Transcript Metacognition

Metacognition
SE - Current Issues in Technology Enhanced Learning
24.05.2005
Monika Pilgerstorfer
Metacognition
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Thinking about thinking
(Blakely, 1990; Livingston, 1997)
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Flavell (1977)
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Child cognition
Developmental changes in
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Metamemory
Metacomprehension
Metacommunication
Metacognition
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Knowledge and active control over
one’s own cognitive processes when
engaged in learning
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metacognitive knowledge
metacognitive regulation
Metacognitive Knowledge
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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
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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
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Metamemory
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Knowledge about memory systems and
memory strategies
Metacomprehension
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Learner‘s awareness about what he/she
knows / does not know
Elements of Metacognition
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Self-regulation
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Learner‘s adjustment to errors
Covers social interaction
Schema Training
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Helps learner‘s to develop their own
cognitive structures from understanding
information and experiences
Metacognition
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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
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Blakely & Spence (1990)
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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
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Macpherson (2002)
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Metacognitive explanation
Scaffolded instruction
Cognitive choaching
Head-to-hands
Co-operative learning
Metacognitive Explanation
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Involves the teacher
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Talking through the problem, start to ask
the student for suggestions
Thinking aloud
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Observing the process of solving a
problem
Scaffolded Instruction
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Exploring problems with little help
from the teacher
Teachers role is to support
Teacher should intervene if the student
is experiencing difficulties
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What do you think would happen if?
How can you check to see if you are correct
or not?
Cognitive Choaching
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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
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Utilises the social aspect of learning
Breaking the class into pairs or small
groups
Head-to-Hands
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Carry out a practical application
Manipulate and test learning
Helps students maintain motivation
towards their learning
Metacognition in E-Learning
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Sucess of learning environments turns
on the dynamic relation between
learner and environment
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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
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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)
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Metacognition is a type of situated
cognition.
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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)
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The rhetoric of metacognition is about
internal regulation but the practice of
designers focuses on external resources.
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Metacognition recruits internal processes but
relies at skills that are oriented to controlling
outside mechanisms!
Good visual designs are cognitively efficient.
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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)
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Good visual design supports helpful
workflow.
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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
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Processes involved in internal cognitive
functioning
Objects and processes in one‘s immediate
environment
A Distributed View of
Metacognition – 5 tenets
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The complexity of deciding what to do
next is made considerably less
complex than the general problem of
rational choice.
Humans lean on environmental
structure for cognitive support.
A Distributed View of
Metacognition – 5 tenets
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We are closely coupled causally with
our environments that cognition is
effectively distributed over mind and
environment.
Our close causal coupling holds true at
different temporal levels.
Learners are coordinators locked in a
system.
A Distributed View of
Metacognition
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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.
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Cognitively Effective Design
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Principles of good pedagogy
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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
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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)
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The organizer
Information on self progress
Search tool for suitable content and
assessment modules
Emulating presence through a talking
avatar
„Blooming E-Learning“
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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“
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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“
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Bloom‘s taxonomy
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(Bloom, 1956)
Can be used as a means by which
teachers and students can be introduced
to metacognition.
„Blooming E-Learning“
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E-Learning course
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6 chapter
Each chapter incorporates one of Blooms
educational objectives
Each chapter incorporates one of the
metacognitive instructional approaches by
Macpherson (2002)
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Metacognitive explanation
Scaffolded instruction
Cognitive choaching
Head to Hands
Co-operative learning
„Blooming E-Learning“
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Chapter 1 - Introduction
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Content displayed as web pages
Bloom: knowledge
Exercise: recall
Chapter 2 - Text
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Learners can enter text, format it into
headings, paragraphs, lists, etc.
Bloom: comprehension
Exercise: Hot Potatoes
„Blooming E-Learning“
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Chapter 3 - Links
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Add links to page
Bloom: application
Exercise: create web page
Metacognitive explanation
Chapter 4 – Images
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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“
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Chapter 5 – Tables
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Bloom: synthesis
Exercise: Link two web pages
Heads-to-Hand
Chapter 6 – Forms and Design
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Bloom: evaluation
Exercise: create a form and add some
elements
Scaffold instruction
„Blooming E-Learning“
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Evaluation
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Metacognitive knowledge monitoring
assessment (Tobias & Everson, 1996)
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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
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„Blooming E-Learning“
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Course incorporated metacognitive
skills
Content received good feedback
Benefit, helped learn HTML
Resources
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http://interactivity.ucsd.edu/articles/Metacognition/Elear
ning10.pdf
https://www.cs.tcd.ie/courses/mscitedu/mite_wrk/resour
ces/portfolios/2001/doyle_e/Final.rtf
http://fie.engrng.pitt.edu/fie2005/papers/1321.pdf
http://www.learningcircuits.org/2003/oct2003/dobrovoln
y.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.
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