Hadwin keynote self-directed learning SIG

4-phase model of SRL (Winnie and Hadwin 1998)

• task perception
• goals & plans
• task enactment
• large scale adaptation

Explanation of model

• tasks are contexts for SRL
  • not disposition but cycles of enactment
• large scale adaptation within & across tasks
  • recognizing while I'm working on my essay that I don't know how to proceed - need to update my understanding
  • carry forward to future writing tasks
• multiple goals are held within a given task
  • hold them simultaneously
• goals for SRL are self-set
  • the goals they set might not be the same as
    • their interpretation of the task
    • what we wanted them to do with the task
    • because they misunderstand
    • or because they are adapting
• self-goals are informed by task perceptions
• regulation = adaptation or change across phases/tasks
• challenge episodes ideal for studying SRL in action
  • what students do in the face of a challenge, to understand how they can regulate/recover from that challenge

Example: student who studies for exam by making sure that she remembers the definitions of all the concepts. But in exam, needs to integrate knowledge - she misunderstood what the professor was looking for.

• Task perception
  • conditions
    • 35 MC, chapter 5-7
    • list of testable concepts
    • “I've done lot's of tests like this before”
    • 5 days to study
    • Products (her interpretation of the task)
      • needs to know terms
      • concept = definition
      • resource = textbook
• Goals & Plans
  • conditions
    • strategies I know about - cue cards
    • Operation
      • construction and weighing goal profiles
    • Products
      • goal be able to faultlessly repeat the definition from memory by day 4
    • Plan
      • Find the definitions day 1 & make cue cards
• Task Engagement
  • Conditions
    • Goal
      • These terms from Chapter 4-7
    • Day by day cue card plan
    • Operation
      • Search
      • Rehearse
      • Monitor
    • Products
      • I know I'm ready
      • I know these terms
      • I can repeat them faultlessly
      • BUT… the test doesn't have any definitions… C-

Recognized that she had a problem, met with the professor, could update her definitions for the next task that she would meet.

• Conditions
  • concept = bigger idea
  • know means apply
  • What we do in class related to waht we have to know
  • Make sure that I really understand the task - confidence is not enough

Why is planning so important? (pyramid)

• Foundation for metacognitive monitoring
• Directs effort & strategic action
• Fuels regulation

Tasks as rich social tools in learning that have many dimensions and facets

• Explicit task information
  • Information that is explicitly stated
    • instructions
    • terms
    • grading scheme
    • assignment details
• Implicit task information (that is inferred)
  • task purpose
  • intended thinking or processing
  • relevant course concepts
• Socio-contextual task information
  • Epistemological & pedagogical intent
    • disciplinary belifs & values
    • bigger WHY
    • difficult for undergrads that take courses in many disciplines
    • important for upper-year students to see how this course/learning connects with other courses/the field/learning trajectory

Research about task perceptions

• Challenges interpreting tasks occur across disciplines and faculties
• Across a range of tasks
  • exams
  • quizzes
  • papers
  • problem sets
  • research projects
  • chapter questions
  • group projects
  • (including informal tasks, like reading that you do to prepare for a class)
• Most pronounced in tasks that require students to decide on a framework or solution path - loosely structured tasks such as research papers, design projects, etc.
  • Kind of authentic real world tasks and problems we aim to prepare students to successfully navigate
• Task perceptions are strong predictors of performance