%0 Generic %1 Roll07 %A Roll, Ido %A Aleven, Vincent %A Azevedo, Roger %A Baker, Ryan S.J. %A Biswas, Gautam %A Conati, Cristina %A Harris, Amanda %A Luckin, Rose %A Mitrovic, Tanja %A Murray, Tom %A White, Barbara %A Winne, Phil %D 2007 %K intelligent metacognitive self-regulation skills systems tutoring %T Workshop on Metacognition and Self- Regulated Learning in Intelligent Tutoring Systems %X Introduction: A number of studies in educational psychology and cognitive science have shown that students who apply better metacognitive skills and self-regulation strategies during their learning process have better learning outcomes. Educational technology such as intelligent tutoring systems has proven to be effective at the domain (or cognitive) level but similar success has not been achieved yet with regard to tutoring better metacognitive and self-regulation skills. A key question is whether instructional technology can be as effective in fostering metacognitive skills as it is in teaching domain-specific skills and knowledge. On the face of it, the answer is positive. Novel means for interaction, better understanding of learning, mechanisms for tracing students’ knowledge, and established domain-level tutoring principles could be applied at the metacognitive level. However, it remains largely unknown exactly how educational technology can help students acquire better metacognitive skills and use them more effectively. The aim of the workshop is to improve our understanding of the design of goals, instruction, and assessment of tutoring metacognition and self-regulated learning using educational technology.

@misc{Roll07, abstract = {Introduction: A number of studies in educational psychology and cognitive science have shown that students who apply better metacognitive skills and self-regulation strategies during their learning process have better learning outcomes. Educational technology such as intelligent tutoring systems has proven to be effective at the domain (or cognitive) level but similar success has not been achieved yet with regard to tutoring better metacognitive and self-regulation skills. A key question is whether instructional technology can be as effective in fostering metacognitive skills as it is in teaching domain-specific skills and knowledge. On the face of it, the answer is positive. Novel means for interaction, better understanding of learning, mechanisms for tracing students’ knowledge, and established domain-level tutoring principles could be applied at the metacognitive level. However, it remains largely unknown exactly how educational technology can help students acquire better metacognitive skills and use them more effectively. The aim of the workshop is to improve our understanding of the design of goals, instruction, and assessment of tutoring metacognition and self-regulated learning using educational technology.}, added-at = {2011-07-05T15:15:08.000+0200}, author = {Roll, Ido and Aleven, Vincent and Azevedo, Roger and Baker, Ryan S.J. and Biswas, Gautam and Conati, Cristina and Harris, Amanda and Luckin, Rose and Mitrovic, Tanja and Murray, Tom and White, Barbara and Winne, Phil}, biburl = {https://www.bibsonomy.org/bibtex/26799b591737bddd4901c276876134fe4/jennymac}, description = {Google Scholar}, howpublished = {Supplementary Proceedings of the 13th International Conference of Artificial Intelligence in Education. Marina del Rey, CA. USA. July 2007}, interhash = {be01fadc5a9500b3007e81940c9b60c4}, intrahash = {6799b591737bddd4901c276876134fe4}, keywords = {intelligent metacognitive self-regulation skills systems tutoring}, timestamp = {2011-07-05T15:15:08.000+0200}, title = {Workshop on Metacognition and Self- Regulated Learning in Intelligent Tutoring Systems}, year = 2007 }