This is an example post, originally published as part of Blogging University. Enroll in one of our ten programs, and start your blog right.
You’re going to publish a post today. Don’t worry about how your blog looks. Don’t worry if you haven’t given it a name yet, or you’re feeling overwhelmed. Just click the “New Post” button, and tell us why you’re here.
Why do this?
Because it gives new readers context. What are you about? Why should they read your blog?
Because it will help you focus your own ideas about your blog and what you’d like to do with it.
The post can be short or long, a personal intro to your life or a bloggy mission statement, a manifesto for the future or a simple outline of your the types of things you hope to publish.
To help you get started, here are a few questions:
Why are you blogging publicly, rather than keeping a personal journal?
What topics do you think you’ll write about?
Who would you love to connect with via your blog?
If you blog successfully throughout the next year, what would you hope to have accomplished?
You’re not locked into any of this; one of the wonderful things about blogs is how they constantly evolve as we learn, grow, and interact with one another — but it’s good to know where and why you started, and articulating your goals may just give you a few other post ideas.
Can’t think how to get started? Just write the first thing that pops into your head. Anne Lamott, author of a book on writing we love, says that you need to give yourself permission to write a “crappy first draft”. Anne makes a great point — just start writing, and worry about editing it later.
When you’re ready to publish, give your post three to five tags that describe your blog’s focus — writing, photography, fiction, parenting, food, cars, movies, sports, whatever. These tags will help others who care about your topics find you in the Reader. Make sure one of the tags is “zerotohero,” so other new bloggers can find you, too.
This is an example post, originally published as part of Blogging University. Enroll in one of our ten programs, and start your blog right.
You’re going to publish a post today. Don’t worry about how your blog looks. Don’t worry if you haven’t given it a name yet, or you’re feeling overwhelmed. Just click the “New Post” button, and tell us why you’re here.
Why do this?
Because it gives new readers context. What are you about? Why should they read your blog?
Because it will help you focus your own ideas about your blog and what you’d like to do with it.
The post can be short or long, a personal intro to your life or a bloggy mission statement, a manifesto for the future or a simple outline of your the types of things you hope to publish.
To help you get started, here are a few questions:
Why are you blogging publicly, rather than keeping a personal journal?
What topics do you think you’ll write about?
Who would you love to connect with via your blog?
If you blog successfully throughout the next year, what would you hope to have accomplished?
You’re not locked into any of this; one of the wonderful things about blogs is how they constantly evolve as we learn, grow, and interact with one another — but it’s good to know where and why you started, and articulating your goals may just give you a few other post ideas.
Can’t think how to get started? Just write the first thing that pops into your head. Anne Lamott, author of a book on writing we love, says that you need to give yourself permission to write a “crappy first draft”. Anne makes a great point — just start writing, and worry about editing it later.
When you’re ready to publish, give your post three to five tags that describe your blog’s focus — writing, photography, fiction, parenting, food, cars, movies, sports, whatever. These tags will help others who care about your topics find you in the Reader. Make sure one of the tags is “zerotohero,” so other new bloggers can find you, too.
This is an example post, originally published as part of Blogging University. Enroll in one of our ten programs, and start your blog right.
You’re going to publish a post today. Don’t worry about how your blog looks. Don’t worry if you haven’t given it a name yet, or you’re feeling overwhelmed. Just click the “New Post” button, and tell us why you’re here.
Why do this?
Because it gives new readers context. What are you about? Why should they read your blog?
Because it will help you focus your own ideas about your blog and what you’d like to do with it.
The post can be short or long, a personal intro to your life or a bloggy mission statement, a manifesto for the future or a simple outline of your the types of things you hope to publish.
To help you get started, here are a few questions:
Why are you blogging publicly, rather than keeping a personal journal?
What topics do you think you’ll write about?
Who would you love to connect with via your blog?
If you blog successfully throughout the next year, what would you hope to have accomplished?
You’re not locked into any of this; one of the wonderful things about blogs is how they constantly evolve as we learn, grow, and interact with one another — but it’s good to know where and why you started, and articulating your goals may just give you a few other post ideas.
Can’t think how to get started? Just write the first thing that pops into your head. Anne Lamott, author of a book on writing we love, says that you need to give yourself permission to write a “crappy first draft”. Anne makes a great point — just start writing, and worry about editing it later.
When you’re ready to publish, give your post three to five tags that describe your blog’s focus — writing, photography, fiction, parenting, food, cars, movies, sports, whatever. These tags will help others who care about your topics find you in the Reader. Make sure one of the tags is “zerotohero,” so other new bloggers can find you, too.
When it was time to design my own subject for the Facilitating Online Learning #EDUC90970 assignment, there was no doubt my passion project could finally take shape: design a subject for higher education teachers on how to promote self-regulated learning (SRL) in their own subjects.
This subject would be part of a graduate certificate for university teachers, such as the GCUT. Learners would be university teachers with experience in teaching (some with a lot of years of experience!) who are looking to further improve their teaching and learning practice. Cohorts are typically small, around 15 – 20 learners.
2) Defining aim of the subject and learning outcomes
Describing the aim of a subject and its learning outcomes is crucial to achieve constructive alignment. Constructive alignment is when the learning outcomes, activities and assessments are related (Biggs, 2014). This increases the chances of students’ activity to be aligned with the intended learning outcomes of the subject.
At the end of this course, students should be able to (1) summarise SRL concepts and models, (2) critically evaluate empirical research on strategies to promote SRL, and (3) adapt and apply these strategies to multiple teaching and learning situations in higher education.
3) Defining a pedagogical approachand strategies
I believe people learn creating meaning through their experience, particularly when interacting with others. This is aligned with social constructivism theory (Doolittle & Camp, 1999). Here are eight factors that inform a social constructivist pedagogical approach:
Authentic learning
Social negotiation and mediation
Relevant content and skills
Understanding of learners’ prior knowledge
Formative assessment
Promote self-regulated learning
Teachers as guides and facilitators
Encourage multiple perspectives of content
Based on this approach, I chose the following pedagogical strategies:
Project-based learning: This would allow them to follow their own needs and interest in the subject, in something relevant to their practice.
Flipped classroom: This would help class time to focus on collaboration, discussion and resolving misconceptions.
Peer learning: Many benefits have been associated with peer learning (Boud, Cohen & Sampson, 2014). For this subject, this would also be linked to providing them with the opportunity to be exposed to multiple teaching and learning situations through peer assessment.
Reflective learning: This would have a two-fold benefit for this subject. First, it would address the social constructivist factor mentioned above: promote self-regulated learning. Second, it would be modelling learners on how to promote self-regulated. That is, they would be experiencing putting together a learning diary throughout the subject (Broadbent, Panadero & Fuller-Tyszkiewicz, 2020), which could be one of the strategies they could implement in their own subjects.
With a clear pedagogical approach and strategies in mind, it was time to define the tasks and how they would be distributed over the weeks. The Conversational Framework by Diana Laurillard (2013) was a great tool to help design the course, as it is very practical and well-linked to the use of technology. So after reading some materials about the ABC learning design method (Young & Perović, 2016), which is based on Laurillard’s framework, I started to work on the course design. I really enjoyed using Treves’ (2020) template in Padlet for this:
ABC design method template on Padlet (Treves, 2020)
This step mainly included defining the main tasks for the subject, which would be:
Blog posts and comments reviewing SRL main concepts and models: This can be a great way for learners to actively interact with the core knowledge of the subject, while providing an opportunity to interact with their peers. An interesting outcome of this activity is that posts and comments become a learning resource for learners throughout (and beyond) the subject. It also provides multiple perspectives of the content.
Presentation on chosen instructional strategy to promote SRL: This would require them to conduct an investigation of potential strategies they would implement in their own subject, and putting together a presentation for their colleagues. Peer feedback on their presentations would be another opportunity for them to interact with their colleagues.
Main project assessment: In the main project, learners would revise their current subject curriculum to include strategies to promote SRL. The whole process would include their peers in the following order: submitting a written project, which would be reviewed by two peers (and they would review two other projects), then a final presentation considering their feedback.
Learning diary: Learners would keep a reflective diary (with specific SRL prompts) to document their learning journey during the subject.
Although the ABC design method was very useful, I felt I needed another type of visualisation to help me better understand the connection between all tasks in a sequenced way before breaking them down into weeks. So I used Herrington and Oliver’s (2002) learning design visualisation, which is divided into resources, tasks and supports, with arrows for sequence. My draft looked like this:
I included learning diary as a support rather than a task as its function would be to promote reflection and awareness to support and improve their learning process. But I guess it could also be considered as a task that would last for the whole course.
I then moved to a weekly distribution of the tasks in Padlet. Below is my final draft:
4) Defining technology to use
First, institutional constraints. The course would be hosted in Canvas, as this is the institution learning management system. So all resources, main communication and record of grades would be there.
For the flipped classroom, Kaltura would be used to produce interactive asynchronous videos. For the synchronous meetings, Zoom would be used, with breakout rooms for small group and pair discussions. I really enjoyed the use of Google Slides by Caitlyn Goudan (see it on this video on the 46min mark) in our class for these collaborations, and also Poll Everywhere, Padlet or Zoom Annotation for interactivity.
For the main projects, which is where learners would make the most use of technology for production, I would provide them with a few options. If they wanted, they could use Canvas ePortfolio for both their Blog Posts and Learning Diary. Or, if they prefer, they could use their own website (existing or new) for this purpose. Or mix and match (Canvas for learning diary and personal website for blog posts). The idea is to provide them with the opportunity to break free from the closed LMS environment and start a broader interaction with the teaching and learning community. This is aligned with concepts related to the Heutagogy (or Self-determined learning; Blaschke & Hase, 2019), a learner centric ecology of resources (Luckin, 2008) and creating a community of inquiry (Garrison, 2007) that could continue after the end of the subject. For the same purpose, I would encourage the use of Twitter. Below is a diagram of the Ecology of Resources for this subject:
5) Defining subject evaluation and improvement
Following the educational research design model (McKenney & Reeves, 2012), this draft of the subject is just the beginning. After its first iteration, it would then be evaluated to further improve its effectiveness in teaching and learning from an evidence-based approach – furthering both practice and theory. Due to it being a subject with a small cohort, evaluation would be quite straight forward. But considering my interest in learning analytics, I would also examine learners’ data to better understand their engagement patterns (I quite like this paper about how to align learning analytics with learning design: Lockyer, Heathcote & Dawson, 2013).
This has been my journey so far creating this subject. I have presented an initial draft to my #EDUC90970 colleagues, which you can see in the video below (or access the presentation here):
Hopefully I will get some useful feedback to further improve the learning design before moving on to the next step: creating a prototype of the subject in Canvas.
Blaschke, L. M., & Hase, S. (2019). Heutagogy and digital media networks. Pacific Journal of Technology Enhanced Learning, 1(1), 1-14. https://doi.org/10.24135/pjtel.v1i1.1
Boud, D., Cohen, R., & Sampson, J. (Eds.). (2014). Peer learning in higher education: Learning from and with each other. Routledge.
Broadbent, J. & Panadero, E, Fuller-Tyszkiewicz, M. (online first 2020). Effects of mobile app learning diaries vs online training on specific self-regulated learning components. Educational Technology Research and Development.https://doi.org/10.1007/s11423- 020-09781-6
Doolittle, P. E., & Camp, W. G. (1999). Constructivism: The career and technical education perspective. Journal of vocational and technical education, 16(1), 23-46. https://eric.ed.gov/?id=EJ598590
Garrison, D R. (2007). Online community of inquiry review: Social, cognitive, and teaching presence issues. Journal of Asynchronous Learning Networks, 11(1), 61-72. https://eric.ed.gov/?id=EJ842688
Goodyear, P. (2005). Educational design and networked learning: Patterns, pattern languages and design practice. Australasian Journal of Educational Technology, 21(1), 82–101. https://doi.org/10.14742/ajet.1344
Goodyear, P. (2015). Teaching as design. Herdsa review of higher education, 2(2), 27-50. Retrieved from https://bit.ly/33IWgLX
Herrington, J. & Oliver, R. (2002). Description of Online teaching and learning (Edith Cowan University Online Unit IMM4141 in Graduate Certificate in Online Learning). [Online]. Retrieved August 8, 2020, from Learning Designs Web site: http://www.learningdesigns.uow.edu.au/exemplars/info/PDFs/LD20.pdf
Laurillard, D. (2013). Rethinking University Teaching: A Conversational Framework for the Effective Use of Learning Technologies (2nd ed.). London: Routledge Falmer.
Lockyer, L., Heathcote, E., & Dawson, S. (2013). Informing pedagogical action: Aligning learning analytics with learning design. American Behavioral Scientist, 57(10), 1439-1459. https://doi.org/10.1177/0002764213479367
Luckin, Rosemary. (2008). The learner centric ecology of resources: A framework for using technology to scaffold learning. Computers & Education, 50(2), 449-462. doi: https://doi.org/10.1016/j.compedu.2007.09.018
Popenici, S., & Millar, V. (2015). Writing Learning Outcomes: a practical guide for academics. Melbourne Centre for the Study of Higher Education, The University of Melbourne.
Young, C. & Perović, N. (2016). Rapid and Creative Course Design: As Easy as ABC? in Procedia – Social and Behavioral Sciences, 2nd International Conference on Higher Education Advances,HEAd’16, 21-23 June 2016, València, Spain (Eds) J. Domenech, M. Vincent-Vela, R.Peña-Ortiz, E. de la Poza, D. Blazquez. Available from https://doi.org/10.1016/j.sbspro.2016.07.058
As part of my journey in the “Facilitating Online Learning” subject (#EDUC90970), I continued to read more about Heutagogy – or self-determined learning. Self-determined learning is a humanist approach to teaching and learning focused on learners’ autonomy and agency during the learning process. It differs from traditional pedagogy and self-directed learning on the degree in which learners are involved in shaping their own learning experience. In self-determined learning, learners can help define their own learning objectives and assessments.
According to Blaschke and Hase (2019), self-determined learning sits on a continuum that includes Pedagogy, Andragogy (self-directed learning) and Heutagogy (self-determined learning). These different approaches vary on the level of teacher support and student autonomy. Below are four images representing their characteristics (identified as Education 1.0, 2.0 and 3.0, respectively; Gerstein, 2014):
Although for the majority of the current higher education system adopting a self-determined learning approach may seem like a distant utopia due to many constraints (e.g., large classes), it seems to be a good fit for my own teaching. I mainly teach highly autonomous and motivated higher education teachers on how to use learning analytics in their own teaching and learning (professional development workshops). However, there are some key concepts that I believe are crucial for them to be familiar with before even thinking about using learning analytics. A more traditional approach seems more appropriate for this part of the workshop.
Luckily, it’s not all or nothing when deciding what teaching and learning approach would be the best fit for our courses. We can mix and match them, according to our cohort, content and environment (Kenyon & Hase, 2013). We just need to be aware of their characteristics and counter-balance the downfalls with evidence-based instructional interventions.
For example, one of the downfalls of traditional approaches to teaching and learning is that they are not quite as motivating as in self-directed and self-determined learning experiences. While in the latter, learners’ motivation is fuelled by their autonomy and particularly freedom to pursue their own interest; in traditional approaches students mainly listen to lectures or read texts. The use of evidence-based practices to support students’ motivation can help to deal with this issue, such as using strategies to catch and hold their interest (Bolkan & Griffin, 2018).
On the other hand, one of the downfalls of self-determined learning is that many students may not be prepared to regulate their own learning in such autonomous environments (Kenyon & Hase, 2013). In this case, scaffolding (or other types of support) may be necessary to promote self-regulated learning (Dignath & Veenman, 2020).
References
Blaschke, L. M., & Hase, S. (2019). Heutagogy and digital media networks: Setting students on the path to lifelong learning. Pacific Journal of Technology Enhanced Learning, 1(1), 1-14. https://doi.org/10.24135/pjtel.v1i1.1
Bolkan, S., & Griffin, D. J. (2018). Catch and hold: Instructional interventions and their differential impact on student interest, attention, and autonomous motivation. Communication Education, 67(3), 269-286. https://doi.org/10.1080/03634523.2018.1465193
Dignath, C., & Veenman, M. V. (2020). The Role of Direct Strategy Instruction and Indirect Activation of Self-Regulated Learning—Evidence from Classroom Observation Studies. Educational Psychology Review, 1-45. https://doi-org.ezp.lib.unimelb.edu.au/10.1007/s10648-020-09534-0
Kenyon, C., & Hase, S. (2013). Heutagogy fundamentals. In S. Hase & C. Kenyon (Eds), Self-determined learning: Heutagogy in action, (pp. 7-18). Bloomsbury.
Continuing presentations on learning theories and frameworks from last week as part of the Facilitating Online Learning subject #EDU90970, here are the links and brief summary of interactive strategies used in this week’s presentations:
Daniel Capurro and Helen Stitt presented about Flipped Classroom. They used breakout rooms in Zoom to pair up students and discuss about the pros and challenges to adopt flipped classroom. I really enjoyed being grouped in pairs rather than small groups, as it allowed a deeper exchange of ideas than my previous experiences in small groups.
I presented about Authentic Learning. I used Padlet for a “True or False” interactive activity about Authentic Learning (based on myths about authentic learning presented in Herrington, Reeves & Oliver, 2009). Upvote for true, downvote for false.
Rebecca Morris presented about the Pedagogy-Andragogy-Heutagogy Continuum. She used a poll from Poll Everywhere to collect info about how other students teach in relation to this continuum and would be the challenges to implement a more self-determined learning and teaching approach.
The recording of these presentations can be viewed on Thomas Cochrane’s YouTube Channel.
I quite enjoyed using Adobe Spark for my presentation. It suited well my preferred way to create presentations: lots of images and not much text. I liked how integrated it is with free photos from Unsplash and automatically creates the credits at the end of the page.
Reference:
Herrington, J., Reeves, T. C., & Oliver, R. (2009). A practical guide to authentic e-learning. Routledge.
As part of my course “Facilitating online learning” #EDUC90970, I’m having the opportunity to read more about education. I’m quite familiar with most educational concepts, so I was quite intrigued when a new word came along: Heutagogy.
Heutagogy is a humanistic instructional strategy based on many well-established theories, such as self-efficacy, self-determination, self-regulated learning, self-directed learning and constructivism (a summary of these can be found in Blaschke & Hase, 2019). It has been defined as a student-centred self-determined learning experience. Below some of the original authors of Heutagogy defined it one tweet:
An Heutagogic learning design gets students to explore, create, collaborate, connect, reflect and share as part of their learning experience. At its core, it puts students in a position where they become an active agent of their learning process.
The learner is in much more control of their own learning in this approach than in Andragogy, for example. Although there may be some environmental constraints, learners are involved in each step of the way. This includes their participation in co-creating a learning contract, activities and outcomes, as presented below in an image of the Heutagogic Design Process (Blaschke & Hase, 2016).
Such autonomy and involvement is believed to promote a deep learning experience, or a double-looping learning, in which students acquire new knowledge while also changing their believes and views of the world. As Hase and Kenyon (2013) stated, “learning results in a whole new set of questions to ask” (p.24), taking students in an individual and self-motivated learning journey. Which, in turn, shifts the teacher to a facilitator role, or a partner of the learning process, helping students to shape and achieve their own goals, and monitor their journey to get there.
To be honest, I couldn’t quite understand or visualise how to apply Heutagogy until I got into the double-looping learning about it myself. Our #EDUC90970 teacher Thom Cochrane mentioned in a comment of a previous post here that an example of this approach included Montessori education in early-learning education. This is when it all started to make sense to me. I went to a Montessori school for most of my childhood, until I was 11 years old. I remember being very enthusiastic about learning and loving the freedom to move between learning objects as I pleased. I often wondered whether there would be a similar approach to adult education – so here it is – Heutagogy.
So how could I as a teacher re-create similar experiences to my own students, particularly in online environments? This seems to be the beginning of a journey, as the more I read about Heutagogy more questions I have and the more I notice my thinking about teaching changing. Over the last two weeks, I already noticed that my thinking started to move from “How am I going to teach this?” to “How am I going to facilitate and support students’ to learn about this?”. I would like to provide students with freedom to explore the content, while connecting it to their own interest and prior knowledge. I’m not quite sure how this would look like, but there seems to be many more articles for me to read about it to help me in my journey. As this course progresses I hope to go deeper into it, particularly when designing my online course as part of the assignment for the #EDUC90970 subject.
References
Blaschke L.M., Hase S. (2016) Heutagogy: A Holistic Framework for Creating Twenty-First-Century Self-determined Learners. In Gros B., Kinshuk, Maina M. (Eds), The Future of Ubiquitous Learning. Lecture Notes in Educational Technology (pp. 25-40). Springer.
Blaschke, L. M., & Hase, S. (2019). Heutagogy and digital media networks. Pacific Journal of Technology Enhanced Learning, 1(1), 1-14. https://doi.org/10.24135/pjtel.v1i1.1
Hase, S., & Kenyon, C. (2013). The nature of learning. In S. Hase & C. Kenyon (Eds.), Self-determined learning: Heutagogy in action (pp. 19-35). Bloomsbury Academic.
As part of the Facilitating Online Learning subject #EDU90970, we are putting together presentations on learning theories and frameworks.
The exercise here was to use any other presentation tool besides Powerpoint. Below are the presentations from the first week (week 5 of the course) divided by the tool used. I also included a brief description when interactive strategies were used as I found them very engaging!
Caitlyn Gourlay presented about Social-Cultural Learning She used breakout rooms in Zoom to divide the class into discussion groups. Outcomes of the discussion were collaboratively added to the Goggle Slides using the group identifier on the top right corner of the Zoom breakout room. She suggested that you can also pose different questions per group using these numbers.
Chelsea Hyde presented about Cognitive Load Theory. There was a neat exercise on chunking information that she presented in an embedded video and got us to report our results using the Zoom annotation tool.
A useful tool for thinking about digital presence is the ‘Visitors and Residents‘ typology, proposed by White and LE Cornu (2009). The authors use a metaphor to think of the Internet as a place, where you interact with different tools, in which you may or may not share spaces with other people. The nature of these interactions define whether your presence in a particular digital place is as a visitor or as a resident.
Visitors see the web as a collection of tools to implement ideas created offline. They are users of these tools, not members. After their task is completed, the tool is abandoned.
Residents see the web as different places where they go to simply spend time, usually sharing this experience with other people. They belong to these places, they are members. Once they log off, there is still a digital footprint of their persona online.
These two extremes are considered to be in a continuum and we are expected to function as both Visitors and Residents across the virtual world.
The authors of this paper have developed an app as part of a research project that allows us to map our digital engagement in relation to being Visitors and Residents. For this app they also included an Y axis with a continuum between Personal and Professional use. Here is a video explaining how it works:
Below is my own mapping at the time of writing. As you can see, I like to keep my personal digital presence fairly separated from my professional one, although there is a little bit of overlap.
My digital presence in June 020
I think this can be a great tool in the online learning context for two reasons. First, it can help with our own digital literacy as teachers. From my own experience, if I’m not comfortable using a technology, I wouldn’t use it for teaching purposes. So this can be a great way to monitor our own progression through the use of different tools. Considering I’m now taking the “Facilitating Online Learning” subject that has encouraged me to start using (or re-activating) tools such as Twitter, WordPress and Flipboard, I’m curious to see which ones I’ll end up being more of a resident than a visitor over time.
Second, we can use it to better understand our students’ digital engagement. Their maps can be an opportunity to both discover new tools that we can use for educational purposes, and to identify gaps in students’ digital literacy relevant to their future workplace. This helps us to stay connected to our students and up-to-date with students’ needs (JISC Digital Insights, 2020).
White, David S, & Le Cornu, Alison. (2011). Visitors and residents: A new typology for online engagement. First Monday, 16(9). https://doi.org/10.5210/fm.v16i9.3171
We all want our students to be cognitively engaged in our courses. We want them to think critically, have a deep understanding of the topic and reflect about their own learning. But, how can we achieve this?
Previous research has found that successful online courses create a community of learners with a safe space for discourse so they can achieve common purposes and inquiry (Garrison, 2007). In such environments, students feel comfortable and stimulated to be intellectually involved.
In the literature, this has been referred to as a community of inquiry. The video below presents a brief overview of this topic and of the community of inquiry framework for online learning, which is also presented in a figure below.
What is a community of inquiry? How does it apply to online learning?
Community of Inquiry Framework (based on Garrison, 2011)
In the community of inquiry framework, cognitive presence intersects with both social and teaching presence. From my brief readings on this topic so far, here is what I gathered we can do to foster cognitive presence in these two overlaps, and that I hope to focus on when developing the online subject as part of my “Facilitating online learning” assignment:
Supporting discourse
Apparently, open communication does not naturally progress to an academic relationship, in which students begin to collaborate and solve problems together. This needs to be fostered through collaborative activities that promote a sense of purpose. Basically, having a discussion board open and expect students to magically start collaborating does not happen. Frequent, purposeful and quality interactions should be part of the learning design of a subject.
Regulating learning
Another false expectation is that students will regulate their own learning. By this I mean that they will plan, monitor, adapt and reflect about their own learning experience. We may expect to see such skills on graduate students, but not so much in first year undergraduate ones. The approach to this issue is two-fold: the teacher can help the student to regulate their learning (co-regulation), while explicitly modelling the process to assist in the students’ development of their own set of regulated learning skills (self-regulation). Examples of support of regulated learning include clarifying task details, being more directive during assignments, proposing the use of learning strategies and assisting with movement through tasks.
(P.S. Self-regulated learning is one of the main topics of my research, so I’m really looking forward to putting my knowledge into practice.)
(P.P.S. I noticed that early versions of the framework had this intersection named “Selecting content”. I’m curious to know more about this change!)
References
Garrison, D R. (2007). Online community of inquiry review: Social, cognitive, and teaching presence issues. Journal of Asynchronous Learning Networks, 11(1), 61-72. https://eric.ed.gov/?id=EJ842688
Garrison, D. R. (2011). E-Learning in the 21st century: A framework for research and practice (2nd ed.). London, UK: Routledge/Taylor and Francis.
Paula de Barba, PhD 