1. LEARNING THEORY AND PEDAGOGICAL
USE OF TECHNOLOGY:
SELF-REGULATED LEARNING
Jonna Malmberg
Learning and Educational Technology Research Unit
(LET)

2. Learning and Educational Technology
Research Unit (LET)
• Learning sciences and technology-enhanced
learning.
• Integration of theoretical perspectives on the
social, cognitive and motivational processes of
learning and utilising it in research-based
design.
• In practice we aim for understanding the “skill
and will” of learning and design future
innovations for learning.

3. WHAT ARE THE QUALITIES OF GOOD
LEARNER?
• How do you define
good learner?
• Discuss and make a
schetch (e.g. a mind
map) of the qualities
of a good learner (5
min)

4. SELF-REGULATED LEARNER
• Capable of taking charge of their own learning:
• Recognizes own strengths and weaknesses in
various learning situations.
– Knowledge of different strategies that can aid
meaningful learning
– Motivated to use these strategies in order to
reach learning goal
– Can use these strategies depending on the
learning situation.
Zimmermann, 2001; Winne & Perry,
2001

5. WHAT IS SELF-REGULATED
LEARNING?
• Active and proactive learning
• Process of learning to monitor, evaluate, and regulate (or
change) your own
– Learning and thinking (e.g. remember textbook)
– Motivation (e.g. feeling inspired or interested)
– Behaviour (e.g. getting organized, getting started)
• Lifelong process that you develop and refine over time
• CAN BE TEACHED AND LEARNED

6. WHAT IS SELF-REGULATED
LEARNING?
• Task understanding and goal setting
• Planning
• Enacting strategies
• Evaluating
• Cyclical process whereby students regulate their
efforts to optimize cognitive, motivational and
behavioural processes, guided by their learning
goals and the contextual features of the
environment (Pintrich, 2000; Zimmerman, 1998).

7. SUCCESSFUL LEARNER
• Monitor the effectiveness of their learning methods or
strategies and react to feedback by changing perceptions,
beliefs or strategies (Winne & Hadwin, 1998)
SEEK OUT INFORMATION WHEN NEEDED…
ACCEPT GREATER RESPONSIBILITY FOR THEIR ACHIEVEMENT
OUTCOMES…
PLAN
SET GOALS
MONITOR
EVALUATE

8. A BIT LIKE CONDUCTING
EXPERIMENTS ABOUT
YOUR LEARNING
• Identify a problem
• Set goals
• Make plans and set procedures
• Collect data about how things are going
• Compare findings to original goals
• Based on your findings you make
changes to the goals, plans or strategies

9. WHY IT IS IMPORTANT TO SELF-
REGULATE LEARNING?
• Improved learning outcomes!
Why?
Awareness of strengths and weaknesses
– What strategies I can use to bridge the caps between
ability and task demands?

10. Simply learning a new skill does not
mean that you will use it unless you are
motivated to do so…
Willingness to invest effort
 Evaluation of
benefits/costs
 Pass the course / deep
understanding

11. CYCLICAL MODEL OF SELF-
REGULATED LEARNING
• Self-regulated learning occurs when students sustain and manage their
achievement efforts through activities that are employed towards
attainment of students own goals (Zimmerman 1999; Pintrich 2001).
• Challenges provides means for self-regulated learning to occur (Hadwin,
Järvelä & Miller, 2010).
• SRL can be divided in three to four different phases depending of the model.
4. REFLECTING
•previous experiences
•previouse knolwedge
3a CONTROLLING
Highlights NotesQuestions
3bMONITORING
•understanding
•tactic use
•Better task understanding
•Strategic knowledge
1 TASK
UNDERSTANDING
2 PLANNING AND GOAL
SETTING
Winne & Hadwin, 1998 , Zimmerman, 2000

12. 1. TASK UNDERSTANDING
•1st phase in self-regulating learning
•What is this task about?
•Drawing on past knowledge and
experiences
•Constructing your own representation or
“picture” of the task
When you know what you are supposed
to be doing, what it looks like, and what it
feels like to be on track

13. TASK UNDERSTANDING –
TASK COMPONENTS
EXPLICIT
• Identify the theoretical
principles underlying
technology-enhanced learning
• Define the concepts of self-
regulated learning,
collaborative learning and
learning of expertise
• Describe the use of technology
to support such learning
• Justify pedagogical use of
technology by using current
theoretical knowledge of
learning
• Instructions
• Grading
IMPLICIT
• Task purpose
• Type of thinking?
• Strategies?
• Understanding?
• Applicable solutions?
• What else can you think
of

14. IF THE TASK UNDERSTANDING IS
ACCURATE
• More likely to successfully regulate learning
• Perform better
• Choose good strategies for task completion
• BECAUSE
• Know what to aim for and what success might look like
• Can tell if you are “on track” along the way

15. 2. GOAL SETTING AND PLANNING
• Standards
• Something students use to judge progress
• Something students can use to judge performance
• Lead to strategy choices
• Reflections of task understanding

16. WHAT TYPES OF GOALS YOU CAN
SET?
Short term goals in early stages of learning
outline ways you can attain an eventual target or outcome
break an outcome goal into processes or steps
used to monitor and evaluate progress
Long term goals later in the mastery process –
performance improvement
performance targets (e.g. master the learning material or
accomplish the course)
used to monitor and evaluate performance

17. 3. TASK ENACTMENT
MONITORING AND CONTROLLING
1) Understanding (Metalevel and Object Level)
2) Strategy use
3) Progress at the task
• Strategy use is depending on the different features of current learning situation, such as context,
task and various aspects of self (Paris & Paris, 2002).
• when to use the strategy
• why the strategy works
• how to apply the strategy
• check if the strategy works
• customize strategies IF……THEN…..ELSE

18. WAIT A MINUTE! I need to
choose only MAIN concepts.
NOT EVERYTHING!
Wow..This theory is more
challenging than I
thought..
Hmm..usually I am
succesful with this types of
tasks..
The strategy is first to select
main concepts and then apply
those in my own experiences..

19. 3. STRATEGY USE
MONITORING AND CONTROLLING
• Strategic learning is self-regulated (Zimmerman,
2000; Pintrich, 2000)
• Learning strategy is a set of different study
tecnhiques.
….During that lecture, I wrote down some keywords….
…When I created a timeline, it really made it easy for me…
…Browsing through the material helped me to get the picture of the topics...
..By focusing my reading based on the titles and subtitles helped me to
understand…
SPENT FEW MINUTES TO THINK AND WRITE DOWN STRATGIES YOU
USE?

20. General learning strategies
COGNITIVE LEARNING
STRATEGIES
ACTIVITIES
 REHEARSAL UNDERLINE, COPYING WORDS
 ELABORATION EXPLAINING, MAKING NOTES
AND DRAWING CONNECTIONS
 ORGANISATIONAL CONCEPT- OR MIND MAPPING
TIME LINES
These strategies are not equally effective in all the learning situations, but
it has been ackowledged that use of these strategies helps to learn and
understand (Weinstein & Mayer, 1986),

21. PROBLEMS IN STRATEGIC
LEARNING
• Students can name and use different types of strategies
when they are asked to do so, but they do not
necessarily use the strategies purposefully (Bransford et
al.1986).
• Selection of strategy is not necessarily optimal when a
mismatch between outcome and desired outcome is
monitored (Winne & Jamieson-Noel 2002).
• Students do not use them or change their prominent
strategy (Cao and Nietfeld 2007; Graham et al. 2008;
Rabinowits et al. 1992).
• Students are not aware of what strategies are.
• Effort of carrying out a deeper strategy might be too
much (Winne & Hadwin 2008).

22. REHEARSAL STRATEGY
1) Repeating words in the correct serial order
2) Using highlighting
• Identifying only main ideas
• Not effective when used alone
• Main ideas might not be recognised

23. ORGANISATIONAL STRATEGY
• The purpose of organisational strategies is to
translate information into another form, such as
creating concept maps, diagrams or timelines
(Weinstein, & Mayer, 1986).
• The use of organisational strategies fosters
externalization of knowledge and enhances
selection of the most important concepts (Hilbert
& Renkl, 2007).
• What is already known and how the knowledge
structures change.

24. ELABORATION STRATEGY
• Paraphrasing or summarising, explaining ideas
by making notes to link to-be-learned
information to prior knowledge structures, asking
questions, compare/contrast.
• Additional ways on how to recall information.
• Requires thinking (to be learned information).
• Helps to connect what is already known.

25. 4. EVALUATING
…In each phase of studying…
Through evaluating changes in
– Task understanding
– Goals and Pland
– Strategies
….Across studying….

26. In order to self-regulate learning..
…Knowledge about different strategies
…Skill and will to cope with various learning
situations
…Degree of self-regulated learning varies
depending on the learning
situation…
..When experimenting with your
learning, you are
regulating….Volet & Järvelä, 2000; Hadwin, Järvelä & Miller,