A flexible framework for metacognitive modelling and development

Liz Bacon*, Lachlan MacKinnon

*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceedingConference contribution

3 Citations (Scopus)

Abstract

Research in eLearning and technology enhanced learning (TEL) has predominantly focused on the creation of learning materials in appropriate forms, such as learning objects, the assessment methods that can usefully be applied online, and the delivery mechanisms for these materials, particularly in virtual learning environments (VLEs). In more recent times, research has begun to focus on pedagogical issues, and in particular whether there is some specific model that applies explicitly to online learning situations. Through a number of projects over the last ten years the authors have considered issues of learning style, learning strategy, pedagogy, immersive environments, student engagement and motivation, games-based learning, adaptation and personalisation. Emerging from this work, and from extensive consideration of the existing research in this area, this paper argues a need to move not only to a different pedagogic model, but also to change the existing structural approach to learning to support the rising demand for online distance learning provision worldwide. Fundamental to this argument is a need to support a heutagogic model of student learning, which requires that the students involved are sufficiently educationally mature to take control of their own learning experience. Whilst within traditional teaching models in higher education there is an explicit aspiration that students will emerge as educationally mature, metacognitive graduates, this is often seen as an outcome of the learning process itself, rather than as a skillset which can be taught and assessed. The paper describes an approach to metacognitive assessment that has already been used to determine the level and skills displayed by students in making selections of learning materials online. Based on this approach, a structural model for online learning support is proposed, using an assessment, feedback and training loop to ensure that students have the level of metacognitive skills necessary to take effective control of their own online learning experience.

Original languageEnglish
Title of host publicationProceedings of the International Conference on e-Learning, ICEL
EditorsTeresita Arenas Yanez, Paul Griffiths, Oscar Saavedra Rodriguez
PublisherAcademic Conferences and Publishing International Limited
Pages7-14
Number of pages8
ISBN (Electronic)9781632668301
ISBN (Print)9871909507692
Publication statusPublished - Jan 2014
Externally publishedYes
Event9th International Conference on e-Learning, ICEL 2014 - Valparaiso, Chile
Duration: 26 Jun 201427 Jun 2014

Conference

Conference9th International Conference on e-Learning, ICEL 2014
CountryChile
CityValparaiso
Period26/06/1427/06/14

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learning
student
learning situation
personalization
distance learning
pedagogics
learning strategy
structural model
learning process
experience
learning environment
graduate
demand
Teaching
education

Cite this

Bacon, L., & MacKinnon, L. (2014). A flexible framework for metacognitive modelling and development. In T. A. Yanez, P. Griffiths, & O. S. Rodriguez (Eds.), Proceedings of the International Conference on e-Learning, ICEL (pp. 7-14). Academic Conferences and Publishing International Limited.
Bacon, Liz ; MacKinnon, Lachlan. / A flexible framework for metacognitive modelling and development. Proceedings of the International Conference on e-Learning, ICEL. editor / Teresita Arenas Yanez ; Paul Griffiths ; Oscar Saavedra Rodriguez. Academic Conferences and Publishing International Limited, 2014. pp. 7-14
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Bacon, L & MacKinnon, L 2014, A flexible framework for metacognitive modelling and development. in TA Yanez, P Griffiths & OS Rodriguez (eds), Proceedings of the International Conference on e-Learning, ICEL. Academic Conferences and Publishing International Limited, pp. 7-14, 9th International Conference on e-Learning, ICEL 2014, Valparaiso, Chile, 26/06/14.

A flexible framework for metacognitive modelling and development. / Bacon, Liz; MacKinnon, Lachlan.

Proceedings of the International Conference on e-Learning, ICEL. ed. / Teresita Arenas Yanez; Paul Griffiths; Oscar Saavedra Rodriguez. Academic Conferences and Publishing International Limited, 2014. p. 7-14.

Research output: Chapter in Book/Report/Conference proceedingConference contribution

TY - GEN

T1 - A flexible framework for metacognitive modelling and development

AU - Bacon, Liz

AU - MacKinnon, Lachlan

PY - 2014/1

Y1 - 2014/1

N2 - Research in eLearning and technology enhanced learning (TEL) has predominantly focused on the creation of learning materials in appropriate forms, such as learning objects, the assessment methods that can usefully be applied online, and the delivery mechanisms for these materials, particularly in virtual learning environments (VLEs). In more recent times, research has begun to focus on pedagogical issues, and in particular whether there is some specific model that applies explicitly to online learning situations. Through a number of projects over the last ten years the authors have considered issues of learning style, learning strategy, pedagogy, immersive environments, student engagement and motivation, games-based learning, adaptation and personalisation. Emerging from this work, and from extensive consideration of the existing research in this area, this paper argues a need to move not only to a different pedagogic model, but also to change the existing structural approach to learning to support the rising demand for online distance learning provision worldwide. Fundamental to this argument is a need to support a heutagogic model of student learning, which requires that the students involved are sufficiently educationally mature to take control of their own learning experience. Whilst within traditional teaching models in higher education there is an explicit aspiration that students will emerge as educationally mature, metacognitive graduates, this is often seen as an outcome of the learning process itself, rather than as a skillset which can be taught and assessed. The paper describes an approach to metacognitive assessment that has already been used to determine the level and skills displayed by students in making selections of learning materials online. Based on this approach, a structural model for online learning support is proposed, using an assessment, feedback and training loop to ensure that students have the level of metacognitive skills necessary to take effective control of their own online learning experience.

AB - Research in eLearning and technology enhanced learning (TEL) has predominantly focused on the creation of learning materials in appropriate forms, such as learning objects, the assessment methods that can usefully be applied online, and the delivery mechanisms for these materials, particularly in virtual learning environments (VLEs). In more recent times, research has begun to focus on pedagogical issues, and in particular whether there is some specific model that applies explicitly to online learning situations. Through a number of projects over the last ten years the authors have considered issues of learning style, learning strategy, pedagogy, immersive environments, student engagement and motivation, games-based learning, adaptation and personalisation. Emerging from this work, and from extensive consideration of the existing research in this area, this paper argues a need to move not only to a different pedagogic model, but also to change the existing structural approach to learning to support the rising demand for online distance learning provision worldwide. Fundamental to this argument is a need to support a heutagogic model of student learning, which requires that the students involved are sufficiently educationally mature to take control of their own learning experience. Whilst within traditional teaching models in higher education there is an explicit aspiration that students will emerge as educationally mature, metacognitive graduates, this is often seen as an outcome of the learning process itself, rather than as a skillset which can be taught and assessed. The paper describes an approach to metacognitive assessment that has already been used to determine the level and skills displayed by students in making selections of learning materials online. Based on this approach, a structural model for online learning support is proposed, using an assessment, feedback and training loop to ensure that students have the level of metacognitive skills necessary to take effective control of their own online learning experience.

M3 - Conference contribution

AN - SCOPUS:84910091627

SN - 9871909507692

SP - 7

EP - 14

BT - Proceedings of the International Conference on e-Learning, ICEL

A2 - Yanez, Teresita Arenas

A2 - Griffiths, Paul

A2 - Rodriguez, Oscar Saavedra

PB - Academic Conferences and Publishing International Limited

ER -

Bacon L, MacKinnon L. A flexible framework for metacognitive modelling and development. In Yanez TA, Griffiths P, Rodriguez OS, editors, Proceedings of the International Conference on e-Learning, ICEL. Academic Conferences and Publishing International Limited. 2014. p. 7-14