Personalised Learning for the Learning Person by Ward Rupert;

Author:Ward, Rupert;
Language: eng
Format: epub
Publisher: Emerald Publishing Limited
Published: 2019-09-25T00:00:00+00:00

Source: Based on Ertmer and Newby (1996), Jackson (2004), Schunk and Zimmerman (2007) and Zimmerman (1989, 2000).

Fig. 18. Self-Regulated Learning.

We review what has happened previously and perceive new situations, based on our attributions, motivations, social influences and how we have translated the situation before us (Chapters 5 and 6). This is our current worldview. We then analyse, strategise and set goals (plan) before performing with some level of Self-Control and Self-Monitoring (Chapter 6). Our Self-Reflection enables further learning to occur, as we develop ahead of the next context we encounter. Here we will make Learning Choices based on our revised worldview. This process links well with Zimmerman's (1989) socio-cognitive theory discussions and its three main themes, environment (Chapter 5), person and behaviour (Chapter 6).

Iran-Nejad and Chissom (1992) identify four influences on Self-Regulated Learning. These are environment, intentional (analysis), unintentional (automaticity) and a fourth, which I refer to as realisation (interest-creating discovery). These influences correspond to environmental stimuli, active personal engagement, internal subsystem processes and biofunctional regulation, where we unintentionally connect information together, often gradually through our sleep. As we sleep we undertake two distinct sets of learning actions. Abstractions are built during Rapid Eye Movement (REM) sleep, as we interconnect and integrate information, developing insights and undertaking creative problem-solving. Constructs develop during Non-Rapid Eye Movement (NREM) sleep, as we store and strengthen new learnt information and habits (Walker, 2017). Also during REM sleep, as we dream, we optimise both System 1 and 2 synaptic connections. Procedural memories are enhanced within our visual and motor regions and emotions are decoupled from events. By decoupling emotions from our episodic memories, we improve our future review capabilities and our emotional self-regulation, developing more accurate perceptions and undertaking more effective social learning. In NREM sleep, we strengthen the synaptic connections in areas of the brain that we have used most during the day. Our learning muscles therefore become strengthened overnight after they are used. Our narratives also become clearer and so we are better able to bond and socio-culturally attune with others by understanding and sharing emotions. As we mature we reflect more, understanding our context and building better representations, providing a strong endorsement for the principles of social constructivist education (Bruner, 1960). Biofunctional regulation, especially in the form of sleep, plays a fundamental role in developing our Learning Expertise. We are increasingly able to take information from our in-tray and file it automatically during quiet periods. As we mature, we reflect more, understanding our context and building better representations, thus providing a strong endorsement for the principles of social constructivist education (Bruner, 1960). Information from the hippocampus is transferred to the neocortex (McClelland, McNaughton, & Reilly, 1995). The neocortex takes time to carefully file this information (Preston & Eichenbaum, 2013).

Our Habits provide the links between conditions, goals and actions (Aarts & Dijksterhuis, 2000). From a Self-Regulated Learning perspective, understanding these links enables us to better manage our Habits, which are otherwise unintentional (Bentler & Speckart, 1979). Priming (Chapter 4) is an example of

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