LEARNING THEORY AND PEDAGOGICAL USE OF TECHNOLOGY:

SELF-REGULATED LEARNING

Jonna MalmbergLearning and Educational Technology Research Unit (LET)

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.

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)

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

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

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).

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

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

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?

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

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

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

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

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

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

WHAT TYPES OF GOALS YOU CAN SET?

Short term goals in early stages of learningoutline ways you can attain an eventual target or outcomebreak an outcome goal into processes or stepsused 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

3. TASK ENACTMENT

MONITORING AND CONTROLLING

1) Understanding (Metalevel and Object Level)2) Strategy use3) 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

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..

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?

General learning strategies

COGNITIVE LEARNING STRATEGIES

ACTIVITIES

REHEARSAL UNDERLINE, COPYING WORDS

ELABORATION EXPLAINING, MAKING NOTES AND DRAWING CONNECTIONS

ORGANISATIONAL CONCEPT- OR MIND MAPPINGTIME 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),

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).

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

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.

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.

4. EVALUATING

…In each phase of studying…

Through evaluating changes in

– Task understanding– Goals and Pland– Strategies

….Across studying….

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, 2011