Self-Regulated Learning - Assignment 3 - Solo Task
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The document provides summaries of three articles related to self-regulated learning. Article 1 discusses task interpretation and structuring instruction to develop students' metacognitive knowledge and task conceptions. Article 2 defines learning strategies, including rehearsal strategies using repetitive exposure. Article 3 distinguishes between metacognition, self-regulation, and self-regulated learning which all involve monitoring cognition or behavior. It also discusses prompting and cueing students through computer-based learning environments.
Self-Regulated Learning - Assignment 3 - Solo Task
- 1. Solo Task 3 Article 1 1. Task Interpretation 2. Structuring Instruction Article 2 1. Learning Strategies 2. Rehearsal Strategies Article 3 1. Metacongnition, SR & SRL 2. Prompting & Cueing LET Masters Program, University of Oulu Tharwat Wasfy, Educational Technologist & Methodologist
- 2. Solo Task 3 Article 1 • Butler, D. L. and Cartier, S. C. (2004). Promoting Effective Task Interpretation as an Important Work Habit: A Key to Successful Teaching and Learning. Teachers College Record, 106 (9), pp. 1729-1758. 1. Task Interpretation 2. Structuring Instruction LET Masters Program, University of Oulu Tharwat Wasfy, Educational Technologist & Methodologist
- 3. Task Interpretation Concept Definition Task interpretation sets learning in motion and establishes directions for learning. As such, students’ adopting the habit of interpreting tasks is foundational to their successful performance. Further, our model suggests that task interpretation is a joint function of students’ metacognitive knowledge about tasks, their conceptions about the nature of academic work, and how well students actively and strategically focus attention on deciphering task demands. (Butler & Cartier, 2004) LET Masters Program, University of Oulu Tharwat Wasfy, Educational Technologist & Methodologist
- 4. Task Interpretation ICE-note We begin by clarifying the relationships between metacognitive knowledge, conceptions about tasks, and task interpretation. Then we elaborate on how task interpretation is one important work habit that is a key part of self-regulation in action. We close this section by highlighting how motivational beliefs interact with task interpretation to shape the quality of students’ task engagement. (Butler & Cartier, 2004) • Examples are very shallow • Topics of ‘task’ are very generic. • Technical knowledge about certain subject/course is missing. • Application of theory is missing from practice LET Masters Program, University of Oulu Tharwat Wasfy, Educational Technologist & Methodologist
- 5. Structuring Instruction Concept Definition Butler, D. L. and Cartier, S. C. (2004) recommend teachers to “provide instruction explicitly focused on promoting metacognitive knowledge, productive task conceptions, and students’ development of effective strategies for completing academic work. LET Masters Program, University of Oulu Tharwat Wasfy, Educational Technologist & Methodologist
- 6. Solo Task 3 Article 2 • Weinstein, C. E., Acce, T. W., & Jung, J. (2011). Self-regulation and learning strategies. New Directions for Teaching and Learning, 126, 45–53. 1. Learning Strategies 2. Rehearsal Strategies LET Masters Program, University of Oulu Tharwat Wasfy, Educational Technologist & Methodologist
- 7. Learning Strategies Concept Definition Learning strategies are a bit difficult to define since the nomenclatures used in cognitive educational psychology as well as in strategic and self regulated learning have not yet been standardized across and within these fields of study. (Weinstein et al, 2011) Jasmina Hasanbegovic explains that “ learning strategies refer to Students' self-generated thoughts, feelings, and actions, which are systematically oriented toward attainment of their goals”. LET Masters Program, University of Oulu Tharwat Wasfy, Educational Technologist & Methodologist
- 8. Learning Strategies ICE-note • Lack of Standard Definition • Interaction with everything else except subject (Material) • Involvement of thoughts and feelings • Application of theory is missing from practice LET Masters Program, University of Oulu Tharwat Wasfy, Educational Technologist & Methodologist
- 9. Rehearsal Strategies Concept Definition Rehearsal strategies use repetitive exposure to what the student is trying to learn. Examples of rehearsal strategies include repeating a definition over and over, using flash cards, listening over and over to tape recordings or podcasts of lectures, and highlighting material in a text. (Weinstein et al, 2011). LET Masters Program, University of Oulu Tharwat Wasfy, Educational Technologist & Methodologist
- 10. Rehearsal Strategies ICE-note • Passive vs. Active rehearsal strategies • Application of rehearsal strategies • Integration of rehearsal strategies LET Masters Program, University of Oulu Tharwat Wasfy, Educational Technologist & Methodologist
- 11. Solo Task 3 Article • Dinsmore, D. L., Alexander, P. a., & Loughlin, S. M. (2008). Focusing the Conceptual Lens on Metacognition, Self-regulation, and Self-regulated Learning. Educational Psychology Review, 20(4), 391–409. 1. Metacongnition, SR & SRL 2. Prompting and cueing LET Masters Program, University of Oulu Tharwat Wasfy, Educational Technologist & Methodologist
- 12. Metacognition vs. SR vs, SRL Concept Differences Differences between metacognition, SR, and SRL may lie in what is being monitored or controlled. In self-regulation and self-regulated learning, monitoring or control may refer to behavior, cognition, or motivation, while metacognition likely emphasizes monitoring and control of cognition, specifically. (Dinsmore et al 2008) ICE-note • Constructs Overlap in Meaning • Focus on academic learning • Monitoring thoughts and actions • Environment Triggers & Metacognition LET Masters Program, University of Oulu Tharwat Wasfy, Educational Technologist & Methodologist
- 13. Prompting & Cueing Concept Differences Dinsmore (2008) explains that the co-emergence of SRL and computer-based learning environments (CBLEs), such as hypermedia, has introduced an added layer of complexity in many of these studies. He then, refers to this layer of complexity in CBLEs as it involves some type of prompting or cueing, which is often referred to in the literature as scaffolding. LET Masters Program, University of Oulu Tharwat Wasfy, Educational Technologist & Methodologist
- 14. Reflection 1. Recall your SOLO phase planning. How well did you succeed? Why? 2. Describe one challenge that you had during your task performance. 3. How you managed with the challenge you faced? What would you do differently next time? LET Masters Program, University of Oulu Tharwat Wasfy, Educational Technologist & Methodologist
- 15. Thanks. Any questions? Feel free to reach to Tharwat Wasfy at Tharwat.wasfy@yahoo.com Learning and Educational Technology, Masters Program, University of Oulu. Tharwat Wasfy, Educational Technologist.