gStudy

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(No Transcript)
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• New Tools, Approaches, and Issuesin Researching
  Self-Regulated Learning in Authentic Settings

Philip H. WinneDianne Jamieson-NoelKen
MacAllister Mingming Zhou Roger Azevedo V.K.
Kumar John Nesbit Allyson Hadwin Simon Fraser
University APA Conference 2005
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• Theories Informing the Design of General Tools
  for Study

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OUTLINE

• Introduction to gStudy Software
• Limitations of existing systems
• The wider context and taxonomy of educational
  technology
• Past Development
• Our choice of languages and schemas
• Web browser capabilities
• Content management and distribution
• Tools to support active knowledge construction
• Current Development
• Learner-centred help
• Coaching self-regulated learning and
  metacognition
• Future Development
• Tools to support goal setting, scheduling and
  planning
• Virtual classroom and collaboration tools.

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Introduction to gStudy Software
The Limitations of existing systems and the need
for tools to support and and conduct research on
learning with multimedia
Online Study Reference Materials
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Introduction to gStudy Software
The Limitations of existing systems and the need
for tools to support and and conduct research on
learning with multimedia
gStudy is also a basic browser,but it includes
study tools
g
Lets take a quick look
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Introduction to gStudy Software
The Limitations of existing systems and the need
for tools to support and and conduct research on
learning with multimedia
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Introduction to gStudy Software
The wider context and taxonomy of educational
technology
Koedinger et al. _at_Carnegie Mellon (CTAT)
Taylor (1980)
Schwartz et al. _at_Stanford (Betty)
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Introduction to gStudy Software
The wider context and taxonomy of educational
technology
Tutor
Koedinger et al. _at_Carnegie Mellon (CTAT)
Taylor (1980)
Tutee
Schwartz et al. _at_Stanford (Betty)
Bruce Levin (1997)
gStudy does not fit any single slot, but
facilitates all of them
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Past Development
Our choice of languages and schemas
The most common formats for educational content
Data schemas Event logging
Browser content Authoring
HTML
XML
JAVA
Open, universal standards
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Past Development
Content management and distribution
CONTENT MANAGER
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Past Development
Generalization Definition Context
Enumeration Collection Sequence
Procedure Condition Event
Classification InheritanceCause-Effect
Comparison Contrast Table
CONTENT MANAGER
HTML
XML
JAVA
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Past Development
Tools to support active knowledge construction
SELECTING
ORGANIZING
INTEGRATING
Generalization Definition Context
Enumeration Collection Procedure
Sequence Condition Event
Classification Categories Inheritance
Comparison Contrast Table
MATRIX
HIERARCHY
FLOWCHART
LIST
NETWORK
CONTENT MANAGER
HTML
XML
JAVA
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Past Development
Tools to support active knowledge construction
By themselves, tools are not enough
SELECTING
ORGANIZING
INTEGRATING
Generalization Definition Context
Enumeration Collection Procedure
Sequence Condition Event
Classification Categories Inheritance
Comparison Contrast Table
MATRIX
HIERARCHY
FLOWCHART
LIST
NETWORK
CONTENT MANAGER
HTML
XML
JAVA
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Current Development
Learner-centred help
Authentic Scenarios
Interactive Simulator
Study Tips
Collapsing Panels
Practical Application Exercises
Whats in it for me?
What does this button do?
How do I _____?
INTERFACE
RELEVANCE
GOAL
LEARNER-CENTRED HELP SYSTEM
MATRIX
HIERARCHY
FLOWCHART
LIST
NETWORK
TOOLS
CONTENT MANAGER
HTML
XML
JAVA
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Current Development
Learner-centred help
Authentic Scenarios
Interactive Simulator
Study Tips
Collapsing Panels
Practical Application Exercises
(Performance/Mastery Orientations)
Whats in it for me?
What does this button do?
How do I _____?
INTERFACE
RELEVANCE
GOAL
LEARNER-CENTRED HELP SYSTEM
MATRIX
HIERARCHY
FLOWCHART
LIST
NETWORK
TOOLS
CONTENT MANAGER
HTML
XML
JAVA
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Current Development
Coaching self-regulated learning and metacognition

• Monitors the current state of the learner
  through activity patterns.
• Compares patterns to, and encourages, ideal
  self-regulated actions.
• SMART cognitive operations (Winne Marx, 1989).
• Elaborates the learners model based on their
  feedback.
• Makes metacognitive suggestions during dialogues
  with the learner.
• Responds when the learner adapts their behavior.
• Can handle questions related to help, tests,
  assignments planning.

THE COACH
INTERFACE
RELEVANCE
GOAL
LEARNER-CENTRED HELP SYSTEM
MATRIX
HIERARCHY
FLOWCHART
LIST
NETWORK
TOOLS
CONTENT MANAGER
HTML
XML
JAVA
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Future Development
Tools to support goal setting, scheduling and
planning

• Goal setting is critical for monitoring during
  self-regulation.
• Students with process goals have a higher degree
  of self-efficacy, more satisfaction with their
  performance than those with outcome goals.

- Kitsantas, Reiser Doster, 2004
GOALS
EVENTS
SCHEDULE
PLANNING
CALENDAR FUNCTIONS
SELF-REGULATION
METACOGNITION
THE COACH
INTERFACE
RELEVANCE
GOAL
LEARNER-CENTRED HELP SYSTEM
MATRIX
HIERARCHY
FLOWCHART
LIST
NETWORK
TOOLS
CONTENT MANAGER
HTML
XML
JAVA
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Future Development
Enabling the virtual classroom with collaboration
tools

• Students who collaborate out-perform students
  who work solo.
• - Lazonder, 2005 (on search tasks)

VIRTUAL CLASSROOM / COLLABORATION
GOALS
EVENTS
SCHEDULE
PLANNING
CALENDAR FUNCTIONS
SELF-REGULATION
METACOGNITION
THE COACH
INTERFACE
RELEVANCE
GOAL
LEARNER-CENTRED HELP SYSTEM
MATRIX
HIERARCHY
FLOWCHART
LIST
NETWORK
TOOLS
CONTENT MANAGER
HTML
XML
JAVA
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Future Development
Enabling the virtual classroom with collaboration
tools

• Potentially running as a browser object
• - Eisenstadt et al. (2005) Centre for new media,
  Open University UK

VIRTUAL CLASSROOM / COLLABORATION
GOALS
EVENTS
SCHEDULE
PLANNING
CALENDAR FUNCTIONS
SELF-REGULATION
METACOGNITION
THE COACH
INTERFACE
RELEVANCE
GOAL
LEARNER-CENTRED HELP SYSTEM
MATRIX
HIERARCHY
FLOWCHART
LIST
NETWORK
TOOLS
CONTENT MANAGER
HTML
XML
JAVA
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Current Research
Enabling research studies by logging user
interactions.

• Event logging enables new forms of research in
  authentic contexts.

Lets take a look
EVENT LOGGING
VIRTUAL CLASSROOM / COLLABORATION
GOALS
EVENTS
SCHEDULE
PLANNING
CALENDAR FUNCTIONS
SELF-REGULATION
METACOGNITION
THE COACH
INTERFACE
RELEVANCE
GOAL
LEARNER-CENTRED HELP SYSTEM
MATRIX
HIERARCHY
FLOWCHART
LIST
NETWORK
TOOLS
CONTENT MANAGER
HTML
XML
JAVA
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• Self-Report and Trace Data as Tools for
  ExaminingSelf-Regulated Learning

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Self-Regulated Learning
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The Role of the Instructional Environment

• Can guide students through the learning process
• Instructional cues can help students select
  relevant information for further processing.
• Structures can provide instructional supports to
  bootstrap methods for self-regulated learning.

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The Role of the Study Tactics

• Underlining as a study tactic
• Note taking as a study tactic
• Question generation as a study tactic

Students can

• Label / highlight with Quicknotes.
• Create different types of notes.
• Create glossary entries
• Make links

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Purpose of Study

• How does goal orientation influence academic
  outcomes?
• How does goal orientation influence the choices
  students make in terms of the tactics and
  strategies they employ to study?
• What are the similarities and differences in
  self-reports versus traces of studying?

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Goal Orientation

• 2 x 2 framework
• Mastery Approach
• Mastery Avoid
• Performance Approach
• Performance Avoid

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Self-report measures

• Self-reports and aptitude measure of
  self-regulated learning
• Asks students to recall how often they used
  various tactics to study information
• Commonly used
• Motivated Strategies for Learning Questionnaire

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Trace Measures

• Trace measures are records of events
• Record of student actions completed in the
  software (e.g. create a note, highlight)
• Recorded in a fine-grained log
• Temporal -time stamped
• Artifacts of tactics strategies
• Log reader / analyzer

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Example Log File
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Method

• 186 students from an undergraduate educational
  psychology class
• Measures MSLQ, MAI, EBI filled out once in the
  3rd week of the semester
• GOQ filled out for the first 8 weeks of the
  semester (lots of missing data later weeks)
• Midterm (30 item MC) Final (60 item MC)
• Study reflection assignment (2 hrs chapter 7)
• Chapter 7 from the Woolfolk, Winne Perry
  Educational Psychology text

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Determining a Predominant Goal Orientation

• Subscale score for each orientation
• Mean overall score collapsing across goal
  orientations
• Difference score subtracting mean subscale score
  for an individual from mean
• IF-THEN statement to indicate relationship
  amongst the difference scores to create a
  predominant goal orientation

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Sample rule structure Performance Approach

• IF(AgtB,IF(AgtC,IF(AgtD, "Dominant",""),""),""). IF
  the differences score for performance approach
  (A) was greater than the difference score for
  performance avoid (B) and if differences score
  for performance approach (C) was greater than
  mastery approach and if the differences score for
  performance approach was greater than the
  difference score for mastery avoid (D) then
  indicate that performance approach was
  predominant (Dominant).

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Results
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Achievement Differences
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Mastery Orientation Comparison
Mastery Approach
Mastery Avoidance
Highly structured interaction, - notice 91, 12,
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Low structure, doing only what is expected -
notice 1, 2, 3
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Performance Orientation Comparison
Performance Approach
Settles into a single looped pattern
Performance Avoid
Completely scatteredand disconnected
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• The Role of Instructional Tools in Facilitating
  Approaches to Self-Regulated Learning

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The Present Study
Three Questions

• Do the learning tools used while studying match
  the tools students are instructed to employ?
• Do tactics that require greater forms of
  elaboration result in better performance than
  tactics that require rehearsal?
• Does instructing students to attend to the
  objectives embedded within the content improve
  overall performance?

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Method
Subjects and materials

• Ninety-nine educational psychology undergraduates
  participated.
• Education 220 Learning Kit (Woolfolk et al.
  2003).
• Short-answer (3), multiple choice (8).

Conditions

• Use any tools.
• Make a Quicknote related to the objective, then
  use any tools.
• Make a Quicknote related to the objective, then
  study using only Quicknotes.
• Make a Quicknote related to the objective, then
  study using only notes.
• Make a Quicknote related to the objective, use
  only question-and-answer type notes.

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Results
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Did participants follow the directions they were
given to follow while studying?

• Quicknote group 94.4 labeled at least once.
• Note-taking group 65.2 made notes of some kind.
• Question-Answer group 30 made questions.

Did instructing students to use various tactics
effect test performance?
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Comparing actions between groups

• Criteria for selection
• Test scores - highest / lowest
• Must follow the instructions
• Given more than one person shared the same score,
  the participant who scored higher on the short
  answer was selected.

Use any TacticScore of 18.00 on the test.
Use any tacticScore of 2.0 on the test
questions.
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Comparing actions between groups
Objectives and Any Tactic Score of 3.5
Objectives and Any TacticScore of 17.0
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Comparing actions between groups
QuickNotesScore of 24.5 (33 quicknotes)
QuickNotesScore of 4.00 (5 quicknotes)
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Comparing actions between groups
Note takingScore of 2.5 (1 summary note)
Note takingScore of 19 (7 summary notes)
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Comparing actions between groups
Topic Definition of understanding Main Ideas 1.
By Gardner Understanding is the capacity to
take knowledge, skills and concepts and apply it
to new situations. 2. By Perkins amp Blythe
Being able to perform thought-demanding tasks on
a topic, such as generalizing, applying,
etc. Topic Definition of concept Main Ideas
Category used to group similar ideas, objects,
events, people -used to help us organize a large
amount of information. Topic Prototype Main
Ideas Best representation of a category -Image
that captures the essence of a concept -Have
graded membership, where the boundaries are fuzzy
(ie, is ostrich a bird, if it can't fly?) Topic
Exemplars Main Ideas Actual memories of specific
objects, so that we can use this to compare the
object in question, and figure out if this object
belongs to the same category as our
exemplar. Topic Schemas Main Ideas Aside from
prototypes and exemplars, we recognize our
concept through our schematic knowledge. ie.
knowing that counterfeit money is not real
money. Topic Concept Attainment Main Ideas A
strategy to help students attain an understanding
of a concept, by using thinking skills such as
'hypothesis testing'. -To encourage hypothesis
testing, components of this strategy must include
EXAMPLES, NON EXAMPLES and both RELEVANT and
IRRELEVANT attributes. Topic Results of this
(examine examples and nonexamples) Main Ideas
Prevents UNDERGENERALIZATION and
OVERGENERALIZATION.
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Comparing actions between groups
Question and Answer groupScore of 16.75 (5 QA
notes)
Question and Answer groupScore of 2.5 (1 QA
note)
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Comparing actions between groups
Q What do I understand? A Math Chemistry and
Physics more than English socials and arts. Q
Prototype versus exemplar? A An exemplar is an
example from experience. A prototype is a
generalization, usually a best representative of
a concept. Q A schema of concepts means
what? A The connections between different
concepts based on our notion of our world. E.g.,
the concept of mone is connected with crime
forgery act by our schema. Q Lesson
components? A The basics you need examples and
anti examples, a name and its definition. Q
Lesson structure? A It should concentrate on
prototypes, then move on to borderline examples
to help define the border of the concept. This
helps avoid under or overgeneralization.
Question and Answer groupScore of 16.75 (5 QA
notes)
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Discussion

• Preference vs. risk vs. awareness.
• Nature of the instructional environment.
• Choices for tools.
• Study tactics and trends.
• The role of learning objectives.
• Amount of time.

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• Lessons Learned from using gStudy in Authentic
  Learning Contexts

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Lessons Learned
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New Features in 2.0

• Creating documents.
• Concept mapping.
• Search / filter tools.

Creating instructional environments

• Designing kits.
• Designing authentic learning tasks.
• Practical issues.

Methodological issues

• Model object events create, move, link, delete
  objects
• View events clicks, drags, scrolling, mouse
  actions.
• Questionnaires context instructions.
• Matching traces to self-reports.