Fostering Learner Affect,
Emotion and SelfRegulation in Successful
Learning
George Siemens, PhD
Oct 20, 2015
OSU
Learning Models & Technologies
SRL & Affect
Analytics
New approaches
Learning Models & Technologies
SRL & Affect
Analytics
New approaches
It’s about connections & creation
(not content)
Wellman (2002)
in order for us to truly create and contribute to the world,
we have to be able to connect countless dots, to crosspollinate ideas from a wealth of disciplines, to combine
and recombine these pieces and build new castles.
Maria Popova
Knowledge development, learning, is (should
be) concerned with learners understanding
relationships, not simply memorizing facts.
i.e. naming nodes is “low level” knowledge
activity, understanding node connectivity, and
implications of changes in network structure,
consists of deeper, coherent, learning
Engagement and learning success
MOOC design and curriculum
Self-regulated and social learning
SNA and networked learning
Motivation, attitude,
and success criteria
Gasevic, D., Kovanovic, V., Joksimovic, S., & Siemens, G. (2014).
Where is research on massive open online courses headed? A
data analysis of the MOOC Research Initiative. The International
Review Of Research In Open And Distributed Learning, 15(5).
Learning knowledge deeply
1. Relate new ideas to previous knowledge
2. Integrated knowledge into conceptual
systems
3. Identify patterns & principles
4. Evaluate new ideas & relate to conclusions
5. Understand process (social) of knowledge
creation
6. Self-reflection & awareness
Sawyer, p. 5, 2006 (ed, Cambridge Handbook of Learning Sciences)
Confusion can be beneficial for
learning
“Confusion resolution requires the individual
to stop, think, engage in careful deliberation,
problem solve, and revise their existing
mental models”
D’Mello et al, 2014
Elaborative interrogation
Explanatory questioning
Dunlosky et al., 2013
Spacing effect/distributed practice
Cepeda et al. 2006
Goal Orientation Theory
“motivational orientations that contributes to
students’ adaptive and maladaptive patterns
of engagement.”
Kaplan & Maehr, 2007
Cognitive Apprenticeship
“generalizing knowledge so it can be used in many
different settings”
-
Modeling
Coaching
Scaffolding
Articulation
Reflection
Exploration
Collins, 2006
Community
of Inquiry
https://coi.athabascau.ca/
Moving away from the LMS
Something is needed that expands
the idea of a “course” and moves
control of learning experience/data
from the institution to the learner
Socialize
ProSolo
User
Credential
Learning Models & Technologies
SRL & Affect
Analytics
New approaches
Winne & Hadwin, 1998
Elements of Personal Learning
Graphs (PLeG)
Cognitive
Process & strategy (meta-cognitive)
Affective/Engagement
Social
Use of process/strategy
graphs
Understanding of self-regulated
learning
Cognitive presence
Triggering event
Exploration
Integration
Resolution
Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical Thinking and Computer Conferencing: A Model and Tool to
Assess Cognitive Presence. American Journal of Distance Education, 15(1), 7-23.
Engagement predicts long-term
participation
Engagement predicts long-term
participation
Engagement during middle school math
predicts
– College attendance (San Pedro et al., 2013)
– College selectivity (San Pedro et al., in
preparation)
– College major (San Pedro et al., 2014, 2015)
Learning Models & Technologies
SRL & Affect
Analytics
New approaches
Capturing traces of SRL
Macro-Level SRL
Process
Micro-Level SRL Process
Task Analysis
Planning
Description
To become familiar with the learning
context and the definition and
requirements of a (learning) task at hand
Example SRL Event
Clicking on different competences under
duties or projects related to the user
To explicitly set, define or update learning
goals
Drag and dropping an available
competence to a new or an existing
learning goal
Making Personal Plans
To create plans and select strategies for
achieving a set learning goal
Choosing an available learning path as the
path for a competence
Working on the Task
To consistently engage with a learning task
and using tactics and strategies
Request collaboration for a competence,
learning path or learning activity
Applying appropriate
Strategy Changes
To revise learning strategies, or apply
change in tactics
Adding a new activity to an existing learning
path
Evaluation
Evaluating one’s learning process and
comparing one’s work with the others
Rating a learning path, learning activity or
knowledge asset
Reflection
Reflecting on individual learning and
sharing learning experiences
Adding a comment for a competence,
learning path or learning activity
Goal Setting
Engagement
Evaluation &
Reflection
Siadaty, M., Gasevic, D., Hatala, M., Winne, P. H. (2015). Trace-based Micro-analytic Measurement of SelfRegulated Learning Processes. Submitted to the Journal of Learning Analytics.
Siadaty, M., Gasevic, D., Hatala, M., Winne, P. H. (2015). Trace-based Micro-analytic Measurement of SelfRegulated Learning Processes. Submitted to the Journal of Learning Analytics.
Siadaty, M., Gasevic, D., Hatala, M., Winne, P. H. (2015). Trace-based Micro-analytic Measurement of SelfRegulated Learning Processes. Submitted to the Journal of Learning Analytics.
Use of process/strategy
graphs
Measurement of metacognitive
monitoring
Learning strategy
-transition graphs-
Student A
(course 2 – graded)
Student B
(course 4 – non-graded)
Orchestration graphs
Process modeling and process mining
(discovery, compliance checking, and
improvement)
Dillenbourg, P. (2015). Orchestration graphs. Lausanne, Switzerland: EPFL Press / Routledge
Information structure of
content
Information extraction techniques such as
topic modeling (LDA) or name entity
extraction
Topic extraction
Connectivism as a
learning theory
-
Connectivism,
Social media,
Emergence,
…
Networked learning
Connectivism in practice
-
Collaboration,
Knowledge,
Thought,
…
Social network,
Networked learning,
Social group,
…
Educational technology
- E-learning,
- Complex adaptive
system,
- edtech,
- …
Joksimović, S., Kovanović, V., Jovanović, J., Zouaq, A., Gašević, D., Hatala, M. (2015). What do cMOOC participants talk
about in Social Media? A Topic Analysis of Discourse in a cMOOC," In Proceedings of the 5th International Conference
on Learning Analytics & Knowledge (LAK 2015), Poughkeepsie, NY, USA (pp. 156-165).
Readings and Discourse Similarity
Joksimović, S., Kovanović, V., Jovanović, J., Zouaq, A., Gašević, D., Hatala, M. (2015). What do cMOOC participants talk
about in Social Media? A Topic Analysis of Discourse in a cMOOC," In Proceedings of the 5th International Conference
on Learning Analytics & Knowledge (LAK 2015), Poughkeepsie, NY, USA (pp. 156-165).
Coding learning processes
from unstructured sources
Cognitive presence classifier
SVM classifier with the RBF kernel
Features: N-grams, Part-of-Speech N-grams, Back-Off N-grams, Dependency Triplets, Back-Off Dependency
Triplets, Named Entities, Thread Position Features, LSA Features, LIWC Features
Cohen’s κ = 0.42. Unigram baseline model: Cohen’s κ =0.33
Learning Models & Technologies
SRL & Affect
Analytics
New approaches
Exploration
Learning is the exploration of the unknown…
… not just mastery of what is already known.
Compelling Questions
Habitable Worlds:
Are We Alone?
Contagion:
Can We Survive?
Biology
Chemistry
Physics
Astronomy
Geology
Transdisciplinary
The questions we care about don’t fit in silos
Smart Courses
How universities are approaching
innovation
Integrated Partnershi
p
Do it all in
existing
system
(the edX
model)
Outsourcing
needed
capacity
New System
(university
owned)
Separate legal
entity
External
Revenue share
arrangements
with capacity
providers