read the scenario:•   What makes this student successful with this    task or assignment?•   What challenges or problems d...
What types of goals you can set?• Short term goals in early stages of learning    outline ways you can attain an eventual...
3. Monitoring and controlling•   Monitoring targets: 1) Understanding 2) Strategy use•   Strategy use is depending on the ...
Wow..This theory is more    challenging than I         thought..                  Hmm..usually I am               succesfu...
Cyclical model of self-                              regulated learning      •   Self-regulated learning occurs when stude...
What is a strategic learning?• Learning strategy is a set of different study  tecnhiques.….During that lecture, I wrote do...
Problems in strategic learning• Students can name and use different types of strategies  when they are asked to do so, but...
General learning strategiesLearning strategies                   ActionsRehearsal                             Underline, c...
Rehearsal strategy1) Repeating words in the correct serial order2) Using highlighting     • Identifying only main ideas• N...
Elaboration strategy• Paraphrasing or summarising, explaining ideas  by making notes to link to-be-learned  information to...
Organisational strategy• The purpose of organisational strategies is to  translate information into another form, such as ...
In order to self-regulate learning..…Knowledge about different strategies…Skill and will to cope with various learningsitu...
SELF-REGULATED LEARNING• The focus of self-regulated learning theory is to  understand the process by which learners set  ...
Monitor and Control                                                  Motivation regulation strategies                     ...
Wow..This theory is more  challenging than I       thought..             I am no use…I Can´t do                      this....
• Self-regulated learning is a skill that could be   teached and learn influenced by the learning   context.              ...
address research project• nStudy provided very rich learning environment  for the students who were in a novel situation.•...
ADDRESS        Adaptive Motivation Regulation in Individual and              Socially Shared Learning Situations• Task und...
TASK UNDESRSTANDING AND GOAL SETTING              PLANNING NOTE1. Describe your task2. What terms and   concepts relate to...
STRATEGY USESTRUCTURED NOTE TOOL           1) Guestion and answer              with starting prompts           2) Compare ...
MONITORING UNDERSTANDINGHOW AM I DOING?             • Identifying main               topics             • Connecting ideas...
MONITORING STRATEGY USE             STRATEGY LOG• What strategy was used (Strategic knowledge)• Why strategy was used (Con...
Think about your studying• Think about this course:     - What is the meaning of this course?     - What does the teachers...
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Theory srl jonna_malmberg

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  • Yet, not all the learning is self-regulated. Rather, challenges, wheather they are cognitive, motivational or behavioral provides means for self-regulated learning. Theoretically, SRL can be divided in four different phases. Before the actual studying phase, the students evaluate what is the task about. This is evaluation is based on the students preveious experiences about the same types of tasks. At the second phase, the students set a goal for their learning based on their evaluation about the task and plan their learning in line with their task spesific learning goals. During the actual studying phase, the students control their learning by using different types of study tactics. Yet, at the same time the students monitor their understanding and wheather the tactic they are currently using is appropriate for their learning. And – this is actually the phase which constitutes strategy use during learning. Finally, after the studying the students reflect their current learning. According to this reflection, the students might have a better understanding about different types of tasks and also better knowledge about strategies for future learning.
  • Yet, not all the learning is self-regulated. Rather, challenges, wheather they are cognitive, motivational or behavioral provides means for self-regulated learning. Theoretically, SRL can be divided in four different phases. Before the actual studying phase, the students evaluate what is the task about. This is evaluation is based on the students preveious experiences about the same types of tasks. At the second phase, the students set a goal for their learning based on their evaluation about the task and plan their learning in line with their task spesific learning goals. During the actual studying phase, the students control their learning by using different types of study tactics. Yet, at the same time the students monitor their understanding and wheather the tactic they are currently using is appropriate for their learning. And – this is actually the phase which constitutes strategy use during learning. Finally, after the studying the students reflect their current learning. According to this reflection, the students might have a better understanding about different types of tasks and also better knowledge about strategies for future learning.
  • Andmoreover, in authenticclassroomsettings. Earlierresearchhasprovidedimporttaninfomationhowdifferentaspects of SRL for examle the use of cognitivelearningstrategiesbutalsoregulation of motivationmakeslearningmoremeaningful for the studentsbutalsoimproveslearning.
  • In addressresearchproject, fundedbyfinish academy wehaveappliedself-regulatedlearningtheory in practise in eachphase of studying. First, taskunderstanding and goalsettingwassupported with
  • Theory srl jonna_malmberg

    1. 1. SELF-REGULATED LEARNING Jonna MalmbergOppimisen ja Koulutusteknologian Tutkimusyksikkö (LET)
    2. 2. Who am I?• Ph.D Candidate in LET team.• Areas of interest self-regulated and strategic learning• How to identify challenges learners confort?• How is the students task understanding related to the students stratgic learning in various task types?• Technology is used as a method to collect process data of the students learning.
    3. 3. Overview• Self-regulated learning (Winne & Hadwin, 1998, Hadwin lecture, 2009, Zimemmerman, 2000; Järvelä, 2010)• Example of ADDRESS research design – How to support self-regulated learning in practise.• How could you self-regulate your own learning?
    4. 4. LETLET focuses its research and teaching on thelearning sciences and technology-enhancedlearning. The members of this research grouphave particular expertise in the integration oftheoretical perspectives on the social, cognitiveand motivational processes of learning andutilising it in research-based design. In practice weaim for understanding the “skill and will” of learningand design future innovations for learning.
    5. 5. This Is To Say• Research in LET is related on learning sciences• The goal is to understand what constitutes of meaningful learning and how to to support meaningful learning with or without technology.• In order to understand what is meaningful learning, think first, what characterises good learner.• How do you define good learner?
    6. 6. Self-regulated Learner • Capable of taking charge of their own learning. • Recognizes own strengths and weeknesses in various learning situations. – Knowledge of different strategies that can aid meaningful learning – Motivated to use these strategies in order to reach learning goal – Can use these strategies depending on the learning situation.Zimmermann, 2001; Winne & Perry,2001
    7. 7. 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 or interested) – Behaviour (e.g. getting organized, getting started)• Lifelong process that you develop and refine over time• CAN BE TEACHED AND LEARNED
    8. 8. What is self-regulated learning?• Self-regulated learning is often described as an active cyclical process whereby students regulate their efforts to optimize cognitive, motivational and behavioural processes, guided by their learning goals and the contextual features of the environment (Pintrich, 2000; Zimmerman, 1998).• Self-regulated learning includes elements of planning, goal setting, monitoring, and controlling the progress toward the achievement of a learning goal.
    9. 9. Successful Learners…• seek out information when needed and regulate learning – not passive recipients or bi-standers.• apply systematic and controllable processes to accept greater responsibility for their achievement outcomes (Zimmerman, 1990).• plan, set goals, organize, self-monitor, and self- evaluate at various points in the learning cycle (Corno, 1986, 1989).• engage in a “self-oriented feedback” loop –monitor the effectiveness of their learning methods or strategies and react to feedback by changing perceptions, beliefs or strategies (Winne & Hadwin, 1998)
    10. 10. A bit like conducting experiments about your learning • Identify a problem • Set goals • Make plans and set procedures • Collect data about how things are going • Compare findings to original goals • Based on your findings, you make changes to the goals, plans or strategies
    11. 11. Why it is important to self-regulate learning?• There is no doubt, that students who self- regulate learning tend to learn better in variety of domains (Wolters, 1998).• Awareness of strengths and weaknesses – What strategies I can use to bridge the caps between ability and task demands?• Motivation – Willingness to deep understanding, instead of having a good grades.
    12. 12. • Simply learning a new skill does not mean that you will use it unless you are motivated to do so.
    13. 13. Cyclical model of self- regulated learning • Self-regulated learning occurs when students sustain and manage their achievement efforts through activities that are employed towards attainment of students own goals (Zimmerman 1999; Pintrich 2001). • Challenges provides means for self-regulated learning to occur (Hadwin, Järvelä & Miller, 2010). • SRL can be divided in three to four different phases depending of the model. Questions Highlights Notes 2a CONTROLLING 2bMONITORING •understanding •tactic use •previous experiences •Better task understanding 2 PLANNING AND GOAL SETTING •previouse knolwedge •Strategic knowledge 1 TASK UNDERSTANDING 3. REFLECTINGWinne & Hadwin, 1998 , Zimmerman, 2000
    14. 14. 1. Task understanding•1st phase in self-regulating learning•What am I supposed to do?•Drawing on past knowledge andexperiences•Constructing your own representation or“picture” of the taskWhen you know what you are supposedto be doing, what it looks like, and what itfeels like to be on track
    15. 15. If the task understanding is accurate• More likely to successfully regulate learning• Perform better• Choose good strategies for task completion• BECAUSE• Know what to aim for and what success might look like• Can tell if they are off track along the way
    16. 16. 2. Planning and goal setting• Standards• Something students use to judge progress• Something students can use to judge performance• Lead to strategy choices• Reflections of task understanding
    17. 17. Read the scenario:• What makes this student successful with this task or assignment?• What challenges or problems did the student encounter with this task or assignment?• What did the student miss (if anything)?
    18. 18. What types of goals you can set?• Short term goals in early stages of learning  outline ways you can attain an eventual target or outcome  break an outcome goal into processes or steps  used to monitor and evaluate progress• Long term goals later in the mastery process – performance improvement  performance targets (e.g. master the learning material or accomplish the course)  used to monitor and evaluate performance
    19. 19. 3. Monitoring and controlling• Monitoring targets: 1) Understanding 2) Strategy use• Strategy use is depending on the different features of current learning situation, such as context, task and various aspects of self (Paris & Paris, 2002).• when to use the strategy• why the strategy works• how to apply the strategy• how to check if the strategy works• Customize strategies IF……THEN…..ELSE
    20. 20. Wow..This theory is more challenging than I thought.. Hmm..usually I am succesful with this types of tasks.. WAIT A MINUTE! I need to elaborate those MAIN concepts first. I can continue with.. The strategy is first to selectmain concepts and then applythose in my own experiences..
    21. 21. Cyclical model of self- regulated learning • Self-regulated learning occurs when students sustain and manage their achievement efforts through activities that are employed towards attainment of students own goals (Zimmerman 1999; Pintrich 2001). • Challenges provides means for self-regulated learning to occur (Hadwin, Järvelä & Miller, 2010). • SRL can be divided in three to four different phases depending of the model. Questions Highlights Notes 2a CONTROLLING 2bMONITORING •understanding •tactic use •previous experiences •Better task understanding 2 PLANNING AND GOAL SETTING •previouse knolwedge •Strategic knowledge 1 TASK UNDERSTANDING 3. REFLECTINGWinne & Hadwin, 1998 , Zimmerman, 2000
    22. 22. What is a strategic learning?• Learning strategy is a set of different study tecnhiques.….During that lecture, I wrote down some keywords…. …When I created a timeline, it really made it easy for me……Browsing through the material helped me to get the picture of the topics.....By focusing my reading based on the titles and subtitles helped me to understand…• Spent few minutes with discussing with your peer to think strategies you know?
    23. 23. Problems in strategic learning• Students can name and use different types of strategies when they are asked to do so, but they do not necessarily use the strategies purposefully (Bransford et al.1986).• Selection of strategy is not necessarily optimal when a mismatch between outcome and desired outcome is monitored (Winne and Jamieson-Noel 2002).• Students do not use them or change their prominent strategy (Cao and Nietfeld 2007; Graham et al. 2008; Rabinowits et al. 1992).• Students are not aware of what strategies are.• Effort of carrying out a deeper strategy might be too much (Winne and Hadwin 2008).
    24. 24. General learning strategiesLearning strategies ActionsRehearsal Underline, copying wordsElaboration Explaining, making notes and drawing connectionsOrganisational Concept- or mind mappingThese strategies are not equally effective in all the learning situations, butit has been ackowledged that use of these strategies helps to learn andunderstand (Weinstein & Mayer, 1986),
    25. 25. Rehearsal strategy1) Repeating words in the correct serial order2) Using highlighting • Identifying only main ideas• Not effective when used alone• Students often do not regognise main ideas
    26. 26. Elaboration strategy• Paraphrasing or summarising, explaining ideas by making notes to link to-be-learned information to prior knowledge structures, asking questions.• Effective strategy because: additional ways on how to recall information.
    27. 27. Organisational strategy• The purpose of organisational strategies is to translate information into another form, such as creating concept maps, diagrams or timelines (Weinstein, & Mayer, 1986).• The use of organisational strategies fosters externalization of knowledge and enhances selection of the most important concepts (Hilbert & Renkl, 2007).• What is allready known and how the knowledge structures change.
    28. 28. In order to self-regulate learning..…Knowledge about different strategies…Skill and will to cope with various learningsituations …Degree of self-regulated learning varies depending on the learning situation… Volet & Järvelä, 2000; Hadwin, Järvelä &
    29. 29. SELF-REGULATED LEARNING• The focus of self-regulated learning theory is to understand the process by which learners set goals, plan, execute, and adapt their learning from situation to situation (Hadwin, Järvelä & Miller, 2011).• Earlier research have provided information how different aspects such as A) Use of cognitive learning strategies Alexander et al. 1998 Pintrich & DeGroot 1990 IMPROVES LEARNING Paris & Paris 2007 B)Regulation of motivation Wolters, 1998; Wolters & Pintrich 1999
    30. 30. Monitor and Control Motivation regulation strategies Interest enhancement Rewards Perfomance phase Positive self-talk Cycles of SRL Forethought Self-Reflection Self-judgmentTask analysis •Self-evaluation•Goal setting •Causal attribution•Strategic planningSelf motivation beliefs•Self-efficacy•Outcome expectations•Interest/value•Goal orientation
    31. 31. Wow..This theory is more challenging than I thought.. I am no use…I Can´t do this..I just might drop out…
    32. 32. • Self-regulated learning is a skill that could be teached and learn influenced by the learning context. Self-regulated learning can be teached and learn 1) Observing (What characterises the curren actions) 2) Replicating (Replicating the actions in a same learning context) 3) Emulating (To exercise features of SRL in a structured learning context) Self-regulated learning – without quidance in different learning context.(Zimmerman, 2001; Palincsar, 1998).
    33. 33. address research project• nStudy provided very rich learning environment for the students who were in a novel situation.• Self-regulatory practises should be embedded into daily activities – SRL is a skill, that can be teached and learned.
    34. 34. ADDRESS Adaptive Motivation Regulation in Individual and Socially Shared Learning Situations• Task undesrtanding and learning goals.• Prompting strategy use with 1.TASK UNDERSTANDING cognitive tools – Structured note tool – Highlight with labels • Important information • Interesting detail 3. ADAPTING AND SRL 2. PLANNING AND REFLECTING GOAL SETTING • I don´t understand• Prompting awarenes of strategy use 1. Understanding 2. Evaluating strategy use 3. STRATEGY USE• Adapting and reflecting – Reflecting studying – RLQ Questionnaire
    35. 35. TASK UNDESRSTANDING AND GOAL SETTING PLANNING NOTE1. Describe your task2. What terms and concepts relate to this task3. Set one goal for this task
    36. 36. STRATEGY USESTRUCTURED NOTE TOOL 1) Guestion and answer with starting prompts 2) Compare and Contrast 3) IDEA note (Idea, Connections and extensions)
    37. 37. MONITORING UNDERSTANDINGHOW AM I DOING? • Identifying main topics • Connecting ideas • Explaining • Using prior knowledge • Goal attainment • Focusing
    38. 38. MONITORING STRATEGY USE STRATEGY LOG• What strategy was used (Strategic knowledge)• Why strategy was used (Conditional knowledge)• How well the strategy worked (Procedural knowledge)
    39. 39. Think about your studying• Think about this course: - What is the meaning of this course? - What does the teachers want you to learn? - How is this course being evaluted? -What can you do to improve your learning?

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