self-regulated learning arttu mykkänen & kristiina kurki contact: [email protected];...
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SELF-REGULATED LEARNING
Arttu Mykkänen & Kristiina KurkiContact: [email protected]; [email protected]
Objectives
• The student familiarizes himself/herself with research explaining the core processes related to self-regulated learning.
• With this knowledge, student analyzes the prerequisites for being a skilled learner and the development into a life-long learner.
• In addition to this, student is able to explain the significance of working together as a team to the emergence of new knowledge and understanding.
Objectives
Theory of SRL to support your own learning
You will learn to…
• Analyze the mutual interaction of cognitive, emotional, and motivational factors and their effect on learning.
• Compare and explain the significance of individual and group activity in learning.
• Predict, develop, and evaluate the connection of different technological applications to the process of self-regulating learning.
Contents of the course
• Self-regulated learning (SRL)– Theory and practice
• Motivational and emotional factors in SRL– Theory and practice
• Metacognition and learning strategies in SRL– Theory and practice
• Implementing and assessing SRL in the classrooms– Theory and practice
Assessment
• Active participation in lectures, collaborative and independent work.
• Completing the learning assigments.• Completing the final exam.– Readings for the exam will be the material
and articles used during the course.• The performance will be assessed as follows– Participation 20 %– Blog, 30 %– Exam, 50 %
COURSE IMPLEMENTATION
Course schedule
• 7.10 klo 14.15-16 KTK215 Introduction, Arttu Mykkänen• 8.10 klo 10.15-12 KTK210 SRL – lecture, Sanna Järvelä• 11.10 klo 10.15-12 KTK138 Groupwork• 28.10 klo 8.15-10 KTK 215 Case analysis• 29.10 klo 8.15-10 KTK 122 SRL and motivation, Hanna
Järvenoja• 31.10 klo 14.15-16 KK 224 SRL and strategies, Jonna
Malmberg• 1.11 klo 8.15-10 KTK 210 Case analysis• 19.11 klo 14.15-16 KTK 210 Case analysis• 21.11 klo 12.15-14 KTK213 Case analysis• 22.11 klo 8.15-10 KTK210 SRL and assessment, Ernesto
Panadero• 10.12 klo 10.15-12 KTK213 Case analysis• 12.12 klo 8.15-10 KTK210 Final exam
• Lecture
• Solo• Collab • Face to
face
What is SRL?
• Lecture
• Solo• Collab • Face to
face
Motivation and
SRL
• Lecture
• Solo• Collab • Face to
face
Strategies and SRL
• Lecture
• Solo• Collab • Face
to face
Assessing SRL
Solo: Reading learning material + web blog working Collab: Creating case scenarios as a group + wiki workingFace to face: Evaluating cases + presenting
Phases of the implementation
Motivation and SRL
Lecture Solo Collab
Work in solo phase- Planning - Readings- Concept definition- ICE -notes - Reflection
Work in collaborative phase
- Planning -Active participation- Sharing information (ICE- notes) and shared product- Reflection
F2F
Face to face work- Presenting your group’s case- Analysing other group’s work
Phases of the implementation
Learning Self-
Regulation
1. SoloLecture
2. SoloPlanning
3. SoloWork
4. SoloReflectio
n
• Solo phase – Planning the work in solo phase
• Questions available in Confluence
– Reading the material • Available in Confluence
– ICE notes & Concepts• Main points in this article• Connections between main points• Applications
– What does this mean in practice
– Reflection of solo phase• Available in confluence
Solo phase
ICE - Notes
• 1) IDEA level: What is the idea or thought you think is important or meaningful for you?
• 2) Connection level: Make connections between things you know. Activating the prior knowledge between ideas. What are the key concepts that are related to this phenomenon?
• 3) Elaboration level: Elaborate what is there, explain why. Can you think some real life examples?
SOLO PHASE
1. Planning• Describe your Solo Phase
task• What are the topics and
concepts related to your task?
• Set one goal for the Solo Phase
• How confident are you that you will achieve your goal?
2. ICE -notes and concept definitions• Describe three most
important concepts from each article
• IDEA: What are the main concepts in this topic?
• CONNECTION: Describe how concepts/ideas are related to each other. Make connections between concepts using prior knowledge and experiences
• ELABORATION: How does this note connect to other things you have read? What does it mean in practice?
3. Reflection• Recall your Solo phase
planning. How well did you succeed? Why?
• Describe one challenge that you had during your task performance.
• What did you do to help your self?
• What could you do differently next time?
Collaboration phase
• When to start? Decide together how you will spend your time + working methods
• Collaboration phase– Planning the collaboration phase
• Questions in Confluence
• Create a case based on work in solo phase– Combine ideas from every member’s work
• Combine your IDEA notes
• Reflection of collaboration phase
Learning Self-
Regulation
1. Solo/colla
bLecture
2. Solo/colla
b
Planning
3. Solo/colla
bWork
4. Solo/colla
bReflection
Collaboration phase
15
1. Planning• Describe the case task in
collaboration phase.• Why did you choose this
particular case to work on?
• What concepts and theories introduced in the course relates to your task?
• Set one goal for your collaborative work
2. Case task• Review and discuss
about your group’s members’ ICE -notes.
• Based on that review choose a topic for your case.
• Reorganize information from your ICE notes.
• Write a case description based on your notes.
3. Reflection• Recall your group’s
planning of the task• How well your case
description and case analysis corresponded the task assignment? Why?
• How well did you achieve your goal?
• What was the main challenge during your work. What would you do differently next time?
• What could you do differently next time?
What is a case?
• Based on your understanding, create a case that is a description of a real or a real like situation where a problem appears.
• This problem should relate to topics and themes introducted in the lecture.
• Problem can stem for example from your previous experiences.
What is a case?
• When your case description is finished, analyse it based on your theoretical understanding.
• After that, create a ”conclusion model” about how the problem can be solved in similar situations for example using planning in advance or using right regulation during the situation.
Case exampleShort case description
After a long work career Mr. Smith starts studies in the University. Studies begin well but then the first web course starts and his motivation runs out because of the lack of skills to use the computer. Studies are mainly contact teaching and in the beginning of the studies there was no information about the fact that a part of the studies would be conducted as a webcourse. If Mr. Smith would have known this he wouldn’t have started studies in the first place.
Mr. Smith doesn’t dare to tell anyone about his incapability. He doesn’t ask for advice or instructions. Instead, he lets everyone assume that he knows what to do. He has never been involved in webcourses and he is not familiar with internet. At home he has a computer but only children and wife use it. He would like to learn how to use the computer but he doesn’t believe that he could learn it. After the webcourse the teacher asks why he hasn’t even once signed in to the learning environment. Mr. Smith admits that he can’t use the computer.
Case analysis
• Think and describe with pair: –What kind problems Mr. Smith is
confronting?– Do he regulate his behavior in any way?– Find a solution model for the situation
Case exampleShort case description
After a long work career Mr. Smith starts studies in the University. Studies begin well but then the first web course starts and his motivation runs out because of the lack of skills to use the computer. Studies are mainly contact teaching and in the beginning of the studies there was no information about the fact that a part of the studies would be conducted as a webcourse. If Mr. Smith would have known this he wouldn’t have started studies in the first place.
Mr. Smith doesn’t dare to tell anyone about his incapability. He doesn’t ask for advice or instructions. Instead, he lets everyone assume that he knows what to do. He has never been involved in webcourses and he is not familiar with internet. At home he has a computer but only children and wife use it. He would like to learn how to use the computer but he doesn’t believe that he could learn it. After the webcourse the teacher asks why he hasn’t even once signed in to the learning environment. Mr. Smith admits that he can’t use the computer.
Face to face meetings
• Presenting cases in groups• Analysing and discussing the cases– Elaboration of themes and topics
• After the new lecture, the process begins from the start.
• Submit your cases and solution models to wiki 3 days before the face to face meeting; other groups can think comments etc. beforehand
Any questions
?