Ciências Cognitivas e Tecnologia Educacional Scaffolding of Self-Regulated Learning in Social Networks Scaffolding do Aprendizado Auto-Regulado em Redes

Ciências Cognitivas e Tecnologia Educacional

Scaffolding of Self-Regulated Learning in Social Networks

Scaffolding do Aprendizado Auto-Regulado em Redes Sociais

Cássio MeloMestrandoCIN UFPE

Jun/2010


Metacognition

Being aware of your own thoughts, feelings, actions, and their effects on others


Metacognition

Metacognition Knowledge– Person Variables– Task Variables– Strategy

Metacognitive experiences

Tasks or goals

Strategies or activities

Flavell (1979)


Self-Regulated Processes

Self-regulation from a social cognitive perspective refers to the degree to which

students are able to become

metacognitively, motivationally, and

behaviorally active participants of their

own learning process

(Zimmerman, 2000)


Self-Regulated Learning

Goal Planning

Self-Monitorin

g

Self-Evaluatio

n

Zimmerman (1979)


Self-Regulation Processes

goal setting

self-monitoring

self-evaluating

task strategies

help seeking

time planning and management

(Kitsantas & Zimmerman, 2004)


Current Self-Regulation Challenges in Online Learning Environments

Great demands of self-regulatory skills [Narciss et. al. 2005, Kitsantas 2004]

Lack of teaching support

Extensive amount of information available [Narciss et. al. 2005]

Incompetent individuals lack the metacognitive skills necessary for accurate self-assessment [Jones 08]

There’s little automatic support for tracking user’s activity on a LMS and transforming it in meaningful information for feedback [Foroughi 2005]

Social dimension of learning has not unleashed in self-regulatory activities in Online Environments [Kitsantas 2004]


Scaffolding of Metacognition

Um tanque de água é em formato de um prisma octagonal. A base tem lado de 11,9 cm. A aresta lateral do tanque é 36 cm.

a) Qual é a área da superfície da base do tanque?

b) Qual é o volume do tanque de água?

c) Se você colocar água a uma vazão de 1,8 cm³/seg., quanto tempo levará para encher o tanque?



Um tanque de água é em formato de um prisma octagonal. A base tem lado de 11,9 cm. A aresta lateral do tanque é 36 cm.

a) Qual é a área da superfície da base do tanque?

b) Qual é o volume do tanque de água?

c) Se você colocar água a uma vazão de 1,8 cm³/seg., quanto tempo levará para encher o tanque?



What is the goal?

What is important?

What are the steps to solve this problem?

What instruments can you use to measure?


Research Goals

To study some of the online social network practices that contributes to the development

of self-regulatory skills in the new collaborative situations available in Redu

How can Social Networks help students become self-regulated learners?

And, what processes of SRL should be supported?


Scaffolding of Self-Regulated Learning in Social Networks


Development

Qualitative data

Quantitative data

SRL Inventories


Guidelines


Task Instructions, Contextual Aids and Use Policies


Prompts for Reflection

Describe the steps you have developed to find the solution

Share


Activity Streams


Learning Profile


Track User’s Progress


Lecture Notes


Peer Discussion and Assistance


Quizzes and Rubrics


Performance Feedback and Guidance


Reward Participation


Graphical Information


Related Work


Related Work

Visualization

Conversation

Social Network Analysis

Intelligent Tutoring Systems


Supporting Self-Regulation in Student-Centered Web-based Learning Environments

Debbagh & Kitsantas (2005)


Promotion of self-assessment for learners in online discussion using the visualization software

Mochizuki (2005)


A visualization tool for student assessment and evaluation in online learning

Foroughi (2005)


Promoting self-regulated learning in web-based learning environments

Narciss et al. (2007)


Personalized E-learning system with self-regulated learning assisted mechanisms for promoting learning performance

Chen (2009)


Detecting Self-Regulated Learning in Online Communities by Means of Interaction Analysis [Dettori 2008]

Ex.: Content Analysis of online interactions


Case Study


Redu


Method

Heuristic Evaluation

Pre- post- test (in progress)

Interview


Heuristic Evaluation Goals (1/2)

Goal Setting– Users are aware of their leaning objectives and how they can be

accomplished in the network

Self-Monitoring– Users keep track on what they have done– Users know if they are doing right

Self-Evaluating– Users receive feedback on their performance– Users know what should they have done different


Heuristic Evaluation Goals (2/2)

Task Strategies– Users identify people and things that may be interesting to their

learning– Users can change their learning strategy

Help Seeking– Users can easily find the resources that help them with a particular

task

Time Planning and Management– Users know how much time they have to complete the task


Heuristic Evaluation Recommendations


Pre- Post- Test Evaluation


Questionnaire 1 (MSLQ) Sample


Questionnaire 2 Sample


Discussion

Assist goal setting and planning

Smart feedback

More options when learning in Redu

Adaptative classes

Peer-assistance

...


Open Challenges

Measure the impact of suggested scaffolds

Metacognitive processes enabled in social networks

Teacher role in mediating self-regulation in Social Networks


Acknowledges

Alex Sandro

Colegas do Redu

Colegas do CCTE

CNPq


Thank you

Documents

Ciências Cognitivas e Tecnologia Educacional Scaffolding of Self-Regulated Learning in Social Networks Scaffolding do Aprendizado Auto-Regulado em Redes