Learning Across Sites: New tools, infrastructures and practices - Earli

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For EARLI members only. Not for onward distribution. Self-regulation and motivation 335 explanation. Jack and Sam’s second comment is a reply to Bob and Michael’s first suggestion of having a total of 72 possibilities for rolling a dice and it continues their previous explanation how to count the probability. In the last message Tina and Helen are monitoring and evaluating their own understanding (the regulation of cognition) rather than asking for a further explanation. Example 1 shows that metacognitive activity is an essential part of joint problemsolving where the students are working with an inquiry task. The students are not only metacognitively monitoring and controlling their own, but also the others’ cognitive activity, requiring reciprocal interaction (Hurme, Palonen & Järvelä, 2006). In a similar way, previous research has seen metacognition as socially mediated (Goos, Gailbraith & Renshaw, 2002) or as socially shared metacognition, in terms of inter- individual awareness of joint problemsolving (Iiskala, Vauras & Lehtinen, 2004). Thus, metacognition is an essential part of collaboration where the group’s cognitive activity is regulated by planning, monitoring and evaluating in order to achieve meaningful thinking and new approaches to solve the problem. This kind of shared metacognitive activity is presented in Example 2 where the first year pre- service teachers are jointly trying to solve the given mathematical problem called “Dark Stairs” in Workmates asynchronous learning environment (see Hurme, Merenluoto, & Järvelä, 2009): Matt, Grandmother, little sister and Dad are standing upstairs in the dark and they need to go downstairs. The stairs are really narrow and are in bad shape and about to crash, so they can take only two people’s weight at a time. The stairs will collapse in 18 minutes. The family has only one flashlight and it is impossible to use the stairs without the light being on. The sinuous stairs are also so long that it is impossible to throw the flashlight upstairs from the downstairs. The members of the family are aware of how much time it requires for them to get down the stairs. Because Grandmother is in poor health it takes seven minutes for her to go down the stairs. The little sister walks down the stairs in five minutes and Dad in three minutes. Matt runs the stairs in two minutes. Is there enough time for them to get everybody downstairs in 18 minutes (Modified, Björklund, Lehto, Pasanen & Viljanen, 2002) The Dark Stairs was a brain- teaser problem, where the solver needs to build an efficient situation model and be ready to test different kinds of solutions. The most obvious but incorrect strategy would be to choose the fastest one to run up and down the stairs. The crucial elements for solution are that the two slowest people go downstairs together and the two fastest people change which one of them runs up or down the stairs.
For EARLI members only. Not for onward distribution. 336 S. Järvelä et al. Example 2. Socially shared metacognition in joint problemsolving in triad A (Hurme, Merenluoto, & Järvelä, 2009) Alina: Tapio: Anna: Matt is the fastest one to dribble the flashlight up and down, but should it be someone slower to go together with Grandmother . . . I’ve tried several ways to solve this but I always get 19 minutes. I’ve also the same 19, that’s why someone slower should take Grandmother down but I don’t get it. I noticed that there is an error in my thinking . . . So if for Grandmother it takes 7 minutes anyway, it would be reasonable for example to put little sister to go with her because for little sister it takes for 5 minutes. But now the Grandmother and little sister are going together and it takes altogether 7 minutes. The little sister goes up – 5 minutes. Sister goes down with dad and it takes 5 minutes . . . Does this sound reasonable . . . In Example 2, Alina’s message illustrates the regulation of cognition because she is channeling the group’s thinking into a new approach: having two slowest persons going down at the same is an essential part of successful problemsolving. Tapio agrees with her and he appropriates Alina’s idea but he still does not quite understand how the prerequisites of the task are fitting together. Anna participates in the discussion first by monitoring her own thinking (the regulation of cognition) and then she adopts Alina’s idea and develops it further. This kind of regulation of the group’s cognitive activity could be considered as a sign of socially shared metacognition. The group continues to work collaboratively for an hour by supporting each other and constructing new ideas to solve the problem. On the basis of their several joint attempts, Anna presents the effort which leads them to the solution: Dad and Matt go down (three minutes), Matt runs up (two minutes), Grandmother and little sister go down (seven minutes) and Matt goes down with Dad (three minutes). To sum, in this section, we have presented metacognition in joint technologybased problem solving in mathematics at secondary school level and among pre- service teachers. In the first two examples, the groups were working together collaboratively which allowed the members not only to regulate their own cognitive processes but also to affect how others thought and proceeded in problemsolving. Particularly in the first pre- service teacher’s group they took each other’s ideas into account and jointly developed them further. Motivation regulation in self- regulated learning In every learning situation a student has to cope with his or her own emotional and cognitive demands and conflicts as well as social settings and environmental cues (Volet & Järvelä, 2001). This is to say, that students have to regulate their
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Learning Across Sites: New tools, infrastructures and practices - Earli

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