Take control of your learning: Unlocking the Potential of Self-Regulated Learning in the Distance and Blendend Education
Introduzione al Corso
The content of the TUNED MOOC has been carefully selected and structured to provide an engaging and stimulating learning experience. The course will focus on two key themes:
Self-regulated learning: Theories and strategies that enable students to become active participants in their own learning journey, developing skills in self-management, planning and assessment will be explored.
Motivation: The course will explore different theories of motivation and strategies for motivating students in distance learning contexts. Special attention will be given to the role of emotions, self-interests and feedback in promoting intrinsic motivation.
The TUNED MOOC will adopt a constructivist and collaborative approach, encouraging users to actively participate in knowledge construction. The proposed activities will be based on:
- Open and shared content: The MOOC will use open educational materials (Open Educational Resources, OER) and promote the creation of shared content by participants.
Peer Collaboration: Users will be encouraged to collaborate with each other, sharing their experiences, ideas and achievements.
Formative assessment: Assessment will be geared toward continuous learning improvement, rather than simply certification of knowledge gained.
Scienze Sociali
Ore di Formazione0
LivelloBase
Modalità CorsoAutoapprendimento
Italiano
Durata4 Settimane
TipologiaOnline
Stato del CorsoAuto apprendimento
Agenda del Corso
Avvio Iscrizioni
Apertura Corso
Chiusura Corso
Risultati Attesi
This course will enable participants to approach education with innovative methods, fostering active and self-directed learning. By completing the TUNED MOOC, participants will gain an understanding of Self-Regulated Learning (SRL) and develop the ability to apply it in both traditional and online educational contexts. They will acquire practical strategies to foster autonomy, motivation, and goal-setting in learners while reflecting on their own teaching and learning practices. Participants will also be able to design and implement educational activities and tools, such as the 5E Instructional Model, gamification techniques, and serious games, to create engaging and effective learning environments.
Moreover, participants will develop competencies in using digital tools for monitoring and assessing learning processes, with a focus on distance learning. They will learn how to support learners in navigating challenges and building their SRL skills through scaffolding and personalized guidance.
Pre-requisiti
No requirements are needed.
Libri di testo e letture consigliate
TUNED Guidebook. https://zenodo.org/records/8081590
Alsawaier, R. S. (2018). The effect of gamification on motivation and engagement. The
International Journal of Information and Learning Technology, 35(1).
https://doi.org/10.1108/IJILT-06-2017-0057
Azevedo, R., & Hadwin, A. F. (2005). Scaffolding self-regulated learning and metacognition –
implications for the design of computer-based scaffolds. Instructional
Science, 33(5–6).
https://doi.org/10.1007/s11251-005-1272-9
Bybee, R. W., et al. (2006). The BSCS 5E instructional model: Origins and effectiveness. Colorado Springs, Co: BSCS.
Chandross, D., & DeCourcy, E.
(2018). Serious games in online learning. International
Journal on Innovations in Online Education, 2(3).
https://doi.org/10.1615/IntJInnovationsOnlineEdu.v2.i3.30
Duran, L. B., & Duran, E. (2004). The 5E instructional model: A learning cycle approach for inquiry-based science teaching. Science Education Review, 3(2).
Joswick, C., & Hulings, M. (2024). A systematic review of BSCS 5E instructional model evidence. International
Journal of Science and Mathematics Education, 22(1).
https://doi.org/10.1007/s10763-024-10254-3
Marín, V. I., &
Castaneda, L. (2023). Developing digital literacy for teaching and learning. Handbook
of open, distance, and digital education.
https://doi.org/10.1007/978-981-19-2080-6_64
Ng, D. T. K., Tan, C. W., & Leung,
J. K. L. (2024). Empowering student self-regulated
learning and science education through ChatGPT: A pioneering pilot study. British
Journal of Educational Technology.
https://doi.org/10.1111/bjet.13454
Panadero, E. (2017). A review of self-regulated learning: Six models and four directions
for research. Frontiers in Psychology, 8.
https://doi.org/10.3389/fpsyg.2017.00422
Persico, D., & Steffens, K. (2017). Self-Regulated Learning in Technology Enhanced Learning
Environments. Springer, Cham.
https://doi.org/10.1007/978-3-319-02600-8_11
Quigley, A., Muijs, D., & Stringer,
E. (2018). Metacognition and self-regulated
learning: Guidance report. Education Endowment Foundation.
https://dera.ioe.ac.uk/id/eprint/31617/1/EEF_Metacognition_and_self-regulated_learning.pdf
Reimann, P. (2018). Making online group-work work: Scripts, group awareness, and
facilitation. Research Conference 2018.
https://research.acer.edu.au/cgi/viewcontent.cgi?article=1338&context=research_conference
Reiser, B. J. (2004). Scaffolding complex learning: The mechanisms of structuring and
problematizing student work. Journal of the Learning Sciences, 13(3).
https://doi.org/10.1207/s15327809jls1303_2
Russell, J. M., Baik, C., Ryan, A. T.,
& Molloy, E. (2020). Fostering self-regulated
learning in higher education: Making self-regulation visible. Active
Learning in Higher Education.
https://doi.org/10.1177/1469787420982378
Toda, A. M., Valle, P.
H., & Isotani, S. (2017). The dark side of gamification: An overview of negative effects of
gamification in education. Springer International Publishing.
https://doi.org/10.1007/978-3-319-58515-3_10
Wong, J., Baars, M., Davis, D., et al.
(2019). Supporting self-regulated learning in
online learning environments and MOOCs: A systematic review. International
Journal of Human–Computer Interaction, 35(4–5).
https://doi.org/10.1080/10447318.2018.1543084
Zeybek, N., & Saygı, E. (2024). Gamification in education: Why, where, when, and how?—A systematic
review. Games and Culture, 19(2).
https://doi.org/10.1177/15554120221144865
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into
Practice, 41(2).
https://doi.org/10.1207/s15430421tip4102_2
Formato del corso
The TUNED MOOC provides a practical and engaging learning experience aimed at helping educators and learners understand and apply the principles of Self-Regulated Learning (SRL) in educational settings. The course combines instructional videos, quizzes, collaborative activities, and focused readings to guide participants through thematic units that explore key aspects of SRL. It encourages participants to reflect on their learning, connect it to their own educational contexts, and put it into practice. By the end of the course, learners gain the knowledge and skills to integrate SRL strategies into their teaching or learning, promoting autonomy, motivation, and clear goal-setting in both in-person and online environments. The MOOC is divided into six lessons, each focusing on a specific area of SRL: The 'Why' of Self-Regulated Learning introduces the concept of SRL, showing its importance in fostering motivation, setting goals, and encouraging reflective thinking. Scaffolding Self-Regulated Learning explores practical strategies and approaches that teachers can use to support students in building SRL skills, with a focus on guidance and collaboration. The 5E Instructional Model explains an inquiry-based approach built around five phases—Engage, Explore, Explain, Elaborate, and Evaluate—and how it can be applied to encourage deeper thinking and learning. Gamification: Opportunities and Risks looks at how gamification can make learning more engaging, while also addressing some of its challenges and ways to use it effectively in education. Distance Teaching and Learning Methods focuses on how digital tools can be used to monitor and assess students’ learning, offering practical advice on managing online teaching and supporting SRL. Video Games and Serious Games explores the role of serious games in education, explaining how they differ from traditional video games and how they can help improve motivation, engagement, and learning outcomes. This MOOC offers a structured approach to understanding and applying SRL principles, helping participants develop practical strategies to support learners in today’s changing educational environments.Regole per ottenere gli Attestati e sostenere gli Esami
Attestato di Partecipazione
You can obtain a certificate passing the final questionnaire.
