TY  - CONF
AU  - Prasse, D.
AU  - Webb, M.
AU  - Parent, S.
AU  - Goda, Y.
AU  - Yamada, M.
AU  - Fisser, P.
AU  - Deschênes, M.
AU  - Li, H.
AU  - Raynault, A.
AU  - Hopper, S.
AU  - Ching Yeung, S.
AU  - Kadijević, Đorđe
PY  - 2023
UR  - https://bridges.monash.edu/articles/report/EDUsummiT_2023_-_eBook/24978531
UR  - http://ipir.ipisr.org.rs/handle/123456789/1036
AB  - A notable trend in learning and teaching that has been accentuated by the COVID pandemic is a move towards online, blended or hybrid learning scenarios. This particularly affects higher education but also extends to K-12 education, though the manifestations vary. Learning in diverse technology-supported learning environments poses certain challenges to students. For example, there are higher demands on students' abilities to plan, manage and reflect their learning in such environments - abilities that are part of students' competence to self-regulate their own learning (Azevedo, 2009).
The importance of students’ self-regulated learning (SRL) has long been recognized in research and practice. Theories of SRL, i.e., the ways learners monitor, reflect on and regulate their motivation, cognition, metacognition & emotions in order to learn, have been developed and refined over a number of years since they emerged from educational psychology approximately 20 years ago (Panadero, 2017). Research has shown positive correlations between the use of SRL-strategies, learning processes and academic outcomes in face-to-face learning settings (Broadbent & Poon, 2015). Evidence for the importance of SRL-skills specifically in online and blended learning scenarios has also been accumulating (ibid.). Compared to face-to-face settings, SRL might be even more important because students are more often having to work without teacher support and thus need to be able to learn autonomously (Xu et al., 2023).
However, the relationship between SRL-skills, technology-supported learning environments and learning outcomes is complex and multi-directional. In recent years, research into SRL and how it may be supported by technologies has proliferated. At the same time, there is a need for orientation in the field. The aim of Thematic Working Group 4 (TWG4) was therefore to review what research has to say about the challenges of SRL in technology-supported learning environments and how these findings can be applied to the design of learning environments that effectively support SRL. This eBook report presents results of an international discussion of the members of TWG4 over several months in 2022 and 2023. The review of evidence from research publications enabled us to identify a number of challenges related to fostering SRL in technology-supported learning environments and to propose recommendations for researchers, practitioners and policy makers.
C3  - Moving forward to new educational realities in the digital era: Report of EDUsummIT 2023
T1  - Thematic Working Group 4 - Fostering self-regulatory skills in learners in digital learning environments
EP  - 33
SP  - 26
UR  - https://hdl.handle.net/21.15107/rcub_ipir_1036
ER  - 

@conference{
author = "Prasse, D. and Webb, M. and Parent, S. and Goda, Y. and Yamada, M. and Fisser, P. and Deschênes, M. and Li, H. and Raynault, A. and Hopper, S. and Ching Yeung, S. and Kadijević, Đorđe",
year = "2023",
abstract = "A notable trend in learning and teaching that has been accentuated by the COVID pandemic is a move towards online, blended or hybrid learning scenarios. This particularly affects higher education but also extends to K-12 education, though the manifestations vary. Learning in diverse technology-supported learning environments poses certain challenges to students. For example, there are higher demands on students' abilities to plan, manage and reflect their learning in such environments - abilities that are part of students' competence to self-regulate their own learning (Azevedo, 2009).
The importance of students’ self-regulated learning (SRL) has long been recognized in research and practice. Theories of SRL, i.e., the ways learners monitor, reflect on and regulate their motivation, cognition, metacognition & emotions in order to learn, have been developed and refined over a number of years since they emerged from educational psychology approximately 20 years ago (Panadero, 2017). Research has shown positive correlations between the use of SRL-strategies, learning processes and academic outcomes in face-to-face learning settings (Broadbent & Poon, 2015). Evidence for the importance of SRL-skills specifically in online and blended learning scenarios has also been accumulating (ibid.). Compared to face-to-face settings, SRL might be even more important because students are more often having to work without teacher support and thus need to be able to learn autonomously (Xu et al., 2023).
However, the relationship between SRL-skills, technology-supported learning environments and learning outcomes is complex and multi-directional. In recent years, research into SRL and how it may be supported by technologies has proliferated. At the same time, there is a need for orientation in the field. The aim of Thematic Working Group 4 (TWG4) was therefore to review what research has to say about the challenges of SRL in technology-supported learning environments and how these findings can be applied to the design of learning environments that effectively support SRL. This eBook report presents results of an international discussion of the members of TWG4 over several months in 2022 and 2023. The review of evidence from research publications enabled us to identify a number of challenges related to fostering SRL in technology-supported learning environments and to propose recommendations for researchers, practitioners and policy makers.",
journal = "Moving forward to new educational realities in the digital era: Report of EDUsummIT 2023",
title = "Thematic Working Group 4 - Fostering self-regulatory skills in learners in digital learning environments",
pages = "33-26",
url = "https://hdl.handle.net/21.15107/rcub_ipir_1036"
}

Prasse, D., Webb, M., Parent, S., Goda, Y., Yamada, M., Fisser, P., Deschênes, M., Li, H., Raynault, A., Hopper, S., Ching Yeung, S.,& Kadijević, Đ.. (2023). Thematic Working Group 4 - Fostering self-regulatory skills in learners in digital learning environments. in Moving forward to new educational realities in the digital era: Report of EDUsummIT 2023, 26-33.
https://hdl.handle.net/21.15107/rcub_ipir_1036

Prasse D, Webb M, Parent S, Goda Y, Yamada M, Fisser P, Deschênes M, Li H, Raynault A, Hopper S, Ching Yeung S, Kadijević Đ. Thematic Working Group 4 - Fostering self-regulatory skills in learners in digital learning environments. in Moving forward to new educational realities in the digital era: Report of EDUsummIT 2023. 2023;:26-33.
https://hdl.handle.net/21.15107/rcub_ipir_1036 .

Prasse, D., Webb, M., Parent, S., Goda, Y., Yamada, M., Fisser, P., Deschênes, M., Li, H., Raynault, A., Hopper, S., Ching Yeung, S., Kadijević, Đorđe, "Thematic Working Group 4 - Fostering self-regulatory skills in learners in digital learning environments" in Moving forward to new educational realities in the digital era: Report of EDUsummIT 2023 (2023):26-33,
https://hdl.handle.net/21.15107/rcub_ipir_1036 .

TY  - CONF
AU  - Webb, M.
AU  - Andresen, B.
AU  - Angeli, C.
AU  - Carvalho, A. A.
AU  - Dobozy, E.
AU  - Laugesen, H.
AU  - Kadijević, Đorđe
AU  - Phillips, M.
AU  - Prasse, D.
AU  - Strijker, A.
PY  - 2017
UR  - https://eprints.lancs.ac.uk/id/eprint/89048/1/EDUSummIT_2017_eBook_final.pdf
UR  - http://ipir.ipisr.org.rs/handle/123456789/996
AB  - The future of assessment faces major challenges including the use of IT to facilitate
formative assessment that is important for improving learners’ development, motivation
and engagement in learning. In many countries, in recent years, a renewed focus on
assessments to support learning has been pushing against the burgeoning of testing for
accountability, which in some countries, renders effective formative assessment
practices almost impossible. Moreover, a systematic review by Harlen and Deakin Crick
(2002) revealed that a strong focus on summative assessment for accountability can
reduce motivation and disengage many learners. At the same time use of IT‐enabled
assessments has been increasing rapidly, as they offer promise of cheaper ways of
delivering and marking assessments as well as access to vast amounts of assessment
data from which a wide range of judgements might be made about students, teachers,
schools and education systems (Gibson & Webb, 2015). These opportunities also extend
to assessment of complex collaborative work (Webb & Gibson, 2015). Current
opportunities for using IT, including for harnessing the data that is being collected
automatically, for formative assessment are underexplored and less well understood
than those for summative assessments. Opportunities for learning with IT and perhaps
with less teacher input are increasing but this depends on students developing as
autonomous or independent learners. Research in formative assessment including
effective feedback has emphasised the value of peer assessment practices for
developing self‐assessment capabilities and hence independent learners (Black,
Harrison, Lee, Marshall, & William, 2003). At previous EDUsummITs the possibilities and
challenges for IT‐enabled assessments to support simultaneously both formative and
summative purposes were analysed (Webb, Gibson, & Forkosh‐Baruch, 2013). While these challenges remain, at EDUsummIT 2017 we focused on the opportunities and
challenges of IT supporting formative assessment because effective formative
assessment is known to be extremely important for learning.
C3  - Rethinking learning in a digital age
T1  - Thematic Working Group 5: Formative assessment supported by technology.
EP  - 53
SP  - 46
UR  - https://hdl.handle.net/21.15107/rcub_ipir_996
ER  - 

@conference{
author = "Webb, M. and Andresen, B. and Angeli, C. and Carvalho, A. A. and Dobozy, E. and Laugesen, H. and Kadijević, Đorđe and Phillips, M. and Prasse, D. and Strijker, A.",
year = "2017",
abstract = "The future of assessment faces major challenges including the use of IT to facilitate
formative assessment that is important for improving learners’ development, motivation
and engagement in learning. In many countries, in recent years, a renewed focus on
assessments to support learning has been pushing against the burgeoning of testing for
accountability, which in some countries, renders effective formative assessment
practices almost impossible. Moreover, a systematic review by Harlen and Deakin Crick
(2002) revealed that a strong focus on summative assessment for accountability can
reduce motivation and disengage many learners. At the same time use of IT‐enabled
assessments has been increasing rapidly, as they offer promise of cheaper ways of
delivering and marking assessments as well as access to vast amounts of assessment
data from which a wide range of judgements might be made about students, teachers,
schools and education systems (Gibson & Webb, 2015). These opportunities also extend
to assessment of complex collaborative work (Webb & Gibson, 2015). Current
opportunities for using IT, including for harnessing the data that is being collected
automatically, for formative assessment are underexplored and less well understood
than those for summative assessments. Opportunities for learning with IT and perhaps
with less teacher input are increasing but this depends on students developing as
autonomous or independent learners. Research in formative assessment including
effective feedback has emphasised the value of peer assessment practices for
developing self‐assessment capabilities and hence independent learners (Black,
Harrison, Lee, Marshall, & William, 2003). At previous EDUsummITs the possibilities and
challenges for IT‐enabled assessments to support simultaneously both formative and
summative purposes were analysed (Webb, Gibson, & Forkosh‐Baruch, 2013). While these challenges remain, at EDUsummIT 2017 we focused on the opportunities and
challenges of IT supporting formative assessment because effective formative
assessment is known to be extremely important for learning.",
journal = "Rethinking learning in a digital age",
title = "Thematic Working Group 5: Formative assessment supported by technology.",
pages = "53-46",
url = "https://hdl.handle.net/21.15107/rcub_ipir_996"
}

Webb, M., Andresen, B., Angeli, C., Carvalho, A. A., Dobozy, E., Laugesen, H., Kadijević, Đ., Phillips, M., Prasse, D.,& Strijker, A.. (2017). Thematic Working Group 5: Formative assessment supported by technology.. in Rethinking learning in a digital age, 46-53.
https://hdl.handle.net/21.15107/rcub_ipir_996

Webb M, Andresen B, Angeli C, Carvalho AA, Dobozy E, Laugesen H, Kadijević Đ, Phillips M, Prasse D, Strijker A. Thematic Working Group 5: Formative assessment supported by technology.. in Rethinking learning in a digital age. 2017;:46-53.
https://hdl.handle.net/21.15107/rcub_ipir_996 .

Webb, M., Andresen, B., Angeli, C., Carvalho, A. A., Dobozy, E., Laugesen, H., Kadijević, Đorđe, Phillips, M., Prasse, D., Strijker, A., "Thematic Working Group 5: Formative assessment supported by technology." in Rethinking learning in a digital age (2017):46-53,
https://hdl.handle.net/21.15107/rcub_ipir_996 .