Metacognition SE - Current Issues in Technology Enhanced Learning 24.05.2005 Monika Pilgerstorfer.
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Transcript of Metacognition SE - Current Issues in Technology Enhanced Learning 24.05.2005 Monika Pilgerstorfer.
Metacognition
SE - Current Issues in Technology Enhanced Learning 24.05.2005
Monika Pilgerstorfer
Metacognition Thinking about thinking
(Blakely, 1990; Livingston, 1997)
Flavell (1977) Child cognition Developmental changes in
Metamemory Metacomprehension Metacommunication
Metacognition Knowledge and active control over
one’s own cognitive processes when engaged in learning metacognitive knowledge metacognitive regulation
Metacognitive Knowledge Knowledge about human learning and
information processing Knowledge about the learning task at
hand and its corresponding processing demands
Knowledge about cognitive and metacognitive strategies and their appropriate use
Metacognitive Regulation processes that can be applied in order to
control cognitive activities and achieve cognitive goals
planning and monitoring cognitive activities and further revision depending on the result of these activities
Elements of Metacognition Metamemory
Knowledge about memory systems and memory strategies
Metacomprehension Learner‘s awareness about what he/she
knows / does not know
Elements of Metacognition Self-regulation
Learner‘s adjustment to errors Covers social interaction
Schema Training Helps learner‘s to develop their own
cognitive structures from understanding information and experiences
Metacognition Student’s perception of themselves has an
impact of their performance, achievements and self-management of their own learning.
Metacognition influences the student’s orientation to learning tasks and problem solving.
Performing the task or solving the problem influences their belief in their personal and academic abilities, therefore metacognition allows students to believe in themselves.
Metacognitive Strategies Blakely & Spence (1990)
Connecting new information to former knowledge
Selecting thinking strategies deliberately Planning, monitoring and evaluating
thinking processes
Utilising these strategies a learner can identify a problem, research alternative solutions, evaluate and decide on a final solution.
Metacognitive Strategies Macpherson (2002)
Metacognitive explanation Scaffolded instruction Cognitive choaching Head-to-hands Co-operative learning
Metacognitive Explanation Involves the teacher
Talking through the problem, start to ask the student for suggestions
Thinking aloud Observing the process of solving a
problem
Scaffolded Instruction Exploring problems with little help from
the teacher Teachers role is to support Teacher should intervene if the student
is experiencing difficulties What do you think would happen if? How can you check to see if you are correct or
not?
Cognitive Choaching Teacher prompts student from solution Students are encouraged to explain
what he/she did to the other students On-going assessment of student‘s
performance Students are challenged to achieve
new goals with different levels of difficulty
Co-operative Learning Utilises the social aspect of learning Breaking the class into pairs or small
groups
Head-to-Hands Carry out a practical application Manipulate and test learning Helps students maintain motivation
towards their learning
Metacognition in E-Learning Sucess of learning environments turns
on the dynamic relation between learner and environment How well students interact with their
environment How well they read documents How well they explore concepts, facts,
illustrations How well they monitor progress How well they accept help
Metacognition in E-Learning Metacognition is associated with the
activities and skills related to planning, monitoring, evaluating and repairing performance.
External ressources for help Visual design can improve
metacognition
Metacognition in E-Learning (Kirsh, 2004)
Metacognition is a type of situated cognition. it works by controlling the interaction of person
and world it is a component in the dynamic coupling of
student and environment controlled by biasing what one looks at controlled by what one does in a motor sense sophisticated, concerned with managing
schedules, checklists, notes and annotations Metacognition is interactive!
Metacognition in E-Learning (Kirsh, 2004)
The rhetoric of metacognition is about internal regulation but the practice of designers focuses on external resources. Metacognition recruits internal processes but
relies at skills that are oriented to controlling outside mechanisms!
Good visual designs are cognitively efficient. The cognitive effort involved in metacognitive activity
is not different in princible than the cognitive effort involved in first order cognition.
The way visual cues are distributed effects the cognitive effort required to notice what is important.
Metacognition in E-Learning (Kirsh, 2004)
Good visual design supports helpful workflow. Learners need to plan, monitor and
evluate their progress In well set up environments students will
develop expectations of the kind of information to be had when engaged in a task, such as solving a problem.
Good visual design is about designing cue structure.
A Distributed View of Metacognition
Managing ressources Processes involved in internal cognitive
functioning Objects and processes in one‘s immediate
environment
A Distributed View of Metacognition – 5 tenets
1. The complexity of deciding what to do next is made considerably less complex than the general problem of rational choice.
2. Humans lean on environmental structure for cognitive support.
A Distributed View of Metacognition – 5 tenets
3. We are closely coupled causally with our environments that cognition is effectively distributed over mind and environment.
4. Our close causal coupling holds true at different temporal levels.
5. Learners are coordinators locked in a system.
A Distributed View of Metacognition For students operating in well designed
environments the activity of maintaining coordination, of monitoring, repairing, and deciding what to do next may not be a fully concious process, and certainly need not require attention to one‘s current internal thinking process.
A Distributed View of Metacognition Cognition is distributed between agent
and environment When there is conscious awareness of
mental activity, the aspect of cognition being attended to may be the externalisation of that thought.
Cognitively Effective Design Principles of good pedagogy
Providing cues, prompts, hints, indicators and reminders
The manner of displaying them has an effect on how and when students notice them.
Cognitively Effective Design
Cognitively Effective Design The effectiveness of a structure or process
measures the probability that subjects will comprehend, perceive, extract the meaning, or use the structure correctly.
a) use the interface, hence not reject it outright as being too complex to be useful
b) use the display to obtain the result the users want because the display makes it easier to understand the options and their relations better
Personal Learning Management (Foroughi , 2005)
The organizer Information on self progress Search tool for suitable content and
assessment modules Emulating presence through a talking
avatar
„Blooming E-Learning“ Adapting Bloom‘s Taxonomy into the
content of e-learning course to promote life long learning through Metacognition.
University of Dublin Trinity College
„Blooming E-Learning“ E-learning course developed as a web
site Introduction to HTML Skills and knowledge to produce a web
site Recognise current metacognitive skills
and enhance them Bloom‘s taxonomy Metacognitive instructional approaches
„Blooming E-Learning“ Bloom‘s taxonomy (Bloom, 1956)
Can be used as a means by which teachers and students can be introduced to metacognition.
„Blooming E-Learning“ E-Learning course
6 chapter Each chapter incorporates one of Blooms
educational objectives Each chapter incorporates one of the
metacognitive instructional approaches by Macpherson (2002) Metacognitive explanation Scaffolded instruction Cognitive choaching Head to Hands Co-operative learning
„Blooming E-Learning“ Chapter 1 - Introduction
Content displayed as web pages Bloom: knowledge Exercise: recall
Chapter 2 - Text Learners can enter text, format it into
headings, paragraphs, lists, etc. Bloom: comprehension Exercise: Hot Potatoes
„Blooming E-Learning“ Chapter 3 - Links
Add links to page Bloom: application Exercise: create web page Metacognitive explanation
Chapter 4 – Images Insert images Bloom: analysis Exercise: view an existing web page and pick out
the elements and tags that make it up Co-operative learning
„Blooming E-Learning“ Chapter 5 – Tables
Bloom: synthesis Exercise: Link two web pages Heads-to-Hand
Chapter 6 – Forms and Design Bloom: evaluation Exercise: create a form and add some
elements Scaffold instruction
„Blooming E-Learning“ Evaluation
Metacognitive knowledge monitoring assessment (Tobias & Everson, 1996) Predication for success with actual successful
performance Predication for failure with actual unsuccessful
performance Predication for failure with actual successful
performance Predication for success with actual
unsuccessful performance
„Blooming E-Learning“ Lack of measures for general
megacognition Reduced the overall assessment to the
metacognitive strategies
„Blooming E-Learning“ Course incorporated metacognitive
skills Content received good feedback Benefit, helped learn HTML
Resources http://interactivity.ucsd.edu/articles/Metacognition/Elearn
ing10.pdf https://www.cs.tcd.ie/courses/mscitedu/mite_wrk/resourc
es/portfolios/2001/doyle_e/Final.rtf http://fie.engrng.pitt.edu/fie2005/papers/1321.pdf http://www.learningcircuits.org/2003/oct2003/dobrovolny.
htm Schwartz, N.H., Andersen, C., Hong, N., Howard, B.,
McGee, S. (2004). The influence of metacognitive skills on learners’ memory of information in a hypermedia environment. Journal of Educational Computing Research, 31, 77–93.
Thank You For Your Attention