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Goal Setting & Self-Efficacy During Self-Regulated Learning

Article explores self-regulated learning as a process of goal setting and mediating performance via self-observation and monitoring.

Tags: motivation, education, learning, self-efficacy, DaleSchunk, research on 2008-08-06 -All Annotations (0) -About

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Chapter 2: How Experts Differ from Novices | How People Learn: Brain, Mind, Experience, and School

Tags: expertise, ExpertVNovice, attention, learning, research on 2008-08-05 and saved by5 people -All Annotations (0) -About

more fromwww.nap.edu

experts have acquired extensive knowledge that affects what they notice
and how they organize, represent, and interpret information in their
environment
Experts usually mentioned the major principle(s) or law(s)
that were applicable to the problem, together with a rationale for why
those laws applied to the problem and how one could apply them (Chi et
al., 1981).
The diagram is often elaborated as the expert seeks to
find a workable solution path
Experts'
problem piles are arranged on the basis of the principles that can be
applied to solve the problems; novices' piles are arranged on the basis
of the problems' surface attributes.
sets of related
Experts appear to possess an efficient organization
of knowledge with meaningful relations among related elements clustered
into related units that are governed by underlying concepts and
principles
sequential
search
Within
this picture of expertise, "knowing more" means having more conceptual
chunks in memory, more relations or features defining each chunk, more
interrelations among the chunks, and efficient methods for retrieving
related chunks and procedures for applying these informational units in
problem-solving contexts (Chi et al., 1981).
Experts do not have to search through everything they know in
order to find what is relevant; such an approach would overwhelm their
working memory (Miller, 1956).
Knowledge that is not
conditionalized is often "inert" because it is not activated, even
though it is relevant (Whitehead, 1929).
People's abilities to
retrieve relevant knowledge can vary from being "effortful" to
"relatively effortless" (fluent) to "automatic" (Schneider and
Shiffrin, 1977). Automatic and fluent retrieval are important
characteristics of expertise.
An important aspect of
learning is to become fluent at recognizing problem types in particular
domains
so that appropriate solutions can be easily
retrieved from memory.
The use of instructional procedures that speed
pattern recognition are promising in this regard (e.g., Simon, 1980).
"adaptive expertise"
"metacognition"--the ability to monitor one's current level of
understanding and decide when it is not adequate.
Beliefs about what it
means to be an expert can affect the degree to which people explicitly
search for what they don't know and take steps to improve the situation.
The concept of adaptive
expertise (Hatano and Ignaki, 1986) provides an important model of successful
learning. Adaptive experts are able to approach new situations flexibly
and to learn throughout their lifetimes. They not only use what they
have learned, they are metacognitive and continually question their
current levels of expertise and attempt to move beyond them. They don't
simply attempt to do the same things more efficiently; they attempt to
do things better. A major challenge for theories of learning is to
understand how particular kinds of learning experiences develop adaptive
expertise or "virtuosos."
An emphasis on the patterns perceived by
experts suggests that pattern recognition is an important strategy for
helping students develop confidence and competence. These patterns
provide triggering conditions for accessing knowledge that is relevant
to a task.
First, the six principles of
expertise need to be considered simultaneously, as parts of an overall
system. We divided our discussion into six points in order to
facilitate explanation, but each point interacts with the others;
Metacognition can help students develop personally relevant pedagogical
content knowledge, analogous to the pedagogical content knowledge
available to effective teachers (principle 5). In short, students need
to develop the ability to teach themselves.
what they will learn depends on how much they know already.

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Learning with less time and lots of students: layering instruction in a middle level technology education program.(It Works) Industry & Business Article - Research, News, Information, Contacts, Divisions, Subsidiaries, Business Associations

Tags: layering, CTE, learning, edtech on 2008-07-16 -All Annotations (0) -About

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socialsoftware-research » TandLCase_Studies

Tags: CTE, CaseStudies, Pedagogy, for:ckendall, for:gravesle, learning, research, wikis on 2008-04-08 and saved by2 people -All Annotations (0) -About

Disruptive Mobile Learning » SlideShare

VERY interesting slide show re: disruptive mobile learning. Strong conceptual content (3 Cs of lg), lg about v. in the world, etc. Cool exs. - esp. art.

Tags: art, concepts, disruption, environment, learning, mobile, science on 2008-03-29 and saved by9 people -All Annotations (0) -About