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| PESU1023-1 | Advanced issues in higher education : metacognition and self-regulated learning
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| Durée : | 15h Th |
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| Crédits/ECTS : |
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| Titulaire(s) : | Dieudonné Leclercq |
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| Langue : | Langue anglaise |
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| Aperçu général : | Self-Regulated Learning is a social and individual challenge. It consists of the learner taking control of a series of learning/teaching operations (from defining objectives to interpreting results, from checking to comparing "model" answers) which are traditionally managed by the teacher.
SRL, meta-cognition (managing one's cognitive processes), mathetic abilities (ability to learn) and epistemic beliefs (on my knowledge and recognition) are closely linked. Most SRL models distinguish three meta-cognitive processes: "Judgement (of satisfaction or of need)", "Analysis" and "Adjustment or Planning". Some (Zimmermann; Leclercq and Poumay) also distinguish three moments: PRE, PER and POST action, learning or evaluation.
Individual characteristics (learning preferences or cognitive styles, degree of epistemic development) are often taken into account to explain micro- or macro-decisions taken by learners.
Based on these concepts, it is possible to analyse macro situations (PBL, traditional learning) or micro situations (mathetic ambivalence) with a view to improving, softening, diversifying, transferring them. |
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| Objectif du cours : | Participants will be able to:
- define self-regulation
- imagine procedures (plans)
- criticise others in order to improve the degree of SRL.
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| Pré-requis : | To be motivated |
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| Organisation : | After an overview of the four main categories of questions set out in the general overview, the course will proceed with an analysis of cases and problem solving, many of which will have already been dealt with experimentally.
- The problem set: e.g.: how to improve the degree of SRL in this type of learner?
- The participants imagine the method(s) and device(s) which could be used to check.
- Presentation of the method(s) which were used to address this problem
- The participants anticipate
- way(s) of presenting the results
- the scale of these results
- Presentation of results
- Participants are invited to discuss the relevance, the extent and the potential of the results.
Please note that a minimum of five participants is required for this course to take place. |
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| Notes de cours : | on-line WebCT course |
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| Evaluation : | Drafting a report (2-5 pages) explaining how this course was useful for your own reflections on your classes, what can be transferred and what you have been able to transfer and why (or why not).
The reflective report will be useful for participants wishing to adjust (improve) their own classes. It will be evaluated on the following criteria:
- reference to theoretical elements and experiences covered in class
- the reflexivity (questioning, critical analysis) which the piece of work demonstrates
- format (APA references, respecting instructions, structure, quality of spelling and syntax)
This course amounts to 5% of the end-of-programme grade. A minimum grade of 10 on 20 is required to pass the course.
If you undertake Formasup in 2 years, optional courses with a grade under 10/20 obtained in year 1 cannot be retaken in year 2. |
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| Contacts : | D. Leclercq : 04 366 20 52
d.leclercq@ulg.ac.be |
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