2015-11-21T21:14:59Z

Maria Diaz Hellin:

2015-11-21T20:44:33Z

Maria Diaz Hellin: Maria Diaz Hellin laddade upp en ny version av Fil:Self-regulated learning.png

Self-regulated learning

2015-11-21T20:40:07Z

Maria Diaz Hellin:

Self-Regulated Learning (SRL)
Self-Regulated Learning (SRL) has come to be an important topic in psychological and educational research over the last decades. SRL refers to one’s ability to understand and controls one’s learning environment. Self regulation abilities include goal setting, self-monitoring, self-instruction and self-reinforcement. Self regulation should not been confused with a mental ability or an academic performance skill. Instead, self-regulation is a self-directive process and set of behaviors whereby learners transform their mental abilities into skills and habits through a developmental process that emerges from guided practiced and feedback.
Successful self-regulated learners should be able to recognize a need to learn (e.g. be able to spot significant current or impending gaps in their knowledge); make wise choices in relation to that need (about what to learn; how and when to learn it; and whom to leaner it with and from); and satisfy that need efficiently and affordably (e.g. by obtaining data on the experiences of other learners, then using that data to set and achieve their own study goals).
SRL consists of three basic components: cognition (skills and habits that are necessary to encode, memorize and recall as well as think critically); metacognition ( learner are able to understand and monitor their cognitive processes) and the motivation (attitude to the development of the cognitive and the metacognitive skills).
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The way we study in this master can be considered as an example of SRL. We have a common digital platform, Canvas, where we can communicate, interchange opinions, discussions or organize activities. Students are cognitively engaged in groups that have open-end task, projects and problems that are based on driving questions. Students have the responsibility for finding information, coordinating actions, reaching goals and monitoring understanding. The teachers provide information and opportunities to the students that will help them to become strategic, motivated and independent learners. In additions, teachers design open-ended instructional activities and scaffold assistance for students inquiry. The fact that students take charge of their own learning is a direct manifestation of research on SRL. The synergy between practices in our digital platform Canvas and research on SRL facilitates our development as learners and, definitely, as persons.
References
Balacheff, N., Ludvigsen, S., De Jong, T., Lazonder, A., Barnes, S., & Montandon, L. Technology-enhanced learning. Berlin: Springer.
Paris, S., & Paris, A. (2001). Classroom applications of research on self-regulated learning. Educational Psychology, 36, 89-101.
Pintrich, P.R. & van der Groot, E. (1990) Motivational and Self-Regulated Learning Components of Classroom Academic Performance. Journal of Educational Psychology, Vol. 82, No. 1, 33-40
Carneiro, R., Lefrere, P., Steffens, K. & Underwood, J. (2011) Self-Regulated Learning in Technology Enhanced Learning Environments. Rotterdam: Sense Publishers.
Teaching Excellent in Adult Literacy: https://teal.ed.gov/tealguide/selfregulated

Fil:Self-regulated learning.png

2015-11-21T20:39:18Z

Maria Diaz Hellin:

Self-regulated learning

2015-11-21T20:37:36Z

Maria Diaz Hellin:

Self-Regulated Learning (SRL)
Self-Regulated Learning (SRL) has come to be an important topic in psychological and educational research over the last decades. SRL refers to one’s ability to understand and controls one’s learning environment. Self regulation abilities include goal setting, self-monitoring, self-instruction and self-reinforcement. Self regulation should not been confused with a mental ability or an academic performance skill. Instead, self-regulation is a self-directive process and set of behaviors whereby learners transform their mental abilities into skills and habits through a developmental process that emerges from guided practiced and feedback.
Successful self-regulated learners should be able to recognize a need to learn (e.g. be able to spot significant current or impending gaps in their knowledge); make wise choices in relation to that need (about what to learn; how and when to learn it; and whom to leaner it with and from); and satisfy that need efficiently and affordably (e.g. by obtaining data on the experiences of other learners, then using that data to set and achieve their own study goals).
SRL consists of three basic components: cognition (skills and habits that are necessary to encode, memorize and recall as well as think critically); metacognition ( learner are able to understand and monitor their cognitive processes) and the motivation (attitude to the development of the cognitive and the metacognitive skills).
[[Fil:Exempel.jpg]]
The way we study in this master can be considered as an example of SRL. We have a common digital platform, Canvas, where we can communicate, interchange opinions, discussions or organize activities. Students are cognitively engaged in groups that have open-end task, projects and problems that are based on driving questions. Students have the responsibility for finding information, coordinating actions, reaching goals and monitoring understanding. The teachers provide information and opportunities to the students that will help them to become strategic, motivated and independent learners. In additions, teachers design open-ended instructional activities and scaffold assistance for students inquiry. The fact that students take charge of their own learning is a direct manifestation of research on SRL. The synergy between practices in our digital platform Canvas and research on SRL facilitates our development as learners and, definitely, as persons.
References
Balacheff, N., Ludvigsen, S., De Jong, T., Lazonder, A., Barnes, S., & Montandon, L. Technology-enhanced learning. Berlin: Springer.
Paris, S., & Paris, A. (2001). Classroom applications of research on self-regulated learning. Educational Psychology, 36, 89-101.
Pintrich, P.R. & van der Groot, E. (1990) Motivational and Self-Regulated Learning Components of Classroom Academic Performance. Journal of Educational Psychology, Vol. 82, No. 1, 33-40
Carneiro, R., Lefrere, P., Steffens, K. & Underwood, J. (2011) Self-Regulated Learning in Technology Enhanced Learning Environments. Rotterdam: Sense Publishers.
Teaching Excellent in Adult Literacy: https://teal.ed.gov/tealguide/selfregulated

Self-regulated learning

2015-11-21T20:34:28Z

Maria Diaz Hellin:

Self-Regulated Learning (SRL)
Self-Regulated Learning (SRL) has come to be an important topic in psychological and educational research over the last decades. SRL refers to one’s ability to understand and controls one’s learning environment. Self regulation abilities include goal setting, self-monitoring, self-instruction and self-reinforcement. Self regulation should not been confused with a mental ability or an academic performance skill. Instead, self-regulation is a self-directive process and set of behaviors whereby learners transform their mental abilities into skills and habits through a developmental process that emerges from guided practiced and feedback.
Successful self-regulated learners should be able to recognize a need to learn (e.g. be able to spot significant current or impending gaps in their knowledge); make wise choices in relation to that need (about what to learn; how and when to learn it; and whom to leaner it with and from); and satisfy that need efficiently and affordably (e.g. by obtaining data on the experiences of other learners, then using that data to set and achieve their own study goals).
SRL consists of three basic components: cognition (skills and habits that are necessary to encode, memorize and recall as well as think critically); metacognition ( learner are able to understand and monitor their cognitive processes) and the motivation (attitude to the development of the cognitive and the metacognitive skills).

The way we study in this master can be considered as an example of SRL. We have a common digital platform, Canvas, where we can communicate, interchange opinions, discussions or organize activities. Students are cognitively engaged in groups that have open-end task, projects and problems that are based on driving questions. Students have the responsibility for finding information, coordinating actions, reaching goals and monitoring understanding. The teachers provide information and opportunities to the students that will help them to become strategic, motivated and independent learners. In additions, teachers design open-ended instructional activities and scaffold assistance for students inquiry. The fact that students take charge of their own learning is a direct manifestation of research on SRL. The synergy between practices in our digital platform Canvas and research on SRL facilitates our development as learners and, definitely, as persons.
References
Balacheff, N., Ludvigsen, S., De Jong, T., Lazonder, A., Barnes, S., & Montandon, L. Technology-enhanced learning. Berlin: Springer.
Paris, S., & Paris, A. (2001). Classroom applications of research on self-regulated learning. Educational Psychology, 36, 89-101.
Pintrich, P.R. & van der Groot, E. (1990) Motivational and Self-Regulated Learning Components of Classroom Academic Performance. Journal of Educational Psychology, Vol. 82, No. 1, 33-40
Carneiro, R., Lefrere, P., Steffens, K. & Underwood, J. (2011) Self-Regulated Learning in Technology Enhanced Learning Environments. Rotterdam: Sense Publishers.
Teaching Excellent in Adult Literacy: https://teal.ed.gov/tealguide/selfregulated

Self-regulated learning

2015-11-19T22:47:01Z

Maria Diaz Hellin: Skapade sidan med 'Self-Regulated Learning (SRL) Over the last decades, the educational research have turned into the social factor, Self-Regulated Learning (SRL) has come to be an important top...'

Self-Regulated Learning (SRL)
Over the last decades, the educational research have turned into the social factor, Self-Regulated Learning (SRL) has come to be an important topic in pedagogical theories. SRL refers to the ability of the students to take charge of their own learning by choosing and setting their own goals. From this perspective, self-regulated learners use individual strategies in order to monitor, regulate, control and evaluate all the aspects related to their learning. The lens of SRL highlights the recognition of the need of learning, the choice in relation to that need (what to learn, how, where and when to learn it) and the satisfaction that need efficiently and affordably. SRL consists of three components: cognition (skills and habits that are necessary to encode, memorize and recall as well as think critically); metacognition ( learner are able to understand and monitor their cognitive processes) and the motivation (attitude to the development of the cognitive and the metacognitive skills).
The benefits of consider this theory at a social level has put forth a new insight in the learning using the technologies. Fischer and Dillenbourg (2006) introduced the term of “orchestration” as the process of coordinating the interventions across multiple learning activities which take place at multiple social levels:
activities at different social planes: a flow of data between activities.
scaffolds at different social planes: the design of integrated sets of coordinated and supporting interventions at different levels.
self-regulation and external regulation: technology-supported learning groups with an appropriate level of instructional guidance are more successful than groups without this guidance.
individual motivation and social processes: the way this individual interacts with the social processes.
The potencial of SRL applied to TEL facilitates the students development , providing better learning strategies and regulating their individual and collaborative learning process as well as scaffolding their motivation and engagement. The teacher is considered a facilitator rather than the primary source of information, all the responsibility for learning is on the learner.

Affordances

2015-11-19T22:45:47Z

Maria Diaz Hellin: Skapade sidan med 'Affordances The term “affordance” was coined by the perceptual psychologist J. J. Gibson (1977, 1979) in order to refer to the properties of the actions between the world...'

Affordances

The term “affordance” was coined by the perceptual psychologist J. J. Gibson (1977, 1979) in order to refer to the properties of the actions between the world and an actor (it can be a person or an animal). According to Gibson, affordance is “an action possibility available in the environment to an individual, independent of the individual’s ability to perceive this possibility” (McGrenere and Ho, 200). A chair can have the affordance of “comfortable” (its affordance relative to the actor) but can be painted, hidden so it is not available the information which specify its affordance to the actor. To Gibson, affordances are a relationship.
While much of the framework for “affordances” was put forth by Gibson, extensions, elaborations and refinements can be found in writings regarding to TEL education. It was Donald Norman who introduced the concept of affordances into the context human - machine interaction and evolved further the term, writing that “…affordance refers to the perceived and actual properties of the thing, primarily those fundamental properties that determine just how the thing could possibly be used […] Affordances provide strong clues to the operations of things. Plates are for pushing. Knobs are for turning. Slots are for inserting things into. Balls are for throwing or bouncing. When affordances are taken advantage of, the user knows what to do just by looking: no picture, label or instruction needed” (Norman 1988).
Hence, Norman describes an affordance as something whose properties are both actual and perceived. A ball is round, bouncy etc. These perceived properties suggest us how the ball should be used. A combination of actual and perceived properties creates an affordance as the relationship between the object and the actor .
McGrenere and Ho article (2000) provides an illustration of the term affordance according to Gibson or Norman:

Gibson’s Affrodances
Action possibilities in the environment in relation to the action capabilities of an actor
Independent of the actor’s experience, knowledge, culture, or ability to perceive
Existence is binary - an affordance exist or it does not exist.

Norman’s Affordances
Perceived properties that may not actually exist
Suggestions or clues as how to use the properties
Can be dependent on the experience, knowledge, or culture of the actor
Can make an action difficult or easy.

Gibson’s and Norman’s insight of affordances are based on the notion of the utility of an object and the way it should be used. We create affordances according to the use should have, enhancing the utility by designing the information that indicates the affordances.

Pedagogical/instructional design

2015-11-19T22:45:10Z

Maria Diaz Hellin: Skapade sidan med 'Pedagogical / instructional design According to Reigeluth (1999), “an instructional design theory offers explicit guidance on how to help people learn and develop”. In oth...'

Pedagogical / instructional design
According to Reigeluth (1999), “an instructional design theory offers explicit guidance on how to help people learn and develop”. In other words, instructional design is a systematic process by which effective instructional materials are designed, develop and delivered. The term is connected to educational technologists, management, graphic designers, web/ software developers, educators and students/ users.
Hence, the Instructional Design pays special attention to the analysis of the problem, the activity to carry out, learning needs and learning environment in order to define our objectives, taking into account knowledge and practical experience. In simpler terms, instructional design is:
focus on the study of how people learn
identifying what tools are best suited to meet a learning goal
identifying where the problems may arise in the implementation of instruction
knowing why instruction is effective or ineffective
Nowadays, we can find different types of inscriptions: texts, images, graphs etc In learning research, all these “external representations” are used to designate any configuration of inscriptions on a computer screen that has been created by a teacher, an instructional designer, or a learner and that allows the learner to interact with some content domain. These configurations are external, I mean, an idea outside the head of the learner, and, furthermore they represent the objects of a content domain.
The arrival of the computer technology puts forth a new question: how do the learners construct internal representations from the multiplicity of external representations offered to them? The Kaleidoscope Network of Excellence explored the interaction of the internal and external representations and the resulting blend of different approaches leads to the observation that several theoretical perspectives coexist.
It can emerge the situation where a learner’s interpretation do not match with the designer’s intention. Externals representations that comply with a formal code in the eyes of the constructor are not necessarily interpreted in a unique way by the learner reading or manipulating them in a learning context.