Visualizing Self-Regulation for Learners

Description

With the release of the Apple Watch and other forms of wearable technology becoming more prevalent, we are excited to partner with Rayne Sperling on how these technologies might be leveraged to improve student self-regulated learning strategies. Self-regulated learning is guided by student’s’ knowledge, metacognitive skills, strategies, and motivation. Self-regulated learners are engaged and effective independent learners who are able to monitor and control their learning and motivation.

Using the Apple Watch as a starting point, we are working with Rayne to develop a ‘Fitbit for learning’ approach to self-regulation, leveraging the Apple Watch to collect data around student learning, then providing that data back to students in a visual way that helps them reflect on what learning strategies are effective and lead to academic success.

We are excited to examine how the Apple Watch can reach and engage learners. We will be using the Apple Watch as a new mechanism to provide academic scaffolds that target students’ monitoring of their learning and academic progress as well as specific strategies students can use as they learn course content. In working with instructors, we hope to discover opportunities for practice and feedback through the Watch. These technologies hold great promise to provide additional support to assist students as they navigate their academic experiences.

Sperling’s project begins in the summer of 2015, developing prompts that will be delivered to students on the watch. Design experiments will take place in fall 2015 and spring 2016, when students in large-enrollment courses will be provided questions addressing self-regulated learning via a variety of mediums, such as the course management system, phones, tablets, and watches. The study will explore the nuances and affordances of the Apple Watch to impact self-regulated learning compared to other mediums.

Cohort

2015

Focus Area

Student Engagement
Theme: Quantified Self