21st-century working and learning requires knowledge acquisition, sharing and building, both alone and with others. Learning is no longer only cognitive, but has also become social and emotional in nature. For this reason, being able to strategically regulate one’s own learning and that of others is a vital 21st century skill.
SLAM project harnesses advanced technologies to enhance strategic regulation of individual and collaborative learning. With the advancing technologies, the project utilizes new ways to use intelligent tools to analyze and visualize what is learnt and how it is learnt. It builds on self-regulated learning theory augmented by recent advances in socially shared regulation of learning. In particular, the research develops new methods and tools to explore the potential of Learning Analytics (LA) and mobile cloud technology to gather, analyze and make available in a useful form the unprecedented amount of data that learners generate. The objectives are (1) to make situational characteristics, that determine the success of individual, collaborative and collective learning, visible (2) to find evidence for and representations of critical phases of students’ strategic regulation of learning, (3) to strengthen the cognitive, motivational and emotional characteristics of successful self- and shared regulation of learning by implementing LA in mobile clouds using available technologies and (4) to design LA interfaces and dashboards to provide awareness for regulating learning for a) individual students, b) groups of students and c) teachers to support learning.
Participants of the study are 16-18 year old high school students (N = 320). Exploratory and quasi-experimental research will be used in ecologically valid learning settings. The research is divided into three distinct research phases where students receive specific prompts that support active regulation in individual, collaborative and collective learning, extending our previous work with regulation tools. Phase 1 is exploratory to determine challenges and tools and develop materials. Phases 2 and 3 are quasi-experiments for developing and implementing LA and LA-dashboards based on productive (or counterproductive) patterns of strategic regulation of learning.
Project duration: 48 months
Project funding: Academy of Finland, project number 275440
Last updated: 10/11/2015