Metacognition in Learning

Metacognition skills have been proven to have a positive relationship with learning. The strength of metacognition relies heavily on self-efficacy where a student understands his/her learning style, and the ability to use information gathered and align it with his/her learning style. In addition, knowing what you know and how you know it as a student plays a huge role in knowing what you do not know and linking it with what is close or relevant to it, that you know. It is about having skills and knowledge that empowers you to be an independent learner. Literature on classroom practices show a number of short-comings in diverse areas such as poor teacher knowledge, overcrowded classrooms, and lack of resources for learning. An independent student will strive under such an environment by studying independently, searching for resources, and finding multimodal ways of learning. It is also important to note that naturally, human beings are curious and want to learn in order to conquer their world. Hence, Piaget's work of intellectual autonomy cannot be ignored when exploring metacognition. If learning experiences were ideal and developmental, they would be no need to nurture metacognition. Unfortunately, the education systems remove students' curiosity by bringing fake environments into learning that impede creation and imagination. This book emphasises the power of metacognition at different levels of learning. It can be seen as a parallel intervention approach, with expanded knowledge on how to extend existing skills for young children, which is a pre-intervention. Authors in this book bring diverse viewpoints from diverse fields on how to nurture metacognition, thus giving the reader an opportunity to borrow strategies from other fields. This contribution is a mixture of empirical contributions and opinion pieces informed by review of literature

Retrieval-, Distributed-, and Interleaved Practice in the Classroom:A Systematic Review

Three of the most effective learning strategies identified are retrieval practice, distributed practice, and interleaved practice, also referred to as desirable difficulties. However, it is yet unknown to what extent these three practices foster learning in primary and secondary education classrooms (as opposed to the laboratory and/or tertiary education classrooms, where most research is conducted) and whether these strategies affect different students differently. To address these gaps, we conducted a systematic review. Initial and detailed screening of 869 documents found in a threefold search resulted in a pool of 29 journal articles published from 2006 through June 2020. Seventy-five effect sizes nested in 47 experiments nested in 29 documents were included in the review. Retrieval- and interleaved practice appeared to benefit students’ learning outcomes quite consistently; distributed practice less so. Furthermore, only cognitive Student*Task characteristics (i.e., features of the student’s cognition regarding the task, such as initial success) appeared to be significant moderators. We conclude that future research further conceptualising and operationalising initial effort is required, as is a differentiated approach to implementing desirable difficulties

Serious Games para el desarrollo de las competencias del siglo XXI

The development of the 21st century skills or competencies can benefit from using new learning methodologies, such digital games for learning, also called Serious Games. In this study we characterize the 21st century skills based in a literature review. After reviewing the relevance of active methodologies for supporting the development of the 21st century skills, we analyze the specific interest of Serious Games for their achievement, identifying those games that may be of interest for its effective realization.El desarrollo de las competencias para la ciudadanía del siglo XXI puede beneficiarse del uso de nuevas metodologías de aprendizaje, como los juegos digitales para el aprendizaje (Serious Games). En este estudio caracterizamos las competencias del siglo XXI, a partir de una revisión bibliográfica. Tras repasar la relevancia de las metodologías activas para el desarrollo de las competencias del siglo XXI (21st century skills), analizamos el interés específico de los Juegos Serios (Serious Games) para su logro, identificando aquellos juegos que pueden ser de interés para su concreción efectiva

Development and evaluation of a behavior change support system targeting learning behavior: a technology-based approach to complement the education of future executives using persuasive systems in higher education

Learning is crucial in today's information societies, and the need for comprehensive and accessible support systems to enhance learning competencies is increasingly evident. In this context, this dissertation provides descriptive knowledge about the demands for such a system, aiming to train higher education students and equip them with learning competencies. Drawing on design science research, the dissertation addresses the identified demands, considers technical frameworks and psychological models to design technology-based artifacts. Against this background, the dissertation provides a pragmatic contribution through novel artifacts in form of Behavior Change Support Systems targeting self-regulated learning in higher education. The evaluation of these artifacts extends prior design knowledge through specific recommendations, including design principles, that can guide the implementation of Behavior Change Support Systems and further technology-based interventions in higher education. These recommendations aim to promote the development of necessary competencies within the higher education context

Teacher 2020. On the Road to Entrepreneurial Fluency in Teacher Education

No abstract available

InSEA European Regional Congress: Tales of art and curiosity

Proceedings volume from the International Society for Education through Art (InSEA) European Regional Congress

Developing International Mindedness through the Arts in the International Baccalaureate (IB) Diploma Programme (DP): An International Survey Design Conducted across all Continents

One distinct purpose of international education is to develop greater international understanding and intercultural competences. For the International Baccalaureate, this translates into students developing international mindedness throughout its programmes and courses. However, international mindedness is not measured and the impact of the programmes on the development of international mindedness remains mainly anecdotal. Furthermore, in the Diploma Programme, the choice of Arts courses is optional and the value of an Arts education, or specifically the value of taking a Diploma Programme Arts course in developing international mindedness, is equally unclear. This study investigated the development of international mindedness in students who opted for a Diploma Programme Arts course versus those who did not. The study followed a repeated measures, comparative and mixed-methods research design using a survey tool for data collection. The survey consisted of a quantitative section based on existing surveys and a qualitative section with six open-ended questions. The quantitative data showed an increase in intercultural knowledge and behaviours, while no change in attitudes, and a decrease in values was identified for both student groups, Diploma Programme Arts and Non-Arts-students. Furthermore, there was an increase in intercultural communication skills particularly in Diploma Programme Arts-students. Qualitative data analysis revealed a spectrum of categories of responses. The qualitative data also identified themes in addition to those identified in International Baccalaureate documentation and literature. Recommendations include for the International Baccalaureate Organization to integrate some of the emerging themes in their documentations, for example themes relating to adaptability and interconnectedness, which may also provide an interesting focus for curriculum design. Furthermore, curriculum and programme design should place a greater focus on the development of attitudes and values in the Diploma Programme and a reconsideration of the optionality of the Arts in this context

Dynamic e-skills development for foreign languages education in the emergency digitization paradigm

The COVID-19 pandemic induced amplified digitalization measures in the higher education sphere, informed by the need to take quick comprehensive action in order to achieve the overarching result to transform educational scenarios into interdisciplinary digital, blended, and hybrid frameworks. Taking into account the context of the erupted military intervention on Ukraine in February 2022, and the ensuing information warfare in various digital environments (social media, news coverage, digital communications), the specific value of the learning outcomes and outputs is allocated to the digitally enhanced foreign languages education as a tool of the internationally broadcast strife of Ukraine for freedom and sovereignty. The study results disclose the comprehensive review of dynamics of the digital skills development and application to construe interdisciplinary competencies of students of European (English, Spanish, French, Italian, German) and Asian (Mandarin Chinese, Japanese) Languages major programs in Ukraine through the span of educational activities in the time-frame of COVID-19 emergency digitization measures of 2021 and wartime emergency digitization measures of 2022 in Ukraine