#selfregulatedlearning — Public Fediverse posts

Self-regulated learning: 8 things we know about learning across the lifespan in a complex world

The work by Robert A. Bjork and his colleagues is very helpful to make sense of the limitations of learners’ perceptions. Here are 8 summary points from their paper about self-regulated learning.

1. Our complex and rapidly changing world increasingly requires self-initiated, self-managed, and self-regulated learning, not simply during the years associated with formal schooling, but across the lifespan.
2. Learning how to learn is, therefore, a critical survival tool, but research on learning, memory, and metacognitive processes has demonstrated that learners are prone to intuitions and beliefs about learning that can impair, rather than enhance, their effectiveness as learners.
3. Becoming sophisticated as a learner requires not only acquiring a basic understanding of the encoding and retrieval processes that characterize the storage and subsequent access to the to-be-learned knowledge and procedures, but also knowing what self-regulated learning activities and techniques support long-term retention and transfer.
4. Managing one’s ongoing learning effectively requires accurate monitoring of the degree to which learning has been achieved, coupled with appropriate selection and control of one’s learning activities in response to that monitoring.
5. Assessing whether learning has been achieved is difficult because conditions that enhance performance during learning can fail to support long-term retention and transfer, whereas other conditions that appear to create difficulties and slow the acquisition process can enhance long-term retention and transfer.
6. Learners’ judgments of their own degree of learning are also influenced by subjective indices, such as the sense of fluency in perceiving or recalling to-be-learned information, but such fluency can be a product of low-level priming and other factors that are unrelated to whether learning has been achieved.
7. Becoming maximally effective as a learner requires interpreting errors and mistakes as an essential component of effective learning rather than as a reflection of one’s inadequacies as a learner.
8. To be maximally effective also requires an appreciation of the incredible capacity humans have to learn and avoiding the mindset that one’s learning abilities are fixed.

Reference:

Bjork, R.A., Dunlosky, J., Kornell, N., 2013. Self-Regulated Learning: Beliefs, Techniques, and Illusions. Annu. Rev. Psychol. 64, 417–444. https://doi.org/10.1146/annurev-psych-113011-143823

#learningStrategy #lifelongLearning #memory #metacognition #retrieval #selfManagedLearning #selfRegulatedLearning #transfer

Self-regulated learning: 8 things we know about learning across the lifespan in a complex world

The work by Robert A. Bjork and his colleagues is very helpful to make sense of the limitations of learners’ perceptions. Here are 8 summary points from their paper about self-regulated learning.

1. Our complex and rapidly changing world increasingly requires self-initiated, self-managed, and self-regulated learning, not simply during the years associated with formal schooling, but across the lifespan.
2. Learning how to learn is, therefore, a critical survival tool, but research on learning, memory, and metacognitive processes has demonstrated that learners are prone to intuitions and beliefs about learning that can impair, rather than enhance, their effectiveness as learners.
3. Becoming sophisticated as a learner requires not only acquiring a basic understanding of the encoding and retrieval processes that characterize the storage and subsequent access to the to-be-learned knowledge and procedures, but also knowing what self-regulated learning activities and techniques support long-term retention and transfer.
4. Managing one’s ongoing learning effectively requires accurate monitoring of the degree to which learning has been achieved, coupled with appropriate selection and control of one’s learning activities in response to that monitoring.
5. Assessing whether learning has been achieved is difficult because conditions that enhance performance during learning can fail to support long-term retention and transfer, whereas other conditions that appear to create difficulties and slow the acquisition process can enhance long-term retention and transfer.
6. Learners’ judgments of their own degree of learning are also influenced by subjective indices, such as the sense of fluency in perceiving or recalling to-be-learned information, but such fluency can be a product of low-level priming and other factors that are unrelated to whether learning has been achieved.
7. Becoming maximally effective as a learner requires interpreting errors and mistakes as an essential component of effective learning rather than as a reflection of one’s inadequacies as a learner.
8. To be maximally effective also requires an appreciation of the incredible capacity humans have to learn and avoiding the mindset that one’s learning abilities are fixed.

Reference:

Bjork, R.A., Dunlosky, J., Kornell, N., 2013. Self-Regulated Learning: Beliefs, Techniques, and Illusions. Annu. Rev. Psychol. 64, 417–444. https://doi.org/10.1146/annurev-psych-113011-143823

#learningStrategy #lifelongLearning #memory #metacognition #retrieval #selfManagedLearning #selfRegulatedLearning #transfer

The Self-Regulated Learning Guide: Teaching Students to Think in the Language of Strategies

The Self-Regulated Learning Guide introduces K-12 teachers to the basics of self-regulation. Highly practical and supported by cutting-edge research.

@bookstodon
#books
#nonfiction
#teaching
#SelfRegulatedLearning
#SLR

Are you a #highered course designer or #educator who wants to create #multimedia resources that maximize #students capacity for #SelfRegulatedLearning ? Then Shelbi Kuhlmann, Matt Bernacki, and I have the article for you! In it, we show Mayer's #cognitive theory of multimedia learning can be leveraged to help students learn and #SelfRegulate https://onlinelibrary.wiley.com/doi/full/10.1002/tl.20544

#education #psychology #EducationalPsychology @edutooters @psychology

Are you a #highered course designer or #educator who wants to create #multimedia resources that maximize #students capacity for #SelfRegulatedLearning ? Then Shelbi Kuhlmann, Matt Bernacki, and I have the article for you! In it, we show Mayer's #cognitive theory of multimedia learning can be leveraged to help students learn and #SelfRegulate https://onlinelibrary.wiley.com/doi/full/10.1002/tl.20544

#education #psychology #EducationalPsychology @edutooters @psychology

Are you a #highered course designer or #educator who wants to create #multimedia resources that maximize #students capacity for #SelfRegulatedLearning ? Then Shelbi Kuhlmann, Matt Bernacki, and I have the article for you! In it, we show Mayer's #cognitive theory of multimedia learning can be leveraged to help students learn and #SelfRegulate https://onlinelibrary.wiley.com/doi/full/10.1002/tl.20544

#education #psychology #EducationalPsychology @edutooters @psychology

Are you a #highered course designer or #educator who wants to create #multimedia resources that maximize #students capacity for #SelfRegulatedLearning ? Then Shelbi Kuhlmann, Matt Bernacki, and I have the article for you! In it, we show Mayer's #cognitive theory of multimedia learning can be leveraged to help students learn and #SelfRegulate https://onlinelibrary.wiley.com/doi/full/10.1002/tl.20544

#education #psychology #EducationalPsychology @edutooters @psychology

Are you a #highered course designer or #educator who wants to create #multimedia resources that maximize #students capacity for #SelfRegulatedLearning ? Then Shelbi Kuhlmann, Matt Bernacki, and I have the article for you! In it, we show Mayer's #cognitive theory of multimedia learning can be leveraged to help students learn and #SelfRegulate https://onlinelibrary.wiley.com/doi/full/10.1002/tl.20544

#education #psychology #EducationalPsychology @edutooters @psychology

To expand upon my comment yesterday that measuring #SelfRegulatedLearning is hard: in this article Molenaar et al. create a grid of SRL processes, multimodal data types, and analysis techniques to map where work has been done and where more work is needed. Lots of space to cover, and lots of validation and verification work to be done. I'm particularly interested in integrated, multi-process work.

https://doi.org/10.1016/j.chb.2022.107540

#education #psychology #EducationalPsychology @edutooters @psychology

I'm deeply interested in #SelfRegulatedLearning and #CriticalThinking so I encourage work like the article linked here. And I like that they used a performance-based assessment of CT. I share the authors' concerns about measuring SRL with a survey, even when it targets a specific task just completed. I'm just not sure we get a lot from such surveys. Measuring SRL is tough.

https://doi.org/10.1080/03075079.2023.2227207

#education #psychology #EducationalPsychology @edutooters @psychology

@jeffgreene @edutooters @psychology

If #SelfRegulatedLearning were my daughter and she started dating #CognitiveLoad, I'd take her out for lunch and try to artfully suggest she think twice about getting mixed up with the guy.

In this article, I like that Wang and Lajoie have pulled together the various attempts to integrate #SelfRegulatedLearning & #CognitiveLoad into a single dynamic model. There's A LOT to unpack & investigate, including the idea of metacognitive load & how people's interpretations of it interact with task perceptions to affect metacognitive processing.

https://link.springer.com/article/10.1007/s10648-023-09794-6

#education #psychology #EducationalPsychology @edutooters @psychology

1/ Kudos to Dinsmore et al for surfacing the need to integrate various "camps" of #research on #cognitive processing and how it relates to #learning. Research on student approaches to learning (deep/surface #strategies), models of domain learning, and #SelfRegulatedLearning can and should inform one another, particularly in terms of how person and context interact over time to affect learning. https://doi.org/10.1007/s10648-023-09789-3

#education #psychology #EducationalPsychology @edutooters @psychology

We have an open PhD position at #EdAptiv! You'll be "Optimizing Personalized Learning at Scale by Setting Up Failure For Success" at the Psychological Methods group @UniversityofAmsterdam: https://vacatures.uva.nl/UvA/job/PhD-Candidate-in-Psychological-Methods-for-Optimizing-Personalized-Learning-at-Scale/773875402/

#AIinEducation #SelfRegulatedLearning #AdaptiveLearning #PhDposition #PhDvacancy #PhDstudent #PhD #ScienceJobs

Are you looking for a #podcast where authors talk about the latest scholarship on the science of learning? Well, Division 15 of the American Psychological Association's Emerging #Research in #EducationalPsychology #podcast has what you are looking for! Topics span #Motivation #selfregulatedlearning #emotions #development #race #openscience and much more! All episodes available here and on #soundcloud and #Apple Podcasts. https://apadiv15.org/podcast-series/

@edutooters @psychology

This article has a nice overview of the origin and development over time of #cognitiveload #theory as well as info on how it has been integrated with other theories. I'll admit I'm not quite satisfied with how cognitive load theory has been integrated with #selfregulatedlearning theory, mostly because of my dissatisfaction with how the latter has been defined and how those definitions vary. https://doi.org/10.1111/bjep.12612

#education #psychology #educationalpsychology @edutooters @psychology

Hey Mastodon,

here‘s my first toot. I‘ve decided to give it a real try on this platform since the other one… well, you know…

I‘m a #PostDoc in #EducationalPsychology, researching #SelfRegulatedLearning, #AlgorithmicGroupFormation, and all kinds of #EducationalTechnology.

Below you can see what #ChatGPT makes out of my CV.

Happy to get in touch with you!