Scaffolding of Self-Regulated Learning in Social Networks

1. Scaffolding of Self-Regulated Learning in Social Networks Cássio Melo Mestrando CIN UFPE Scaffolding do Aprendizado Auto-Regulado em Redes Sociais Jun/2010

2. Metacognition Being aware of your own thoughts, feelings, actions, and their effects on others

3. Metacognition • Metacognition Knowledge • Person Variables • Task Variables • Strategy • Metacognitive experiences • Tasks or goals • Strategies or activities Flavell (1979)

4. Self-Regulated Processes Self-regulation from a social cognitive perspective refers to the degree to which students are able to become metacognitively, motivationally, and behaviorallyactive participants of their own learning process (Zimmerman, 2000)

5. Self-Regulated Learning Zimmerman (1979)

6. Self-Regulation Processes • goal setting • self-monitoring • self-evaluating • task strategies • help seeking • time planning and management (Kitsantas & Zimmerman, 2004)

7. 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]

8. 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. • Qual é a área da superfície da base do tanque? • Qual é o volume do tanque de água? • Se você colocar água a uma vazão de 1,8 cm³/seg., quanto tempo levará para encher o tanque?

9. 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. • Qual é a área da superfície da base do tanque? • Qual é o volume do tanque de água? • Se você colocar água a uma vazão de 1,8 cm³/seg., quanto tempo levará para encher o tanque?

10. 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?

11. 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?

12. Scaffolding of Self-Regulated Learning in Social Networks

13. Development • Qualitative data • Quantitative data • SRL Inventories

14. Guidelines

15. Task Instructions, Contextual Aids and Use Policies

16. Prompts for Reflection Describe the steps you have developed to find the solution Share

17. Activity Streams

18. Learning Profile

19. Track User’s Progress

20. Lecture Notes

21. Peer Discussion and Assistance

22. Quizzes and Rubrics

23. Performance Feedback and Guidance

24. Reward Participation

25. Graphical Information

26. Related Work

27. Related Work • Visualization • Conversation • Social Network Analysis • Intelligent Tutoring Systems

28. Supporting Self-Regulation in Student-Centered Web-based Learning Environments Debbagh & Kitsantas (2005)

29. Promotion of self-assessment for learners in online discussion using the visualization software Mochizuki (2005)

30. A visualization tool for student assessment and evaluation in online learning Foroughi (2005)

31. Promoting self-regulated learning in web-based learning environments Narciss et al. (2007)

32. Personalized E-learning system with self-regulated learning assisted mechanisms for promoting learning performance Chen (2009)

33. Detecting Self-Regulated Learning in Online Communities by Means of Interaction Analysis [Dettori 2008] Ex.: Content Analysis of online interactions

34. Case Study

35. Redu

36. Method • Heuristic Evaluation • Pre- post- test (in progress) • Interview

37. 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

38. 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

39. Heuristic Evaluation Recommendations

40. Pre- Post- Test Evaluation

41. Questionnaire 1 (MSLQ) Sample

42. Questionnaire 2 Sample

43. Discussion • Assist goal setting and planning • Smart feedback • More options when learning in Redu • Adaptative classes • Peer-assistance • ...

44. Open Challenges • Measure the impact of suggested scaffolds • Metacognitive processes enabled in social networks • Teacher role in mediating self-regulation in Social Networks

45. Acknowledges • Alex Sandro • Colegas do Redu • Colegas do CCTE • CNPq

46. Thank you