Learning for self-regulation

Symposium
Learning for self-regulation
Improving instructional benefits for pupils,
teachers, parents, schools, and society at large
Educational Technology Expertise Centre (OTEC)
Friday, February 2nd, 2007
Symposium
The symposium ‘Learning for self-regulation:
Improving instructional benefits for pupils,
teachers, parents, schools, and society at
large’ is being organised by the Educational
Technology Expertise Centre (OTEC) of the
Open Universiteit Nederland. The intention
of the Open Universiteit Nederland is to
start a discussion on theoretical and practical possibilities to improve the initial phases
of education from the perspective of ‘lifelong learning’. The symposium will focus on
instructional developments with respect to
responsible self-regulation of learning
processes in primary and secondary education in particular. Information and Communication Technology can be integrated at multiple instructional levels to create, support,
or check concrete improvements for various
types of users.
The symposium will be concluded with the
inaugural address of prof. dr. Ton Mooij as a
professor by special appointment in Educational Technology, in particular with respect
to the influence of learning tasks on learning in primary and secondary education.
Learning for self-regulation Various approaches for self-regulation
in learning exist. On the one hand, in theory and practice attention
may be given mainly to personal demands and individual capacities or
competences. On the other hand, regular or strict curricular or
evaluation formats can be used to assess the end results of learning
processes that lasted for years. The symposium will concentrate on the
optimal interaction between these two approaches. Instructional
design should systemically diagnose and support learning processes at
various levels. At the same time, however, learners should be able to
use, introduce, or create learning diversity and challenges at or above
their own levels of competence. This is particularly relevant for those
pupils who need support with special educational facilities, and for
high ability pupils. The symposium will present various theoretical and
practical integrations of work in progress on such ‘learning for selfregulation’.
Language
English.
The symposium and the inaugural address will be in
Introduction By way of introduction prof. dr. Jeroen van Merriënboer, Research Programme Director of the Educational Technology
Expertise Centre, will situate ‘self-regulation in lifelong learning’ and
‘learning for self-regulation’. From the perspective of lifelong
educational and vocational careers, learning for self-regulation starts
very early in each child’s life. Pre-school and primary and secondary
education provide the main pedagogical and societal systems to
promote the development of optimal careers for all pupils. These
systems then need to provide continuous instructional and teaching
strategies to scaffold optimal ‘learning for self-regulation’ for different
types of pupils.
Lectures and presentations
Teaching self-regulation by self-evaluation
Prof. dr. Christian Swertz, University of Vienna, Austria
‘Teaching’ can be done implicitly by using environments with ‘built in‘
learning objectives. Concepts from instructional design theories are
used to design self evaluation tools: learning objectives, content,
learning strategy and learning process. Statistical measures are suggested for aspects supported by computer technology. Data collected in
the learning management system InLearn of the University of Vienna
(www.lerndorf.at) are used to demonstrate applications.
Developing self-regulation skills in a community of learners:
The Sparkling School
Prof. dr. Jos Beishuizen, Vrije Universiteit Amsterdam
In ‘The Sparkling School’ researchers and a secondary school in
Amsterdam collaborate to design and implement research projects.
Pupils, teachers, and researchers work in a community of learners
where inquiry learning is the predominant strategy for knowledge
development. Information will be given about the instructional design
principles and some examples of research projects will be presented.
The discussion will focus on the development of self-regulating skills
of the pupils involved.
Systemic foundations of learning for self-regulation and their
realisation in pre-school and primary school
Ms. Carla van den Bosch, pre- and primary school ‘Het Talent’, Lent
Mr. Ton Wiegman, pre- and primary school ‘Groninger School Vereniging’,
Groningen
In ‘contextual learning theory’ related sets of guidelines specify conditions to differentiate learning materials and procedures, support by
ICT, and strategies to improve development and learning. The goal is to
Programme
10.30-11.10
11.10-11.15
Welcome with coffee and tea
Opening and introduction
11.15-11.45
Teaching self-regulation by self-evaluation
11.45-12.15
Developing self-regulation skills in a community of
learners: The Sparkling School
12.15-12.45
12.45-14.00
14.00-14.30
Discussion
Lunch
Systemic foundations of learning for self-regulation
and their realisation in pre-school and primary
school
Videoconferencing in the primary classroom:
a window on the world beyond
14.30-14.50
14.50-15.10
15.10-15.30
15.30-16.00
16.00-17.00
17.00-18.00
Prof. dr. Jeroen van Merriënboer, Research Programme
Director of OTEC, Open Universiteit Nederland
Prof. dr. Christian Swertz, Professor of Educational Media with focus
on higher education, at the Faculty of Philosophy and Educational
Sciences, University of Vienna, Austria
Prof. dr. Jos Beishuizen, Professor of Education at the Faculty of
Psychology and Educational Theory at the Vrije Universiteit
Amsterdam and General Manager of the Centre for Education at
the Vrije Universiteit Amsterdam
Ms. Carla van den Bosch, pre- and primary school ‘Het Talent’, Lent
Mr. Ton Wiegman, pre- and primary school ‘Groninger School
Vereniging’, Groningen
Dr. Chris Comber, Senior Lecturer in Educational Research Methods
and Information and Communications Technology (ICT) and
Education at the University of Leicester, United Kingdom
External influences on the uptake of a science profile Dr. Annemarie van Langen, Educationalist and researcher at the ITS
by pupils in Dutch upper secondary education
(Institute for Applied Social Sciences), Radboud University Nijmegen
Discussion
Coffee/tea break
Inaugural address
Prof. dr. Ton Mooij, Professor by special appointment in Educational
Learning for self-regulation: Improving instructional Technology at the Educational Technology Expertise Centre (OTEC),
benefits for pupils, teachers, parents, schools, and
Open Universiteit Nederland. His activities focus on the influence of
society at large
learning tasks on learning in primary and secondary education
Reception
improve self-regulated learning for relatively low and high ability
pupils in particular. The presentation is concentrated on (pictures of )
concrete changes in daily practice for pupils, teachers and parents in
pre-school and primary education. Attention is directed at the
screening of pupils’ entry characteristics and the subsequent adequate
structuring of competence-based learning in age-integrated small
groups of pupils, throughout primary school.
Videoconferencing in the primary classroom: a window on the
world beyond
Dr. Chris Comber, University of Leicester, United Kingdom
Videoconferencing enables children to ‘see through’ the classroom
walls to a world beyond. Research reveals that videoconferencing may
shift relationships between learners and between learners and
teachers. The provision of more ‘authentic’ learning experiences
develops a greater confidence to engage in meaningful and enriching
dialogue with those outside of the traditional school setting. The
potential of videoconferencing to raise cultural awareness will be
explored, as will the role of teachers at ‘either end’ of the videoconferencing experience. Furthermore, some of the drawbacks will be
considered, as well as benefits of using this technology and the
potential role of other technologies.
External influences on the uptake of a science profile by pupils in
Dutch upper secondary education
Dr. Annemarie van Langen, ITS, Radboud University Nijmegen
Nowadays, secondary school pupils choose their final examination
subjects around the fourth year of their study, at the age of about 16.
The mandatory selection of one of these study profiles was introduced
to help pupils gain greater insight into their aptitudes and possibilities
for the future. This claim has been explored empirically with respect to
the choice of a science study profile. Multilevel analyses were performed on longitudinal data of 3513 pupils in the higher secondary
educational types (HAVO, VWO). The result shows that personal
accomplishment and capacity variables do not contribute to the
pupils’ choice. The available mathematics and science talents of pupils
are, as a consequence, not being put to optimal use.
Inaugural address
Learning for self-regulation: improving instructional benefits for
pupils, teachers, parents, schools, and society at large
Prof. dr. Ton Mooij, Open Universiteit Nederland
First, attention is directed at analysing why education provides some
persistent problems for pupils who are initially relatively low or very
high achievers compared to most other pupils. These problems are
expressed in pupils’ low motivation for school activities, various types
of isolated or antisocial behaviour, or dropping out of school. Second,
cognitive, social, motivational, and self-regulation aspects of learning
are related to instructional and wider educational contexts. The
theoretical elaboration results in an educational design with systemic
instructional guidelines and multilevel procedures that may improve
the learning processes for different types of pupils. Internet-based
Information and Communication Technology also plays a major role
here. Third, information will be given about concrete developments
made in prototype research and try-outs. Fourth, the focus is on
implementation experiences in primary and secondary educational
practice. Finally, some steps for next research will be elucidated.
Practical information
The symposium ‘Learning for self-regulation: Improving instructional
benefits for pupils, teachers, parents, schools, and society at large’
will be held on Friday, February 2nd, 2007, in the congress centre
Pretoria at the Open Universiteit Nederland, Valkenburgerweg 177,
6419 AT Heerlen.
Although participation is free of charge, we kindly request you to
register to ensure proper arrangements can be made for location and
catering.
Registration is possible via the website www.ou.nl/symposiumtmooij
Contact
Mrs. Marion Timmermans
Open Universiteit Nederland
Educational Technology Expertise Centre (OTEC)
Telephone: +31 45 5762316
e-mail: marion.timmermans@ou.nl
www.ou.nl/symposiumtmooij
A76,
Eindhoven
Travelling
By car Coming from the north (Eindhoven): via A76, at traffic
junction Ten Esschen, take direction Heerlen via N281. At N281 take
turn Heerlen-Centrum. At the end of the exit turn right (and follow
the signs Open Universiteit Nederland). At the 2nd traffic circle turn
right.
Coming from the south (Aachen): via A76, at traffic junction
Maastricht/Valkenburg, take direction Voerendaal. At the T-crossing
turn right, at the traffic lights turn right direction Heerlen.
Busstation
Woonboulevard
Heerlen
NS Station
Lo
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rst
raa
t
Geers
DSM
traat
N281
Stadsschouwburg
lt
ho
ck
Ey
at
raa
t
Abp
Valkenburgerweg
Akers
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Welterlaa
A79
Maastricht-Aachen Airport is only a 15-minutes drive.
N281
Aken
Politie,
Brandweer
traat
Open Universiteit
Nederland
Maastricht
By airplane
rstra
isst
Kru
Hogeschool
Zuyd
By train Every 9 and 39 minutes past the hour an intercity train
from the direction of Eindhoven arrives at Heerlen station. Taxis are
available at the station. Bus lines 1, 31, 40, 47 and 52 stop near the
Hogeschool Zuyd and from there it is a 5-minutes walk.
Ake
uw
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