Socially Shared Metacognition: Convergence & Divergence in CSCL Planning Allyson Hadwin, Mariel Miller, Elizabeth Webster, Philip Winne Paper presented at the EARLI 2011, Exeter, UK

1. Socially Shared Metacognition: Convergence & Divergence in CSCL Planning Allyson Fiona Hadwin, Mariel Miller, Elizabeth Webster University of Victoria, BC, Canada Philip H. Winne Simon Fraser University, BC, Canada University of Victoria Technology Integration & Evaluation Research Lab Research was funded by a SSHRC Standard Research Grant 410-2008-0700 (A. Hadwin)

4. Theoretically Successful Collaboration Involves CORL CoRL Self-Regulated Learning (SRL) Each team member regulates his/her strategic engagement Socially Shared Regulation (SSRL) Interdependent or collective regulation of group processes and successful coordination of strategies Builds on Winne & Hadwin, 1998 model of SRL SRL SSRL

5. Planning involves: Phase 1: Developing task perceptions What & Why Phase 2: Constructing Goals/Standards Students SRL By constructing These perceptions & goals Students SSRL By negotiating perceptions & goals

11. SSRL Negotiation Index Number of idea units in shared team perceptions Emergence =  idea units in team shared perceptions that appear during negotiation and are not included individuals’ perceptions Divergence =  idea units in individuals’ answers not included in teams’ shared perceptions and not included in the negotiation process Convergence =  idea units in individuals’ perceptions that teams include in the shared group perception via negotiation Number of team members C - D N + ( ) E K

12. We hypothesize that… Low SSRL Negotation Index for Task Perceptions Low SSRL Negotiation Index for Team goals Limited opportunities for Monitoring, evaluating & regulating team strategies Weaker Team Task Performance

13. Negotiation Index: Theoretical Examples Emergence Divergence Convergence 11 theoretical examples of individual vs. group responses in SSRL planning Each letter represents 1 idea unit Team Response Member 1 Member 2 Member 3 A a bcde a bcde a bcde A b c d ABD ab c d e abd e ab c d e AB c d e ABCD ab cd ad ABC DE a b c ABCD abcd ab cd ABDE abe ab abcde ABDE abde abde abde ABCDE abcde abcde abcde AB C D E abd abd abd

14. Negotiation Index: Theoretical Example Emergence Divergence Convergence Team Response Member 1 Member 2 Member 3 CON A a bcde a bcde a bcde 1+1+1 A b c d 0 ABD ab c d e abd e ab c d e 3+3+3 AB c d e 0 ABCD ab cd ad 2+2+2 ABC DE a b c 1+1+1 ABCD abcd ab cd 4+2+2 ABDE abe ab ab c de 3+2+4 ABDE abde abde abde 4+4+4 ABCDE abcde abcde abcde 5+5+5 AB C D E abd abd abd 3+3+3

15. Negotiation Index: Theoretical Example Emergence Divergence Convergence Team Response Member 1 Member 2 Member 3 CON DIV A a bcde a bcde a bcde 1+1+1 4+4+4 A b c d 0 1+1+1 ABD ab c d e abd e ab c d e 3+3+3 2+1+2 AB c d e 0 1+1+1 ABCD ab cd ad 2+2+2 0 ABC DE a b c 1+1+1 0 ABCD abcd ab cd 4+2+2 0 ABDE abe ab ab c de 3+2+4 1 ABDE abde abde abde 4+4+4 0 ABCDE abcde abcde abcde 5+5+5 0 AB C D E abd abd abd 3+3+3 0

16. Negotiation Index: Theoretical Example Emergence Divergence Convergence Team Response Member 1 Member 2 Member 3 CON DIV EMER A a bcde a bcde a bcde 1+1+1 4+4+4 0 A b c d 0 1+1+1 1 ABD ab c d e abd e ab c d e 3+3+3 2+1+2 0 AB c d e 0 1+1+1 2 ABCD ab cd ad 2+2+2 0 0 ABC DE a b c 1+1+1 0 2 ABCD abcd ab cd 4+2+2 0 0 ABDE abe ab ab c de 3+2+4 1 0 ABDE abde abde abde 4+4+4 0 0 ABCDE abcde abcde abcde 5+5+5 0 0 AB C D E abd abd abd 3+3+3 0 2

17. Negotiation Index: Theoretical Example Emergence Divergence Convergence Team Response Member 1 Member 2 Member 3 CON DIV EMER Index A a bcde a bcde a bcde 1+1+1 4+4+4 0 -3.00 A b c d 0 1+1+1 1 0.00 ABD ab c d e abd e ab c d e 3+3+3 2+1+2 0 0.44 AB c d e 0 1+1+1 2 0.50 ABCD ab cd ad 2+2+2 0 0 0.50 ABC DE a b c 1+1+1 0 2 0.60 ABCD abcd ab cd 4+2+2 0 0 0.67 ABDE abe ab ab c de 3+2+4 1 0 0.75 ABDE abde abde abde 4+4+4 0 0 0.92 ABCDE abcde abcde abcde 5+5+5 0 0 1.00 AB C D E abd abd abd 3+3+3 0 2 1.00

25. Task Goal – Team 2 B. Good grade/ Good Assignment C. Learn new strategies E. Experiment /try strategies strategies G. Find/create strategies that work for others c-e-g c b-c Member 1 Member 2 Member 3 Team Response I want to learn the best way for me to prepare for tests. Furthermore, I tend find my self cramming for an exam. So, not having to do that and learn how to properly schedule my preparation. I want to be able to identify different learning strategies and be able to know which situations best fit which strategy. I also want to be able to create a solid sample scenario with my group mates. From this assignment I want to come up with a great strategy that suit me very well also very effective. In this way, I will know what kind of strategy is best for me and what is not working. Hopefully, the strategy that I find is also effective to others too so that other people can be benefit by using my strategy. Con = 6 Div = 0 Em = 0 SSRL = .50

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