self-regulated learning - assignment 3 - solo task

Solo Task 3Article 1

1. Task Interpretation2. Structuring Instruction

Article 23. Learning Strategies4. Rehearsal Strategies

Article 35. Metacongnition, SR & SRL6. Prompting & Cueing

LET Masters Program, University of Oulu Tharwat Wasfy, Educational Technologist & Methodologist


• 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 Interpretation2. Structuring Instruction


Task InterpretationConcept DefinitionTask 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)


Task InterpretationICE-noteWe 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


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.



• 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 Strategies2. Rehearsal Strategies


Learning StrategiesConcept DefinitionLearning 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”.


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


Rehearsal StrategiesConcept 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).


Rehearsal Strategies

ICE-note

• Passive vs. Active rehearsal strategies • Application of rehearsal strategies • Integration of rehearsal strategies


Solo Task 3Article

• 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 & SRL2. Prompting and cueing


Metacognition vs. SR vs, SRLConcept 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


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.


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?


Thanks. Any questions? Feel free to reach to Tharwat Wasfy at [email protected]

Learning and Educational Technology, Masters Program, University of Oulu.

Tharwat Wasfy, Educational Technologist.