Self-regulated learning, Marika Koivuniemi
- 1. SELF-REGULATED LEARNING 1 Marika Koivuniemi Phd Student Learning and Educational Technology research unit (LET) University of Oulu FACULTY OF EDUCATION/ Learning and Educational Technology research unit (LET)/ Marika Koivuniemi 30.10.2014
- 2. FACULTY OF EDUCATION/ Learning and Educational Technology research unit 30.10.2014 (LET)/ Marika Koivuniemi 2 TASK 1: WHAT KIND OF LEARNER I’M? • Think your own learning and write these things down: • What is the best way for you to learn? • Does it follow some spesific pattern? • What is the biggest challenge for you in your learning? • Have you try to solve this challenge? If yes, tell how.
- 3. LEARNING • Learning can challenge learners with several ways • Fast technological development has brought new challenges for learning HOW WE SHOULD LEARN AND TEACH? FACULTY OF EDUCATION/ Learning and Educational Technology research unit 30.10.2014 (LET)/ Marika Koivuniemi 3
- 4. 21ST CENTURY LEARNING SKILLS ARE NEEDED FACULTY OF EDUCATION/ Learning and Educational Technology research unit 30.10.2014 (LET)/ Marika Koivuniemi 4 Critical thinking and problem solving Creative thinking collaborating communicating
- 5. We need to learn how to SELF-REGULATE our learning! FACULTY OF EDUCATION/ Learning and Educational Technology research unit 30.10.2014 (LET)/ Marika Koivuniemi 5
- 6. SELF-REGULATED LEARNING FACULTY OF EDUCATION/ Learning and Educational Technology research unit 30.10.2014 (LET)/ Marika Koivuniemi 6 Self-regulated learning is an active, constructive and goal directed process where learners monitor, regulate, and control their cognition, motivation, emotions, and behaviour, guided and constrained by their goals and the contextual features in the environment (Pintrich, 2000) Theoretical models of self-regulated learning (SRL) seek to explain why some students succeed in their studies and are more capable to regulate their behaviour, and others failure in both sense
- 7. ”Self-regulation emerges when students judge there might be better ways to achieve their goals than whichever method they are currently using” (Winne & Hadwin, 2008) FACULTY OF EDUCATION/ Learning and Educational Technology research unit 30.10.2014 (LET)/ Marika Koivuniemi 7 WHEN IS NEED FOR REGULATION? CHALLENGE/PROBLEM
- 8. • Different strategic skills • WILL to learn! • Awareness of own learning in metocognitive level • Students shouldn’t only regulate their cognitive skills! Also motivation and emotions should be regulate if them challenge learners! FACULTY OF EDUCATION/ Learning and Educational Technology research unit 30.10.2014 (LET)/ Marika Koivuniemi 8 WHAT SRL REQUIRES FROM THE LEARNER?
- 9. MOTIVATION AND EMOTION REGULATION • Motivation control strategies • Positive self-talk • Promising extrinsic rewards • Evoke extrinsic goals • Make the studying more interesting • Make the studying more relevant or useful • Emotional control strategies: • Expressing emotions • Suppressing emotions • Denial and distraction • Re-appraising the situation • Acquiring and providing social support FACULTY OF EDUCATION/ Learning and Educational Technology research unit 30.10.2014 (LET)/ Marika Koivuniemi 9 ??? !!! !%?#!
- 10. MODELS OF SRL • There is different models of SRL • Winne & Hadwin, 1998 • Boekaerts, 1996 • Pintrich, 2000 • Zimmerman, 2010 FACULTY OF EDUCATION/ Learning and Educational Technology research unit 30.10.2014 (LET)/ Marika Koivuniemi 10
- 11. SRL MODEL BY WINNE & HADWIN (1998) FACULTY OF EDUCATION/ Learning and Educational Technology research unit 30.10.2014 (LET)/ Marika Koivuniemi 11 Understanding tasks Goals and plans Applying strategies Adapting and regulating Monitoring Evaluating (Feedback) What is my task? How should I evaluate and control my learning? How I should work to reach the goals? What strategies should I use? What is my goal/s? What I should do to reach these goals?
- 12. TYPES OF REGULATION • Regulation of learning could emerge in independent, cooperative and collaborative learning situations • Self-regulated learning (SRL) • Co-regulated learning (CoRL) • Socially shared regulation (SSRL) FACULTY OF EDUCATION/ Learning and Educational Technology research unit 30.10.2014 (LET)/ Marika Koivuniemi 12
- 13. • Connected to better learning results • Affect to students wellbeing • Important skills for our life (studies, work, hobbies..)! FACULTY OF EDUCATION/ Learning and Educational Technology research unit 30.10.2014 (LET)/ Marika Koivuniemi 13 WHY REGULATE OWN LEARNING?
- 14. HOW TO LEARN REGULATE OWN LEARNING? • It is possible to teach SRL! • BUT how? FACULTY OF EDUCATION/ Learning and Educational Technology research unit 30.10.2014 (LET)/ Marika Koivuniemi 14
- 15. TASK 2: WHAT IS SRL IN PRACTICE? ARE WE SELF-REGULATED LEARNERS? • Groups (3-4 students) • Everyone tell: What kind of learning I’m (answers created during Task 1) • Discuss together: • What is good learning and how theory of SRL is part of it? • Do you find SRL from your own learning? • Have you got support for SRL during your studies? FACULTY OF EDUCATION/ Learning and Educational Technology research unit 30.10.2014 (LET)/ Marika Koivuniemi 15
- 16. TASK 3: HOW TO TEACH/SUPPORT SRL? • Groups (3-4 students) • DISCUSS: • How SRL could be teach to the students? (Exaples) • What is teachers role of that? • How about students role? • What else is needed? • AFTER DISCUSSION: • Choose the best example • Make 5 min presentation where you descripe the example and answer the questions which are presented up. FACULTY OF EDUCATION/ Learning and Educational Technology research unit 30.10.2014 (LET)/ Marika Koivuniemi 16
- 17. HOW TO LEARN REGULATE OWN LEARNING? • It is possible to teach SRL! • BUT how? • Important is: • Task definitions • Learning environment • Ways of prompoting and supporting SRL • Learner is active participant!!! FACULTY OF EDUCATION/ Learning and Educational Technology research unit 30.10.2014 (LET)/ Marika Koivuniemi 17
- 18. SELECTED REFERENCES • Boekaerts, M. (1996). Self-regulated learning at the junction of cognition and motivation. European Psychologist, 1(2), 100-112. • Hadwin, A., Järvelä, S., & Miller, M. (2011). Self-regulated, co-regulated, and socially shared regulation of learning. In B. J. Zimmerman & D. H. Schunk, Handbook of self-regulation of learning and performance (pp. 65-84). New York: Routledge. • Pintrich, P. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich & M. Zeidner (Eds.), Handbook of self-regulation (pp. 451-502). San Diego, CA: Academic Press. • Puustinen, M., & Pulkkinen, L. (2001). Models of self-regulated learning: A review. Scandinavian Journal of Educational Research, 45(3). • Schunk & Zimmerman, 1994 • Winne, P., & Hadwin, A. (1998). Studying as self-regulated learning. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Metacognition in educational theory and practice. New Jersey: Lawrence Erlbaum associates. • Winne, P., & Hadwin, A. (2008). The weave of motivation and self-regulated learning. In D. Schunk & B. Zimmerman (Eds.), Motivation and self-regulated learning. New York: Routledge. FACULTY OF EDUCATION/ Learning and Educational Technology research unit 30.10.2014 (LET)/ Marika Koivuniemi 18