1. SELF-REGULATED LEARNING Arttu Mykkänen & Kristiina Kurki Contact: arttu.mykkanen@oulu.fi; kristiina.kurki@oulu.fi

2. Objectives The student familiarizes himself/herself with research explaining the core processes related to self-regulated learning. With this knowledge, student analyzes the prerequisites for being a skilled learner and the development into a life-long learner. In addition to this, student is able to explain the significance of working together as a team to the emergence of new knowledge and understanding.

3. Objectives Theory of SRL to support your own learning

4. You will learn to… Analyze the mutual interaction of cognitive, emotional, and motivational factors and their effect on learning. Compare and explain the significance of individual and group activity in learning. Predict, develop, and evaluate the connection of different technological applications to the process of self-regulating learning.

5. Contents of the course Self-regulated learning (SRL) – Theory and practice Motivational and emotional factors in SRL – Theory and practice Metacognition and learning strategies in SRL – Theory and practice Implementing and assessing SRL in the classrooms – Theory and practice

6. Assessment Active participation in lectures, collaborative and independent work. Completing the learning assigments. Completing the final exam. – Readings for the exam will be the material and articles used during the course. The performance will be assessed as follows – Participation 20 % – Blog, 30 % – Exam, 50 %

7. COURSE IMPLEMENTATION

8. Course schedule 7.10 klo 14.15-16 KTK215 Introduction, Arttu Mykkänen 8.10 klo 10.15-12 KTK210 SRL – lecture, Sanna Järvelä 11.10 klo 10.15-12 KTK138 Groupwork 28.10 klo 8.15-10 KTK 215 Case analysis 29.10 klo 8.15-10 KTK 122 SRL and motivation, Hanna Järvenoja 31.10 klo 14.15-16 KK 224 SRL and strategies, Jonna Malmberg 1.11 klo 8.15-10 KTK 210 Case analysis 19.11 klo 14.15-16 KTK 210 Case analysis 21.11 klo 12.15-14 KTK213 Case analysis 22.11 klo 8.15-10 KTK210 SRL and assessment, Ernesto Panadero 10.12 klo 10.15-12 KTK213 Case analysis 12.12 klo 8.15-10 KTK210 Final exam

9. Lecture Solo Collab Face to face What is SRL? Lecture Solo Collab Face to face Motivation and SRL Lecture Solo Collab Face to face Strategies and SRL Lecture Solo Collab Face to face Assessing SRL Solo: Reading learning material + web blog working Collab: Creating case scenarios as a group + wiki working Face to face: Evaluating cases + presenting Phases of the implementation

10. Motivation and SRL LectureSolo Collab Work in solo phase - Planning - Readings - Concept definition - ICE -notes - Reflection Work in collaborative phase - Planning -Active participation - Sharing information (ICE- notes) and shared product - Reflection F2F Face to face work - Presenting your group’s case - Analysing other group’s work Phases of the implementation

11. Learning Self- Regulation 1. Solo Lecture 2. Solo Planning 3. Solo Work 4. Solo Reflection Solo phase – Planning the work in solo phase Questions available in Confluence – Reading the material Available in Confluence – ICE notes & Concepts Main points in this article Connections between main points Applications – What does this mean in practice – Reflection of solo phase Available in confluence Solo phase

12. ICE - Notes 1) IDEA level: What is the idea or thought you think is important or meaningful for you? 2) Connection level: Make connections between things you know. Activating the prior knowledge between ideas. What are the key concepts that are related to this phenomenon? 3) Elaboration level: Elaborate what is there, explain why. Can you think some real life examples?

13. SOLO PHASE 1. Planning Describe your Solo Phase task What are the topics and concepts related to your task? Set one goal for the Solo Phase How confident are you that you will achieve your goal? 2. ICE -notes and concept definitions Describe three most important concepts from each article IDEA: What are the main concepts in this topic? CONNECTION: Describe how concepts/ideas are related to each other. Make connections between concepts using prior knowledge and experiences ELABORATION: How does this note connect to other things you have read? What does it mean in practice? 3. Reflection Recall your Solo phase planning. How well did you succeed? Why? Describe one challenge that you had during your task performance. What did you do to help your self? What could you do differently next time?

14. Collaboration phase When to start? Decide together how you will spend your time + working methods Collaboration phase – Planning the collaboration phase Questions in Confluence Create a case based on work in solo phase – Combine ideas from every member’s work Combine your IDEA notes Reflection of collaboration phase Learning Self- Regulation 1. Solo/collab Lecture 2. Solo/collab Planning 3. Solo/collab Work 4. Solo/collab Reflection

15. Collaboration phase 15 1. Planning Describe the case task in collaboration phase. Why did you choose this particular case to work on? What concepts and theories introduced in the course relates to your task? Set one goal for your collaborative work 2. Case task Review and discuss about your group’s members’ ICE -notes. Based on that review choose a topic for your case. Reorganize information from your ICE notes. Write a case description based on your notes. 3. Reflection Recall your group’s planning of the task How well your case description and case analysis corresponded the task assignment? Why? How well did you achieve your goal? What was the main challenge during your work. What would you do differently next time? What could you do differently next time?

16. What is a case? Based on your understanding, create a case that is a description of a real or a real like situation where a problem appears. This problem should relate to topics and themes introducted in the lecture. Problem can stem for example from your previous experiences.

17. What is a case? When your case description is finished, analyse it based on your theoretical understanding. After that, create a ”conclusion model” about how the problem can be solved in similar situations for example using planning in advance or using right regulation during the situation.

18. Case example Short case description After a long work career Mr. Smith starts studies in the University. Studies begin well but then the first web course starts and his motivation runs out because of the lack of skills to use the computer. Studies are mainly contact teaching and in the beginning of the studies there was no information about the fact that a part of the studies would be conducted as a webcourse. If Mr. Smith would have known this he wouldn’t have started studies in the first place. Mr. Smith doesn’t dare to tell anyone about his incapability. He doesn’t ask for advice or instructions. Instead, he lets everyone assume that he knows what to do. He has never been involved in webcourses and he is not familiar with internet. At home he has a computer but only children and wife use it. He would like to learn how to use the computer but he doesn’t believe that he could learn it. After the webcourse the teacher asks why he hasn’t even once signed in to the learning environment. Mr. Smith admits that he can’t use the computer.

19. Case analysis Think and describe with pair: – What kind problems Mr. Smith is confronting? – Do he regulate his behavior in any way? – Find a solution model for the situation

20. Case example Short case description After a long work career Mr. Smith starts studies in the University. Studies begin well but then the first web course starts and his motivation runs out because of the lack of skills to use the computer. Studies are mainly contact teaching and in the beginning of the studies there was no information about the fact that a part of the studies would be conducted as a webcourse. If Mr. Smith would have known this he wouldn’t have started studies in the first place. Mr. Smith doesn’t dare to tell anyone about his incapability. He doesn’t ask for advice or instructions. Instead, he lets everyone assume that he knows what to do. He has never been involved in webcourses and he is not familiar with internet. At home he has a computer but only children and wife use it. He would like to learn how to use the computer but he doesn’t believe that he could learn it. After the webcourse the teacher asks why he hasn’t even once signed in to the learning environment. Mr. Smith admits that he can’t use the computer.

21. Face to face meetings Presenting cases in groups Analysing and discussing the cases – Elaboration of themes and topics After the new lecture, the process begins from the start. Submit your cases and solution models to wiki 3 days before the face to face meeting; other groups can think comments etc. beforehand

22. Any questions ?