Redefiniendo la Universidad Nuevos modelos informales para el - - PowerPoint PPT Presentation

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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

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The Marshmellow Experiment

The Marshmellow Experiment video

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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).

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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

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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

• 1. Introduction: Rethinking universities

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• 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.

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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

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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?

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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?

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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)

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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.

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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

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• 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)

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• 3. Self-regulated learning

Models of self-regulation Cybernetic models Miller, Galanter & Pribram (1960) TOTE model TEST EXIT OPERATE

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• 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).

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• 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).

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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

• 4. SRL in TELEs

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• 4. SRL in TELEs

TELE/home total cog mot emo soc Container systems with tutor Digital Portfolio / Amsterdam 4.0 4.1 3.5 3.8 4.5 DiViDU / Amsterdam 3.9 4.0 3.6 3.5 4.5 ILIAS / Cologne 4.2 3.7 3.7 4.0 4.8 Weblogs / Bergen 3.1 2.8 3.4 2.7 3.4 Content systems with tutor ICT-based Teacher Training / Lisbon 3.2 2.3 3.0 3.5 4.6 Cognitive Psychology Course/ Nottingham Trent 1.4 1.7 1.8 1.1 0.8 Digital Video Course / Barcelona 3.1 2.3 2.7 3.2 4.5 Teacher Training Course on ET / Genoa 3.3 2.6 3.1 3.3 4.5 Content systems without tutor Sunpower / Cologne 2.4 3.2 3.0 1.9 0.6 Databases / Compiègne 3.0 3.8 2.6 2.9 2.4 Programming Tutorial / Compiègne 3.0 3.6 3.6 2.9 1.6 SWIM / Aalborg 3.0 2.4 3.6 3.2 3.3

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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)

• 4. SRL in TELEs

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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

• 4. SRL in TELEs

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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
• 4. SRL in TELEs

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Capacitiy for self-regulation as a competence ?

Self-regulation of cognition (=metacognition) Self-regulation of emotions Gardner (1983) Theory of multiple intelligences Damasio (1999-2000): neurological foundations of cognition and emotions

somatic marker hypothesis

Video: What role do emotions play Goleman: emotional intelligence (1995), social intelligence (2006) Video: Selling social emotional intelligence (-1:46)

• 5. Self-regulation and competencies

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Goleman (1995): Emotional intelligence

• Knowing one‘s emotions
• Managing emotions
• Motivating oneself
• Recognising emotions in others
• Handling relationships
• 5. Self-regulation and competencies

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Goleman (2006): Social intelligence Social awareness

• Primal empathy
• Attunement
• Empathic accuracy
• Social cognition

Social facility

• Synchrony
• Self-presentation
• Influcence
• Concern
• 5. Self-regulation and competencies

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Teaching emotional and social competence Video: An introduction to social and emotional learning – 02:08

• 5. Self-regulation and competencies

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The structure and development of competences

general, abstract, complex = key competences ? specific, concrete, simple

_______________________________________

abilities, knowledge, skills

• 5. Self-regulation and competencies

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The structure and development of competences

Competences include the capacity to self-regulate

Person domains

Intra-personal competences Capacity to regulate own cognition, emotion, motivation and action Inter-personal competences Capacity to regulate social relations

Life domains

Capacitiy to cope with tasks (school, university, work, leisure time activities)

• 5. Self-regulation and competencies

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Rethinking universities: some ideas

21st century key competences:

What do we think that our colleagues, our students and our/their children need in order to be able to cope with life and to enjoy living ? SRL inTELES: A 21st century key competence ? Work-related competences (domain-specific) Digital competences Transversal competences (domain-general) Cognitive, emotional and social competences Personality development German tradition: Bildung: Education as self-education Humboldt: Bildung as well-ballanced development of all abilities / competences

• 6. Rethinking universities

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• 7. References

Bartolomé, A., Bergamin, P., Persico, D., Steffens, K. & Underwood, J. (Eds.) (2011). Self-regulated learning in technology enhanced learning environments: Problems and promises. Proceedings of the STELLAR- TACONET conference, Universitat de Barcelona, Oct.1, 2010. Aachen: Shaker. Beishuizen, J., Carneiro, R. & Steffens, K. (2007). Self-regulated learning in technology enhanced learning environments: Individual learning and communities of learners. Proceedings of the Kaleidoscope-Taconet Conference, Amsterdam, Oct.5, 2007. Aachen: Shaker Beishuizen, J. (2011). Fostering self-regulated learning in technology enhanced learning environments: Evidence from empirical research. Pp. 103-122 in R.Carneiro, P.Lefrere, K.Steffens & J.Underwood (Eds.). Self-regulated learning in technology enhanced learning environments: A European perspective. Rotterdam: Sense Publishers. Boekaerts, M., Pintrich, P.R. & Zeidner, M. (2000) (Eds.). Handbook of self-regulation. New York: Academic Press Carneiro, R., Steffens, K. & Underwood, J. (Eds.) (2005). Self-regulated learning in Technology Enhanced Learning Environments. Proceedings of the TACONET Conference in Lisbon, Sept.23. Aachen: Shaker. Carneiro, R., Lefrere, P., Steffens, K. & Underwood, J. (Eds.) (2011). Self-regulated Learning in Technology Enhanced Learning Environments: A European Perspective. Rotterdam: Sense Publishers. Commission of the European Communities (2000). A memorandum on lifelong learning. Brussels. Damasio, A. (1994). Descartes' Error: Emotion, Reason, and the Human Brain. London: Putnam. Damasio, A. (1999). The Feeling of What Happens: Body and Emotion in the Making of Consciousness, New York: Harcourt. Damasio, A. (2003). Looking for Spinoza: Joy, Sorrow, and the Feeling Brain. New. York: Harcourt, 2003 Damasio, A. (2010). Self Comes to Mind: Constructing the Conscious Brain. London: Vintage.

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• 7. References

Delors (1996) International Commission on Education for the Twenty-first Century. Report to UNESCO: “Learning: The treasure within. Education throughout life”. Paris: UNESCO. Erikson, E.H. (1950). Growth and crises of the “healthy personality”. In M.J.E. Senn (Ed.). Symposium on the healthy personality, Supplement II: Problems of infancy and childhood. Transactions of the fourth conference, March 1950. New York: Josiah Macy Jr. Foundation. European Council (2006). Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning http://eurlex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:L: 2006:394:0010:0018:en:PDF. Key Competences in Europe. European Journal of Education, 2011, 46 (3) Gardner, H. (1983) "Frames of Mind: The Theory of Multiple Intelligences." New York: Basic Books. Goleman, D. (1995). Emotional intelligence. New York: Bantam Books. Goleman, D. (2006). Social intelligence. The revolutionary new science of human relationships. New York: Bantam Dell. Haste, H. (2009). 5 personal core competencies for the 21st century. http://www.cbsnews.com/ 8301-505125_162-31543332/5-personal-core-competencies-for-the-21st-century/?tag=mncol;lst;4. Jahoda, M. (1950). Toward a social psychology of mental health. In In M.J.E. Senn (Ed.). Symposium on the healthy personality, Supplement II: Problems of infancy and childhood. Transactions of the fourth conference, March 1950. New York: Josiah Macy Jr. Foundation. Miller, G.A., Galanter, E., & Pribram, K. (1960). Plans and the structure of behavior. New York. Holt, Rinehart & Winston. Shoda, Y., Mischel, W. & Peake, P.K. (1990). Predicting adolescent cognitive and self-regulatory competencies from preschool delay of gratification: Identifying diagnostic conditions. Developmental Psychology, 26 (6), 978-986.

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• 7. References

Sternberg, R.J. (2007). Intelligence, competence and expertise. Pp.15-30 in A.J. Elliot & C.S.Dweck (Eds.). Handbook of competence and motivation. New York: Guilford. Wechsler, D. (1944). The measurement of adult intelligence. Baltimore: Williams & Wilkins. White, R.W. (1959). Motivation reconsidered: The concept of competence. Psychological Review, 66, 297-333. World Bank (2003). Lifelong Learning in the Global Knowledge Economy: Challenges for Developing

• Countries. Washington: The World Bank.

Zimmerman, B.J. (2000). Attaining self-regulation: a social cognitive perspective. Pp.13-39 in M.Boekaerts, P.Pintrich, & M.Zeidner (Eds.). Handbook of self-regulation. New York: Academic Press. Zimmerman, B.J. & Schunk, D. (2008). Motivation. Pp. 1-30 in D.H. Schunk & B.J. Zimmerman, (Eds.) (2008). Motivation and self-regulated learning. Theory, research and application. New York: Lawrence Earlbaum Associates.

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Thank you Karl Steffens@uni-koeln.de

Thank you