16 SES 09 A, Self-regulated Learning in Technology Enhanced Learning Environments I
Symposium, Part 1
Self-Regulated Learning in Technology Enhanced Learning Environments
Part 1 of 3: Technology Enhanced SRL-Learning Strategies in Pre-School and School Students.
To be able to self-regulate one’s own learning is being considered to be one of the 21st century key competences. In our European societies lifelong learning is becoming increasingly important, i.e. learning is not only taking place in school, but also out of school and beyond school. Nonetheless, school remains one of the most important places for learning. In our schools, we observe a gradual shift from a teacher-oriented paradigm to a learner-oriented paradigm. This shift places more autonomy on the learner; he is given more freedom in learning, but also more responsibility is placed on him in choosing learning content and managing his own learning. Self-regulated learning is therefore becoming increasingly important in education.
The symposium is intended to be presented in three parts with three contributions per part. The first part of the symposium addresses technology enhanced SRL-learning strategies in pre-school and school students. The second part focuses on the importance of feedback in SRL while the last part is centered on the role of technology in SRL.
The three contributions of the first part of our symposium address the topic of self-regulated learning in formal education. Ton Mooij from Radboud University Nijmegen (ITS) and Open University of the Netherlands (CELSTEC) in the Netherlands presents a theoretical framework based on pedagogical, didactical and organisational considerations which he suggests should be implemented in schools to improve learning and self-regulation. He also reports on an empirical study carried out in ten Dutch preschools and primary schools which were run according to his theoretical framework.
Paula da Costa Ferreira and Ana Margarida Simão from the University of Lisbon in Portugal designed a platform which was to fit primary school children’s learning needs and foster self-regulated learning. They also present the results of an empirical study on the effects of the platform which they did with 9 to 10-year-old children who studied English as a second language.
Ana Remesal from the Universidad de Barcelona in Spain studied three groups of teacher students who were enrolled in a blended learning course as part of the university’s educational psychology programme. The students were given different metaphors which were supposed as a leading idea in developing a community of practice. Evaluation of the students’ activities yielded a number of quality criteria which will be presented at the conference.
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