Theory srl 2013_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.
  • Theory srl 2013_jonna malmberg

    1. 1. LEARNING THEORY AND PEDAGOGICAL USE OF TECHNOLOGY: SELF-REGULATED LEARNING Jonna Malmberg Learning and Educational Technology Research Unit (LET)
    2. 2. 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.
    3. 3. WHAT ARE THE QUALITIES OF GOOD LEARNER? • How do you define good learner? • Discuss and make a schetch (e.g. a mind map) of the qualities of a good learner (5 min)
    4. 4. SELF-REGULATED LEARNER • Capable of taking charge of their own learning: • Recognizes own strengths and weaknesses 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
    5. 5. 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
    6. 6. WHAT IS SELF-REGULATED LEARNING? • Task understanding and goal setting • Planning • Enacting strategies • Evaluating • 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).
    7. 7. SUCCESSFUL LEARNER • Monitor the effectiveness of their learning methods or strategies and react to feedback by changing perceptions, beliefs or strategies (Winne & Hadwin, 1998) SEEK OUT INFORMATION WHEN NEEDED… ACCEPT GREATER RESPONSIBILITY FOR THEIR ACHIEVEMENT OUTCOMES… PLAN SET GOALS MONITOR EVALUATE
    8. 8. 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
    9. 9. WHY IT IS IMPORTANT TO SELF- REGULATE LEARNING? • Improved learning outcomes! Why? Awareness of strengths and weaknesses – What strategies I can use to bridge the caps between ability and task demands?
    10. 10. Simply learning a new skill does not mean that you will use it unless you are motivated to do so… Willingness to invest effort  Evaluation of benefits/costs  Pass the course / deep understanding
    11. 11. 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. 4. REFLECTING •previous experiences •previouse knolwedge 3a CONTROLLING Highlights NotesQuestions 3bMONITORING •understanding •tactic use •Better task understanding •Strategic knowledge 1 TASK UNDERSTANDING 2 PLANNING AND GOAL SETTING Winne & Hadwin, 1998 , Zimmerman, 2000
    12. 12. 1. TASK UNDERSTANDING •1st phase in self-regulating learning •What is this task about? •Drawing on past knowledge and experiences •Constructing your own representation or “picture” of the task When you know what you are supposed to be doing, what it looks like, and what it feels like to be on track
    13. 13. TASK UNDERSTANDING – TASK COMPONENTS EXPLICIT • Identify the theoretical principles underlying technology-enhanced learning • Define the concepts of self- regulated learning, collaborative learning and learning of expertise • Describe the use of technology to support such learning • Justify pedagogical use of technology by using current theoretical knowledge of learning • Instructions • Grading IMPLICIT • Task purpose • Type of thinking? • Strategies? • Understanding? • Applicable solutions? • What else can you think of
    14. 14. 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 you are “on track” along the way
    15. 15. 2. GOAL SETTING AND PLANNING • Standards • Something students use to judge progress • Something students can use to judge performance • Lead to strategy choices • Reflections of task understanding
    16. 16. 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
    17. 17. 3. TASK ENACTMENT MONITORING AND CONTROLLING 1) Understanding (Metalevel and Object Level) 2) Strategy use 3) Progress at the task • 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 • check if the strategy works • customize strategies IF……THEN…..ELSE
    18. 18. WAIT A MINUTE! I need to choose only MAIN concepts. NOT EVERYTHING! Wow..This theory is more challenging than I thought.. Hmm..usually I am succesful with this types of tasks.. The strategy is first to select main concepts and then apply those in my own experiences..
    19. 19. 3. STRATEGY USE MONITORING AND CONTROLLING • Strategic learning is self-regulated (Zimmerman, 2000; Pintrich, 2000) • 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 TO THINK AND WRITE DOWN STRATGIES YOU USE?
    20. 20. General learning strategies COGNITIVE LEARNING STRATEGIES ACTIVITIES  REHEARSAL UNDERLINE, COPYING WORDS  ELABORATION EXPLAINING, MAKING NOTES AND DRAWING CONNECTIONS  ORGANISATIONAL CONCEPT- OR MIND MAPPING TIME LINES These strategies are not equally effective in all the learning situations, but it has been ackowledged that use of these strategies helps to learn and understand (Weinstein & Mayer, 1986),
    21. 21. 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 & 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 & Hadwin 2008).
    22. 22. REHEARSAL STRATEGY 1) Repeating words in the correct serial order 2) Using highlighting • Identifying only main ideas • Not effective when used alone • Main ideas might not be recognised
    23. 23. 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 already known and how the knowledge structures change.
    24. 24. ELABORATION STRATEGY • Paraphrasing or summarising, explaining ideas by making notes to link to-be-learned information to prior knowledge structures, asking questions, compare/contrast. • Additional ways on how to recall information. • Requires thinking (to be learned information). • Helps to connect what is already known.
    25. 25. 4. EVALUATING …In each phase of studying… Through evaluating changes in – Task understanding – Goals and Pland – Strategies ….Across studying….
    26. 26. In order to self-regulate learning.. …Knowledge about different strategies …Skill and will to cope with various learning situations …Degree of self-regulated learning varies depending on the learning situation… ..When experimenting with your learning, you are regulating….Volet & Järvelä, 2000; Hadwin, Järvelä & Miller,