Computers as Tools for Metacognition
TALK 1: Learning with Hypermedia:
• Metacognitive tools, Extension of Computers as cognitive tools
• Computer environments are more open-ended, and students are increasingly in charge of their cognitive, metacognitive, and affective processing
• Moving beyond declarative knowledge into complex learning
• Very dynamic and simulative environments, but no "intelligent" (non-adaptive)
• Support and foster various self-regulatory processes, such as cognitive, metacognitive, motivational, and affective processes
Findings:
• Students rarely develop deep conceptual understanding of science topics
• They suggest focusing on increasing the amount of time (motivational construct) to improve learning outcomes...I think...
• They build computer-aided systems that address various self-regulatory processes (multiple approaches to information
• IPT Model of SRL (Winne and Hadwin, 1998; Winne 2001) -- A model of self-regulatory learning in online learning
NOTE: This could be useful for the Journalism program
• CAMM: Cognitive, Affective, Motivational, and Metacognitive processing
email: razevedo@memphis.edu
TALK #3: Betty's Brain
Betty's brain is out of Vanderbilt and is a concept mapping system not unlike CSILE. The basic idea is that students teach Betty, an online person, about a concept, so they add ideas and concepts with data and metadata to teach her what she should know about the concept. They have access to resources and text resources.
Betty takes quizzes that they design -- its quite interesting.
He defines metacognition as self-monitoring and remediating against problem areas.
Findings: SRL students who didn't get external feedback began to monitor their own learning better and spent much more time trying to teach themselves in order to teach Betty.
TALK 5: Process for cognitive and metacognitive processing
They have a narrow focus, just cognitive, not motivational or affective dimensions
They try to foster planning, monitoring, and evaluation
• They use simulations which allow students to collect data and build models, and they study regulative support
• They ask not only what, but also why they thought certain things (what are the important variables, and why are those the relevant variables?
• They have built a tool called Co-Lab