1. Self Regulation and SCRL
An Introduction

2. Remote Learning Skill Assessment
How can we determine a students’ learning skills remotely?
No teacher observations
Few contextual points of contact
No well-defined learning space to help focus attention
This implies a strong need for self-learning and self- motivation.

3. LAYERS OF LEARNING
The first layer of awareness a student has in the act of learning is the contents, concepts and constructs of the field they are exploring.
This is the KNOWLEDGE DOMAIN
The second layer of awareness involves strategies, tactics, perceptions and adaptations used to learn.
This is the METAKNOWLEDGE DOMAIN
Improving awareness of the metaknowledge domain, and consciously applying that metaknowledge, is SELF REGULATION.

4. SELF REGULATION TASK PERCEPTION
Happens at any point wherein a student becomes aware of a deficiency in their knowledge.
KNOWLEDGE: “I don’t know how X works.”
METAKNOWLEDGE: “Learning about X would help me understand more about A, B and C.”

5. SELF REGULATION PLANNING
Happens when a student comes up with a way to fill a gap in their knowledge, or improve their knowledge.
KNOWLEDGE: “I will learn how X works.”
METAKNOWLEDGE: “I learn better from videos than books. I’m going to check youtube for tutorials on this topic.”

6. SELF REGULATION EXECUTION
Happens when a student undertakes the activities outlined in a regulation plan. This employs a learning strategy, and tactics.
KNOWLEDGE: “I am learning about X.”
METAKNOWLEDGE: “I’ve got these videos queued and am watching them. I’m taking notes and rewinding as needed.”

7. SELF REGULATION ADAPTATION
Happens when a student recognizes a flaw or optimization in a plan.
KNOWLEDGE: “My learning about X is stalled.”
METAKNOWLEDGE: “These videos aren’t being as helpful as I thought, I’m getting distracted. Why is that?”

8. MAKING REGULATION EXPLICIT
Not everyone self-regulates!
Regulation strategies in one domain may not work as well for the same learner in another domain!
Students’ abilities to perceive, plan, execute and adapt vary from knowledge domain to domain!
This implies that learning a new domain should involve explicit awareness of the metaknowledge needed to learn that domain.

9. Backwards Relationship
Task Perception
Planning
Backwards Relationship
(negative)
Forward Relationship
(positive)
Adaptation
Execution
Lateral Relationship
(mixed)

10. Okay, so?
We have a model, but is it good for anything? Is it assessable? Is it computable? Is it useful?

11. TOOLS FOR REGULATION: The Self- and Co-Regulation Learning Tool
A basic form of self-regulation is the Diary – a place where the students stores and examines their own thoughts on experiences.
SCRL is designed to streamline this diary-process, helping to focus student attention on the stages of self- regulation.

12. Competencies
Plan
Competency
Strategy Selector
Goal Details

13. MAKING REGULATION EXPLICIT
The monitoring page allows for real-time monitoring of self regulation
Triggers are activated and announced here as the student works, letting them know that they’ve achieved their goals.

14. EXPANDING THE DIARY
Providing context-sensitive advice to the learner based on their behaviours, and the success or difficulty those behaviours result in.
Providing insights to educators, researchers and administrators – returning the in-situ context that traditional, high-quality education provides.
Watching changes in SCRL, and in the working environment to infer self-regulation

15. Thank you!