Using Moodle to Enhance Student Engagement

Date & time: Friday, November 29, 2013 from 1:00pm to 2pm Location: Learning Systems Classroom LIB 034 – McPherson Library (Lower level) Register for this workshop 

Image This session will explore ways Moodle can be used to enhance your students’ engagement in individual and group work. If you’ve used Moodle before, come and see this simple twist on using Moodle activities and resources for coursework. If you’re new to Moodle, this session will be a great opportunity to find out what this technology can do for your class. This session will also cover some new features that will be available for instructors and students in the CourseSpaces learning management system. Facilitator: Mariel Miller, PhD Candidate, Educational Psychology & Leadership Studies

CSSE 2013 – Adapting in the face of challenge: Regulating learning across tasks and contexts

At this year’s 2013 CSSE confence, we presented a structured poster session on regulating learning in the face of challenge. Our papers in this symposium examined challenges learners encounter and the ways they attempt to adapt or regulate in the face of those challenges across a broad array of task contexts including collaborative learning and sport training. Papers targeted different aspects of SRL including (task perceptions, emotions, goals, and metacognition) and drew from a range of data sources including: self-report, reflective journals, chat records, online logfiles, interview data, and observation data.

Negotiating Task Perceptions During Computer-Supported Collaborative Problem Solving
Mariel Miller & Allyson Hadwin

Regulating Emotions During Computer-Supported Collaborative Problem Solving
Lizz Webster & Allyson Hadwin

Regulating in Sport & Academic Contexts: How Do Student-Athletes Monitor & Evaluate Their Learning?
Lindsay McCardle & Allyson Hadwin

New Frontiers: Regulating Learning in CSCL (Educational Psychologist) now available online

 New Frontiers: Regulating Learning in CSCL  (Sanna Järvelä & Allyson F. Hadwin) now available online in the Special Issue: Theoretical Underpinnings of Successful Computer-Supported Collaborative Learning. Educational Psychologist, Vol. 48, No. 1, 01 Jan 2013.

Abstract: Despite intensive research in computer-supported collaborative learning (CSCL) over the last decade, there is relatively little research about how groups and individuals in groups engage, sustain, support, and productively regulate collaborative processes. This article examines the role of regulatory processes in collaborative learning and how CSCL environments can be used for shared regulation of learning. First, we establish the importance of regulation processes and introduce three types of regulation contributing to successful collaboration: self-, co-, and socially shared regulation of learning. Second, we illuminate two strands of seemingly diverse research that lay an important foundation for supporting and researching regulation in CSCL contexts establishing that (a) computer-based pedagogical tools used to successfully support regulation in individual learning contexts can be leveraged for collaborative task contexts, and (b) computer-based tools for supporting collaborative knowledge construction can be leveraged for supporting regulatory processes. Finally, we draw on emerging research in our own programs of research to demonstrate how regulation can be supported and researched in CSCL environments. The article concludes by charting a course for future CSCL research focused on supporting regulated learning in collaborative task contexts.

Full list of articles included in this special issue:

  • Toward a Framework for CSCL Research – Paul A. Kirschner & Gijsbert Erkens
  • Team Effectiveness and Team Development in CSCL  -Jos Fransen, Armin Weinberger & Paul A. Kirschner
  • New Frontiers: Regulating Learning in CSCL – Sanna Järvelä & Allyson F. Hadwin
  • Coordinated Computer-Supported Collaborative Learning: Awareness and Awareness Tools –  Jeroen Janssen & Daniel Bodemer
  • Toward a Script Theory of Guidance in Computer-Supported Collaborative Learning – Frank Fischer, Ingo Kollar, Karsten Stegmann & Christof Wecker
  • Special Issue on CSCL: Discussion – Jeremy Roschelle

Join us for our upcoming Instructional Technology Series Workshop! (Jan 17th)

Instructional Technology Series Workshop:
Enhancing Learning and Teamwork Skills in Real Time Collaboration in Moodle

Date & time: Thursday, January 17, 2013 from 12:30pm to 2pm

Location: BEC 150


Allyson Hadwin and Mariel Miller will be sharing their experiences running an Open Collaborative Challenge in ED-D 101: Learning Strategies for University Success. In this workshop, discover how this group assignment used Moodle’s easily overlooked potential for real time collaboration using tools such as wikis, chat, feedback activities, and quiz. The goal of the assignment was not only to enhance learning through collaboration, but also help students gain the critical teamwork skills needed by today’s 21st century graduates. We will be discussing how the challenge was created, what is involved for the students, and the success and benefits that wel have seen with this activity.
Registration is required:
(Log in with your NetLink credentials, then simply fill in the department field and click on ‘book’.)

Closing date: Tuesday, January 15, 2013 at 04:30PM
Booked spaces: 23 – Open spaces: 9

TIE Lab at the 2012 annual conference for the Canadian Society for the Study of Education (CSSE), Waterloo, ON.

The TIE lab recently attended the annual conference for the Canadian Society for the Study of Education (CSSE), Waterloo, ON (27-30 May, 2012).

In an invited session, Allyson Hadwin discussed promoting & researching adaptive regulation: Successes, challenges & possibilities


Lizz Webster presented the paper “Effects of a Scaffold on Quality of Goals Set by Undergraduate Students” (Webster, Miller, Hadwin, 2012).  –


Allyson Hadwin (UVic) and Christina Skorobohacz (Brock) provided a workshop for graduate students on “The Academic CV as a Tool for Program and Career Planning.”

Allyson Hadwin awarded SSHRC Insight Grant (PAR-21)

We are happy to announce that Allyson Hadwin (and Team) are the recipients of SSHRC Insight Grant for $348,264 over 5 years. Her co-investigator is Phil Winne (SFU) and collaborators include Sanna Jarvela (Finland), Paul Kirschner (The Netherlands), Peggy Storey (UVic), & Peter Wild (UVic): Congratulations Team!

About the Research:

Promoting Adaptive Regulation for 21st Century Success (PAR-21)

For Canada to thrive and lead in an increasingly globally distributed and technologically sophisticated world, learners require new 21st century skills for learning and adapting in constantly changing work contexts. Post-secondary graduates must: adapt and respond to increasingly complex and ill defined tasks; cope with uncertainty; define and work toward team objectives; and contribute to designing, planning and monitoring team projects (Conference Board of Canada, 2000). Our rapidly evolving technology-based economy virtually ensures that graduates will work in distributed teams where diverse backgrounds and knowledge must meld to solve complex problems. Undergraduates need to develop skills and strategies for regulating and adapting lifelong learning by leveraging: collaborative technologies, and feedback these technologies can generate about progress (Premier’s Technology Council of BC, 2010). Learning to regulate is the quintessential 21st century skill.

PAR-21 examines how technological tools can leverage student success by (a) providing feedback in the form of data-based visualizations about individual and collective processes and progress, and (b) using feedback to guide or scaffold strategic adaptation in response to motivational, socio- emotional, conceptual, and behavioural challenges that arise in complex solo and collaborative tasks. Specifically, we investigate ways that individuals and teams can be supported to (a) strategically adapt in the face of challenge; (b) engage, sustain, and productively regulate themselves (self-regulated learning; SRL), each other (co-regulated learning; CoRL) and together (socially-shared regulation of learning; SSRL) during collaborative work; and (c) monitor and regulate cognitive, motivational, emotional, and behavioural processes to maximize success.

Building on our model of regulated learning (Winne & Hadwin, 1998), we research ways to promote adaptive regulation across four phases: perceiving tasks, setting goals and planning, enacting tasks, and making large scale adaptations. Extending past research, we examine the effectiveness of learner support technologies (scripting, visualization-mirroring, awareness, and guiding technologies) in each phase of SRL when learners work in technology-rich environments. Specifically, we compare the effects of support tools on: (a) regulatory knowledge about task features, goals, and strategies; (b) challenges encountered in planning strategically and managing conceptual, socio-emotional, situational elements of tasks; (c) strategies used to conquer challenges (e.g., revising/negotiating plans, goals, task perceptions, or feelings); (d) social processes called on such as regulating oneself, regulating another, and regulating together; and (e) outcomes, namely, knowledge acquired and task performance.

PAR-21 research builds on (a) theoretical and empirical platforms and instruments for examining regulated learning (SRL, CoRL, SSRL) developed in our past SSRHC-funded projects, (b) CFI-funded state-of-the-art software for architecting and researching learning and collaboration (nStudy; Winne & Hadwin, 2011), (c) burgeoning collaborations with international research partners (Järvelä & Kirschner), (d) established collaborations with the Faculty of Engineering (Wild & Storey), and (e) extensive CFI- funded infrastructure for researching technology integration and evaluation (Hadwin, Co-PI).