Promoting & researching adaptive regulation:

Successes, challenges & possibilities

Allyson Fiona HadwinStephanie Helm, Lindsay McCardle, Mariel Miller, Elizabeth Webster

University of Victoria, BC, Canada

University of VictoriaTechnology Integration & Evaluation Research Lab

Research funded by a SSHRC Standard Research Grant 410-2008-0700

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Overview

• Context

• Theoretical framing SRL-CoRL-SSRL

• Scripting—Visualization—Awareness

• Three examples:• Task Understanding• Planning in solo studying• Planning in collaborative work

• Issues and challenges

Context: Design-based research

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21st Century Learning

Learning How to Collaborate

Assessing Learning &

Collaboration

Leveraging technologies to promoting adaptive learning in the face of challenge

Learning How to Learn

SRL as Adaptive Learning

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(Winne & Hadwin, 1998)

CondistionsMonitoring

Evaluating

Task Perceptions

Goals & Plans

Large Scale Adaptation

Task Enactment

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Series of events unfolding within & across tasks

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Lisa was studying for a midterm exam in environmental studies. Her professor told students the exam

covers Chapters 5-7, and consists of 35 multiple-choice questions (worth 2 points each) plus 3

short answer questions (worth 10 point each). Lisa’s professor provided a list of testable concepts

covered to date. Lisa looked over the list of concepts and created cue-cards for each one. She wrote

the concept on one side and copied point form explanations on the other side from her notes or

textbook. Over five days, Lisa quizzed herself by reading each concept and trying to remember exactly

what she had written on the other side. When she faltered, she re-read her written points. Lisa

repeated this process until she could make her way faultlessly through every card. “I’m totally ready,”

she thought. When she read the first exam question, she panicked. Although the concepts she studied

were included in questions, they were embedded in problem scenarios or in questions contrasting

several concepts. Lisa received a C+ on her exam. Feeling devastated, she met with her professor. As

they reviewed the exam questions, Lisa realized that when the professor said, “Know these concepts,”

she meant “know how concepts relate to environmental issues and problems”. The professor explained

this is why she had introduced case examples in each lecture and used those issues for

discussion points in each tutorial.

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Task Perceptions

Task Engagement

Goals & Plans

Conditions:35 MC; Chapter 5-7

List of testable conceptsI’ve done lots of tests like

this before5 days to study

ProductsNeed to know these

terms

Concept=definition

Resource=textbook

Op

eration

s: S

ense m

aking

Conditions:

Strategies I know about – cue cards

Op

eration

s: C

onstructing &

weighing

goal profiles Products

Goal: Be able to faultlessly repeat the definition from

memory by day 4Plan: Find the definitions day

1 & make cue cards

Conditions

Goal....

Day by day cue card

plan

These terms from

Chp 5-7

Op

eration

s: S

earch, rehearse, m

onitor

ProductsI am ready

I know these termsI can repeat them faultlessly

BUT...the test doesn’t have any definitions..C+

Conditions:Concept = bigger idea

Know means applyWhat we do in class

relates to how we have to “know” in this course

Make sure I really understand the task –

confidence is not enough

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Task

Perceptions

Goals

& Plans

Large Scale Adaptation

Task Enactment

Task

Perceptions

Goals

& Plans

Large Scale Adaptation

Task Enactment

Shared Task

Perceptions

Shared Goals

& Plans

Collective

Large Scale Adaptation

Shared Task Enactment

Co-regulationSRL SRL

SharedRegulation

Challenges researching regulation as adaption

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SRL as successful adaptation in the face of challenge

• Historical and situational context matters• Context & purpose of regulatory strategies • Multiple samplings over time• Sampling across tasks• Intra-individual change• Within group change• SOURCE or who is actually doing the regulating

Battery of instruments

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PAR-21

Data for learner & researcher

We believe the data researchers need to study regulation, are the same data learners need to improve their own regulation

Scripting Regulation

Mirroring-Visualizing Regulation

(Learning Analytics)

Awareness tools for Regulation

Guiding environments for Regulation

Design environments + prompts for regulation

Visual cues: learning activity & progress

Compare progress to standard

Prompt, guide, advise

3 Examples from our research

From Scripting to Awareness

Task UnderstandingPlanning in personal studyingPlanning in collaborative work

Example 1:Task Understanding

Scripting to visualization

Scripting to VisualizationScripting Solo Task UnderstandingAnalyze your understanding of the strategy library assignment by completing the following questions

What is the task? Provide a brief description including the task instructions I’m being asked to make two identical 6 page booklets that are based on a childhood memory.  Create four printing plates, that include one drypoint plate and three collograph plates.  Use a chance process to randomly determine the order, colour, and placement of these plates on each page of the booklet. 

WHY has the instructor assigned this? What the main purpose of this task? The main purpose is to get the students experimenting with multiple plates, many colours, and different textures, while they are being pushed out of their comfort zones to build on their printmaking skills.

From past experience, what makes an excellent (A+)  version of this task? Exceptional ability to visually describe space, skill in printing and presentation. Physical and conceptual aspects demonstrated at an exceptional level.  Student pushes themselves to provide exceptional work instead of just meeting requirements.

OSHIGE, 2009

Scripting to VisualizationScripting Solo Task Understanding:

Analyze your understanding of the strategy library assignment by completing the following questions

Jason CookJason Cook

Visualizing Task Understanding:

Immediate feedback

MILLER, 2009

Scripting to Visualization

Scripting Solo Task Understanding:

How well do you know your instructor’s epistemological beliefs (Contextual Task Understanding)

Visualizing Task Understanding:

Immediate feedback

HADWIN et al

Example 2:Personalized Planning for studyingFrom Scripting to awareness

Scripting to Visualization (PPTs)

Scripting to Visualization

PPT excel

WEBSTER

Visualization to Awareness

SRL report

Example 3:Collaborative PlanningFrom scripting to awareness

Scripting to VisualizationScripting solo collaborative planning for each group member

Scripting Shared group planning

List the 4 reasons WHY your team is being asked to do the Collaborative Challenge Activity today?

What does your team want to learn or achieve in the Collaborative Challenge Activity today?

Based on your experiences in Collab Challenge 1, which of the following difficulties/tensions is your tem most concerned about encountering today? Explain.

Scripting to VisualizationVisualizing Group PlanningGroup members’ responses are visible to each other

Scripting solo collaborative planning for each group member

Scripting to VisualizationVisualizing Group PlanningGroup members’ responses are visible to each other

Scripting solo collaborative planning for each group member

Visualizing Group PlanningAlternative visualization tools

Flow Charts Visualization

Green = ideas mentioned by individuals and the group

Red = ideas mentioned by individuals but not the group

Scripting to VisualizationScripting solo collaborative planning for each group member

Scripting solo reflections on collaboration for each group member

Visualizing collaborative reflections for the group

Visualization to Awareness

Scripting solo reflections on collaboration for each group member

Visualizing collaborative reflections for the group

Visualization to Awareness

From Visualization to AwarenessWhy is this important? Awareness is more than just displaying discrepancies between current state and standard (or desired goal)

Awareness is about “seeing” and making sense of that discrepancy Personal planning tools:

More than scripting today, seeing today in context with the other weeks More than visualizing the patterns over time, making sense of those patterns over time

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In a recent case study of shared planning, most group members reported high consensus in their shared plans despite describing different ideas about the purpose of the task and different goals for the task in their individual plans

(Miller & Hadwin, 2012)Group Member Task Purpose Consensus

Jay Completely agreed

Aaron Completely agreed

Michael Mostly agreed

Kelsey Somewhat agreed

Findings

Green = ideas mentioned by individuals and the groupRed = ideas mentioned by individuals but not the group

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In a recent case study of shared planning, most group members reported high consensus in their shared plans despite describing different ideas about the purpose of the task and different goals for the task in their individual plans

(Miller & Hadwin, 2012)Group Member Goal Consensus

Jay Completely agreed

Aaron Completely agreed

Michael Completely agreed

Kelsey Somewhat agreed

Green = ideas mentioned by individuals and the groupRed = ideas mentioned by individuals but not the group

Charting future trajectories Scripting opportunities to engage metacognitively and reflectively in

academic work

Creating opportunities for learners to visualize patterns in their challenges, task perceptions, goals, motivation, evaluations in relation to past events and tasks (SRL as unfolding paterns)

Scripting awareness of regulation patterns over time and tasks

Leveraging awareness to guide and promote adaptive learning

Challenges & Opportunities When does scripting become other regulation?

When does guiding become other regulation?

Who is doing the regulating (learner, computer, other person)?

Adapting in the face of new challenges vs. adopting prescribed scripts

Scripting adaptive habits in learning

Helping learners visualize data across studying sessions – breaking maladapative patterns

Adaptive regulation is a lifelong learning skill – not just for academic success

Shift to view challenges and errors as necessary opportunities to learn to regulate

For more information:

hadwin@uvic.ca http://allysonhadwin.wordpress.com/

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