Awareness, Feedback, Self-regulation

AwarenessFeedbackSelf-regulationAn integrating review of Butler & Winne (1995) and Endsley (2000)Christian Glahn

Designing Technologies forsupporting Workplace Learningrequires aGeneric Model of Learning

We have worked on a model onintegrating technologies and learning processesfor a long time

Feedback and Reflectionare essential

Usually I present this simplified Feedback LoopActor Monitoring / Behaviour Assessment System Experience Knowledge Judgement / Response Reflection

It integrates Models for designing Technologies for learningActor Monitoring / Behaviour Assessment System Experience Knowledge Judgement / Response Reflection

The models aremore complex thandisplayed in my diagram

Usually I talk about thetechnology side of the model …

This presentation is aboutReviewing the cognitive models

Butler, D. L., & Winne, P. H. (1995). Feedback And Self-RegulatedLearning: A Theoretical Synthesis. Review of EducationalResearch, 65(3), 254-281.SELF-REGULATED LEARNING

Feedback and Self-regulated Learning External Performance Feedback Filters Knowledge Tasks & Beliefs Tactics & Cue 1 Goals Products Domain Strategies Knowledge Cue 2 Strategy Knowledge ... Monitoring Motivational Beliefs Cognitive System

Concepts of Self-regulation• Outcome feedback• Task cues for performance expectations (calibration feedback)• Cognitive feedback (internal feedback)• Validity feedback (process feedback) – Task validity – Cognitive validity – Functional validity• Motivation

Outcome Feedback External Performance Feedback Filters Knowledge Tasks & Beliefs Tactics & Cue 1 Goals Products Domain Strategies Knowledge Cue 2 Strategy Knowledge ... Monitoring Motivational Beliefs Cognitive System

Calibration Feedback External Performance Feedback Filters Knowledge Tasks & Beliefs Tactics & Cue 1 Goals Products Domain Strategies Knowledge Cue 2 Strategy Knowledge ... Monitoring Motivational Beliefs Cognitive System

Cognitive Feedback External Performance Feedback Filters Knowledge Tasks & Beliefs Tactics & Cue 1 Goals Products Domain Strategies Knowledge Cue 2 Strategy Knowledge ... Monitoring Motivational Beliefs Cognitive System

Task Validity Feedback External Performance Feedback Filters Knowledge Tasks & Beliefs Tactics & Cue 1 Goals Products Domain Strategies Knowledge Cue 2 Strategy Knowledge ... Monitoring Motivational Beliefs Cognitive System

Cognitive Validity Feedback External Performance Feedback Filters Knowledge Tasks & Beliefs Tactics & Cue 1 Goals Products Domain Strategies Knowledge Cue 2 Strategy Knowledge ... Monitoring Motivational Beliefs Cognitive System

Functional Validity Feedback External Performance Feedback Filters Knowledge Tasks & Beliefs Tactics & Cue 1 Goals Products Domain Strategies Knowledge Cue 2 Strategy Knowledge ... Monitoring Motivational Beliefs Cognitive System

Motivation External Performance Feedback Filters Knowledge Tasks & Beliefs Tactics & Cue 1 Goals Products Domain Strategies Knowledge Cue 2 Strategy Knowledge ... Monitoring Motivational Beliefs Cognitive System

Example Reflective Practitioners as Self-regulated Learners

Schön, D. A. (1983). The Reflective Practitioner: HowProfessionals think in Action. London: Maurice Temple Smith.Concepts of reflection• Reflection for action*• Reflection in action• Reflection on action* Ertmer, P. A., & Newby, T. J. (1996). The expert learner:Strategic, self-regulated and reflective. Instructional Science, 24, 1-24.

Revisit Schön’s concepts from aself-regulation perspective

Reflection for Action External Performance Feedback Filters Knowledge Tasks & Beliefs Tactics & Cue 1 Goals Products Domain Strategies Knowledge Cue 2 Strategy Knowledge ... Monitoring Motivational Beliefs Cognitive System

Reflection in Action External Performance Feedback Filters Knowledge Tasks & Beliefs Tactics & Cue 1 Goals Products Domain Strategies Knowledge Cue 2 Strategy Knowledge ... Monitoring Motivational Beliefs Cognitive System

Reflection on Action External Performance Feedback Filters Knowledge Tasks & Beliefs Tactics & Cue 1 Goals Products Domain Strategies Knowledge Cue 2 Strategy Knowledge ... Monitoring Motivational Beliefs Cognitive System

Endsley, M. R. (2000). “Theoretical Underpinnings of SituationAwareness: A Critical Review”. In M.R. Endsley & D.J. Garland(Eds.). Situation Awareness Analysis and Measurement (pp. ).Mahwah, NJ & London: Lawrence Erlbaum Associates.SITUATIONAL AWARENESS

Situation Awareness State of the Environment Situational Awareness Perceive Comprehend Decision Perform Project

Task/ System Factors System Stress & Complexity Automation capabilities Workload Situational Awareness Perceive Comprehend Decision Perform Project Individual Factors Goals & Objectives Information Processing Preconditions Mechanisms Training Long term Memory Automacity Experience Abilities

Levels of Situation Awareness• Level 1: Perception of relevant information – Being able to identify a situation• Level 2: Comprehension of information – Understand the situation in context• Level 3: Forward prediction – Understand the dynamics of a context

Situation Awareness in Teams• Self-awareness within the team• Peer-awareness within the team• Awareness of the team as a whole• Resource-awareness within the team

INTEGRATING THEPERSPECTIVES

Situation Awarenessis aboutadjusting filters for cue perceptionand identifying goals and appropriate strategies

External PerformanceFeedback Tasks Situational Awareness Perception Projection Cue 1 Comprehension Cue 2 Goal Tactics & Filters Products setting Strategies ... Monitoring Cognitive System

The current challenge (in Salomo)Structuring interventions toimprove self-regulationthrough increasedsituation awareness • Reduce errors • Risk awareness • Task alignment

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Awareness, Feedback, Self-regulation

by Christian Glahn on Nov 29, 2011

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