Ciências Cognitivas e Tecnologia Educacional Scaffolding of Self-Regulated Learning in Social Networks Scaffolding do Aprendizado Auto-Regulado em Redes Sociais Cássio Melo Mestrando CIN UFPE Jun/2010

Ciências Cognitivas e Tecnologia Educacional Metacognition Being aware of your own thoughts, feelings, actions, and their effects on others

Ciências Cognitivas e Tecnologia Educacional Metacognition  Metacognition Knowledge –Person Variables –Task Variables –Strategy  Metacognitive experiences  Tasks or goals  Strategies or activities Flavell (1979)

Ciências Cognitivas e Tecnologia Educacional Self-Regulated Processes Self-regulation from a social cognitive perspective refers to the degree to which students are able to become metacognitively, motivationally, and behaviorally active participants of their own learning process (Zimmerman, 2000)

Ciências Cognitivas e Tecnologia Educacional Self-Regulated Learning Goal Planning Self- Monitoring Self- Evaluation Zimmerman (1979)

Ciências Cognitivas e Tecnologia Educacional Self-Regulation Processes  goal setting  self-monitoring  self-evaluating  task strategies  help seeking  time planning and management (Kitsantas & Zimmerman, 2004)

Ciências Cognitivas e Tecnologia Educacional Motivation  Problems –Incompetent individuals lack the metacognitive skills necessary for accurate self-assessment [Jones 08] –The incompetent can gain insight about their shortcomings by making them more competent, thus providing them the metacognitive skills necessary to be able to realize that they have performed poorly [Kruger 99] –A lot of useful information about the learner is available in CSCL environments but most are not analysed [Dettori 2008] –There’s no automatic support for tracking user’s activity on a LMS and transforming it in meaningful information for feedback [Foroughi 2005]

Ciências Cognitivas e Tecnologia Educacional Current Self-Regulation Challenges in Online Learning Environments  Great demands of self-regulatory skills [Narciss et. al. 2005, Kitsantas 2004]  Lack of teaching support  Extensive amount of information available [Narciss et. al. 2005]  Incompetent individuals lack the metacognitive skills necessary for accurate self-assessment [Jones 08]  There’s little automatic support for tracking user’s activity on a LMS and transforming it in meaningful information for feedback [Foroughi 2005]  Social dimension of learning has not unleashed in self-regulatory activities in Online Environments [Kitsantas 2004]

Ciências Cognitivas e Tecnologia Educacional Scaffolding of Metacognition  Um tanque de água é em formato de um prisma octagonal. A base tem lado de 11,9 cm. A aresta lateral do tanque é 36 cm. a)Qual é a área da superfície da base do tanque? b)Qual é o volume do tanque de água? c)Se você colocar água a uma vazão de 1,8 cm³/seg., quanto tempo levará para encher o tanque?

Ciências Cognitivas e Tecnologia Educacional Scaffolding of Metacognition  Um tanque de água é em formato de um prisma octagonal. A base tem lado de 11,9 cm. A aresta lateral do tanque é 36 cm. a)Qual é a área da superfície da base do tanque? b)Qual é o volume do tanque de água? c)Se você colocar água a uma vazão de 1,8 cm³/seg., quanto tempo levará para encher o tanque?

Ciências Cognitivas e Tecnologia Educacional Scaffolding of Metacognition  What is the goal?  What is important?  What are the steps to solve this problem?  What instruments can you use to measure?

Ciências Cognitivas e Tecnologia Educacional Research Goals To study some of the online social network practices that contributes to the development of self-regulatory skills in the new collaborative situations available in Redu  How can Social Networks help students become self-regulated learners?  And, what processes of SRL should be supported?

Ciências Cognitivas e Tecnologia Educacional Scaffolding of Self-Regulated Learning in Social Networks

Ciências Cognitivas e Tecnologia Educacional Development  Qualitative data  Quantitative data  SRL Inventories

Ciências Cognitivas e Tecnologia Educacional Guidelines

Ciências Cognitivas e Tecnologia Educacional Task Instructions, Contextual Aids and Use Policies

Ciências Cognitivas e Tecnologia Educacional Prompts for Reflection Describe the steps you have developed to find the solution Share

Ciências Cognitivas e Tecnologia Educacional Activity Streams

Ciências Cognitivas e Tecnologia Educacional Learning Profile

Ciências Cognitivas e Tecnologia Educacional Track User’s Progress

Ciências Cognitivas e Tecnologia Educacional Lecture Notes

Ciências Cognitivas e Tecnologia Educacional Peer Discussion and Assistance

Ciências Cognitivas e Tecnologia Educacional Quizzes and Rubrics

Ciências Cognitivas e Tecnologia Educacional Performance Feedback and Guidance

Ciências Cognitivas e Tecnologia Educacional Reward Participation

Ciências Cognitivas e Tecnologia Educacional Graphical Information

Ciências Cognitivas e Tecnologia Educacional Related Work

Ciências Cognitivas e Tecnologia Educacional Related Work  Visualization  Conversation  Social Network Analysis  Intelligent Tutoring Systems

Ciências Cognitivas e Tecnologia Educacional Supporting Self-Regulation in Student-Centered Web-based Learning Environments Debbagh & Kitsantas (2005)

Ciências Cognitivas e Tecnologia Educacional Promotion of self-assessment for learners in online discussion using the visualization software Mochizuki (2005)

Ciências Cognitivas e Tecnologia Educacional A visualization tool for student assessment and evaluation in online learning Foroughi (2005)

Ciências Cognitivas e Tecnologia Educacional Promoting self-regulated learning in web-based learning environments Narciss et al. (2007)

Ciências Cognitivas e Tecnologia Educacional Personalized E-learning system with self-regulated learning assisted mechanisms for promoting learning performance Chen (2009)

Ciências Cognitivas e Tecnologia Educacional Detecting Self-Regulated Learning in Online Communities by Means of Interaction Analysis [Dettori 2008] Ex.: Content Analysis of online interactions

Ciências Cognitivas e Tecnologia Educacional Case Study

Ciências Cognitivas e Tecnologia Educacional Redu

Ciências Cognitivas e Tecnologia Educacional Method  Heuristic Evaluation  Pre- post- test (in progress)  Interview

Ciências Cognitivas e Tecnologia Educacional Heuristic Evaluation Goals (1/2)  Goal Setting –Users are aware of their leaning objectives and how they can be accomplished in the network  Self-Monitoring –Users keep track on what they have done –Users know if they are doing right  Self-Evaluating –Users receive feedback on their performance –Users know what should they have done different

Ciências Cognitivas e Tecnologia Educacional Heuristic Evaluation Goals (2/2)  Task Strategies –Users identify people and things that may be interesting to their learning –Users can change their learning strategy  Help Seeking –Users can easily find the resources that help them with a particular task  Time Planning and Management –Users know how much time they have to complete the task

Ciências Cognitivas e Tecnologia Educacional Heuristic Evaluation Recommendations

Ciências Cognitivas e Tecnologia Educacional Pre- Post- Test Evaluation

Ciências Cognitivas e Tecnologia Educacional Questionnaire 1 (MSLQ) Sample

Ciências Cognitivas e Tecnologia Educacional Questionnaire 2 Sample

Ciências Cognitivas e Tecnologia Educacional Discussion  Assist goal setting and planning  Smart feedback  More options when learning in Redu  Adaptative classes  Peer-assistance ...

Ciências Cognitivas e Tecnologia Educacional Open Challenges  Measure the impact of suggested scaffolds  Metacognitive processes enabled in social networks  Teacher role in mediating self- regulation in Social Networks

Ciências Cognitivas e Tecnologia Educacional Acknowledges  Alex Sandro  Colegas do Redu  Colegas do CCTE  CNPq

Ciências Cognitivas e Tecnologia Educacional Thank you