Redefiniendo la Universidad Nuevos modelos informales para el aprendizaje en red Universitat de Barcelona Septiembre 4 + 5, 2012 Self-regulated Learning in Technology Enhanced Learning Environments: A 21st century key competence ? Karl Steffens Cologne University Universit ä t zu K ö ln
The Marshmellow Experiment The Marshmellow Experiment video Universit ä t zu K ö ln
The Marshmellow Experiment 10 years later: significant positive correlations between delay time and assessment by parents Adolescent coping questionnaire How likely is your child to exhibit self-control in frustrating situations? .58*** How able is your child to pursue his or her goals when motivated? .38* How intelligent is your child? .48** California Child Q-Sort Is planful, thinks ahead. .36* Is attentive and able to concentrate. .39** Uses and responds to reason. .43** SAT verbal .42* SAT quantitative .57** Shoda, Y., Mischel, W. & Peake, P.K. (1990). Universit ä t zu K ö ln
Overview Overview 1. Introduction: Rethinking universities 2. 21st key century competences ? 3. Self-regulated learning 4. SRL in TELEs 5. Self-regulation and competences 6. Rethinking universities 7. References Universit ä t zu K ö ln
1. Introduction: Rethinking universities Rethinking universities in times of change The Bologna Process 1999 Bologna declaration aimed at establishing a European Higher Education Area (EHEA) 1. Mutual recognition of degrees and qualifications 2. Three-cycle-structure (Bachelor/Master/Doctorate) 3. Cooperation in quality assurance 2006 Recommendation on “Key Competences for Lifelong Learning“ adopted by the European Parliament and the Council Universit ä t zu K ö ln
2. 21st century key competences European Parliament and the Council (2006): Eight key competences for lifelong learning 1. communication in the mother tongue; 2. communication in foreign languages; 3. mathematical competence and basic competences in science and technology; 4. digital competence; 5. learning to learn; 6. social and civic competence; 7. sense of initiative and entrepreneurship; 8. cultural awareness and expression. Universit ä t zu K ö ln
2: 21st key century competences White (1959): Competence connotes people‘s capacitiy to interact effectively with the environment. Wechsler (1944): Intelligence is the aggregate or global capacity of the individual to act purposefully, to think rationally, and to deal effectively with his environment. Sternberg (2007): Developing competence as the ongoing process of the acquisition and consolidation of a set of skills needed for performance in one or more life domains at the journeyman-level or above. abilities à competencies à expertise Universit ä t zu K ö ln
2: 21st century competencies My own suggestion (formal definition): Competence is a theoretical construct to describe and explain the knowledge and skills people have acquired and put to use in order to cope with specific tasks. My question: What competences do people need in order to cope with and enjoy life in the 21st century? Universit ä t zu K ö ln
2: 21st century competencies Some old answers: Erikson (1950) Individuals should be able to develop (1) trust, (2) autonomy, (3) initiative, (4) industry, (5) identity, (6) intimacy, (7) generativity and (8) ego integrity. Marie Jahoda (1950) A healthy person should be able to actively cope with her/his environment, to show a certain unity and to have a correct view of the world and of herself/himself Freud A healthy person should be able to love and to work 21st century key competencies? Universit ä t zu K ö ln
2: 21st century competencies Some new answers Lifelong learning “Lifelong learning is education for the knowledge economy“ World Bank (2003) “Basic education, followed by initial vocational education and training, should equip all young people with the new basic skills required in a knowledge-based economy. It should also ensure that they have ‘learnt to learn’ and that they have a positive attitude towards learning.“ (Commission of the European Communities, 2000) Universit ä t zu K ö ln
2: 21st century competencies Delors (1996) lifelong learning Lifelong learning is based on four pillars: 1. learning to know, 2. learning to do, 3. learning to live together, 4. and learning to be. Universit ä t zu K ö ln
2: 21st century competencies Helen Haste (2009), Harvard School of Education 1. Managing ambiguity 2. Agency and responsibility 3. Finding and sustaining community 4. Managing emotion 5. Managing technological change Universit ä t zu K ö ln
3. Self-regulated learning Self-regulation as a 21st century key competence? Applied to different personality domains: cognition, emotion, motivation, action Short-term: coping with specific situations Long-term: aiming at achieving life goals (personality development, school, career, social relations, health) Universit ä t zu K ö ln
3. Self-regulated learning Models of self-regulation Cybernetic models Miller, Galanter & Pribram (1960) TOTE model TEST EXIT OPERATE Universit ä t zu K ö ln
3. Self-regulated learning Self-regulated learning Zimmermann (2000) A cyclic model of SRL 1. Forethought (planning) 2. performance or volitional control (monitored execution), and 3. self-reflection (evaluation). Universit ä t zu K ö ln
3. Self-regulated learning Students who know how to self-regulate their learning “set better learning goals, implement more effective learning strategies, monitor and assess their goal progress better, establish a more productive environment for learning, seek assistance more often when it is needed, expend effort and persist better, adjust strategies better, and set more effective new goals when present ones are completed”. Zimmerman, B.J. & Schunk, D. (2008). Universit ä t zu K ö ln
4. SRL in TELEs Self-regulated Learning in Technology Enhanced Learning Environments TELEPEERS – Self-regulated learning in technology enhanced learning environments at university level: a peer review (2004-2006) Universities of Cologne/Germany, Aalborg/Denmark, Amsterdam/The Netherlands, Barcelona/Spain, Bergen/Norway, Compiègne/France, Lisbon/Portugal, Nottingham Trend/U.K. and the Istituto Tecnologie Didattiche Genoa/Italy Questionnaires to assess the potentical of TELEs to foster SRL Evaluation of 12 TELEs Universit ä t zu K ö ln
4. SRL in TELEs cog mot emo soc TELE/home total Container systems with tutor Digital Portfolio / Amsterdam 4.1 3.5 3.8 4.5 4.0 DiViDU / Amsterdam 4.0 3.6 3.5 4.5 3.9 ILIAS / Cologne 3.7 3.7 4.0 4.8 4.2 Weblogs / Bergen 2.8 3.4 2.7 3.4 3.1 Content systems with tutor ICT-based Teacher Training / Lisbon 3.2 2.3 3.0 3.5 4.6 1.4 1.7 1.8 1.1 0.8 Trent Cognitive Psychology Course/ Nottingham Digital Video Course / Barcelona 2.3 2.7 3.2 4.5 3.1 Teacher Training Course on ET / Genoa 3.3 2.6 3.1 3.3 4.5 Content systems without tutor Sunpower / Cologne 3.2 3.0 1.9 0.6 2.4 Databases / Compiègne 3.8 2.6 2.9 2.4 3.0 Programming Tutorial / Compiègne 3.6 3.6 2.9 1.6 3.0 Universit ä t zu K ö ln SWIM / Aalborg 2.4 3.6 3.2 3.3 3.0
4. SRL in TELEs Targeted Cooperative Network on SRL in TELEs http://www.taconet.com http://www.lmi.ub.es/taconet/ http://www.lmi.ub.es/telepeers/ Conferences on SRL in TELEs 2004 Barcelona 2005 Lisbon 2007 Amsterdam 2010 Barcelona Publications Among others: special Issues on SRL in TELEs in European Journal of Education, 2006, 41 (3/4) and in Technology, Pedagogy and Education, 2008, 17 (3) Universit ä t zu K ö ln
4. SRL in TELEs Part A: Foundations of SRL in TELEs A conceptual framework for research on self-regulated learning 3 Jos Beishuizen and Karl Steffens A technology for self-regulated learning 21 Antonio Bartolomé and Karl Steffens Didactics and self-regulated learning in technology enhanced learning environments: A contradiction ? 33 Karl Steffens Part B: Empirical studies on SRL in TELEs Unfolding the potential of ICT for SRL development 53 Manuela Delfino and Donatella Persico Technology enhanced environments for self-regulated learning in teaching practices 75 Roberto Carneiro and Ana Margarida Veiga Simão Fostering self-regulated learning in technology enhanced learning environments: evidence from empirical research 103 Jos Beishuizen Technological tools to support self-regulated learning 123 Dominique Lenne, Marie-Hélène Abel, Philippe Trigano Part C: SRL in TELEs: perspectives on future developments Technology enhanced learning: some impressions 135 Paul Lefrere Big issues: the example of learning platforms 145 Jean Underwood, Antonio Bartolomé and Paul Lefrere Self-regulated learning in technology enhanced learning environments in Europe: Facilitators and barriers to future development 155 Jean Underwood and Phil Banyard Universit ä t zu K ö ln
4. SRL in TELEs Most studies are either theoretical or explorative Very few experimental studies Beishuizen (2011) empirical evidence 6 international scientific journals 1999-2009 26 contributions by Dutch authors SRL and learning outcomes were related to • Complexitiy • Interactivity • Articulation • Balance between structure and freedom Universit ä t zu K ö ln
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