SELF-REGULATED LEARNING
Arttu Mykkänen & Kristiina Kurki
Contact: arttu.mykkanen@oulu.fi; kristiina.kurki@oulu.fi
Objectives
• The student familiarizes himself/herself with research
explaining the core processes related to self-regulated
learning.
• With this knowledge, student analyzes the
prerequisites for being a skilled learner and the
development into a life-long learner.
• In addition to this, student is able to explain the
significance of working together as a team to the
emergence of new knowledge and understanding.
Objectives
Theory of SRL to support
your own learning
You will learn to…
• Analyze the mutual interaction of cognitive,
emotional, and motivational factors and their effect
on learning.
• Compare and explain the significance of individual
and group activity in learning.
• Predict, develop, and evaluate the connection of
different technological applications to the process of
self-regulating learning.
Contents of the course
• Self-regulated learning (SRL)
– Theory and practice
• Motivational and emotional factors in SRL
– Theory and practice
• Metacognition and learning strategies in SRL
– Theory and practice
• Implementing and assessing SRL in the classrooms
– Theory and practice
Assessment
• Active participation in lectures, collaborative and
independent work.
• Completing the learning assigments.
• Completing the final exam.
– Readings for the exam will be the material and articles
used during the course.
• The performance will be assessed as follows
– Participation 20 %
– Blog, 30 %
– Exam, 50 %
COURSE IMPLEMENTATION
Course schedule
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7.10
8.10
11.10
28.10
29.10
31.10
1.11
19.11
21.11
22.11
10.12
12.12
klo 14.15-16 KTK215
klo 10.15-12 KTK210
klo 10.15-12 KTK138
klo 8.15-10 KTK 215
klo 8.15-10 KTK 122
klo 14.15-16 KK 224
klo 8.15-10 KTK 210
klo 14.15-16 KTK 210
klo 12.15-14 KTK213
klo 8.15-10 KTK210
klo 10.15-12 KTK213
klo 8.15-10 KTK210
Introduction, Arttu Mykkänen
SRL – lecture, Sanna Järvelä
Groupwork
Case analysis
SRL and motivation, Hanna Järvenoja
SRL and strategies, Jonna Malmberg
Case analysis
Case analysis
Case analysis
SRL and assessment, Ernesto Panadero
Case analysis
Final exam
Phases of the implementation
What is
SRL?
• Lecture
• Solo
• Collab
• Face to
face
Motivation
and SRL
• Lecture
• Solo
• Collab
• Face to
face
Solo: Reading learning material + web blog working
Collab: Creating case scenarios as a group + wiki working
Face to face: Evaluating cases + presenting
Strategies
and SRL
• Lecture
• Solo
• Collab
• Face to
face
Assessing
SRL
• Lecture
• Solo
• Collab
• Face to
face
Phases of the implementation
Motivation
and SRL
Lecture
Solo
Collab
F2F
Work in solo phase
- Planning
Face to face work
- Readings
- Presenting yourWork
group’s
in collaborative phase
- Concept definition
case
- Planning
- ICE -notes
- Analysing other
group’s
-Active
participation
- Reflection
work
- Sharing information (ICEnotes) and shared product
- Reflection
Solo phase
• Solo phase
– Planning the work in solo phase
• Questions available in Confluence
1. Solo
Lecture
– Reading the material
• Available in Confluence
– ICE notes & Concepts
4. Solo
Reflection
• Main points in this article
• Connections between main points
• Applications
– What does this mean in practice
– Reflection of solo phase
• Available in confluence
Learning
SelfRegulation
3. Solo
Work
2. Solo
Planning
ICE - Notes
• 1) IDEA level: What is the idea or thought you
think is important or meaningful for you?
• 2) Connection level: Make connections between
things you know. Activating the prior knowledge
between ideas. What are the key concepts that are
related to this phenomenon?
• 3) Elaboration level: Elaborate what is there,
explain why. Can you think some real life examples?
SOLO PHASE
1. Planning
• Describe your Solo Phase task
2. ICE -notes and
concept definitions
• What are the topics and concepts
related to your task?
• Describe three most important
concepts from each article
• Set one goal for the Solo Phase
• IDEA: What are the main
concepts in this topic?
• How confident are you that you
will achieve your goal?
• CONNECTION: Describe how
concepts/ideas are related to
each other. Make connections
between concepts using prior
knowledge and experiences
• ELABORATION: How does this
note connect to other things you
have read? What does it mean in
practice?
3. Reflection
• Recall your Solo phase planning.
How well did you succeed? Why?
• Describe one challenge that you
had during your task
performance.
• What did you do to help your
self?
• What could you do differently
next time?
Collaboration phase
• When to start? Decide together how you will
spend your time + working methods
• Collaboration phase
– Planning the collaboration phase
1.
Solo/collab
Lecture
4.
Solo/collab
Reflection
• Questions in Confluence
Learning
SelfRegulation
3.
Solo/collab
Work
• Create a case based on work in solo phase
– Combine ideas from every member’s work
• Combine your IDEA notes
• Reflection of collaboration phase
2.
Solo/collab
Planning
Collaboration phase
1. Planning
2. Case task
3. Reflection
• Describe the case task in
collaboration phase.
• Why did you choose this
particular case to work on?
• What concepts and theories
introduced in the course
relates to your task?
• Set one goal for your
collaborative work
• Review and discuss about your
group’s members’ ICE -notes.
• Based on that review choose a
topic for your case.
• Reorganize information from
your ICE notes.
• Write a case description based
on your notes.
• Recall your group’s planning of
the task
• How well your case
description and case analysis
corresponded the task
assignment? Why?
• How well did you achieve your
goal?
• What was the main challenge
during your work. What would
you do differently next time?
• What could you do differently
next time?
15
What is a case?
• Based on your understanding, create a case that is a
description of a real or a real like situation where a
problem appears.
• This problem should relate to topics and themes
introducted in the lecture.
• Problem can stem for example from your previous
experiences.
What is a case?
• When your case description is finished, analyse it
based on your theoretical understanding.
• After that, create a ”conclusion model” about how
the problem can be solved in similar situations for
example using planning in advance or using right
regulation during the situation.
Case example
Short case description
After a long work career Mr. Smith starts studies in the University. Studies begin well
but then the first web course starts and his motivation runs out because of the lack of
skills to use the computer. Studies are mainly contact teaching and in the beginning of
the studies there was no information about the fact that a part of the studies would be
conducted as a webcourse. If Mr. Smith would have known this he wouldn’t have started
studies in the first place.
Mr. Smith doesn’t dare to tell anyone about his incapability. He doesn’t ask for advice or
instructions. Instead, he lets everyone assume that he knows what to do. He has never
been involved in webcourses and he is not familiar with internet. At home he has a
computer but only children and wife use it. He would like to learn how to use the
computer but he doesn’t believe that he could learn it. After the webcourse the
teacher asks why he hasn’t even once signed in to the learning environment. Mr. Smith
admits that he can’t use the computer.
Case analysis
• Think and describe with pair:
– What kind problems Mr. Smith is confronting?
– Do he regulate his behavior in any way?
– Find a solution model for the situation
Case example
Short case description
After a long work career Mr. Smith starts studies in the University. Studies begin well
but then the first web course starts and his motivation runs out because of the lack of
skills to use the computer. Studies are mainly contact teaching and in the beginning of
the studies there was no information about the fact that a part of the studies would be
conducted as a webcourse. If Mr. Smith would have known this he wouldn’t have started
studies in the first place.
Mr. Smith doesn’t dare to tell anyone about his incapability. He doesn’t ask for advice or
instructions. Instead, he lets everyone assume that he knows what to do. He has never
been involved in webcourses and he is not familiar with internet. At home he has a
computer but only children and wife use it. He would like to learn how to use the
computer but he doesn’t believe that he could learn it. After the webcourse the
teacher asks why he hasn’t even once signed in to the learning environment. Mr. Smith
admits that he can’t use the computer.
Face to face meetings
• Presenting cases in groups
• Analysing and discussing the cases
– Elaboration of themes and topics
• After the new lecture, the process begins from the
start.
• Submit your cases and solution models to wiki 3
days before the face to face meeting; other groups
can think comments etc. beforehand
Any questions