Margarida Romero. Time Management in project settings

De #jovenessinfuturo a #notenemosmiedo al futuro, la perspectiva temporal futura en las elecciones del 22m

De #jovenessinfuturo a #notenemosmiedo al futuro, la perspectiva temporal futura en las elecciones del 22m

21/05/2011 Romero, M.

Si tienes unos minutos (5 min), te invito a responder a esta encuesta :

http://cort.as/0qLe

Cuando la juventud de un país pierde la perspectiva de futuro, no puede quedarse indiferente. Si algunos han optado por irse a otros países con mejores perspectivas de futuro, para otros la única solución es quedarse #indignados. Esta indignación creciente ha podido diluir se durante un tiempo. Algunas ayudas, el fútbol y otras distracciones sociales han permitido dispersar el descontento (¿o no?). Sin embargo, en el espacio temporal acotado de las elecciones, el malestar de la joventud ha llegado a cristalizarse. En el espacio de pocos días, las promesas de futuro de los diferentes partidos políticos ("Apuesta de futuro", "Sí al futuro", "Queremos recuperar la ilusión y la confianza en el futuro", "Con Renovación hacia el Futuro”) no han encontrado eco entre los autoproclamados #jovenessinfuturo.

Para entender la importancia de la perspectiva del futuro en las personas, quisiera invitaros a conocer los estudios de Zimbardo. Este psicólogo social de la Standord University se ha interesado a la orientación temporal de las personas para analizar su inclinación hacia 6 perspectivas temporales principales: el presente hedonista (...a vivir que son dos días...), el presente fatalista (...de todas maneras, nada va a cambiar...), al pasado positivo (...mi maravillosa infancia...), al pasado negativo (...soy así por mi terrible pasado...) y la orientación al futuro (...me quedo estudiando este fin de semana, quiero entrar en la carrera de medicina y ser una gran cirujana...) y el futuro transcendental en aquellas personas que creen en la vida más allá de la muerte (...no me importa el sufrimiento actual, ya que tras la muerte me espera el paraíso...). Podéis conocer más sobre las perspectivas temporales en su libro The time Paradox (también disponible en castellano bajo el título La paradoja del tiempo) y de la mano del blog de la joven investigadora Usart.

Para los que no aceptan el malestar juvenil actual, la facilidad es pensar que los jóvenes están orientados al presente, y que son hedonistas (generación botellón) o fatalistas (generación nini). Las investigaciones sobre la orientación temporal de los jóvenes indican que la orientación al futuro (Future Time Perspective) sería más importante a partir de la adolescencia (Lessing, 1972), con mayores niveles orientación al futuro personal en la adolescencia y al futuro de la familia y la sociedad en los adultos jóvenes (Greene, 1986; Nurmi, 1992). La orientación al futuro de los jóvenes es un elemento esencial para la evolución y desarrollo de la sociedad. El problema lo encontramos cuendo los jóvenes pierden la esperanza en el futuro. Stoddard, Zimmerman y Bauermeister (2010) nos recuerdan que la falta de esperanza hacia el futuro puede desencadenar violencia entre los jóvenes. Las acampadas de los #jovenessinfuturo (#acampadasol, #acampadabcn...) están siendo, sin embargo, celosamente pacíficas. Para quien quiera ver signos de manipulación política detrás, @juanmchacon recuerda que los #jovenessinfuturo "somos una nueva generación y no la reencarnación de revoluciones antiguas". Miramos al futuro y no al pasado". Los #jovenessinfuturo se manifiestan para comunicar su voluntad de "cambiar nuestro futuro" (@marcaslema, @Monigliani, @RedChaos, @tinamodotti71), "decidir nuestro futuro" (@JosepPuenteQuer, @XavierMSama @ferrancastella) "pensar en un futuro mejor" (@AmparitoRitoRam @MaraV15, @JMPergar, @LeiVirgo), "estar unidos para un futuro digno" (@Carlosbv84, @ignasivendrell, @toti6869), "luchar por su futuro y el de sus hijos" (@aserrano1971), "renombrar un nuevo futuro" (@ManuelBeltran), "soñar nuestro futuro" (@davengeo) y "reivindicar el futuro que queremos" (@AlexOrtega92, @ZeroHour18) . Los #jovenessinfuturo consideran que dejar en manos de políticos su futuro no es la mejor opción en el presente (@aradecidim), "Si no me dáis futuro, ¿por qué tengo que daros mi voto?" preguntan @rperezmartin y @bety94mc. Más allá de la inacción nini, consideran que el "el futuro dejado a sí mismo, solamente repite el pasado". Desde un punto de vista temporal, podemos considerar las revoluciones (#globalrevolution, #yeswecamp, #spanishrevolution, #catalanrevolution) como una urgencia de concentrar en el presente el cambio del futuro. Para @Larkinlerma, "el futuro es ahora " y "el cambio sólo puede ocurrir ahora" según @PeriodistasAnon. Para algunos, les están animando a pensar que "es futuro es nuestro" (@miguelvalens), "podemos controlar nuestro futuro" (@matrixmemata) y que "hay esperanza y futuro para estos niños [jóvenes sin fúturo]" según @Cerber0. @luzmy31 "Hoy vuelvo a creer en un futuro que no sea tan cruel, y poder dejar a nuestros hijos un mundo de paz". Los más optimistas (@4ly), consideran "a la población: si vais a plaça Catalunya hoy, podrás ganar un futuro con trabajo y un país libre de corrupción! ".

Los #jovenessinfuturo no son jóvenes con tendencias mayoritarias al presente hedonista o fatalista ("Los jovenes españoles estan atontados, solo les interesa el botellon, no tienen futuro... Perdon, como dice? " se indigna @monica_morado) Son en gran parte jóvenes orientados positivamente al futuro, entre los que existe una importante disonancia entre sus esfuerzos y sueños de futuro (estudios, trabajo, familia...) y la percepción que tienen de sus perspectivas reales de futuro ("el futuro está negro" @eduvakens, "la solución es emigrar" @estudiobionica). Son la generación con mayor potencial profesional e intelectual de este país, enormes potenciales productivos y creativos, que ven sus energías perdidas en un sistema inadecuado de desarrollo personal, educativo, profesional y empresarial.

En este contexto la desconfianza hacia el futuro se traduce en una emigración de profesionales de alto potencial. Emigrantes que hubieran preferido contribuir al desarrollo de su propio país, y que tras un análisis racional de posibilidades han preferido irse a quedarse inactivos. Ser uno de los países desarrollados con mayor tasa de paro juvenil y con menor tasa de natalidad debería haber sido analizado de manera alarmista desde los años 90, dónde aún la ilusión del ladrillo nos impedía ver la gravedad de la situación de la juventud. Tras más de 20 años de políticas de juventud inadecuadas, se ha echado a perder la confianza y visión positiva del futuro. Estos jóvenes no se han resignado a pensar que su futuro será peor que el de sus padres y están tomando las riendas de su futuro, siguiendo a Kay (La mejor manera de predecir el futuro es inventarlo, @pmolinam). Si esta acampada 2.0 llega a organizar-se y canalizarse más allá del #22m, estarán haciendo historia y construyendo otro futuro.

PS: Los tuits considerados han sido publicados mayoritariamente el sábado 22. Es probable que las consideraciones de futuro de los #jovenessinfuturo cambien en los próximos días. To be continued...

Dra. Margarida Romero

Soy joven investigadora en psicología del tiempo y psicología educativa. Me interesa analizar el movimiento #jovenessinfuturo desde el punto de vista de las perspectivas de futuro de sus participantes.

Si tienes unos minutos (5 min), te invito a responder a esta encuesta :

http://cort.as/0qLe

Seminari de recerca de doctorat - Time management in project settings

Seminari de recerca de doctorat - Time management in project settings

http://www.uoc.edu/portal/catala/la_universitat/agenda/2010/agenda_063.html

Sala d'actes. eLearn Center.
Rambla de Catalunya 6
Barcelona

En el marc dels Seminaris de recerca de doctorat s'ofereix la conferència Time management in project settings, que serà impartida per la Dra. Margarita Romero, responsable d’e-learning al Departament d’Innovació Pedagògica i Aprenentatge d'Esade.

La recerca de la Dra. Margarita Romero té com objectiu la millora dels aprenentatge en situacions col·lectives d'aprenentatge mediat per ordinador (Computer Supported Collaborative Learning). La seva activitat docent es desenvolupa a ESADE com professora al PhD Program in Management Sciences, a la Universitat Autònoma de Barcelona com professora de Psicologia evolutiva i de l’educació i també es consultora a nivell internacional en l’àmbit de l’e-learning acadèmic i corporatiu per la ITIN University a Paris, la IUFM a la Guyana Francesa i el Educational Ministry of Algeria entre d’altres.

El seminari de recerca de doctorat està adreçat a doctorands, investigadors-doctors i a la comunitat del eLearn Center en general. El tema que la Dra. Margarita Romero analitzarà són les propostes metodològiques per l'estudi de la gestió dels temps d'aprenentatge en tasques col·lectives d'aprenentatge de llarga durada. Ens parlarà de l’experiència pràctica sobre la gestió del temps col·lectiva i analitzaren les seves implicacions.

El País, 21 de febrero de 2010: La universidad está en Twitter

El País, 21 de febrero de 2010

La universidad está en Twitter

La enseñanza 'online' gana terreno, pero se une con la presencial.

MARIA DE LAS HERAS

"Si dejas de pedalear, te caes".Es la frase contundente de JoséLozano, director de Aefol, empresa organizadora del Congreso Internacional Expoe-learning. una exposición dedicada a la enseñanza online que coincide con Aula en Ifema. Esta frase explica para Lozano la transformación que están sufriendo las universidades y el resto de centros formativos para integrar las nuevas tecnologías en el dia a dia de los estudiantes. Ya no se trata de tener suficientes ordenadores en la biblioteca o de digitalizar los contenidos en papel. Los retos son enormes y vienen líderados porla Web 2.0, las redes sociales y las nuevas formas de comunicación existentes.

Margarida Romero es responsable de e-learning (concepto acuñado al fenómeno de la enseñanza online) en el departamento de innovación pedagógica y aprendizaje de ESADE y profesora de la Universidad Autónoma de Barcelona, Ella lo tiene claro: "Los chicos de ahorason multifuncionales y no soncapaces de atender una explicación oral sin consultar a la vez su móvil o su ordenador". Por ese motivo Romero ha introducido el Twitter en clase, una red social que les permite comunicarse con mensajes de una longitud inferior a 140 caracteres."La experiencia ha sido muy satisfactoria, los chicos muestran sus dudas a través de una herramienta que ya conocen y se sienten motivados", explica Las redes sociales han roto por sorpresa con la principal critica que soportaba la enseñanza online hasta el momento: la soledad y el aislamiento del estudiante. Estas herramientas permiten no sólo la relación entre compañeros, sino también el trabajo en grupo cuando los componentes viven en ciudades o incluso paises diferentes. A esto se suma otra ventaja crucialpara Romero: "Se logra un feed-back entre profesores y alumnos en foros en los que se comentan los contenidos de la clase. El alumno ya no tiene que esperar días o semanas para una tutoría".

Íñigo Babot. profesor de la Universidad Ramón Llull. lleva10 años trabajando en la enseñanza virtual y reconoce que nunca había visto tanto desarrollo en tan poco tiempo. "En los últimos dos años se ha producido un auge desconocido en este país", señala. Para Babot. no es casualidad que este crecimiento haya coincidido con la crisis."Este tipo de formación requiere una inversión inicial, pero después sale mucho más barata que la presencial", explica, yañade "A este factor se le suma otros como el avance de las nuevas tecnologías, la mejora en lacalidad de los contenidos digitales y la Web 2.0". Todo un coctel explosivo que ha provocado un avance de la enseñanza online sin precedentes. Los datos que presenta Aefol lo ratifican: 2,5 millones de personas realizaron un curso a través de la Red en España en 2009. Este número supone un crecimiento del 25% en un año en el que no ha crecido prácticamente nada La Universidad Nacional de Educación a Distancia (UNED) fue pionera en ofrecer una formación titulada no presencial. Su andadura comenzó en la década de los setenta, cuando la mayor parte de la población española no tenía ordenador. Hoy es la mayor universidad de España, con más de 160.000 alumnos, y ofrece 26 carreras y más de medio millar de cursos de formación continua. En 1995, la Universitat Oberta de Catalunya (UOC) se unió ala integración de las nuevas tecnologías en la enseñanza conun modelo que combinaba formación presencial con aulas virtuales. Se adelantaron así a una realidad que ahora se extiende por prácticamente todas las universidades españolas. Los expertos coinciden en que este sistema resalla todo lo positivo de la enseñanza online yla presencial, porque el profesor actúa de guía para discernir la información realmente importante de la Red.

La vicerrectora de innovación e investigación y directora del eLearn Center de la UOC, Begoña Gros, asegura que la enseñanza en un entorno virtual puede ser tan buena y eficaz como la presencial. "Estamos en un periodo de transición. Internet ha democratizado todo, y lo bueno esque no hay que optar por un modelo u otro. El panorama actual es muy interesante", explica el director de Aefol, y añade: "Las organizaciones reivindican la nueva industria del conocimiento. Tenemos universidades que tienen 500 años de historia. Hay pocos paises en el mundo que pueden decirlo, por eso tenemos que utilizar esta reputación y potenciar las nuevas tecnologías". La Universidad de Granada ha tomado nota de esto y dispone de un centro de enseñanzas virtuales Su director, Miguel Gea, asegura que los trabajos en formación online se iniciaron en 2001. "El escepticismo de estas enseñanzas se va superando conforme las universidades con más tradición del mundo las han Ido integrado", asegura. En opinión de Gea. se camina en una doble dirección: por un lado, hacia el apoyo dela formación presencial, y por el otro, hacia un desarrollo dela formación virtual. En la actualidad, ningunauniversidad española prescinde de la formación online. En la mayor parte se lleva a cabo a través de plataformas encargadas de introducir medidas al respecto. Pero la enseñanza virtual no sólo se centra en los títulos universitarios; se extiende en todos los cursos específicos, así como los cursos de posgrado y en los de formación en las empresas. La Universidad Carlos III de Madrid está en este momento redefiendo su estrategia de formación. Por el momento utiliza un modelo único para la formación presencial, semipresencial y en linea. Antonio Artes, delegado del rector para formación online, explica que la formación virtual está presente en estudios de grado y de posgrado, y que cuenta con la colaboración de empresas y otras universidades. "El objetivo ahora es coordinar, incrementar la eficiencia y definir la estrategia de la universidad de acuerdo con su estrategia global, sin olvidar que la Universidad Carlos III de Madrid sigue siendo presencial". Las iniciativas online son acogidas con agrado por un alumnado que domina con facilidad las nuevas herramientas en Internet. Según Babot. el principal inconveniente de su crecimiento ha sido el rechazo de gran parte del profesorado, que veía con estupor cómo perdía poder en beneficio de la Red. Esto ha cambiado, y el personal docente ha decidido subirse o un tren sin retorno hacia una enseñanza global de calidad donde Internet es herramienta indispensable.

Virtual C@mpus International 2010 - Síntesis de la sesión

Virtual C@mpus International 2010 - Síntesis de la sesión

Directora del programa - Margarida Romero, Ph. D.

20100225 Expoelearning, Virtual C@mpus International, Quality In Elearning 5 Quality Criteria Synthesis

View more presentations from Margarida ROMERO.

Enlace al programa completo en www.expoelearning.com

15.35 h. Ponencia: "Quality in collaborative learning. EuroCAT ergonomic analysis”

Dr. Niki Lambropoulou, London South Bank University – Reino Unido

Dr. Margarida Romero, Coordinadora Euro-Cat-CSCL y especialista E-learning en ESADE

16.30h. "La Calidad en e-learning corporativo" Oscar Dalmau

Soluciones Corporativas del Instituto de Formación Continua de la Universidad de Barcelona

16.50h. "Calidad en formación médica continuada”

Ricardo Robledo, Category Manager e-Products

17h “El software social y las empresas de formación: El caso del grupo Master-D”

Dr. Manuel Fandos, Relaciones externas Master-D

17:30h "Based on a possible approach of a secondary Italian school turning to an e-learning centre” Antonio Nazzaro Agnes Nicolina Profesor de Informàtica Jefa del Instituto Técnico Comercial de Avelino - Italia

17:40h. "Ambientes virtuales de aprendizaje (AVA) interactivo para ingeniería química”

Ubber Botero, Gerente General de Ingenio Colombiano

17:50h "El rol de los actores en educación virtual de calidad”

Myriam Cecilia Reyes, Gerente General de Mireco Group- Colombia

18:10h "Las plataformas multilingües on-line, el gran aliado de las universidades para el aprendizaje de idiomas” Cynthia Rud, Coordinadora lingüística y Responsable Pedagógica de ELLA, Bélgica

Reviewers needed for 'Designing Shared Spaces for Collaborative Creativity'

Dear all,

we need reviewers for the special issue.
IJWBC is a highly respected journal; Dr. Piet Kommers is the Executive Editor. We are in the process of the final corrections so we need constructive reviews.

We would be mroe than grateful if you could help us.

Thank you very much in advance,
Have a wonderful w/d,
Niki & Margarida

Community-based Innovation:
Designing Shared Spaces for Collaborative Creativity

A Special Issue of the Journal Web-Based Communities International Journal of Web Based Communities (IJWBC) ISSN (Online): 1741-8216 - ISSN (Print): 1477-8394
http://www.inderscience.com/ijwbc

Edited by:

Dr. Niki Lambropoulos
Centre for Interactive Systems Engineering
London South Bank University, London, UK

Dr. Margarida Romero
Laboratoire CLLE-LTC UMR5263
Université de Toulouse Le Mirail, Toulouse, France

Annonce soutenance de thèse / Gestion du temps dans les Activités Projet Médiatisées à Distance / Margarida ROMERO / Vendredi 29 janvier 2010 à 9h

Bonjour à toutes et à tous,

J'ai le plaisir de vous convier à ma soutenance de thèse de doctorat en cotutelle européenne UAB – LTC intitulée "Gestion du temps dans les Activités Projet Médiatisées à Distance". Elle se tiendra le vendredi 29 janvier 2010 à 9 heures, en salle D29 de la Maison de la Recherche de l'Université de Toulouse Le Mirail (5, allées Antonio Machado). Elle sera suivie d’un pot, sur place.

La soutenance de thèse se fera devant un jury composé de :

Pierre Tchounikine Université Joseph Fourier de Grenoble (Rapporteur)

César Coll Salvador Universitat de Barcelona (Rapporteur)

Montserrat Castelló Badia Universitat Ramon Llull (Examinatrice)

Claudette Mariné Université de Toulouse II (Directrice)

André Tricot Université de Toulouse II (Directeur)

Carles Monereo Font Universitat Autònoma de Barcelona (Directeur)

RESUMÉ

Les étudiants adultes s’engagent dans les Campus Virtuels (CV) pour la flexibilité temporelle de la formation à distance. Ces adultes ont souvent de fortes contraintes d'emploi du temps. Pour eux, la flexibilité est à la fois une nécessité et un défi dans la régulation individuelle et collective des temps de formation. Nous centrons notre étude sur les difficultés de gestion collective du temps dans le contexte des Activités Projet Médiatisées à Distance (APMD). En premier lieu, nous considérons les temps académiques des CV, le profil des étudiants engagés dans des formations à distance et l'effet des différences de fuseaux horaire dans les groupes d'étudiants internationaux. En deuxième lieu, nous évaluons les estimations temporelles individuelles et intersubjectives des étudiants. Les résultats nous permettent constater un biais de sous-estimation intersubjective des temps d'engagement des coéquipiers. Cela nous conduit à une analyse longitudinale des estimations prospectives et rétrospectives, individuelles et intersubjectives. Nous formulons l'hypothèse d'une relation entre le biais de perception intersubjective des temps d'engagement et la perte d'informations sur l'état et l'activité des coéquipiers en situation médiatisée (group awareness). Nous considérons l'hypothèse de l'influence des propriétés réfléchissantes de l’Environnement Informatique d’Apprentissage Humain (EIAH) sur la perception intersubjective des cadres temporels des coéquipiers ou Group Time Awareness (GTA). Selon cette hypothèse, l'introduction d'un outil permettant le partage collectif des cadres temporels des coéquipiers devrait faire progresser la perception intersubjective (GTA). Ensuite, nous testons l'effet de l'amélioration du GTA sur la convergence temporelle des cadres temporels des coéquipiers. Tant l’hypothèse de l’évolution du GTA comme celle de la convergence temporelle peuvent être maintenues, avec indépendance de l’utilisation de l’outil de visualisation temporelle collective. La dernière partie de la thèse compare les résultats de l'évaluation de la gestion du temps et des connaissances par des méthodes dépendantes et indépendantes de la tâche. Nous observons une faible corrélation entre les évaluations dépendantes et indépendantes de la gestion du temps et des connaissances. Nous attribuons ces différences aux compétences spécifiques mobilisées dans les APMD (corégulation, gestion des interruptions...) qui ne sont pas actuellement considérées par les questionnaires d'évaluation de la gestion du temps et rarement évaluées par les évaluations des connaissances indépendantes de la tâche.

ABSTRACT

Adult students get involved in Virtual Campus (VC) programs because of the time flexibility facilitated by distance learning education. However, they may have heavy schedule constraints, induced by their work, family and social commitments. For them, flexibility is both a necessity and a challenge for the regulation of their learning times on an individual and collective level. This collective time regulation difficulty is the research problem in this thesis.

In the context of Computer Supported Collaborative e-Learning (CSCeL), this study is focused on the collective time management difficulties during e-learning project oriented activities. Firstly, we define the specificities of the academic learning times in distance education, the e learners’ profile, and the effect of time zones differences in international students’ teams. Secondly, an evaluation is conducted on the reliability of the time estimates the students made about (a) their own learning time (subjective) and (b) the learning times of their team-mates (intersubjective). The findings suggest an underestimation bias on the intersubjective learning times estimation. Consequently, we carry out a longitudinal analysis considering estimates on four levels: prospective and retrospective estimates, subjectively and inter-subjectively. One of the research hypothesis evaluated concerns the relationship between the underestimation of intersubjective learning times and the loss of information concerning the state and the activities of the team-mates (group awareness) in CSCeL. Therefore, the mirroring properties of the Computer eLearning Environment (CLeE) may influence the intersubjective time perception called Group Time Awareness (GTA). As a result, we hypothetise there will be a positive effect in the GTA development depending on the use of a collective learning times visualisation tool. Time convergence was also hypothetised as an effet of GTA enhancement. The results allow us to maintain both hypotheses. We observe a longitudinal evolution of the GTA and the acceleration of time convergence within the group members using the visualisation tool. The last part of the thesis compares the results of the knowledge and and time management assessment through task-independent and task-dependent methods. We observed a weak relationship between dependent and independent assessments. We attribute these differences to the specific competencies mobilized in distance learning projects (coregulation, interruption management...) which are not currently considered by task-independent time management and knowledge assessment methods.

RESUM

Els estudiants s’inscriuen als Campus Virtuals (CV) amb l’expectativa de poder disposar de flexibilitat temporal per organitzar els seus temps d’aprenentatge. El perfil temporal d’aquests estudiants es caracteritza per les limitacions horàries que comporta la seva activitat professional i el seu cercle familiar i social. Per aquests estudiants, la flexibilitat és alhora una necessitat i un repte en la regulació, individual i col•lectiva, del temps de formació. Tenint en compte aquests límits, l’objectiu de la tesi és analitzar les dificultats en la gestió col•lectiva del temps en el context específic de les activitats d’aprenentatge de tipus projecte en els CV. Per tal d’assolir aquest objectiu, en primer lloc, analitzem els temps acadèmics dels CV, el perfil temporal dels estudiants i els efectes de les diferències horàries en els grups composats per estudiants internacionals. En segon lloc, avaluem la fiabilitat de les estimacions temporals individuals i intersubjectives. Els resultats senyalen que els estudiants sobreestimen els temps prospectius. No obstant això, les estimacions retrospectives individuals són molt fiables. En les estimacions intersubjectives confirmem la subestimació dels temps de formació dels companys del grup. Plantegem la hipòtesi d'una relació entre la subestimació temporal intersubjectiva i la pèrdua d'informació sobre l’estat i les activitats dels companys d'equip (group awareness) en una situació de mediació a distància per ordinador. Considerem la hipòtesi de l’efecte del grau de reflectivitat dels Entorns Virtuals d’Aprenentatge (EVA) en la percepció dels temps dels companys de group o Group Time Awareness (GTA). Segons aquesta hipòtesi, la introducció d'una eina reflectiva de tipus temporal hauria de millorar la percepció temporal intersubjectiva (GTA) i, com a conseqüència, facilitar la convergència dels temps de formació entre els membres del grup. Els resultats ens permeten constatar tant l'evolució de la GTA com la convergència temporal. L'última part de la tesi compara els resultats de l'avaluació de la gestió del temps i dels coneixements a través de metodologies dependents i independents de la tasca. Observem una relació feble entre les avaluacions dependents i independents de la gestió del temps i dels coneixements. Atribuïm aquestes diferències a les competències específiques mobilitzades en les activitats d'aprenentatge per projecte a distància (coregulació temporal, gestió de les interrupcions,...) que actualment no són avaluades pels qüestionaris d'avaluació de la gestió del temps ni en l'avaluació independent dels coneixements.

--
Margarida ROMERO
Professora Associada UAB – Departament de Psicologia Bàsica, Evolutiva i de l’Educació
UMR 5263 (CLLE) - Laboratoire CLLE-LTC
FP7 Marie Curie IAPP Euro-CAT-CSCL Coordinator (www.cat-cscl.eu)
Web: www.margarida-romero.com

Call For Papers: Virtualc@mpus International 2010

Call For Papers Virtualc@mpus International 2010.

Deadline 21th Dec. 09.

EN: http://tinyurl.com/ykkv8zq

ES: http://tinyurl.com/ychlqye

Virtualc@mpus Internacional 2010

La calidad en contenidos e interacciones en e-learning

Diseño instruccional, herramientas educativas, estrategias pedagógicas y análisis de la interacción

Jueves, 25 de febrero de 2010

CALL FOR PAPERS - VIRTUCALMPUS INTERNATIONAL (click here)

VIRTUALCAMPUS es una actividad promovida por AEFOL en el marco de EXPOELEARNING con la finalidad de ofrecer a las Universidades un punto de encuentro con el mundo profesional. Es una sesión de todo un día dedicada al conocimiento avanzado y para compartir los mejores casos prácticos sobre calidad en los contenidos del e-learning.

Apostamos por un nuevo marco de relaciones entre la Universidad y la empresa, mucho más eficaz, moderno y acorde con la Sociedad del Conocimiento y el mundo globalizado. Ofrecemos a todos los profesores universitarios un espacio de reflexión y de intercambio de experiencias con los profesionales de empresas del sector del e-learning.

Presentación de los casos prácticos más relevantes de proyectos Universidad - Empresa

Objetivos:

El objetivo de Virtualcampus es subrayar como el diseño instruccional y los contenidos de e‑learning influyen en la calidad del e-learning. Se debatirá sobre las diferentes estrategias pedagógicas, estrategias de desarrollo de contenidos de e-learning y herramientas educativas. También se prsentarán casos de éxito y recomendaciones para la calidad en el e-learning.

Temáticas a tratar:

1. Análisis de la interacción en e-learning.
2. Calidad en los contenidos de e-learning.
3. Diseño instruccional para los contenidos de e-learning.
4. Estandardización de los contenidos de e-Learning.
5. Calidad tecnológica de los contenidos de e-learning (interoperabilidad…).
6. Learning Contents Management Systems y herramientas de rapid learning.

Programa de la sesión:

La jornada de Virtualcampus comprende una sesión introductoria, sesiones plenarias por la mañana y mesas redondas y pósters por la tarde.

Las propuestas a presentar pueden optar por:

1. Una presentación plenaria 2. Una mesa redonda 3. Una sesión de poster

Una presentación plenaria dura 15 minutos presentando los mejores casos prácticos sobre diseño y desarrollo de contenidos de e-learning o investigación aplicada en el campo del e‑learning y diseño instruccional.

Las mesas redondas tienen el objetivo servir de punto de encuentro entre los profesionales de e-learning y los expertos para debatir sobre las diferentes perspectivas sobre las temáticas propuestas

La presentación de los pósters consistirá en una breve explicación (5 minutos) sobre su cartel. Si se considera oportuno, se podrán entregar a los participantes folletos que ofrecen más detalle e información.

Fechas importantes:

VirtualCampus supone una importante oportunidad para acercar la realidad del e-learning del contexto universitario al empresarial y viceversa, realimentándose mutuamente con los últimos avances en investigación y desarrollo y la puesta en común de experiencias prácticas innovadoras.

La fecha límite para la presentación de propuestas es el 21 de Diciembre de 2009.

La selección de los autores será publicada el día 10 Enero 2010. La aceptación final para el programa, dependerá de la recepción de los materiales finales de las presentaciones y el registro de conferencias hacia el 30 de enero de 2010.

Petición de trabajos - normas para las comunicaciones y plazos:

El Comité Científico de Virtualcampus Internacional busca que las propuestas de ponencia sean originales para desarrollar el conocimiento y compartir los mejores casos prácticos en calidad de los contenidos de e-learning.

Todos los resúmenes enviados para la sesión plenaria y presentaciones de mesas redondas deberán tener una longitud total de 1400-1500 palabras y representar el trabajo original y seguir la estructura propuesta debajo:

• Título: 10-20 palabras.
• Información profesional: Nombre, Institución, correo electrónico
• Resumen: 100-120 palabras
• Palabras claves: 4-6. Algunas de ellas deberían ser argumentos de una sesión del día
• Estudios / innovación / experiencia. 400-500 palabras.
• Estudio/Objetivo de diseño: 30-50 palabras.
• Método/Diseño: 300-350 palabras.
• Resultados y conclusión: 250-300 palabras.
• Referencias: 4-5 referencias

Los carteles pueden ser presentados en formato pdf o documentos Office. El tamaño del póster recomendado es 115 cm de alto y 88 cm de ancho. Los materiales deben ser fácilmente legibles a una distancia de 1.5 m.

Las propuestas de las presentaciones plenarias y las presentaciones de las mesas redondas no se pueden aceptar como carteles.

Las presentaciones deben ser enviadas a callforpapers@expoelearning.com

Comité científico:

Dirección: Toni Badia y Margarida Romero

Toni Badia Universitat Oberta de Catalunya Margarida Romero ESADE, Universitat Autonoma de Barcelona Niki Lambropoulos London South Bank University Mario Rotta Università di Firenze Ibis Álvarez Universitat Autonoma de Barcelona Teresa Guasch Universitat Oberta de Catalunya

Anna Espasa Universitat Oberta de Catalunya Esteve Almirall, ESADE Marta Fuentes Universitat Autonoma de Barcelona Isamail Alí Instituto de Tecnologías Educativas Ana Landeta Universidad a Distancia de Madrid Laia Canet Universitat Pompeu Fabra Ricard Robledo, Elsevier

Cuadro de Honor de Directores de VIRTULCAMPUS:

2010 en IFEMA-Madrid: Toni Badia, Universitat Oberta de Catalunya y Margarida Romero ESADE, Universitat Autonoma de Barcelona
2009 en Feria de Barcelona: Dr. Albert Sangrà, Director del Programa de Máster en Educación y TIC. Universitat Oberta de Catalunya - UOC

2008 en Feria de Barcelona: D. Óscar Dalmau, Consultor del Área Corporativa. IL3 - Institut de Formació Continua de la Universitat de Barcelona.
2007 en Feria de Barcelona: Dr. Carles Dorado, profesor de la Universidad Autónoma de Barcelona
2006 en Feria de Barcelona: Dr. Francisco J. García Peñalvo de la Universidad de Salamanca
2005 en IFEMA-Madrid: Don Pere Lluis Barbarà, profesor de la UAB
2004 en IFEMA-Madrid: Don Pere Lluis Barbarà, presidente de ATI
2003 – en Feria de Barcelona: Prof. Germán Ruipérez de la UNED
2002 en Madrid: Profesor de la UNED D. Germán Ruipérez

Comité de organización:

José Lozano Galera Mª Cristina García Revaliente
Presidente de AEFOL Directora de formación de AEFOL

Oferta de colaboración: Asesor/a en rediseño b-learning y e-learning

Oferta de colaboración para el curso 2009/2010

Asesor/a en rediseño b-learning y e-learning

http://tinyurl.com/ykb5qq3

La fundación Esade propone una oferta de asesor/a en rediseño b-learning y e-learning.

La tarea principal del asesor/a será contribuir a la calidad de los programas de formación blended learning corporativos de Esade Madrid.

• Animar la comunidad de aprendizaje de los programas blended learning de Esade facilitando el diseño curricular y la operacionalización de los diseños blended learning en adecuación a las propuestas formativas de los profesores y los requerimientos del programa; la coordinación entre las prácticas propuestas por la Dirección de Innovación Pedagógica y Aprendizaje y las prácticas y necesidades del programa; la supervisión el protocolo de calidad blended learning, la comunicación entre el director de programa, los program manager y los participantes.
• Asegurar la calidad de la formación blended learning y de la experiencia de formación desde el punto de vista del participante
• Contribuir al desarrollo de las competencias TIC de la comunidad educativa de Esade, y especialmente a las competencias TIC del profesorado

Perfil

• Freelance o estudiante con conocimientos en el ámbito de la enseñanza y aprendizaje con las TIC (e-learning) o con potencialidad para especializarse en este ámbito.
• Conocimientos sobre el uso de las principales herramientas informáticas y web. Se valorará el conocimiento de la plataforma de formación Moodle y de herramientas autor com JCLIC, Hot Potatos, ExeLearning, Flash, etc.
• Se considerará la potencialidad del candidato/a en su contribución e interés sobre el ámbito e-learning y su interés por este ámbito, por encima de los conocimientos específicos en el momento de la incorporación.

La capacidad de aprendizaje, la autonomía, la proactividad, la creatividad y la orientación a la calidad en proyectos de innovación, así como la capacidad de trabajar en equipo serán altamente valorados.

Modalidades de colaboración

El asesor trabajará bajo la responsabilidad de Ricard Serlavós, Director de Innovación Pedagógica y Aprendizaje (DIPA) y Camelia Ilie, responsable de Esade Madrid, y reportará a Margarida Romero, responsable e-learning. La colaboración implica una dedicación de 20 horas por semana durante 1 año, los horarios pueden ser adaptados. Para solicitar más información le invitamos a enviar su carta de motivación y su CV a la

dirección elearning@esade.edu.

ITWorldEdu. Del grup classe a la comunitat virtual d'aprenentatge. Experiència d'innovació en l'Executive MBA d'Esade.

ITWorldEdu. Del grup classe a la comunitat virtual d'aprenentatge. Experiència d'innovació en l'Executive MBA d'Esade.

Dimecres 28, 18:30 Esade Forum.
http://www.itworldedu.cat/

La comunitat d'aprenentatge és un dels principals valors afegits en els programes executius d'Esade. Els participants, el professorat i l'equip del programa constitueixen una comunitat d'aprenentatge que pot col•laborar presencialment i a través d'Entorns Virtuals d'Aprenentatge (EVA). En les plataformes d'aprenentatge tradicionals l'espai de la comunitat d'aprenentatge es troba sovint dividit en forma de webs d'assignatura, accentuant el caràcter unitari i discontinu dels cursos representats en els EVA. La consideració d'un espai compartit pel conjunt de la comunitat d'aprenentatge d'un programa ha permès donar suport a la comunicació i als aprenentatges col•laboratius, donant un caràcter continu i augmentant la presència social (social presence, Garrison, 1999 ; Short, Williams & Christie, 1976; Stein & Wanstreet, 2003) dels diferents actors dels programa i les millores de l'ensenyament i l'aprenentatge possibilitades per l'elearning 2.0 (Lambropoulos & Romero, 2009).

Marie Curie Postdoctoral 14-month Fellowship in CSCL research design & data analysis

Marie Curie Postdoctoral 14-month Fellowship in CSCL research design & data analysis

The Department of Educational Psychology, Autonomous University of Barcelona (www.uab.edu), announces the opening of one Postdoctoral Research Fellow position in the area of Computer Supported Collaborative Learning (CSCL) research design & Data analysis.
The position is for 14 months, starting on January 2010. Funding comes from the European Commission, under the Marie Curie Action Industry-Academia Partnerships and Pathways (IAPP) project Euro-CAT-CSCL (FP7-PEOPLE-2007-3-1-IAPP-218306). Euro-CAT-CSCL project is concerned with the design, construction, deployment and evaluation of a Collaboration Awareness Tool (CAT) for Computer Supported Collaborative Learners (CSCL). The main objective of the research is to provide end users with a tool allowing them to increase their collaboration and learning capabilities by bringing situational context information of their learning team partners. More details are available at www.cat-cscl.eu.

The Research Fellow is expected to contribute to Euro-CAT-CSCL objectives and scientific outcomes of the project (workshops, publications, diffusion) by her/his expertise in CSCL research design and data analysis. She/he will work in collaboration with the scientist in charge of the project in UAB University, Professor Carles Monereo i Font, in coordination with the other members of the project and the coordinator.

Requirements for applicants are a Ph.D. in Psychology or related field, with a total research experience of 4-10 years (including the years of Ph.D. study). The Research Fellow must not have resided, worked or studied in Spain for more than 12 months out of the three years immediately prior to either the time of application, or the start of her work. Exceptions from the first rule may be granted for European researchers that have been working outside the EU for a long period. (For more details on the eligibility criteria see http://europa.eu.int/comm/research/fp6/mariecurie-actions/action/).

Interested candidates should contact both Pr. Carles Monereo i Font (carles.monereo@uab.cat) and the project coordinator Margarida Romero (margarida.romero@ouak.net). Please supply a cover letter with expression of interest and availability an up-to-date curriculum vitae.
Marie Curie Postdoctoral 14-month Fellowship in CSCL research design & data analysis

JOB SPECIFICATION
FACULTY/DEPT: Department de Psicologia Bàsica, Evolutiva i de l’Educació. Facultat de Psicologia. Universitat Autonoma de Barcelona (www.uab.cat)
JOB TITLE: Postdoctoral Fellow in CSCL research design & data analysis (14 Months Fixed Term)
REPORTING TO: Professor Carles Monereo Font
PURPOSE OF THE POST: The fellow will contribute to the research work within the Euro-CAT-CSCL project, contributing to Euro-CAT-CSCL objectives and scientific outcomes of the project (workshops, publications, diffusion) by her/his expertise in CSCL research design and data analysis. The researcher could design and deliver lectures and workshops in the related fields of CSCL. The fellow will support the project coordination within the UAB and the project partners

SELECTION CRITERIA:
• Quantitative methodologies expertise and knowledge on qualitative methodologies, applied to the analysis of learning processes
• Web development or disposition to learn web languages would be considered
• Knowledge on CSCL
• Knowledge on Educational Psychology
• Experience on elearning and CSCL research projects
• Able to work both autonomously and as a part of a team.
• Communication and writing skills in English. Spanish and French would be considered
• Project management skills including planning, monitoring, dynamic management and an ability to produce deliverables to tight deadlines and quality standards. Able to manage a given budget.

Interested candidates should contact both Pr. Carles Monereo i Font (carles.monereo@uab.cat) and the project coordinator Margarida Romero (margarida.romero@ouak.net). Please supply a cover letter with expression of interest and availability an up-to-date curriculum vitae.

EARLI09 Symposium "Eliciting metacognitive thinking – exploring methods, data and techniques for analysis"

EARLI09 Symposium "Eliciting metacognitive thinking – exploring methods, data and techniques for analysis"

www.earli2009.org

Amsterdam 2009 | Fostering Communities of Learners | August 25-29

Symposium (Meta-cognition)

Eliciting metacognitive thinking – exploring methods, data and techniques for analysis

Participants

• Chairperson: Kate Wall, Newcastle University, United Kingdom
• Organiser: Kate Wall, Newcastle University, United Kingdom
• Discussant: Steve Higgins, Durham University, United Kingdom
• Papers: Barbara Hofer; Helen Askell-Williams & Mike Lawson; Margarida Romero; Marion Tillema, Huub van den Bergh, Gert Rijlaarsdam & Ted Sanders
  

The aim of this symposium is to consider the different ways in which data contributing to knowledge about metacognition is elicited and analysed. The key focus is an exploration of methods for data collection, representation, analysis and interpretation. It therefore raises questions about on-line and off-line conceptions, and considers the affordances and constraints of the qualitative and quantitative approaches presented through the different papers in the session, in order to stimulate debate about the implications of the different methods for future research in the field. This is of educational significance because meta-cognition is an important area for understanding and improving learning and instruction, yet there is no consensus about the contribution that the different approaches might make. It is based in the belief there is a need to re-examine some of the concepts and epistemological understandings commonly associated with the field particularly in terms of the implicit or explicit assumptions about metacognitive knowledge which the various approaches have. These include the assumptions that such knowledge is stable (Brown and Palincsar, 1982), conscious (Schmitt & Newby, 1981); statable (Flavell, 1979); interactive (Schraw & Moshman, 1995).

Epistemic Metacognition: Theoretical and Methodological Issues

• author: Barbara Hofer, Middlebury College, United States

The study of "personal epistemology, " the investigation of individual conceptions of knowledge and knowing, has been explored as a set of beliefs, a cognitive process, and a cognitive developmental trajectory. All are shown to have powerful influences on learning. Epistemic evaluations are also evoked metacognitively, although this has been underexplored. In this four-year multi-method study of epistemological development in adolescence we are exploring epistemic metacognition during online learning for a simulated science assignment. The study utilizes a think-aloud protocol, followed by a retrospective interview, and the completion of a set of survey instruments. A model for situating epistemic understanding as an aspect of metacognition will be presented, along with a discussion of methodological considerations and the cognitive demands of prompting metacognition among different adolescent age groups.

In a variety of learning situations, both formal and informal, individuals are likely to be metacognitively processing the credibility and veracity of new information. As they read or listen to the news, pursue a topic of interest online, attend a lecture, hear a political speech, or tackle an assigned reading for a course, they may be considering who and what to believe. The evaluation of knowledge claims, source of authority, and means of justification are aspects of "personal epistemology" (Hofer & Pintrich, 1997, 2002), a construct that refers to individuals' conceptions of knowledge and knowing. Personal epistemology has been addressed as a set of beliefs (e.g., Schommer, 1993), as an aspect of cognitive and intellectual development (Perry, 1970, King & Kitchener, 1991, Kuhn, Cheney, & Weinstock, 2000), and a set of fine-grained resources (Hammer & Elby, 2004), all of which have been shown to influence learning. Recent work also suggests that epistemic understanding may be activated metacognitively (Hofer, 2004a). The majority of research on personal epistemology is with college students and less is known about this process during earlier years. The purpose of our current work is to advance and refine an understanding of epistemological development during adolescence, exploring the process from multiple paradigms (Hofer, 2004b) with potential application in secondary education. Theoretically, this work is based on an expansion of metacognition to include epistemic processes.

Figure 1: Expanding Metacognition to Encompass Epistemic Processes
Metacognition – Existing Components
Metacognition – Epistemic Components
Metacognitive Knowledge
Knowledge about cognition and
strategies, tasks and contexts, self as
learner or thinker

Beliefs about the Nature of Knowledge:
Certainty of Knowledge
Tacit beliefs about whether knowledge is
certain or tentative and evolving

Simplicity of Knowledge
Tacit beliefs about whether knowledge is a
simple collection of facts or complex and
interrelated

Beliefs about Self as Knower
Epistemological Dispositions, Need for
Cognition, Need for Epistemic Closure, etc.


Metacognitive Judgments and Monitoring
Monitoring comprehension and learning,
judging task difficulty
(e.g., "Do I understand this?")
Beliefs about the Nature of Knowing:

Evaluating Source of Knowledge
("How do I know this?" "How does this fit
with my own experience?")

Determining Justification for Knowing
("Do I judge this to be credible?" "Is there
evidence to support this claim?" "Can I
reconcile theory and evidence?")

Self-regulation and Control of Cognition
(e.g., "Do I need to read this again?")

Regulating cognition during knowledge construction
Self regulation of knowing as affected by volition, interest, motivation, thinking dispositions, intellectual values, and beliefs
("Do I know what I need to know or do I need to know more?" "How will I go about this?")
(Hofer, 2004)

Empirically, this current study is a multi-method four-year project involving individual data collection with adolescents at two time points, one year apart, as described below.
Method
Participants
Students from central Vermont public schools, in 8th (n=31), 10th (n=28), and 12th (n=27) grades have been the initial participants in this study (and 6th graders will be included in the next round of data collection). Students were randomly selected and compensated for their involvement.
Procedure
Participants are assessed individually, with a think-aloud protocol during online searching, a retrospective interview about the search, and an epistemological development interview. Following this process, participants are sent a link to a web-based survey. Individuals are contacted one-year later for a follow-up study.
Measures
1. Epistemic metacognition: think aloud protocol and retrospective interview. Students are given a hypothetical task for a science assignment and asked to conduct a computer search for resources for their paper while thinking aloud, a method of tapping cognitive and metacognitive processes (Ericsson & Simon, 1993). Students are told in advance that at the end of the search they will be asked to explain what they know about the topic as well as to support their choices of the 3 most valuable sources. In a retrospective interview, students are asked to reflect back on their search, and are queried about epistemic aspects of the search (e.g., what makes a source credible).
2. Epistemic development interview. This is based on existing interview protocols, involving responses to ill-structured problems (King & Kitchener, 1994; Kuhn, 1991). Examples reflect current scientific issues, followed by prompts that assess epistemological positions (e.g., "Can you ever know for certain?" "What if experts disagree?"). Questions regarding justification, sources of authority, and the development of knowledge within science follow, as well as comparisons between science and history.
Web-based questionnaire:
1. Domain general beliefs, adapted from a review of models (Hofer & Pintrich, 1997)
2. Domain specific beliefs (Hofer, 2000), in both history and science
3. Motivation and interest scales from the MSLQ (Pintrich, Smith, Garcia, & McKeachie, 1993)
4. Need for Cognition (Cacioppo & Petty, 1982)
Data Analyses
Coding of the data from the online searching tasks has been guided by methodology for analyzing verbal data (Chi, 1997) and think-aloud protocols (Ericsson & Simon, 1993). Interview transcripts have been coded by a team of three raters. This approach includes coding for dimensions of epistemic understanding (certainty, simplicity, source, and justification) and for epistemic level (absolutist, multiplist, evaluativist) within each of the dimensions. Primary attention has been given to emergent and transitional levels of epistemic development beyond the traditional 3-level scheme (Kuhn, et al., 2000).
Discussion of Methodological Issues
The purpose of this paper is not to focus on current findings from the study but to address instead the methodological issues involved in a multi-method study of metacognition and epistemology in adolescents across a wide age span. Issues discussed will include 1) the relation among findings from the think-aloud protocol, the retrospective interview, the epistemic interview, and the surveys; 2) the cognitive demands of the think-aloud protocol and the expectations of the prompted metacognitive tasks; 3) developmental findings in regard to responses to these particular tasks. The learning from this project may be of use to researchers interested in methods for assessing either metacognition or epistemic understanding during adolescence, and the overall findings of the study are likely to help guide educators at the secondary level, particularly in regard to enhancing individual online learning.

Embedding cognitive and metacognitive strategy instruction into Year 9 science lessons.

• author: Helen Askell-Williams, Flinders University, Australia
• author: Mike Lawson, Flinders University, Australia

Over three school terms we collaborated with a class teacher to design and deliver, to a Year 9 science class, direct instruction and guided practice in applying cognitive and metacognitive strategies to promote subject-matter learning. Key design components included finding ways of: embedding cognitive and metacognitive instruction into subject-matter instruction; finding common ground between the teacher's and our mental models of desirable instructional goals; designing instruments to gather information about students' cognition and metacognition without unduly disrupting regular lessons; and representing, analysing and reporting the collected data to diverse audiences.
We created research tools for collecting data in ways that would not disrupt the flow of, but rather, would add value to, the subject-matter instruction. Tools included guided written response learning mini-protocols and prompted concept maps. We observed lessons, and collected students' work samples, academic results, and audio-taped interviews. In addition, as this study was a component of a large scale Australian Research Linkage Grant study, we had access to questionnaire data both from the intervention group and also from a broader sample of over 2000 students. We designed a framework to assess the quality of students' responses, and created student "learning capital" profiles to illustrate the variable quality of students' cognitive and metacognitive knowledge. Finally, we compare the intervention group with the external reference group, thus providing a broader foundation for interrogating the students' knowledge about effective learning actions.
The study provides evidence about instruments, such as mini protocols, that can be used in regular class settings for both instructional and data collection purposes. The evidence of student learning strategy knowledge provided by the evaluative framework and the student learning capital profiles can inform future instructional designs. The study also illustrates constraints and affordances in moving learning strategy knowledge from the periphery to integration with the science curriculum.

Learners need both content-based and process-based knowledge to successfully engage in problem solving for learning. However, students' knowledge varies widely about strategies that allow them to exert effective management of their learning. An increasing body of evidence points to the efficacy of explicitly teaching students strategies for cognitive elaboration of subject matter and for metacognitive regulation.
The research literature contains numerous examples of cognitive and metacognitive strategy instruction, including guiding protocols for elaborating text-based information; mnemonics for prompting elaborated note-taking; matrices and checklists to cue metacognitive activity; pre-worked-examples to scaffold the steps in problem solving; advance organisers to assist in setting up a mental model that has the potential to be elaborated; and reflective learning journals. However, standing beside the research literature there is also commentary indicating that the uptake of such procedures in regular classrooms is not as frequent as it might be.

Our interest lies with ways of integrating cognitive and metacognitive learning strategy instruction into the regular classroom, over extended periods of time, and in ways that are sustainable once researchers such as ourselves leave the scene. In this study we worked with a classroom teacher to design and deliver learning strategy instruction integrated with identified modules of the regular science curriculum such as body systems, matter and carbon compounds.

Aims

The aims of our study wereto investigate instructional tools and techniques for embedding cognitive and metacognitive strategy instruction into regular science lessons with a view to improving the quality of students' strategic learning actions and their science learning outcomes. to investigate facilitators and barriers to embedding explicit cognitive and metacognitive strategy instruction into traditional subject-matter-focused curricula.

Method

Over three school terms in 2008 we attended one or two science lessons per week in a class of 28 Year 9 students. In some lessons we observed the lesson and assisted students as requested with their class work. The purposes of these visits were to observe the delivery of the lessons, to build working relationships with the students, and to familiarize students with our presence in the classroom. In addition to our general classroom presence, on pre-arranged occasions, but still in regularly scheduled lessons, we delivered explicit learning strategy instruction and guided practice of cognitive and metacognitive strategies for learning, specifically designed to have application to the science subject-matter of the lesson (e.g. digestive systems; carbon compounds). Conversations with our collaborating classroom teacher indicated that our learning interventions in the class would need to be brief, and not unduly add to the workload of himself, or the students. Thus, we created purpose designed instructional tools, including written response learning mini-protocols and guided concept maps. These instructional tools also served as data collection instruments.

In collaboration with the class teacher, we gradually transferred the learning strategy instruction from us to him, with a view to embedding learning strategy instruction into his regular delivery of the science curriculum. We also conducted interviews with the students, and collected students' written learning mini-protocols, concept maps, work samples and academic results. To provide an external comparison, (and as part of a larger scale research Australian Research Council study) we also administered a questionnaire about cognitive and metacognitive strategic knowledge to over 2000 students across four schools.

Table One summarises the classroom interventions, instruments and the data collected

Table One
Intervention
Component
Pre-intervention data collection
Instructional Intervention
Post intervention data collection

1. Attention focusing
Guided Mini-protocol: Identifying Key Ideas
Direct instruction and
guided practice using mini-protocol
Guided Mini-protocol: Identifying Key Ideas
2. Organising
Guided Mini-protocol: Selecting & Sorting Key ideas
Direct instruction and
guided practice using mini-protocol
Guided Mini-protocol: Selecting & Sorting Key ideas
3. Relating & Integrating

Direct instruction and guided practice in diagramming and concept mapping
Guided Diagramming & Concept mapping
4. Summative subject-matter knowledge
Non-directed diagramming task

Non-directed diagramming tasks
5.Metaconitive monitoring
Guided Mini-protocol:
Assessing Understanding

Guided Mini-protocol:
Assessing Understanding
5. Living and Learning at School Questionnaire
Administered late 2007 to large student cohort

Administered late 2008 to large student cohort
6. In-class interviews
Students give verbal accounts of their learning actions
Students give verbal accounts of their learning actions
Students give verbal accounts of their learning actions

Results

We created student learning profiles that displayed students' relative strengths and weakness in learning strategy knowledge. For example, Figure One illustrates a learning profile that compares the profiles of two boys who differ in their self-reports the cognitive and metacognitive strategies that they employ.


Changes over time were observed in the quality of some, but not all, students' mini-protocols, concept maps and diagrams. It is more difficult to make claims for causal relationships between improved cognitive and metacognitive strategies and direct measures of student learning outcomes, such as scores on summative tests. An area of clear change was the instructional behaviour of the teacher, who progressively adopted learning strategy language and explicit instruction into his science lessons. Comparisons of questionnaire data with the large external reference group highlighted both the typical nature of the intervention class, and also the relatively low level of utilization of some key strategies for learning, (such as discussion and questioning) in identifiable sub-groups of students.

Significance

Even at the early stages of dissemination of the results of this study, it has become apparent that students, teachers and school administrators find our evidence from detailed inquiry into students' learning capital, and in-class methods for improving learning capital, to be invaluable for informing teaching classroom practices. Thus, this research contributes to knowledge about methodologies, and facilitators and barriers to, the implementation of instructional designs that include integrated subject-matter and learning strategy instruction into authentic classrooms.

Time Management Strategic Episodes (TMSE), an online assessment approach to metacognition in collaborative context

• author: Margarida Romero, Universite de Limoges, France

We aim to analyze metacognition in a long-term project activity. However, metacognition has been mostly analyzed and assessed in individual learning contexts within short-time tasks. More recent studies have starting considering metacognition in collaborative settings or as social product (Goos et al., 2002; Vauras et al., 2003) and even, as a socially shared product (Hurme, Palonen et Järvelä, 2006). The methodology we propose for long term metacognition assessment is based on the two first levels of the Stahl (2005) model, considering the individual level and the team level. We propose to study the two first levels through the Time Management Strategic Episodes (TMSE) as an interaction sequence including six phases: (1) the context or problem identification, (2) the action proposals, (3) the proposals evaluations and (4) the decision making phase. Modeling metacognition through the TMSE phases could contribute to (1) easily identify the qualitative contribution of each student beyond their quantitative participation, and (2) help to characterize the nature of the metacognitive collaborative decision making process.

Introduction
Time management is perceived as a major difficulty for students engaged on distance project based learning (Dewey, 1966; Kehoe et al., 1998). A project is a long term complex task, that engages specific high order skills (Perkins, 1992; Stites, 1998) as long-term planning, short and long term regulation and other metacognitive skills allowing to pursue their learning objectives during a long period of time. However, metacognition has been traditionally analyzed and assessed in individual learning contexts, within short-term tasks. More recent studies have starting considering metacognition in collaborative settings or as social product (Goos et al., 2002; Vauras et al., 2003) and even, as a socially shared product (Hurme, Palonen et Järvelä, 2006).

Methodology
In a collaborative context we can study metacognition through the interactions among the group members, introducing elicitation approaches as thinking aloud protocols (Azevedo et Cromley, 2004; Mengelkamp et Bannert, 2007) or other additive techniques as thinking templates (Wall et Higgins, 2006). In computer supported learning, tools could help learners to explicit their metacognition knowledge and experiences. Moreover, in distance learning context where group interaction is mainly based on written based tools as forums, emails or chats, there's no need to record and transcript interactions, because the group conversation already take places in log able tools. Evermore, the lack of physical shared context on distance learning promotes the elicitation of context during the interaction. In this context, an authentic online assessment (task dependent measure) based on interaction logs could be the basis for online metacognition assessment (Veenman et al, 2006), a more reliable approach than off-line approach, which analyzes metacognition before or after the task. Opting for the online approach we decided to analyze the online regulation processes during the chat activity; studying individually the behavior of each group participant. During all the data collection phase, we aimed not interfere in any decision making process.
The group has 4 weeks to upload their work into the learning management system (LMS). During this period the group was free to plan and regulate their work. They organized 9 chats, of which we have analyzed one of them. The methodology we propose for the analysis is based on the two first levels of the Stahl's model (2005), considering the individual level and the team level. We didn't consider the third level, the learning community level. We propose to study this two first levels through the Time Management Strategic Episodes (TMSE), that we could define as a sequence of interactions concerning a metacognitive collaborative decision making process. At the macro level, we visualize the project metacognition though the main metacognitive episodes, which are considered without eliciting every metacognitive process included in the interaction level. Analyzing this episode level we could visualize the main metacognitive collaborative strategies at a project level and going to the micro level only for specific episodes.
We defined the Time Management Strategic Episodes (TMSE) as an interaction sequence including six phases: (1) the context or problem identification, (2) the action proposals, (3) the proposals evaluations, and (4) the decision making phase. The added value of each phase is increasingly important. Consequently we consider that a context identification contribution (TMSE phase 1) is less relevant than an (2) Action proposition.

Findings
The analysis of individual contributions to TMSE collective regulation phases allows to consider relevant interindividual differences, both in the amount of contributions of each student (quantitative involvement), and in the TMSE phases they contributed more.
Individual involvement in TMSE phase's analysis indicates 3 involvement levels. Students less participative to group regulation are students E (t-test = -1, 95, dl = 6, p = 0.09) and F (t-test = -1, 8, dl = 6, p = 0.12). Students A (t-test = -0.19, dl = 6, p = 0.85) and C (t-test = 0.36, dl = 6, p = 0.73) contribution is mean. Students B (t-test = 0.9, dl = 6, p = 0.40) and D (t-test = 0.9, dl = 6, p = 0.40) have maximum levels of pertinent contribution to TMSE group regulation.
Students B and D have contributed in more pertinent TMSE phases. Student B is more involved in high added value TMSE phase 2 (action proposition) than student D. In the other hand, Student A has participated more importantly in phase 1 (Context identification).
TMSE phase's participation shows important inter individual participation variations. Within the students who have participated more in the group regulation process (B and D), student B has contributed more importantly to group objectives. Student B is the group leader with a clearly proactive attitude. Student D, having the same participation level in social regulation as B, had an important involvement in phase 3 (action propositions judgment), playing the role of student B evaluator.
The study aims to propose a methodology for metacognition online methodology, the TMSE. For this reason, the results of this observation, based in one chat interaction within a project team (N=6), must be considered as exploratory.

Theoretical and educational significance of the research
The significance of the research is based on the methodological approach to the elicitation of metacognition in collaborative long-term activities. Modeling metacognition through the TMSE phases could contribute to (1) easily identify the qualitative contribution of each student beyond their quantitative participation, and (2) help to characterize the nature of the metacognitive collaborative decision making process.
During the activity, the use of TMSE could help tutors and teachers to identify learner's qualitative contribution to the group work and contribute to better evaluate the individuals in collaborative tasks.

The role of metacognition during writing in mother tongue and foreign language

• author: Marion Tillema, Utrecht University, Netherlands
• author: Huub van den Bergh, Utrecht University, Netherlands
• author: Gert Rijlaarsdam, University of Amsterdam, Netherlands
• author: Ted Sanders, Utrecht University, Netherlands

Recent work by Tillema, Van den Bergh, Rijlaarsdam & Sanders (2008) on the topic of writing in a mother language, suggests that a high degree of metacognitive control allows pupils to adapt the way they execute a writing task to the specific demands of the task in question. In this presentation, we apply this notion of adaptation, working under metacognitive control, to the task of writing in a foreign language. 10 ninth-grade pupils each wrote two argumentative essays in their mother tongue (L1: Dutch) and two essays in a foreign language (FL: English) under think aloud conditions. The think aloud protocols were coded by means of a coding scheme which included various types of 'metacognitive' categories, such as self instructions, goal setting and metacommentary, as well as 'cognitive' categories, such as generating ideas, formulating and revising. All writing processes, which consist of combinations of cognitive activities, were modelled by means of a polynomial model. The essays were rated by five raters on four criteria of text quality. For writing in the L1, we found that pupils with a high degree of metacognitive control (based on their think aloud protocols) are better able to work adaptively: if necessary, they will use different writing processes for different tasks. This is reflected in the correlation between their two writing processes. For writing in a foreign language, we found that, in general, pupils showed less metacognitive activities than in the L1. In addition, it seemed that, the larger the loss of metacognitive control in the FL, the larger the loss of text quality (as compared to the L1). It seems that a higher degree of metacognitive control enables pupils to adjust their writing processes to the specific demands of FL writing tasks.

Writing requires the handling of several cognitive activities, such as generating ideas, formulating and revising (Flower & Hayes, 1980; Hayes & Flower, 1980; Hayes, 1996). These cognitive activities are considered to be governed and orchestrated by a metacognitive capacity (Braaksma, Rijlaarsdam, Van den Bergh and Van Hout-Wolters, 2004).
Carey and Flower (1989) stressed the recursive nature of writing: while performing a writing task, writers recurrently need to construct mental representations of their texts. As the text develops, these representations change.
This was empirically investigated by Rijlaarsdam and Van den Bergh (1996), Van den Bergh and Rijlaarsdam (2001) and Van Weijen (2008), who took the writing process into account in their explanations underlying text quality. Their explanations put the moment at which cognitive activities are applied central. For example, Van den Bergh and Rijlaarsdam (2001) found that the effectiveness of applying the activity of formulating (and therefore not applying any other activity) is at its peak at about one third of the writing process. Van Weijen (2008) found that the effectiveness of generating, on the other hand, decreases from the moment the writing process begins. Following Van den Bergh and Rijlaarsdam (2001) and Van Weijen (2008), we view the writing process as the distribution of cognitive activities (such as generating ideas, formulating, and revising) over the time that the writing task takes up.
We present the results of a study in which 10 ninth-grade pupils wrote two argumentative essays in their mother language (L1: Dutch) and two essays in a foreign language (FL: English) under think aloud conditions. An elaborate coding scheme was used for coding the think aloud transcripts, which included various types of 'metacognitive' categories, such as self instructions, goal setting and metacommentary, as well as 'cognitive' categories, such as generating ideas, formulating and revising. All writing processes (i.e. the way cognitive activities are distributed over time) were modelled by means of a polynomial model. The essays were rated by five raters on four criteria of text quality.
The results show a complex interaction between metacognitive capabilities, writing skill and adaptive behaviour. We found that those writers who performed well (text quality scores of half a standard deviation or more above the average) on both tasks had completely different writing processes during both tasks (r
When (unaccomplished) learners of a foreign language write a text in a foreign language, the text quality deteriorates as compared to the quality of texts the same writer produced in his or her mother language (Harris & Silva, 1993). But the extra burden of a foreign language does not have the same effect on every writer. Whereas for some writers text quality is hardly affected by having to write in a foreign language, other writers may witness a major deterioration in the quality of their texts (Schoonen, Van Gelderen, De Glopper, Hulstijn, Simis, Snellings & Stevenson, 2003).
Our results seem to offer an explanation for these differences in performance loss. We found that, in general, pupils showed less metacognitive activities in the FL than in the L1. In addition, the results of our study suggest that, the larger the loss of metacognitive control in the FL, the larger the loss of text quality (as compared to the L1). It seems that a higher degree of metacognitive control enables pupils to adjust their writing processes to the specific demands of FL writing tasks.