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).