Järvelä 2010 Euro Cat Cscl Workshop Barcelona

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Järvelä 2010 Euro Cat Cscl Workshop Barcelona

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  • Explorations with methods the use of process data obtained from collaborative learning activities.
  • Järvelä 2010 Euro Cat Cscl Workshop Barcelona

    1. 1. Dimensions of analysis on socially constructed self-regulated learning Sanna Järvelä University of Oulu, Finland
    2. 2. The Euro CAT CSCL challenge: … in these collective mediated situations, the task, the level of (self)organisation responsibility and the inherent nature of collective activities involve a cognitive load that could reduce the cognitive load allocated to knowledge construction.
    3. 3. SRL in CSCL <ul><li>How learners build a shared understanding of a task in various social learning models? </li></ul><ul><li>What exactly “sharing” is? </li></ul><ul><li>Are students’ able to activate self-regulated learning strategies in these contexts? </li></ul><ul><li>How is regulation processes activated in groups? </li></ul>
    4. 4. Why social nature of SRL? <ul><li>1) Research on students interactions by, with and through computers </li></ul><ul><ul><li>Analyses of socio-emotional aspects of peer interaction illustrated how students’ motivational accounts of the interaction reflect changes in engagement (Järvelä, 1996; 1998; Järvelä, Lehtinen&Salonen, 2000). </li></ul></ul><ul><ul><li>conducted in CSCL where social exchange and co-construction can be more easily traced with the help of technology (Hurme& Järvelä, 2005; Salovaara& Järvelä, 2003) </li></ul></ul><ul><li>2) Research on collaborative learning </li></ul><ul><ul><li>has helped us to focus on collective interactions and a process of collaboration (Järvelä &Häkkinen, 2005; Järvenoja& Järvelä, 2005) </li></ul></ul><ul><li>3) Theoreticaldevelopment </li></ul><ul><ul><li>We have approached motivation from situated learning perspective (Järvelä &Volet, 2004) and identified motivation in social context as situated and regulated through individual and social processes (Järvelä &Järvenoja, 2009) </li></ul></ul><ul><ul><li>We propose that research targets regulatory processes in challenging situations (Hadwin, Järvelä & Miller, 2010) and combine individual and social processes theoretically and methodologically (Järvelä, Volet&Järvenoja, 2009). </li></ul></ul>
    5. 5. What constitutes regulation in learning? (Hadwin, Järvelä & Miller, 2010) <ul><li>The ability to self-control and shape outcomes is human agency (Bandura, 1986). </li></ul><ul><li>Understanding the processes by which learners set goals, plan for, execute, and reflectively refine and adapt learning is a primary focus of self-regulated learning theory (Zimmermann, 2000). </li></ul><ul><li>5 criteria for regulated learning </li></ul>
    6. 6. 5 criteria for regulated learning - if research does not target those, it is not about regulated learning… <ul><li>1)Regulated learning is intentional and goal directed (Pintrich, 2000) </li></ul><ul><li>2) Regulated learning is metacognitive (Zimmermann, 1990) </li></ul><ul><li>3) Regulated learningis social . (Schunk& Zimmerman, 1997; Järvelä, Volet&Järvenoja, 2010). </li></ul><ul><li>4) Learners regulate behavior, cognition and motivation (Pintrich, 2000) </li></ul><ul><li>5) Challenge episodes invite strategic regulation of learning (Järvenoja& Järvelä, 2009) </li></ul>
    7. 7. <ul><li>Successful individuals regulate their motivational, cognitive, and metacognitive engagement. Similarly, successful groups share in regulating group processes. </li></ul><ul><li>SSRL is collective regulation in which multiple individually regulating individuals in groups develop shared awareness of goals, progress, and task toward co-constructed regulatory processes, thereby sharing regulation processes together as a collective processes (Järvenoja& Järvelä, 2009; Hadwin& Järvelä, 2009) . </li></ul>Socially Shared Regulation of Learning (SSRL)
    8. 8. Implications for dimensions of analysis of SSRL <ul><li>Knowing about tasks and how learners translate tasks into goals , is essential for studying the regulatory nature of learning. </li></ul><ul><li>➡ If monitoring and control processes are not analyzed, the research is not about regulation of learning. </li></ul><ul><li>➡ Collecting data about knowledge, distributed knowledge, or co-constructed meaning alone is not sufficient. At least one of the components - behavior, cognition, or motivation - must be a focus of the research. </li></ul><ul><li>➡ When confronted with challenge, students need to regulate. Identifying episodes of challenge in solo and collaborative learning environments is necessary to empirically examine regulatory processes and facets. </li></ul><ul><li>➡ To understand and research regulation, you need to know something about social surround and interplay. </li></ul>
    9. 9. Methods for researching sociallysharedregulation <ul><li>We have combined general level de-contextualised information on motivation with contextualised micro-level and process-oriented data from different groups of students. </li></ul><ul><li>This is to: </li></ul><ul><ul><li>adopt several qualitative methods </li></ul></ul><ul><ul><li>capture the events that unfold over time </li></ul></ul><ul><ul><li>combine individual and group-level perspectives </li></ul></ul><ul><ul><li>target “a need for regulation” </li></ul></ul>
    10. 10. Challenges for analysis of SSRL <ul><li>Whoregulates and whogetsregulated? </li></ul><ul><li>Where is motivation and what is cognition? </li></ul><ul><li>There is a risk of oversimplifying these complex psychosocial phenomena in empirical work. </li></ul><ul><li>A range of assumptions about the origins of motivation and the associated cognitive processes - and the discussion continues… </li></ul>
    11. 11. Whatnext? <ul><li>Sofar the findings of social nature of SRL havebeenpromising – is thistrue? </li></ul><ul><li>Howfarwecango in analyses of SRL as ”a wholeactivitysystem of individuals” withoutloosing an individual on it? (cf. Greeno, 2006) </li></ul><ul><li>Morequestions: </li></ul><ul><li>Why individuals choose to employ particular strategies ? </li></ul><ul><li>How group members or the shared social context stimulate the origin of new motivational and cognitive activity? </li></ul><ul><li>What makes it effective and can it be predicted? </li></ul><ul><li>Which of the SRL processesoccurmorefrequently and moreproductively in groupsthan in individualperformance? </li></ul>

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