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.
* Modeling metacognitive and SRL knowledge and skills: How can metacognitive and SRL knowledge and skills be supported and modelled? 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: 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: Descriptions of demonstrations should 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.
Submissions will be peer reviewed by the workshop program committee. Accepted submissions 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 30, 2012
Author Notification: April 30, 2012
Camera ready copy due: May 15, 2012
Workshop: June 14 or 15, 2012
Amali Weerasinghe, University of Canterbury, New Zealand
Roger Azevedo, McGill University, Canada
Ido Roll, University of British Columbia, Canada
Ben du Boulay, University of Sussex, UK
Program committee members
Vincent Aleven, Carnegie Mellon University, USA
Ryan Baker, Worcester Polytechnic Institute, USA
Paul Brna, University of Leeds, UK
Declan Dagger, Trinity College Dublin, Ireland
Janice D. Gobert, Worcester Polytechnic Institute, USA
Michael J. Jacobson, 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
Gordon Mccalla, University of Saskatchewan, Canada
Christina Steiner, University of Graz, Austria
Philip Winne, Simon Fraser University, Canada
Beverly Woolf, University of Massachusetts, USA