Designing for Shared Regulatory Processes in CSCL CSCL 2013 Invited Workshop - Panel Presentation Mariel Miller & Allyson Hadwin University of Victoria http://place.dawsoncollege.qc.ca/~echarles/?OpenItemURL=S00446B71

1. Designing for Distributed Regulatory Processes in
CSCL
Mariel Miller & Allyson Hadwin
University of Victoria
CSCL 2013 Invited Workshop
Sunday June 16th
University of Victoria
Technology Integration &
Evaluation Research Lab
Research funded by a SSHRC Standard Research Grant (A. Hadwin) and
SSHRC Doctoral Fellowship (M. Miller)

2. +
Overview
What are shared regulatory processes?
Designing Contexts
 CSCL in ED-D 101
Data Examples & Issues
 Tracing shared task perceptions in groups
 Identifying episodes of shared regulatory processes
 Individuals’ reports of emotion regulation

3. +
What is Regulation in
Collaboration?
Regulated learning
 Intentional and goal directed
 Metacognitive
 Involves regulating behavior, cognition, motivation, and
emotions
 Social & involves dynamic social interactions

4. +
Shared Knowledge Construction vs.
Shared Regulation
Shared knowledge construction
 Groups construct shared domain knowledge in a task
Shared regulation
 Groups construct metacognitive, meta-motivational, & meta-
emotional knowledge
 Aim of taking control of collaboration to enable shared
knowledge construction to happen
Järvelä & Hadwin, 2013

5. +
Successful Collaboration Requires
Regulation
Co-
regulation
Shared
Regulation
Self-
regulation
Regulating
Oneself
Helping each other
to Regulate
Regulating
Together
Hadwin, Järvelä, Miller, 2011

6. +
Collaborative
Task
Self-Regulated Learning (SRL)
 Each individual regulates their strategic engagement in the collaborative
task
Monitoring
&
Evaluating
Task
Perceptions
Goals
& Plans
Adaptation
Task
EnactmentWhat do I
want to
achieve?How should I
go about this?
What am I
supposed
to do?What is
going well?
What isn’t?
Hadwin, Järvelä, Miller, 2011; Winne & Hadwin, 1998

7. +
Collaborative
Task
Socially Shared Regulation (SSRL)
 Collective regulation of group processes and successful coordination of
strategies
 Regulating Together
Monitoring
&
Evaluating
Task
Perceptions
Goals
& Plans
Adaptation
Task
EnactmentWhat are we
aiming for?
How can we
approach
this?
What are we
suppose to
do?What do we
need to do
differently?
Hadwin, Järvelä, Miller, 2011

8. +
Collaborative
Task
Co-Regulation (CoRL)
 Team members help regulate each other
 Mechanism driving self & shared regulation in the task
Monitoring
&
Evaluating
Task
Perceptions
Goals
& Plans
Adaptation
Task
EnactmentPrompting
Directing
Suggesting
Questionin
g
Hadwin, Järvelä, Miller, 2011

9. +
Supporting Regulation in CSCL
 Potential of computer supported
collaborative learning (CSCL) to support
social regulation largely overlooked
 Current research often emphasizes
 Tools for functional aspects of collaboration
 Tools targeting knowledge construction
 Feature usability

10. +Leveraging CSCL Tools for Shared Regulation
in ED-D 101
 ED-D 101: Strategies for University Success
 1st year undergraduate course
 Supporting students in becoming self-regulated learners
 Coursework included 2 online collaborative assignments

11. +
CSCL Tools in the ED-D 101
Collaborative Challenge
 Macro scripts
 Orchestrate engagement in regulation through sequencing and
structuring activities (planning, enacting, monitoring, adapting)
 Micro scripts
 Question stems and prompts supporting specific regulatory
processes (task analysis, reflection, emotion regulation)
 Visualization tools
 Support group members to become aware each other’s regulatory
processes/metacognition

12. Assignment 1
Group
Coordinated
Individual
Expertise
Solo
Planning
Group
Planning
Joint
Challenge
Solo
Reflection
Macro Scripting Regulation
Group
Coordinated
Individual
Expertise
Solo
Planning
Group
Planning
Joint
Challenge
Solo
Reflection
Assignment 2

13. Micro Scripting Regulation
Group
Coordinated
Individual
Expertise
Solo
Planning
Group
Planning
Joint
Challenge
Solo
Reflection
Solo Planning
• Task Analysis & Goal
Setting
• Questions included 5
‘correct’ answers & 5
common misperceptions in
previous open ended
scripts.

14. Micro Scripting Regulation
Group
Coordinated
Individual
Expertise
Solo
Planning
Group
Planning
Joint
Challenge
Solo
Reflection
Solo Planning
• Task Analysis & Goal
Setting
• Questions included 5
‘correct’ answers & 5
common misperceptions in
previous open ended
scripts.
+Visualization Tool

15. Micro Scripting Regulation
Group
Coordinated
Individual
Expertise
Solo
Planning
Group
Planning
Joint
Challenge
Solo
Reflection
Group Planning
• Group planning session at
the beginning of the task
• Identical items to Solo
Planning tool

16. Micro Scripting Regulation
Group
Coordinated
Individual
Expertise
Solo
Planning
Group
Planning
Joint
Challenge
Solo
Reflection
Emotion
Regulation
Beginning, middle, end of
the task

17. Micro Scripting Regulation
Group
Coordinated
Individual
Expertise
Solo
Planning
Group
Planning
Joint
Challenge
Solo
Reflection
Type of
Emotion
excited
optimistic
confident
happy
focused
calm
anxious
worried
stressed
doubtful
frustrated/an
gry
disappointed
other
Emotion
Regulation
Beginning, middle, end of
the task

18. Micro Scripting Regulation
Group
Coordinated
Individual
Expertise
Solo
Planning
Group
Planning
Joint
Challenge
Solo
Reflection
Type of
Emotion
Emotion
Regulation
Goal
excited
optimistic
confident
happy
focused
calm
anxious
worried
stressed
doubtful
frustrated/an
gry
disappointed
other
increase
decrease
switch
maintain
do nothing about
Emotion
Regulation
Beginning, middle, end of
the task

19. Micro Scripting Regulation
Group
Coordinated
Individual
Expertise
Solo
Planning
Group
Planning
Joint
Challenge
Solo
Reflection
Type of
Emotion
Emotion
Regulation
Goal
Emotion
Regulation
Strategy
excited
optimistic
confident
happy
focused
calm
anxious
worried
stressed
doubtful
frustrated/an
gry
disappointed
other
increase
decrease
switch
maintain
do nothing about
Emotion
Regulation
Beginning, middle, end of
the task

20. Micro Scripting Regulation
Group
Coordinated
Individual
Expertise
Solo
Planning
Group
Planning
Joint
Challenge
Solo
Reflection
Type of
Emotion
Emotion
Regulation
Goal
Emotion
Regulation
Strategy
Type of
Emotion
Regulation
excited
optimistic
confident
happy
focused
calm
anxious
worried
stressed
doubtful
frustrated/an
gry
disappointed
other
increase
decrease
switch
maintain
do nothing about
Emotion
Regulation
Beginning, middle, end of
the task

21. Micro Scripting Regulation
Group
Coordinated
Individual
Expertise
Solo
Planning
Group
Planning
Joint
Challenge
Solo
Reflection
Individual Reflection
 What went well? What didn’t go
well? What to change next time?

22. +
Examining Shared Regulatory
Processes
Research currently focused in 3 areas
 Group construction of shared task perceptions
 Identifying episodes of self-, co-, and socially shared
regulation during collaboration
 Emotion regulation in individuals (and groups)

23. + How can we support group to construct
shared task perceptions?
 Foundation for setting shared goals/standards, building
shared expectations & trust, approaching the
task, monitoring, adapting
 Strategic planning challenges commonly reported by
students
Proportionoftotalchallengesreported
Challenges (N=150) reported by Environmental Science students across 3
collaborative assignments
0
0.1
0.2
0.3
0.4
0.5
0.6
0.7
Strategic
Planning
Challenges
Team
Coordination
Challenges
Soft Skills
Challenges
(McCardle, Helm, Hadwin, Shaw, 2011)

24.  Multiple sources of data across
individual & group level
 Solo Planning Tool Responses
Shared Task Perceptions
Miller & Hadwin, 2012; 2013; Miller, Malmberg, Hadwin, Jarvela, 2013

25.  Multiple sources of data across
individual & group level
 Solo Planning Tool Responses
 Chat / Log Files
Shared Task Perceptions
Miller & Hadwin, 2012; 2013; Miller, Malmberg, Hadwin, Jarvela, 2013
Sam
ive opened the group summary [Visualization of solo planning tool
responses]
Haden you should open it
Haden
For number 4 [What is my group being asked to do during the
timed Collaborative Challenge today?]: a [Analyze a problem case
scenario] ,c [Identify all SRL weaknesses in planning and
enacting], h [Come up with a solution], and i [Back up our answer
with examples from the scenario] definately
Sarah so we all opened it
Haden open what sorryÉ
Sam ya forget that Haden
and yes Sarah we have all opened it
Sarah
so were going with a[Analyze a problem case scenario] ,c[Identify
all SRL weaknesses in planning and enacting], h[Come up with a
solution], and i[Back up our answer with examples from the
scenario]
we need 5
Sam
d [Classify strengths and weaknesses according to four phases of
SRL ]?
Haden ya i think so

26.  Multiple sources of data across
individual & group level
 Solo Planning Tool Responses
 Chat / Log Files
 Group Planning Tool Responses
Shared Task Perceptions
Miller & Hadwin, 2012; 2013; Miller, Malmberg, Hadwin, Jarvela, 2013

27.  Multiple sources of data across
individual & group level
 Solo Planning Tool Responses
 Chat / Log Files
 Group Planning Tool Responses
 Explore
 Shared ideas (dark blue) &
Unshared ideas (light blue)
Shared Task Perceptions
Miller & Hadwin, 2012; 2013; Miller, Malmberg, Hadwin, Jarvela, 2013

28.  Multiple sources of data across
individual & group level
 Solo Planning Tool Responses
 Chat / Log Files
 Group Planning Tool Responses
 Explore
 Shared ideas & Unshared ideas
 How ideas were discussed
(adapted from Weinberger et al., 2007)
Sam
ive opened the group summary [Visualization of solo planning tool
responses]
Haden you should open it
Haden
For number 4 [What is my group being asked to do during the
timed Collaborative Challenge today?]: a [Analyze a problem case
scenario] ,c [Identify all SRL weaknesses in planning and enacting],
h [Come up with a solution], and i [Back up our answer with
examples from the scenario] definately
Sarah so we all opened it
Haden open what sorryÉ
Sam ya forget that Haden
and yes Sarah we have all opened it
Sarah
so were going with a[Analyze a problem case scenario] ,c[Identify
all SRL weaknesses in planning and enacting], h[Come up with a
solution], and i[Back up our answer with examples from the
scenario]
we need 5
Sam
d [Classify strengths and weaknesses according to four phases of
SRL ]?
Haden ya i think so
Shared Task Perceptions
0
2
4
6
8
10
12
Quick
Consensus
Integration
Oriented
Consensus
Conflict
Oriented
Consensus
Not
Negotiated
FrequencyofNegotiation
Mode
Mode of Negotiation in Shared Planning Discussion
Miller & Hadwin, 2012; 2013; Miller, Malmberg, Hadwin, Jarvela, 2013
Surface level discussion focused on
agreeing with each other & finding
commonalities

29.  Multiple sources of data across
individual & group level
 Solo Planning Tool Responses
 Chat / Log Files
 Group Planning Tool Responses
 Explore
 Shared ideas & Unshared ideas
 How ideas were discussed (adapted
from Weinberger et al., 2007)
 Challenges group encountered
related to poor planning
Shared Task Perceptions
0
0.5
1
1.5
2
2.5
3
3.5
Assignment 1
FrequencyReported
Challenges during Collaboration
Different
understandings of what
we need to do
Different
goals/standards for our
work
Different ideas about
how to start
Different ideas about
how to work together
Different ideas about
how to organize our
time
All Planning Challenges
Group members reported encountering challenges during
collaboration related to different task perceptions
(Miller & Hadwin, 2013)

30.  Multiple sources of data across
individual & group level
 Solo Planning Tool Responses
 Chat / Log Files
 Group Planning Tool Responses
 Explore
 Shared ideas & Unshared ideas
 How ideas were discussed (adapted
from Weinberger et al., 2007)
 Challenges group encountered
related to poor planning
 Change in across time (Assignment 1
vs. Assignment 2)
 CSCL condition (scripting vs.
visualization)
Shared Task Perceptions
Only small improvements in shared task
perceptions across tasks & group members
reported encountering similar challenges related
to poor planning
(Miller & Hadwin, 2013)

31. +
Collaborative
Task
Episodes of Regulation

32. 32
Sarah: we should move to part A here
… some content/answer discussion
Katie: kkk, moving on?
Sarah: yes
Sam: ya, lets go to part A, I can edit if Haden doesn’t want to
Sarah: some content/answer discussion
Katie: I would but I am a better inputter than editor…
Haden: Someone else can take over if they want
Sam: kkk, I’ll edit, everyone got the green sheet and reading it right?
NEGOTIATION
CONSENSUS
BUILDING
SHARED REGULATION
Collective negotiation / discussion
of
task, goals, climate, approach, moni
toring, adapting, etc
This dialogue is all about collectively monitoring and evaluating
progress, then moves onto negotiating roles/strategy for tackling the next
part of the task.
Shared Regulation

33. 33
Sam: We kinda need the SRL cycle first, do you have it on your [cheat] sheet
Katie?
Katie: [consults cheat sheet and provides the answer]
…
This dialogue is all about helping Katie to use a strategy that might help her
to find the information she needs to give to the group
Multiple forms of Co-Regulation
(Towards One)
Individual’s
self-regulation
of
thinking, behavi
our, motivation,
emotions
Often Indirectly
service of the group
One
Question, dire
ctive, or
prompt
Collection of
Questions, directives,
or prompts
OR

34. 34
Katie: Hey, sorry I’m late, had a lab. I’m here!
Sam: haha no worries, are you on the same thing as us or still checking in?
Katie: checked in and now looking at the practice one
Haden: skip to part A
Katie: I think I added myself by accident because I didn’t know there was a
main editor
Sarah: ha ha ha, that’s ok
Sam: Ya just go to part A, we did the other stuff before that already
Haden: and start giving er on the reading yellow thing [scenario description] ha ha
This dialogue is all about getting Katie to “catch up” and get on the same
page as the rest of the group so they can work together
Multiple forms of Co-Regulation
(Towards One)
Individual’s
self-regulation
of
thinking, behavi
our, motivation,
emotions
Often indirectly in
service of the group
One
Question, dire
ctive, or
prompt
Collection of
Questions, directives,
or prompts
OR

35. 35
Sarah: so who did SRL?
Sam: ya, maybe Katie should tell us the [domain concept]once she gets to part A
Katie: working on it now
Sarah start thinking of strengths and weaknesses [directed to the MANY team members] for #3
Sam: we kinda need the [domain concept] first
This dialogue shows a student prompting members of the group to engage
/ focus on an aspect of the task while waiting for another team member to
catch up
Many
individuals’
self-regulation
Often more
directly in
service shared
regulation
One
Question, dir
ective, or
prompt
Collection of
Questions, directives,
or prompts
OR
Multiple forms of Co-Regulation
(Towards Many)

36. +
Strategies for Regulating Emotions
0
20
40
60
80
100
120
140
Maintain Increase Decrease
Frequency
Regulation Goal
Change thoughts
Other
Do nothing
Accept it
Change plan
Breathe/relax
Talk to group
Create plan
Think positively
Focus
Students reported a range of strategies for
regulating emotions
Webster & Hadwin, 2013

37. +
Type of Regulation
0
10
20
30
40
50
60
70
80
90
100
CoRL
SRL
SSRL
Students viewed emotion
regulation as something to do
together
Webster & Hadwin, 2013

38. +
Challenges & Issues
 Nested data sets
 Across individual & group levels
 Across time and tasks
 Across CSCL conditions
 Complex data
 Multi-dimensional coding at different grain sizes
 Take into account the broader context of discussions- looking at not just what is
said, but also how they say it & how individual or group pick up on statements
 Extending beyond self-report measures
 Triangulating across multiple data sources
 Capturing different angles
38

39. +
Thank you!
Mariel Miller (fgage@uvic.ca)
Allyson Hadwin (hadwin@uvic.ca)