(META)COGNITIVE PERSPECTIVESELF-REGULATED LEARNING

Jonna MalmbergLearning and Educational Technology Research Unit (LET)

WHO AM I?• Post-Doc Researcher.• Self-regulated learning (SRL) and socially shared

regulation of learning (SSRL) (Meta)Cognitive aspects

– How to identify challenges that require SRL?– How is the students task understanding related to

the students stratgic learning in various task types?

• Technology is used as a method to collect process data of the students learning.

WHO ARE YOU?

• Introduce your self

• Explain shortly - What is the purpose of this course

COURSE TASK1. Collaborative group work: SRL (mind map)

2. During the presentation EXTEND your mind map about what you have just learned

3. After – prepare to explain (5 min max) what you have just learned about SRL

4. Example of ADDRESS research design – How to support self-regulated learning in practise.

• How could you self-regulate your own 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…

PLANSET GOALS

MONITOREVALUATE

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

How do Motivation and Cognition regulation work in conjuction?

• In the context of collaborative learning succesful regulation of motivation enables the learners to proceed with the task (cognitive regulation) (Malmberg, Järvelä, Järvenoja & Panadero, 2015).

• It is not clear theoretically how to combine (metacognitive) and motivation/emotions in a unified theory of SRL (e.g. Eliahy & Linnenbrink – Garcia, 2013)

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 CONTROLLINGHighlights 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 COMPONENTSEXPLICIT • Understands the main

principles and key concepts of self-regulated learning

• Develops understanding of the practical implications of SRL in different real life contexts

• Has experience of self-regulated learning and shared regulation of learning

IMPLICIT• Task purpose • Type of thinking?• Strategies?• Understanding?• Applicable solutions?• What else can you

think of

WHAT MAKES THIS STUDENT SUCCESSFUL WITH THIS TASK ASSIGNMENT?

Read the Scenario 1

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..

6 serious challenges:

Motivational problems

1) Poor Task understanding 2) Vague Goals and Plans3) Weak strategies (or strategy choices)4) Lack of monitoring5) Inaccurate self-evaluation

Hadwin, 2009; Järvelä & Järvenoja 2010

THIS WHERE USUALLY THINGS GO WRONG

1. What is this task about?2. What I need to do and how to

do that?3. Are my actions aligned with

my goals?4. If not, what do I need to do?

1. Task understand

ing

2. Goal setting and

planning

3. Enacting strategies

4. Evaluating

and adapting

?

SRL

IT IS NOT PRODUCTIVE

AND THEN YOU…

More appropriate would be…

TU

PLANNING AND GOAL SETTING

Toiminta

EVALUATING AND

ADAPTING

What is the task about?

What do I do and how to

execute that?

When you now you do not know what the task is about?

Faculty of EducationDr. Allyson Hadwin

• Don´t know where to start your studying

• During your studying, you can´t evaluate how things are doing

• You are not sure what is there needed to be done in order to accomplish the task

• Goals are not specific

• SMART GOALS

How is a good goal like?

• SPECIFIC

• MEASURABLE

• ACTION ORIENTED

• REALISTIC

• TEMPORAL

Why are goals important?Without task goals you can’t evaluate your progress

Can reveal when and if you are off track

Against goals it is easier to plan and regulate your time and activities

Easier to get started

SUBGOALS

ULTIMATE GOAL

SUBGOALS

SUBGOALS

SUBGOALS

3. STRATEGY USEMONITORING 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 strategiesCOGNITIVE 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.

WHAT PROBLEMS DID THE STUDENT ENCOUNTER WITH THIS TASK ASSIGNMENT?

Read the Scenario 2

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

EXTERNAL CONDITIONSINTERNAL CONDITIONS

• TASK COMPLEXITY• ENVIRONMENT • TIME CONSTRAINS

• PRIOR KNOWLEDGE• KNOWLEDGE OF STRATEGIES• EXPECTED SUCCESS

OPERATIONS

SMART

TACTICS

PRODUCTS

STANDARDS EVALUATIONS• SEARCH• MONITOR• ASSEMBLE• REHEARSE• TRANSLATE

1. TASK UNDERSTANDING

2. GOALS AND PLANS3. TASK ENACTMENT4. ADAPTING

STUDYING MONITORING

UNDERLYING MODEL OF SRL

HAS SOMETHING CHANGED?• Present your group IDEAS

• How is the ”good learner like” in the light of models of self-regulated learning?

• In other words, what you have just heard

ADDRESSAdaptive Motivation Regulation in Individual and

Socially Shared Learning Situations

• Task undesrtanding and learning goals.

• Prompting strategy use with cognitive tools– Structured note tool – Highlight with labels

• Important information• Interesting detail• I don´t understand

• Prompting awarenes of strategy use1. Understanding2. Evaluating strategy use

• Adapting and reflecting– Reflecting studying – RLQ Questionnaire

1.TASK UNDERSTANDIN

G

2. PLANNING AND GOAL SETTING

3. STRATEGY USE

3. ADAPTING AND

REFLECTING

SRL

TASK UNDESRSTANDING AND GOAL SETTINGPLANNING NOTE

1. Describe your task2. What terms and

concepts relate to this task

3. Set one goal for this task

STRATEGY USESTRUCTURED NOTE TOOL

1) Guestion and answer with starting prompts

2) Compare and Contrast

3) IDEA note (Idea, Connections and extensions)

MONITORING UNDERSTANDINGHOW AM I DOING?

• Identifying main topics

• Connecting ideas• Explaining• Using prior

knowledge• Goal attainment• Focusing

MONITORING STRATEGY USESTRATEGY LOG

• What strategy was used (Strategic knowledge)

• Why strategy was used (Conditional knowledge)

• How well the strategy worked (Procedural knowledge)