promoting & researching adaptive regulation: successes, challenges & possibilities
DESCRIPTION
Hadwin (2012). Promoting & researching adaptive regulation: Successes, challenges & possibilities Presented at the 2012 annual conference for the Canadian Society for the Study of Education (CSSE), Waterloo, ON.TRANSCRIPT
Promoting & researching adaptive regulation:
Successes, challenges & possibilities
Allyson Fiona HadwinStephanie Helm, Lindsay McCardle, Mariel Miller, Elizabeth Webster
University of Victoria, BC, Canada
University of VictoriaTechnology Integration & Evaluation Research Lab
Research funded by a SSHRC Standard Research Grant 410-2008-0700
1
Overview
• Context
• Theoretical framing SRL-CoRL-SSRL
• Scripting—Visualization—Awareness
• Three examples:• Task Understanding• Planning in solo studying• Planning in collaborative work
• Issues and challenges
Context: Design-based research
3
21st Century Learning
Learning How to Collaborate
Assessing Learning &
Collaboration
Leveraging technologies to promoting adaptive learning in the face of challenge
Learning How to Learn
SRL as Adaptive Learning
5
(Winne & Hadwin, 1998)
CondistionsMonitoring
Evaluating
Task Perceptions
Goals & Plans
Large Scale Adaptation
Task Enactment
5
Series of events unfolding within & across tasks
6
Lisa was studying for a midterm exam in environmental studies. Her professor told students the exam
covers Chapters 5-7, and consists of 35 multiple-choice questions (worth 2 points each) plus 3
short answer questions (worth 10 point each). Lisa’s professor provided a list of testable concepts
covered to date. Lisa looked over the list of concepts and created cue-cards for each one. She wrote
the concept on one side and copied point form explanations on the other side from her notes or
textbook. Over five days, Lisa quizzed herself by reading each concept and trying to remember exactly
what she had written on the other side. When she faltered, she re-read her written points. Lisa
repeated this process until she could make her way faultlessly through every card. “I’m totally ready,”
she thought. When she read the first exam question, she panicked. Although the concepts she studied
were included in questions, they were embedded in problem scenarios or in questions contrasting
several concepts. Lisa received a C+ on her exam. Feeling devastated, she met with her professor. As
they reviewed the exam questions, Lisa realized that when the professor said, “Know these concepts,”
she meant “know how concepts relate to environmental issues and problems”. The professor explained
this is why she had introduced case examples in each lecture and used those issues for
discussion points in each tutorial.
7
Task Perceptions
Task Engagement
Goals & Plans
Conditions:35 MC; Chapter 5-7
List of testable conceptsI’ve done lots of tests like
this before5 days to study
ProductsNeed to know these
terms
Concept=definition
Resource=textbook
Op
eration
s: S
ense m
aking
Conditions:
Strategies I know about – cue cards
Op
eration
s: C
onstructing &
weighing
goal profiles Products
Goal: Be able to faultlessly repeat the definition from
memory by day 4Plan: Find the definitions day
1 & make cue cards
Conditions
Goal....
Day by day cue card
plan
These terms from
Chp 5-7
Op
eration
s: S
earch, rehearse, m
onitor
ProductsI am ready
I know these termsI can repeat them faultlessly
BUT...the test doesn’t have any definitions..C+
Conditions:Concept = bigger idea
Know means applyWhat we do in class
relates to how we have to “know” in this course
Make sure I really understand the task –
confidence is not enough
7
9
Task
Perceptions
Goals
& Plans
Large Scale Adaptation
Task Enactment
Task
Perceptions
Goals
& Plans
Large Scale Adaptation
Task Enactment
Shared Task
Perceptions
Shared Goals
& Plans
Collective
Large Scale Adaptation
Shared Task Enactment
Co-regulationSRL SRL
SharedRegulation
Challenges researching regulation as adaption
10
SRL as successful adaptation in the face of challenge
• Historical and situational context matters• Context & purpose of regulatory strategies • Multiple samplings over time• Sampling across tasks• Intra-individual change• Within group change• SOURCE or who is actually doing the regulating
Battery of instruments
11
PAR-21
Data for learner & researcher
We believe the data researchers need to study regulation, are the same data learners need to improve their own regulation
Scripting Regulation
Mirroring-Visualizing Regulation
(Learning Analytics)
Awareness tools for Regulation
Guiding environments for Regulation
Design environments + prompts for regulation
Visual cues: learning activity & progress
Compare progress to standard
Prompt, guide, advise
3 Examples from our research
From Scripting to Awareness
Task UnderstandingPlanning in personal studyingPlanning in collaborative work
Example 1:Task Understanding
Scripting to visualization
Scripting to VisualizationScripting Solo Task UnderstandingAnalyze your understanding of the strategy library assignment by completing the following questions
What is the task? Provide a brief description including the task instructions I’m being asked to make two identical 6 page booklets that are based on a childhood memory. Create four printing plates, that include one drypoint plate and three collograph plates. Use a chance process to randomly determine the order, colour, and placement of these plates on each page of the booklet.
WHY has the instructor assigned this? What the main purpose of this task? The main purpose is to get the students experimenting with multiple plates, many colours, and different textures, while they are being pushed out of their comfort zones to build on their printmaking skills.
From past experience, what makes an excellent (A+) version of this task? Exceptional ability to visually describe space, skill in printing and presentation. Physical and conceptual aspects demonstrated at an exceptional level. Student pushes themselves to provide exceptional work instead of just meeting requirements.
OSHIGE, 2009
Scripting to VisualizationScripting Solo Task Understanding:
Analyze your understanding of the strategy library assignment by completing the following questions
Jason CookJason Cook
Visualizing Task Understanding:
Immediate feedback
MILLER, 2009
Scripting to Visualization
Scripting Solo Task Understanding:
How well do you know your instructor’s epistemological beliefs (Contextual Task Understanding)
Visualizing Task Understanding:
Immediate feedback
HADWIN et al
Example 2:Personalized Planning for studyingFrom Scripting to awareness
Scripting to Visualization (PPTs)
Scripting to Visualization
PPT excel
WEBSTER
Visualization to Awareness
SRL report
Example 3:Collaborative PlanningFrom scripting to awareness
Scripting to VisualizationScripting solo collaborative planning for each group member
Scripting Shared group planning
List the 4 reasons WHY your team is being asked to do the Collaborative Challenge Activity today?
What does your team want to learn or achieve in the Collaborative Challenge Activity today?
Based on your experiences in Collab Challenge 1, which of the following difficulties/tensions is your tem most concerned about encountering today? Explain.
Scripting to VisualizationVisualizing Group PlanningGroup members’ responses are visible to each other
Scripting solo collaborative planning for each group member
Scripting to VisualizationVisualizing Group PlanningGroup members’ responses are visible to each other
Scripting solo collaborative planning for each group member
Visualizing Group PlanningAlternative visualization tools
Flow Charts Visualization
Green = ideas mentioned by individuals and the group
Red = ideas mentioned by individuals but not the group
Scripting to VisualizationScripting solo collaborative planning for each group member
Scripting solo reflections on collaboration for each group member
Visualizing collaborative reflections for the group
Visualization to Awareness
Scripting solo reflections on collaboration for each group member
Visualizing collaborative reflections for the group
Visualization to Awareness
From Visualization to AwarenessWhy is this important? Awareness is more than just displaying discrepancies between current state and standard (or desired goal)
Awareness is about “seeing” and making sense of that discrepancy Personal planning tools:
More than scripting today, seeing today in context with the other weeks More than visualizing the patterns over time, making sense of those patterns over time
29
In a recent case study of shared planning, most group members reported high consensus in their shared plans despite describing different ideas about the purpose of the task and different goals for the task in their individual plans
(Miller & Hadwin, 2012)Group Member Task Purpose Consensus
Jay Completely agreed
Aaron Completely agreed
Michael Mostly agreed
Kelsey Somewhat agreed
Findings
Green = ideas mentioned by individuals and the groupRed = ideas mentioned by individuals but not the group
30
In a recent case study of shared planning, most group members reported high consensus in their shared plans despite describing different ideas about the purpose of the task and different goals for the task in their individual plans
(Miller & Hadwin, 2012)Group Member Goal Consensus
Jay Completely agreed
Aaron Completely agreed
Michael Completely agreed
Kelsey Somewhat agreed
Green = ideas mentioned by individuals and the groupRed = ideas mentioned by individuals but not the group
Charting future trajectories Scripting opportunities to engage metacognitively and reflectively in
academic work
Creating opportunities for learners to visualize patterns in their challenges, task perceptions, goals, motivation, evaluations in relation to past events and tasks (SRL as unfolding paterns)
Scripting awareness of regulation patterns over time and tasks
Leveraging awareness to guide and promote adaptive learning
Challenges & Opportunities When does scripting become other regulation?
When does guiding become other regulation?
Who is doing the regulating (learner, computer, other person)?
Adapting in the face of new challenges vs. adopting prescribed scripts
Scripting adaptive habits in learning
Helping learners visualize data across studying sessions – breaking maladapative patterns
Adaptive regulation is a lifelong learning skill – not just for academic success
Shift to view challenges and errors as necessary opportunities to learn to regulate