CFP-- Workshop on Meta-cognition and Self-Regulated Learning in Educational Technologies
The Fourth Workshop on Meta-Cognition and Self-Regulated Learning in Educational Technologies : "Modeling, Evaluating, and Fostering Metacognition with Computer-Based Learning Environments". In conjunction with the 15th International Conference on Artificial Intelligence in Education
We invite work at all stages of development, including particularly innovative approaches in their early phases. Manuscripts should describe applied systems, empirical results, theoretically grounded positions, or any aspect of research on metacognition and self-regulated learning (SRL) skills.
The workshop will focus on the following aspects:
* Modeling metacognitive and SRL knowledge and skills: How can metacognitive and SRL knowledge and skills be modeled? How can metacognitive knowledge and skills be represented? How can metacognitive behaviors be extracted from domain-level student responses?
* Evaluating metacognitive and SRL behaviors: What comprises metacognitive and SRL behaviors? Can productive SRL behaviors be identified automatically, across students, learning tasks, domains, and environments? What on-line and off-line assessments of metacognitive and SRL behaviors can be used to validate the models of SRL and metacognition? How can metacognitive behaviour(s) be measured over extended periods of time? How does changing contexts affect metacognirive behaviours? What are qualitative and quantitative methods to evaluate metacognitive behaviors?
* Fostering metacognitive and SRL knowledge and skills: What forms of support facilitate students in acquiring, retaining, and transferring metacognitive and SRL skills? Specifically, what types of scaffolding and feedback will facilitate students' internalization of the desired knowledge, skills and behaviors? What is the relationship between domain-level support and SRL support? What are effective pedagogies to teach metacognition and SRL? Are there empirically-based design guidelines for computer-based learning environments? Are there specific methods and (meta)cognitive tools that can be provided to learners so they can manage the various metacognitive and SRL processes (e.g., interface tools to manage extraneous cognitive load)?
Other topics of interest include
* The relationship between metacognition, SRL, and domain level learning
* The relationship between metacognition, SRL, motivation, and affect
* Supporting and improving metacognitive knowledge and skills in the workplace and other informal environments.
The workshop includes two categories for submissions:
Extended abstracts should describe cutting edge work on tutoring of metacognition and self-regulated learning. This category describes mainly results from experiments, novel metacognitive models, etc. Unique and well-justified theoretical stances are also welcome. Authors of accepted papers will present their work in a symposium session.
Demonstrations showcase educational technologies that support students' metacognition and self-regulated learning skills. Systems can be in different stages in development, though an interactive demo is required. Authors of accepted papers will be invited to present their systems (and/or videos of students using the systems) in a hands-on session. Papers in this category will not be presented during the symposium session.
Papers will be peer reviewed by the workshop program committee. Accepted papers will be included in the online workshop proceedings. Publications will have page numbers for citing purposes.
Please send your paper via email (only .doc or .pdf format, please) to firstname.lastname@example.org.
- Paper submission deadline: March 29, 2011
- Reviews are returned to authors: April 22, 2011
- Camera ready copy: May 20, 2011
- Proceedings are published online: June 1, 2011
- Workshop: June 27 or 28, 2011
- Ido Roll, University of British Columbia, Canada
- Amali Weerasinghe, University of Canterbury, New Zealand
- Roger Azevedo, McGill University, Canada
Program committee members
- Vincent Aleven, Carnegie Mellon University, USA
- Ryan Baker, Worcester Polytechnic Institute, USA
- Ben du Boulay, University of Sussex, UK
- Paul Brna, University of Leeds, UK
- Allan Collins, Northwestern University, USA
- Declan Dagger, Trinity College Dublin, Ireland
- Vania Dimitrova, University of Leeds, UK
- Janice D. Gobert, Worcester Polytechnic Institute, USA
- Michael J. Jacobson, University of Sydney, Australia
- Judy Kay, University of Sydney, Australia
- Susanne Lajoie, McGill University Canada
- James Lester, North Carolina State University, USA
- Diane Litman, University of Pittsburgh, USA
- Rosemary Luckin, University of London, UK
-Christina Steiner, University of Graz, Austria
- Kurt VanLehn, Arizona State University, USA
- Phil Winne, Simon Fraser University, Canada