Abstract:

Within the lifelong learning framework, Self-Regulated Learning becomes the main competence in order upskilling and reskilling opportunities could be achieved.

Following Zimmerman’s theory, learners must be active participants in their cognitive, motivational and behavioral learning processes during the three phases of cyclical process: forethought, performance and self-reflection. The forethought phase means that task analysis, goal setting strategic planning and self-motivation should be done. The performance phase includes self-control, self-observation and self-monitoring on the tasks. Finally, self-reflection implies that metacognitive analysis on the quality of final outputs will be done as well as the reflection on the procedures conducting to them and to which extent these procedures has been successful as much as be transferred to future actions. Therefore, Self-regulated learning should be explicitly planned and scaffolded in the training programs.

This cyclical model shows a closer relationship with feed-up, feed-back and feed-forward processes. If feedback is understood as the “process by which learners make sense of the information they receive from different sources and use it to improve their work and/or learning strategies”, then the student is who has to search and apply information about: “where I am going” (learning goals and criteria for success), “how I am going” (current level of achievement) and “where to next” (guidance on next steps for task and learning process to be improved).

That’s the reason why information and comments could be provided by teacher, peers, self, learning analytics dashboards, chatbots, etc. and the educational design should be focused on the actions that students will take with that information.

It is possible that not all teachers have sufficient training for guiding students’ self-regulation processes, so having resources and tools for this process to be strengthened could be positive.

Following this theoretical framework, Uptitude, a LMS for Self-regulated learning to be supported, has been created. Several didactic sequences, with comments and information embedded into, are available. The possibility for own sequences to be created is also an option.

The pedagogical underlying model, the creation process and the functionalities are explained in this paper as well as the specific role of a dashboard, a chatbot and some AI, which are all integrated into Uptitude.

Keywords:

Technology, LMS, Self-regulated learning, feedback.