awareness, feedback, self-regulation
TRANSCRIPT
AwarenessFeedbackSelf-regulationAn integrating review of Butler & Winne (1995) and Endsley (2000)
Christian Glahn
Designing Technologies for supporting Workplace Learning requires a Generic Model of Learning
We have worked on a model onintegrating
technologies and learning processes
for a long time
Feedback and
Reflection are essential
Usually I present this simplified Feedback Loop
Experience Knowledge
Response
BehaviourActo
r
Monitoring / Assessment
Judgement / Reflection
System
It integrates Models for designing Technologies for learning
Experience Knowledge
Response
BehaviourActo
r
Monitoring / Assessment
Judgement / Reflection
SystemCognitionButler & Winne (1995)
Endsley (2000)
TechnologiesZimmermann, Specht,
& Lorenz (2005)
The models aremore complex than displayed in my diagram
Usually I talk about the technology side of the model …
This presentation is about
Reviewing the cognitive models
SELF-REGULATED LEARNING
Butler, D. L., & Winne, P. H. (1995). Feedback And Self-Regulated Learning: A Theoretical Synthesis. Review of Educational Research, 65(3), 254-281.
Feedback and Self-regulated Learning
Concepts of Self-regulation• Outcome feedback• Task cues for performance expectations
(calibration feedback)• Cognitive feedback (internal feedback)• Validity feedback (process feedback)
– Task validity – Cognitive validity– Functional validity
• Motivation
Outcome Feedback
Calibration Feedback
Cognitive Feedback
Task Validity Feedback
Cognitive Validity Feedback
Functional Validity Feedback
Motivation
Reflective Practitionersas
Self-regulated Learners
Example
Schon, D. A. (1983). The Reflective Practitioner: How Professionals think in Action. London: Maurice Temple Smith.
Concepts of reflection
• Reflection for action*
• Reflection in action
• Reflection on action
* Ertmer, P. A., & Newby, T. J. (1996). The expert learner: Strategic, self-regulated and reflective. Instructional Science, 24, 1-24.
Revisit Schon’s concepts from a self-regulation perspective
Reflection for Action
Reflection in Action
Reflection on Action
SITUATIONAL AWARENESS
Endsley, M. R. (2000). “Theoretical Underpinnings of Situation Awareness: A Critical Review”. In M.R. Endsley & D.J. Garland (Eds.). Situation Awareness Analysis and Measurement (pp. ). Mahwah, NJ & London: Lawrence Erlbaum Associates.
Situation Awareness
Levels of Situation Awareness• Level 1: Perception of relevant information
– Being able to identify a situation
• Level 2: Comprehension of information– Understand the situation in context
• Level 3: Forward prediction– Understand the dynamics of a context
Situation Awareness in Teams
• Self-awareness within the team
• Peer-awareness within the team
• Awareness of the team as a whole
• Resource-awareness within the team
INTEGRATING THE PERSPECTIVES
Situation Awareness is about adjusting filters for cue perceptionand
identifying goals and appropriate strategies
Structuring interventions to improve self-regulation through increased situation awareness
The current challenge (in Salomo)
• Reduce errors• Risk awareness• Task alignment
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