This document discusses self-regulated learning. It defines self-regulated learning as an active process where learners plan, monitor, and evaluate their cognition, motivation, and behavior during learning. A key part of self-regulated learning is goal setting and strategic planning to optimize one's learning. The document outlines a cyclical model of self-regulated learning involving task understanding, planning goals and strategies, enacting strategies through monitoring and control, and evaluating progress. Developing skills in self-regulation can improve learning outcomes.
EFFECTIVENESS OF INSTRUCTIONAL DESIGN MODEL (ISMAN - 2011) IN DEVELOPING THE...Hisham Hussein
The new instructional design model (Isman - 2011) aims at planing, developing, implementing, evaluating, and
organizing full learning activities effectively to ensure competent performance by students. The theoretical
foundation of this model comes from behaviorism, cognitivism and constructivism views. And it’s based on
active learning. During teaching and learning activities, learner is active and uses cognitive learning to construct
new knowledge. To construct new knowledge, educational technology materials are used. These materials are
connected with goals and objectives. This study examines the effectiveness of the instructional design model
(Isman - 2011) in developing the students teaching skills (Planning Teaching Domain) by redesign “General
teaching methods course – curr 233-“, which taught to the sixth level students at teachers' college, King Saud
University. The sample of the study consisted of 80 students that enrolled in the second semester 2010/2011,
they were divided into two groups of 40 students each, (an experimental group and a control group). The result
comes by administered pre- post teaching skills test to find out the model has strong effectiveness in achieving
the research aims especially in developing the student teaching skills.
Keywords: instructional design, teaching skills, Isman 2011 instructional design model.
This presentation provides an overview of K to 12 Curriculum in the Philippines. The different principles to be considered in teaching and learning the curriculum based on the best teaching and learning practices of the APA is tackled.
EFFECTIVENESS OF INSTRUCTIONAL DESIGN MODEL (ISMAN - 2011) IN DEVELOPING THE...Hisham Hussein
The new instructional design model (Isman - 2011) aims at planing, developing, implementing, evaluating, and
organizing full learning activities effectively to ensure competent performance by students. The theoretical
foundation of this model comes from behaviorism, cognitivism and constructivism views. And it’s based on
active learning. During teaching and learning activities, learner is active and uses cognitive learning to construct
new knowledge. To construct new knowledge, educational technology materials are used. These materials are
connected with goals and objectives. This study examines the effectiveness of the instructional design model
(Isman - 2011) in developing the students teaching skills (Planning Teaching Domain) by redesign “General
teaching methods course – curr 233-“, which taught to the sixth level students at teachers' college, King Saud
University. The sample of the study consisted of 80 students that enrolled in the second semester 2010/2011,
they were divided into two groups of 40 students each, (an experimental group and a control group). The result
comes by administered pre- post teaching skills test to find out the model has strong effectiveness in achieving
the research aims especially in developing the student teaching skills.
Keywords: instructional design, teaching skills, Isman 2011 instructional design model.
This presentation provides an overview of K to 12 Curriculum in the Philippines. The different principles to be considered in teaching and learning the curriculum based on the best teaching and learning practices of the APA is tackled.
Curriculum Development
- Purita P. Bilbao, Ed.D.
- Paz I. Lucido, Ph.D.
- Tomasa C. Iringan, Ph.D.
- Rodrigo B. Javier, Ph.D.
Module I Lesson 3
Nature, Concepts and Purposes of Curriculum
Curriculum Development
- Purita P. Bilbao, Ed.D.
- Paz I. Lucido, Ph.D.
- Tomasa C. Iringan, Ph.D.
- Rodrigo B. Javier, Ph.D.
Module I Lesson 3
Nature, Concepts and Purposes of Curriculum
This presentation highlights the importance of curriculum design, structure of unite and provides a reminder of the curriculum development process after designing...THE WAY FORWARD - piloting, implementing, monitoring, evaluation,
Unveiling the Secrets How Does Generative AI Work.pdfSam H
At its core, generative artificial intelligence relies on the concept of generative models, which serve as engines that churn out entirely new data resembling their training data. It is like a sculptor who has studied so many forms found in nature and then uses this knowledge to create sculptures from his imagination that have never been seen before anywhere else. If taken to cyberspace, gans work almost the same way.
Cracking the Workplace Discipline Code Main.pptxWorkforce Group
Cultivating and maintaining discipline within teams is a critical differentiator for successful organisations.
Forward-thinking leaders and business managers understand the impact that discipline has on organisational success. A disciplined workforce operates with clarity, focus, and a shared understanding of expectations, ultimately driving better results, optimising productivity, and facilitating seamless collaboration.
Although discipline is not a one-size-fits-all approach, it can help create a work environment that encourages personal growth and accountability rather than solely relying on punitive measures.
In this deck, you will learn the significance of workplace discipline for organisational success. You’ll also learn
• Four (4) workplace discipline methods you should consider
• The best and most practical approach to implementing workplace discipline.
• Three (3) key tips to maintain a disciplined workplace.
"𝑩𝑬𝑮𝑼𝑵 𝑾𝑰𝑻𝑯 𝑻𝑱 𝑰𝑺 𝑯𝑨𝑳𝑭 𝑫𝑶𝑵𝑬"
𝐓𝐉 𝐂𝐨𝐦𝐬 (𝐓𝐉 𝐂𝐨𝐦𝐦𝐮𝐧𝐢𝐜𝐚𝐭𝐢𝐨𝐧𝐬) is a professional event agency that includes experts in the event-organizing market in Vietnam, Korea, and ASEAN countries. We provide unlimited types of events from Music concerts, Fan meetings, and Culture festivals to Corporate events, Internal company events, Golf tournaments, MICE events, and Exhibitions.
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Implicitly or explicitly all competing businesses employ a strategy to select a mix
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[Note: This is a partial preview. To download this presentation, visit:
https://www.oeconsulting.com.sg/training-presentations]
Sustainability has become an increasingly critical topic as the world recognizes the need to protect our planet and its resources for future generations. Sustainability means meeting our current needs without compromising the ability of future generations to meet theirs. It involves long-term planning and consideration of the consequences of our actions. The goal is to create strategies that ensure the long-term viability of People, Planet, and Profit.
Leading companies such as Nike, Toyota, and Siemens are prioritizing sustainable innovation in their business models, setting an example for others to follow. In this Sustainability training presentation, you will learn key concepts, principles, and practices of sustainability applicable across industries. This training aims to create awareness and educate employees, senior executives, consultants, and other key stakeholders, including investors, policymakers, and supply chain partners, on the importance and implementation of sustainability.
LEARNING OBJECTIVES
1. Develop a comprehensive understanding of the fundamental principles and concepts that form the foundation of sustainability within corporate environments.
2. Explore the sustainability implementation model, focusing on effective measures and reporting strategies to track and communicate sustainability efforts.
3. Identify and define best practices and critical success factors essential for achieving sustainability goals within organizations.
CONTENTS
1. Introduction and Key Concepts of Sustainability
2. Principles and Practices of Sustainability
3. Measures and Reporting in Sustainability
4. Sustainability Implementation & Best Practices
To download the complete presentation, visit: https://www.oeconsulting.com.sg/training-presentations
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As an Army veteran dedicated to lifelong learning, I bring a disciplined, strategic mindset to my pursuits. I am constantly expanding my knowledge to innovate and lead effectively. My journey is driven by a commitment to excellence, and to make a meaningful impact in the world.
RMD24 | Retail media: hoe zet je dit in als je geen AH of Unilever bent? Heid...BBPMedia1
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VAT Registration Outlined In UAE: Benefits and Requirementsuae taxgpt
Vat Registration is a legal obligation for businesses meeting the threshold requirement, helping companies avoid fines and ramifications. Contact now!
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Retail media wordt gezien als het nieuwe advertising-medium en ook mediabureaus richten massaal retail media-afdelingen op. Merken die niet in de betreffende winkel liggen staan ook nog niet in de rij om op de retail media netwerken te adverteren. Marvin belicht de uitdagingen die er zijn om echt aansluiting te vinden op die markt van non-endemic advertising.
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1. LEARNING THEORY AND PEDAGOGICAL
USE OF TECHNOLOGY:
SELF-REGULATED LEARNING
Jonna Malmberg
Learning and Educational Technology Research Unit
(LET)
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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 4. EVALUATING
…In each phase of studying…
Through evaluating changes in
– Task understanding
– Goals and Pland
– Strategies
….Across studying….
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,
Editor's Notes
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.