(Meta)cognitive perspective self-regulated learning

1. (META)COGNITIVE PERSPECTIVE
SELF-REGULATED LEARNING
Jonna Malmberg
Learning and Educational Technology Research Unit
(LET)

2. 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.

3. WHO ARE YOU?
• Introduce your self
• Explain shortly
- What is the purpose of this course

4. COURSE TASK
1. 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?

5. 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)

6. 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

7. 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

8. 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).

9. 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…
PLAN
SET GOALS
MONITOR
EVALUATE

10. 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

11. 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?

12. 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

13. 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)

14. 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 CONTROLLING
Highlights NotesQuestions
3bMONITORING
•understanding
•tactic use
•Better task understanding
•Strategic knowledge
1 TASK
UNDERSTANDING
2 PLANNING AND GOAL
SETTING
Winne & Hadwin, 1998 , Zimmerman, 2000

15. 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

16. TASK UNDERSTANDING –
TASK COMPONENTS
EXPLICIT
• 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

17. WHAT MAKES THIS STUDENT
SUCCESSFUL WITH THIS TASK
ASSIGNMENT?
Read the Scenario 1

18. 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

19. 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

20. WHAT TYPES OF GOALS YOU CAN
SET?
Short term goals in early stages of learning
outline ways you can attain an eventual target or outcome
break an outcome goal into processes or steps
used 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

21. 3. TASK ENACTMENT
MONITORING AND CONTROLLING
1) Understanding (Metalevel and Object Level)
2) Strategy use
3) 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

22. 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..

23. 6 serious challenges:
Motivational problems
1) Poor Task understanding
2) Vague Goals and Plans
3) Weak strategies (or strategy choices)
4) Lack of monitoring
5) Inaccurate self-evaluation
Hadwin, 2009; Järvelä & Järvenoja
2010

24. 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
understanding
2. Goal setting
and planning
3. Enacting
strategies
4. Evaluating
and adapting
?
SRL

25. IT IS NOT PRODUCTIVE
AND THEN YOU…

26. 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?

27. 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

28. How is a good goal like?
• SPECIFIC
• MEASURABLE
• ACTION ORIENTED
• REALISTIC
• TEMPORAL

29. 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
SUBGOAL
S
ULTIMATE
GOAL
SUBGOAL
S
SUBGOAL
S
SUBGOAL
S

30. 3. STRATEGY USE
MONITORING 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?

31. General learning strategies
COGNITIVE LEARNING
STRATEGIES
ACTIVITIES
 REHEARSAL UNDERLINE, COPYING WORDS
 ELABORATION EXPLAINING, MAKING NOTES
AND DRAWING CONNECTIONS
 ORGANISATIONAL CONCEPT- OR MIND MAPPING
TIME 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),

32. 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).

33. 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

34. 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.

35. 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.

36. WHAT PROBLEMS DID THE STUDENT
ENCOUNTER WITH THIS TASK
ASSIGNMENT?
Read the Scenario 2

37. 4. EVALUATING
…In each phase of studying…
Through evaluating changes in
– Task understanding
– Goals and Pland
– Strategies
….Across studying….

38. 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,

39. 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 PLANS
3. TASK ENACTMENT
4. ADAPTING
STUDYING MONITORING
UNDERLYING MODEL OF SRL

40. 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

41. ADDRESS
Adaptive 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 use
1. Understanding
2. Evaluating strategy use
• Adapting and reflecting
– Reflecting studying
– RLQ Questionnaire
1.TASK
UNDERSTANDING
2. PLANNING AND
GOAL SETTING
3. STRATEGY USE
3. ADAPTING AND
REFLECTING
SRL

42. TASK UNDESRSTANDING AND GOAL SETTING
PLANNING NOTE
1. Describe your task
2. What terms and
concepts relate to
this task
3. Set one goal for this
task

43. STRATEGY USE
STRUCTURED NOTE TOOL
1) Guestion and answer
with starting prompts
2) Compare and Contrast
3) IDEA note (Idea,
Connections and
extensions)

44. MONITORING UNDERSTANDING
HOW AM I DOING?
• Identifying main
topics
• Connecting ideas
• Explaining
• Using prior
knowledge
• Goal attainment
• Focusing

45. MONITORING STRATEGY USE
STRATEGY LOG
• What strategy was used (Strategic knowledge)
• Why strategy was used (Conditional knowledge)
• How well the strategy worked (Procedural
knowledge)