a1.+Activity+1

//On this page// 1. Summary of proposed research sent. 2. My overall reflections. 3. Data collected and my initial thoughts.

NOTE: IT IS BEST TO HIT PLAY, THEN PAUSE, THEN LET THE VIDEO LOAD FOR SOMETIME BEFORE HITTING PLAY AGAIN SO IT DOES NOT STOP AND START CONTINUALLY.

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**1. Summary of Proposed Research**
 * Seeking and Using Feedback**

As part of my doctorate program, we have been asked to send an outline of our research to a small group of people to get some feedback on our intended research. IF YOU HAVE TIME ONLY, it would be great if you could read the blurb below and answer these 3 questions for me: - What are your initial thoughts/reactions on reading this outline? (Just anything that came into your head, even if it seems irrelevant) - What are your thoughts about this topic and the aims of this research? - Can you think of any issues, potential obstacles, things that should be considered when approaching this research?

After two decades spent in the secondary school environment, I have observed that there is a wide range in the metacognitive skill level of school students. Metacognitive skills are more commonly known in secondary schools as 'study skills' ie time management, organizational skills, note-making and study and exam techniques. In some secondary students these skills are highly developed while others are lacking even the most basic skills in these areas.

I have also observed that schools vary in their attitude and responses to the development of these skills. Some schools assume that students enter secondary school with these skills in place. Other schools decide that this is an area that should not be neglected and try different approaches with varying degrees of success. These approaches might include encouraging subject matter teachers to develop these skills in class, running specific workshops or sessions for students at school, handing out worksheets on these areas, creating specific ‘learning to learn’ units, promoting optional after hours courses to students.

For schools that take a proactive approach to developing students metacognitive skills, a number of problems can arise: - difficulty engaging students in this traditionally dry topic - developing motivation in students to engage in subject matter that will not be specifically assessed - crowded school curriculum with little time available for covering non-prescribed content - ‘time-poor’ teachers who may be under-skilled in this area themselves - teacher perception that the development of these skills is outside their role as specific subject matter expert.

Given the flexibility of the online environment, it is worth exploring this as an option to provide students with an alternative to develop their skills in this area in their own time.

The aim of this research is to: - Define the characteristics of the current digital generation learners. - Explore what metacognitive skills these learners need to achieve academic success in the secondary school environment. - Given these learner characteristics and particular skill sets, determine what pedagogical approaches can be considered when designing online environments for the development of secondary students' metacognitive skills and develop a scaffold of best practice for design in this particular environment. - Explore what role can technologies play in this environment and determine which of these technologies are most effective in facilitating and effecting change.

I plan to create some different options in the online environment and using this conduct some focus group workshops with students, then look at creating an online survey to gather further data about opinions and attitudes, then perhaps look at some case studies where I film the discussion with students as they work through the online environments provided.

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**2. My overall reflections.**

**a) What response do you have to the experience of this process of interviewing stakeholders and experts?**

//I learnt a number of things through this process:// -  I didn’t make it clear that this was actually a summary written specifically to explain the outline of what I am doing not the actual research question so people were editing it to get the wording right which wasn’t really the intention. -  When giving a summary it doesn’t really allow you to show in depth which leads to questions you have already answered. -  Different backgrounds means very different perspectives - perhaps should have varied the question depending on the person (although this ties in with what I discussed with supervisor recently on the importance of words and using the correct words and how it might feel a bit pedantic but is actually a really important aspect of academic research). -  Who am I actually writing this doctorate paper for, at first was resistant to the idea of just an academic piece of writing – want a practical outcome, but had a really good discussion with my supervisor that helped me look at things a bit differently. I was very focused on outcomes and creating something that is usable. But really papers can come from the PhD post completion to do that. In the end, this is an academic exercise with its own language and conventions. Felt much happier looking at things from this perspective. - This last lesson is the one I really am glad I learnt early on - don't go overboard in data collection! I emailed everyone I thought might have a useful perspective thinking that just a few would reply and with a paragraoh or so. But instead everyone replied and really put a lot fo effort into their replies, which was great as the feedback was extremely useful, but also meant that I have been drowning in data and struggling with how to process it all. So a good lesson to learn before the real data collection begins. - It is also interesting how protective/defensive you can feel, even at such an early stage, about your research topic.


 * b) What questions have been raised for you by these interviews that may change the scope or direction of your proposal? What new avenues of thought or inquiry have opened up? Discuss the responses and issues raised by these people.**

//A number of general realizations:// -  I need to watch my tendency to make unsubstantiated judgments. -  Methodology and research methods are not at all clear yet, need much more thought on this. But this is to be expected as at that stage I don’t think I had as much clarity as I do now about my research question. And without knowing clearly the research question and exactly what I am going to explore, it is difficult to formulate the research methods. This will be my focus from mid-May. Lots of issues raised about the demographics of focus groups etc. Also that focus groups may be enthusiastic about the new technologies but that this may not reflect the take-up rate overall. //About the topic in general://  -  Overall response is that at a grassroots level it is definitely a worthwhile and useful area to research. -  I have found it interesting that although I have tried to keep my focus quite narrow, which is what I thought we were trying to do– the feedback is always suggestions that would broaden the research! ‘Have you thought about looking at this?’ My interest though, is in the online environment, but of course for teachers they want to look at what can be done in schools and in a face-to-face situation. But to consider all options for developing students’ study skills would just make the topic enormous. -  I think this was happening because my research question was not defined clearly enough. My previous research question was being interpreted as ‘what is the best way to develop students’ study skills?’ and so people were asking ‘so why are you just looking at online environment solutions?’. Finding out the best way to develop students’ study skills is definitely a worthwhile research question – but it is not MY research question. I suspect the answer to this question anyway is face-to-face integrated development of these skills, but there is more than likely already research that looks at how teachers can develop skills in the school environment. My interest lies in how we can do this if face-to-face is not necessarily an option and so how technology and in particular online environments can play a role. - So I think I have now a question I am more comfortable with (for now): “ What are the benefits, constraints and implications of using an online environment to develop secondary students' study skills?”. I think this new way of phrasing the question implies that although there may be many ways of addressing secondary students study skills needs, the medium I am examining is an online learning environment. - I need to ensure I cover all of this thoroughly in the background section of my research proposal. - Has also clarifed exactly what I am trying to do: look at the different ways online environments can be used to develop students study skills, what are the benefits and constraints in doing this, and can these findings lead to best practise of design of online environments for study skills.

-  My initial plan was a pure distance education approach, but after this exercise, I think that I am more open to the idea of looking at the role of teachers in the use of the online environment for study skills and a blended approach.

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 * 3. Feedback and my thoughts. **

ACADEMIC (ie LECTURER) PERSPECTIVES

//Prue, the topic overall looks really interesting and relevant.  Some ideas I had on reading this  1. You haven't really defined a problem for your problematic, rather you ask a question. The problem I think is that student's metacognitive skills are poor and the way to solve this is to provide some type of online experience?  2. Apart from your own observations, is there any literature stating that student's metacognitive schools are in sufficient?  <span style="font-size: 10pt; color: black; line-height: 115%; font-family: 'Arial','sans-serif'; mso-fareast-font-family: Arial; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;">3. <span style="font-size: 10pt; color: black; line-height: 115%; font-family: 'Arial','sans-serif'; mso-fareast-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-theme-font: minor-latin;">What type of online environments are you thinking of using, eg, chatroom, blog etc? <span style="font-size: 10pt; color: black; line-height: 115%; font-family: 'Arial','sans-serif'; mso-bidi-font-size: 11.0pt; mso-fareast-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-theme-font: minor-latin;"> <span style="font-size: 10pt; color: black; line-height: 115%; font-family: 'Arial','sans-serif'; mso-fareast-font-family: Arial; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;">4. <span style="font-size: 10pt; color: black; line-height: 115%; font-family: 'Arial','sans-serif'; mso-fareast-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-theme-font: minor-latin;">How will this sit with face-to-face learning? My feeling is that it would work best with a combination of F2F and online sessions. <span style="font-size: 10pt; color: black; line-height: 115%; font-family: 'Arial','sans-serif'; mso-bidi-font-size: 11.0pt; mso-fareast-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-theme-font: minor-latin;"> <span style="font-size: 10pt; color: black; line-height: 115%; font-family: 'Arial','sans-serif'; mso-fareast-font-family: Arial; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;">5. <span style="font-size: 10pt; color: black; line-height: 115%; font-family: 'Arial','sans-serif'; mso-fareast-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-theme-font: minor-latin;">I notice you mention teachers- how will they fit into a research project? <span style="font-size: 10pt; color: black; line-height: 115%; font-family: 'Arial','sans-serif'; mso-bidi-font-size: 11.0pt; mso-fareast-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-theme-font: minor-latin;"> <span style="font-size: 10pt; color: black; line-height: 115%; font-family: 'Arial','sans-serif'; mso-fareast-font-family: Arial; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;">6. <span style="font-size: 10pt; color: black; line-height: 115%; font-family: 'Arial','sans-serif'; mso-fareast-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-theme-font: minor-latin;">Do you have a research methodology and analytical framework in mind? I notice you refer to a scaffold. <span style="font-size: 10pt; color: black; line-height: 115%; font-family: 'Arial','sans-serif'; mso-bidi-font-size: 11.0pt; mso-fareast-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-theme-font: minor-latin;"> <span style="font-size: 10pt; color: black; line-height: 115%; font-family: 'Arial','sans-serif'; mso-fareast-font-family: Arial; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;">7. <span style="font-size: 10pt; color: black; line-height: 115%; font-family: 'Arial','sans-serif'; mso-fareast-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-theme-font: minor-latin;">Time frame for the research? <span style="font-size: 10pt; color: black; line-height: 115%; font-family: 'Arial','sans-serif'; mso-bidi-font-size: 11.0pt; mso-fareast-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-theme-font: minor-latin;"> <span style="font-size: 10pt; color: black; line-height: 115%; font-family: 'Arial','sans-serif'; mso-fareast-font-family: Arial; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;">8. <span style="font-size: 10pt; color: black; line-height: 115%; font-family: 'Arial','sans-serif'; mso-fareast-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-theme-font: minor-latin;">Number of schools? // ||
 * ** a) D. Maher **

1. I must admit I’d thought the aim was to come up with the research question! But I can see the point being made. So the problem is, as the feedback suggests, there is a need to develop students’ study skills. There are a number of ways this can be done so I will focus on one of these – the online environment. My problem is not what is the best way to develop student’s study skills, but instead how can it be done through the online environment. 2. Need to add to literature review plan that not only do I want to find out what skills are necessary for academic success but is there research that looks at students abilities in this area – need to avoid my judgments. 3. In the mind map have got lots of different online environments, do I need to focus on just some? Have re-done the mind map a bit. 4. I a also starting to think I have to look at a blended approach and how this works with face to face. 5. Good point, need to look at roles of teachers and possibly parents in this process especially in the data collection. 6. Just raised by supervisor too,need to add a note to wiki to decide research methodogy/perspective. 7. Time frame, no idea at this stage, maybe over a year? 8. Will address this more in the methodogolgy section. ||
 * **My Reflection:**

My initial reaction to reading your short proposal is "Fantastic!" and "about time". I know that this has been a topic/area of major interest to you for some years now and you have set about in a very practical way of trying to find solutions to this area that underpins absolutely everything students and their teachers are trying to achieve: efficient ways of learning. In this fast-paced world where there are also the added complications of a plethora of distractions to young people, learning how to learn is such a vital skill and one that, as you so rightly point out, has a number of issues associated with why teachers sometimes "shy away" from effectively leading their students to effectively develop their metacognitive skills. So, "bravo" for tackling this! (on a small note: a strange use of the adjective "problematic". You just mean "problem" don't you? Academia is often full of jargon, and education particularly so. Hopefully you can circumvent as much "jargon" as possible...!) As I said above, the topic is ripe for research and I think the aims that you have stated for the research should certainly provide you with a solid starting point. I am particularly fascinated by the design of online learning environments. I had an Honours student last year (well, still have one - she has only completed half of the research so far) who is investigating the notion of music and the development of metacognitive skills and how music may or may not have an effect on student's study habits. She had only just had the proposal accepted and Ethic permission granted before she took a year off. So, while I can't "bump" you the proposal yet, I could send you the reading list, if that might be of interest to you? It's an area that I have had an interest in since as a music educator I teach students "listening skills" albeit rather specialised skills, but they do have other benefits (in more general study ways). Even the notion of whether music is a distractor or a focusser of attention is interesting. For some students, they can't study with music and for others, they can't study without it! You might be interested in factoring some music into one of your learning environments? I am happy to continue the discussion on this one further if you want to go down that path. The only issues that come to mind really are the usual messy ones of doing research with people (as opposed to scientific experiments...) - finding participants, keeping them involved, etc. However, you already have strong connections with your potential group of participants, so many of those headaches should already be solved. Ethically, no problem springs to mind, though you have probably already have read through the National Statement on Ethical Conduct in Human Research: <span style="font-size: 9pt; font-family: 'Helvetica','sans-serif';">[] // ||
 * //** b) A. Stanberg **

-  Interesting idea to look at the notion of background music as part of the online experience? Definitely a possibility as part of what I am doing. -  Need to look at reading list sent. -  Need to review ethical link. -  Also the methodology issue has again been raised – definitely need to think more about approach. ||
 * **My Reflection:**

// TITLE: Learning 2 Learn: Developing secondary students' metacognitive skills using the medium of an online environment and the technologies available to support this environment. // // The term Learning 2 Learn may not go down well with some people, including students you may recruit for your focus groups. Learning is second nature to all - everyone’s been learning (a whole range of things/skills – agree that some may not have acquired “study skills”) since birth. Some people may find it confronting to be told that they have to learn how to learn. I’ve met some academics who speak very strongly against the concept of learning to learn and by extension learning styles. The main argument is that different learning styles may apply to the same person depending on the subject matter being learnt. The converse is true too - same subject matter can be successfully learnt through various approaches/learning styles. Another point is the risk of restricting students’ development by “helping” them identify their learning styles and so making them believe that they learn in **only one** particular way. // //It may be ‘safer’ to drop the term Learning2Learn and highlight metacognitive/study skills.// //Wonder why you need to include “medium” in the title – “using an online environment supported by learning technologies” would seem clear enough to me.// //<span style="font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-theme-font: minor-bidi;">PROBLEMATIC: The problematic I would like to investigate is as follows: How can the online environment be used to develop secondary students' metacognitive skills and what technologies can be used to facilitate this development?// //A lot will depend on how the online environment is designed.// //Are you trying to// //<span style="color: black; font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"> ·  design & develop an online environment that can be  used to develop secondary students' metacognitive skills OR // //<span style="color: black; font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"> ·  identify the features (including the types of technologies) of such an environment (partly through findings from your student focus groups) OR // //<span style="color: black; font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"> ·  find out whether students perceive that such an environment will be helpful to them and they will be willing to use it OR // //<span style="color: black; font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"> ·  do all of the above // //Given the flexibility of the online environment, it is worth exploring this as an option to provide students with an alternative to develop their skills in this area in their own time.// // Online alternatives hold great potential given the problems you listed above <span style="font-size: 12pt; color: #943634; line-height: 115%; font-family: 'Times New Roman','serif'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-theme-font: minor-bidi;"> // // The aim of this research is to: - Define the characteristics of the current digital generation learners. // //Beware of the complexity// //<span style="color: black; font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"> ·  increasing research on stereotyping all learners of certain age group/s as digital learners // //<span style="color: black; font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"> ·  social-economic background of students determining access or barrier to anything digital // //<span style="color: black; font-family: Symbol; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"> ·  what students perceive to be learning or entertainment or both // //- would most of fun & motivation (from using the same tool/technology) go out the window once it’s associated with learning?// //- how fluid/rigid are these perceptions// //- how honest would students be about this when responding to your survey or participating in your focus group// //- Explore what metacognitive skills these learners need to achieve academic success in the secondary school environment.// // If your parameter is “ achieve academic success in the secondary school environment”, - all the more reason to focus on “study skills” rather than “learning2learn” // //Your findings will depend heavily on who your focus group students are:// //<span style="color: black; font-family: 'Calibri','sans-serif'; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri;"> -  private, independent & public schools are quite different cultures // //<span style="color: black; font-family: 'Calibri','sans-serif'; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri;"> -  location of schools – back to socio-economic background! // //<span style="color: black; font-family: 'Calibri','sans-serif'; mso-bidi-font-family: Calibri; mso-fareast-font-family: Calibri;"> -  students who are willing to participate and those who aren’t // //- Given these learner characteristics and particular skill sets, determine what pedagogical approaches can be considered when designing online environments for the development of secondary students' metacognitive skills and develop a scaffold of best practice for design in this particular environment. - Explore what role can technologies play in this environment and determine which of these technologies are most effective in facilitating and effecting change.// //Looks like you’re doing all the options I proposed under “Problematic” above!//
 * **c) E. Chau**

//I plan to create some different options in the online environment// //This may turn into a lot of design & development work. You can distill valuable insights by sampling what’s already on offer (websites or software on study guides; learn2learn) and then guide students to critique them using the method you suggested below?// //and using this conduct some focus group workshops with students, then look at creating an online survey to gather further data about opinions and attitudes, then perhaps look at some case studies where I film the discussion with students as they work through the online environments provided.// || Good point about the term learning 2 learn – am starting to think life-long learning may be a better term. Interesting discussion re learning styles, I think the concept that we all learn differently is an important one to emphasize with students and that we may learn in different ways for different subjects. Also agree re taking out the word ‘medium’.
 * **My Reflection:**

I agree that I am trying to do all of the elements suggested ie : - design & develop an online environment that can be used to develop secondary students' study skills - identify the features (including the types of technologies) of such an environment (partly through findings from your student focus groups) - find out whether students perceive that such an environment will be helpful to them and they will be willing to use it. Now that I have changed the wording of the research question, this fits in better with the points raised about being wary of stereotyping all learners as digital learners, effects of social-economic background of students determining access or barrier to anything digital, what students perceive to be learning or entertainment or both (and the effect of this on motivation levels) and the rigidity of these perceptions.

Findings affected by focus groups: - private, independent & public schools are quite different cultures - location of schools – back to socio-economic background! - students who are willing to participate and those who aren’t - how honest students will be? It is true that this may results in a lot of design & development work which I don’t have a problem with. But also a good idea to look at what is already available and have students critique what is around. ||

<span style="font-size: 11pt; color: black; font-family: 'Calibri','sans-serif'; mso-bidi-font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;"><span style="font-size: 10pt; line-height: 115%; font-family: 'Arial','sans-serif'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 11.0pt; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi;">//1. My overall thoughts are that there is a lot of technology dealing with study skills already. Yes, it is the way to appeal to Gen Y students but you can't guarantee that they will use it/or if they do/use it well. I assume your online options are stand alone educational tools?
 * **d) K. Hunter**

2. I think it is a good topic. I deal with many school leavers in their first year of university who still do not have the metacognitive skills so yes, there is a need to develop them. However, as I said above, technology as a stand alone educational tool may not be effective. I think exploring a kind of integrated program where the skills are contextualised around their assessible material would be more useful. In my experience students need a face somewhere to guide/support/reflect on their technological learning experience, and, as you pointed out, they need to see the link to their assessments to become motivated. When determining best practice for design, perhaps you could consider this if you haven't already. I don't mean that a teacher needs to facilitate the online learning but at least be aware of it and motivate students to take it up etc. I guess the research is to determine what students perceive as effective so you will not want to include teachers' perception but you may consider some questions in your focus groups re this kind of integration and its role in development of sustained use.

3. From my point of view this is the issue to consider when approaching the research...but then it is just my opinion. Also remember students are usually enthusiastic about trialling new technology and determining which are most effective in a focus group may not be a predictor of effecting change, ie, the take up rate.// || I am becoming more open to the idea of looking at a blended/integrated program. The problem is, I am a realist! Although that may be the ideal, and even better if there can be lots of f2f and integrated approach, I am acutely aware that the reality is in many schools that absolutely nothing is done to develop study skills for students. So my thoughts was, if there was a technological approach that could be taken where students can develop these skills themselves – then although this s not ideal it has to be better than nothing and so if you take this approach, what is the best way to do it? But it is definitely something to consider when looking at the approaches to take – and actually I think teacher perception is probably important too.
 * **My Reflections:**

Definitely a good point too about the focus groups vs take-up rate in the real world. Hadn’t thought too much about that. ||

FROM TEACHERS:

<span style="font-size: 10pt; color: black; line-height: 115%; font-family: 'Arial','sans-serif'; mso-fareast-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-theme-font: minor-latin;"> //When I studied human cognitive architecture it was very apparent to me that the delivery mode of content/skills etc must have one main attribute ie the instructional design must be sequenced. You start with elements which develop into schema and schema acquisition is most effective when the content... is built in an obvious fashion - none of that discovery learning BS - not unless you genuinely want to antagonise students. it is all about can do can do - don't set them up for failure.// //John Sweller unsw human cognitive architecture – it as all about the instructional design not the mode of delivery. Schema acquisition – novice to expert without being aggravated. Anyway your delivery must be sorted. Person to person or PC to person doesn’’t matter. It all competency based at the end of it if it is to be successful.// //Must teach scaffolds – writing genres – is done in science but not always a focus – check the 7-10 text books like core science// //Lots of multimedia stuff is out there already - you need to use the really good stuff – generally written by ex teachers – particularly good for science is Multi Media Science School – put together by Plato Learning – tried and true – allows for self paced learning// //Overload of resources that are out there// // Talk to Bill he did something very similar for a HK grant for his preschools – he really went into it thoroughly over a couple of months!!!!!!!!!!!!!// //Using online stuff is good but it is only part of the mix//  || <span style="font-size: 10pt; color: black; line-height: 115%; font-family: 'Verdana','sans-serif'; mso-bidi-font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;"><span style="font-size: 10pt; color: black; line-height: 115%; font-family: 'Verdana','sans-serif'; mso-bidi-font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;">Lots of good points raised here particularly about sequenced learning and again that mention of an integrated approach. Also that there is a range of options out there but it varies in quality. Good instructional design is the key, regardless of how the materials are presented in the end. ||
 * **<span style="color: black; line-height: 115%; mso-bidi-font-family: Arial; mso-bidi-font-size: 10.0pt; mso-fareast-font-family: Arial;"> a)  **** P.Tapp **
 * **My Reflection:**

It sounds very timely given that the long awaited delivery of the "Rudd" technology needed is supposed to be getting close. I think schools will be really looking for packages that delver Meta cognition. <span style="font-size: 10pt; color: black; line-height: 115%; font-family: 'Arial','sans-serif'; mso-bidi-font-size: 11.0pt; mso-fareast-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-theme-font: minor-latin;"> <span style="font-size: 10pt; color: black; line-height: 115%; font-family: 'Arial','sans-serif'; mso-fareast-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-theme-font: minor-latin;">Schools will definitely be looking for "proven" packages rather than always needing to make up their own. So the setting up and testing of the package sounds a great idea..especially now. Of course so many schools have interactive boards now too. <span style="font-size: 10pt; color: black; line-height: 115%; font-family: 'Arial','sans-serif'; mso-bidi-font-size: 11.0pt; mso-fareast-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-theme-font: minor-latin;"> <span style="font-size: 10pt; color: black; line-height: 115%; font-family: 'Arial','sans-serif'; mso-fareast-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-theme-font: minor-latin;">Some staff would be very "iffy"about it all..."not from my subjects time" etc and "yeah yeah !! Same old stuff packaged differently" and there is of course the technophobes!! But over all I believe majority of staff would be supportive. <span style="font-size: 10pt; color: black; line-height: 115%; font-family: 'Arial','sans-serif'; mso-bidi-font-size: 11.0pt; mso-fareast-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-theme-font: minor-latin;"> <span style="font-size: 10pt; color: black; line-height: 115%; font-family: 'Arial','sans-serif'; mso-fareast-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-theme-font: minor-latin;">You are right about different schools attitudes to metacognition. In fact in a school you would have the same range of views. <span style="font-size: 10pt; color: black; line-height: 115%; font-family: 'Arial','sans-serif'; mso-bidi-font-size: 11.0pt; mso-fareast-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-theme-font: minor-latin;"> <span style="font-size: 10pt; color: black; line-height: 115%; font-family: 'Arial','sans-serif'; mso-fareast-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-theme-font: minor-latin;">I think students would be very willing participants. <span style="font-size: 10pt; color: black; line-height: 115%; font-family: 'Arial','sans-serif'; mso-bidi-font-size: 11.0pt; mso-fareast-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-theme-font: minor-latin;"> <span style="font-size: 10pt; color: black; line-height: 115%; font-family: 'Arial','sans-serif'; mso-fareast-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-theme-font: minor-latin;">1. If sold well to them. <span style="font-size: 10pt; color: black; line-height: 115%; font-family: 'Arial','sans-serif'; mso-bidi-font-size: 11.0pt; mso-fareast-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-theme-font: minor-latin;"> <span style="font-size: 10pt; color: black; line-height: 115%; font-family: 'Arial','sans-serif'; mso-fareast-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-theme-font: minor-latin;">2. If it added variety to their learning. <span style="font-size: 10pt; color: black; line-height: 115%; font-family: 'Arial','sans-serif'; mso-bidi-font-size: 11.0pt; mso-fareast-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-theme-font: minor-latin;"> <span style="font-size: 10pt; color: black; line-height: 115%; font-family: 'Arial','sans-serif'; mso-fareast-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-theme-font: minor-latin;">3. If done well. //<span style="font-size: 10pt; color: black; line-height: 115%; font-family: 'Arial','sans-serif'; mso-bidi-font-size: 11.0pt; mso-fareast-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-theme-font: minor-latin;">
 * //<span style="font-size: 10pt; color: black; line-height: 115%; font-family: 'Arial','sans-serif'; mso-fareast-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-theme-font: minor-latin;">**b) B. Williamson**

<span style="font-size: 10pt; color: black; line-height: 115%; font-family: 'Arial','sans-serif'; mso-fareast-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-theme-font: minor-latin;">//But I am unconsciously repeating what you have already pointed out because you have covered a lot of aspects.(now I am conscious I have repeated ha ha!!)// <span style="font-size: 10pt; color: black; line-height: 115%; font-family: 'Arial','sans-serif'; mso-bidi-font-size: 11.0pt; mso-fareast-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-theme-font: minor-latin;">

<span style="font-size: 10pt; color: black; line-height: 115%; font-family: 'Arial','sans-serif'; mso-fareast-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-theme-font: minor-latin;">//The only obstacles I would mention is I think research in the educational field is still very much the feeling that they see what they want to see. So would be interested to know how you quantify the results in say a "double blind" sort of way.I don’t think too highly of surveys for example. Would want testing of matched groups with of course control groups.// <span style="font-size: 10pt; color: black; line-height: 115%; font-family: 'Arial','sans-serif'; mso-bidi-font-size: 11.0pt; mso-fareast-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-theme-font: minor-latin;">

<span style="font-size: 10pt; color: black; line-height: 115%; font-family: 'Arial','sans-serif'; mso-fareast-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-theme-font: minor-latin;">//The videoing seems a good idea....could be part of the training package for teachers!!// || <span style="color: black; font-family: 'Verdana','sans-serif'; mso-bidi-font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman';"> <span style="color: black; font-family: 'Verdana','sans-serif'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman';">Teacher perception and attitude is always going to play an important role. Although in some way I am looking at what happens if you consider this as something students develop in their own time. The scenario I am thinking about is that for students where the school may not be spending a lot of time developing these skills, what alternatives can be made available for students who are looking for ways to improve their skills? Need to consider whether I look at just students who are interested in ways to improve their skills – or do I also consider the issues of trying to motivate students to become interested in developing these skills. Important point raised about how to quantify the results in a way that is valid. <span style="color: black; font-family: 'Verdana','sans-serif'; mso-bidi-font-family: 'Times New Roman'; mso-fareast-font-family: 'Times New Roman';"> ||
 * My Reflection:**



//Now, dear girl; indulge me but I'm thinking strategically for you here.// //You'll have to get six papers done, right? Well, the first paper will be the all of the profile data and preliminary descriptions on-line etc BUT I think it's easier to slot in a couple of differeintiators here already so that you can draw out the differentiating data and do a couple of 'compare and contrast' papers later. It all comes down to research design.// //My idea is that there are basically two sample groups you have to use: kids from slective high schools and those from comprehensives or Gov vs non- Gov schools Youare right when you talk about teachers thinking that kids can or can't do the study thing but you need some evidence of who those kids are and what they have to do to make conceptual links. Some teachers may treat students like empty vessels and spoon feed thus making them totally dependent learners. These students don't know how to learn while less able students not taught in this way are to a degree more canny learners! Many teachers who teach like this will think their students will know how to study etc BUT, then the students struggle to organise their time! So, in order to capture this evidence from what you know is true, you need to either compare groups, design interviews with eg me! to get the quotes for your papers!!! Think ahead, girl! What do you need to have people say in order to say them with academic 'authenticity'??? What you're really trying to prove is that:// //1) teachers don't yet know about this stuff, some do and do x,y,z and ABC is what I can offer online// //2) why do some kids get it, others don't? characteristics of digital learners.// //3) what does my online stuff offer kids in the way of conceptual frameworks?// //4) which are the best frameworks for which kids?// //5) how are study skills best used in schools? ie, units, workshops, etc etc.// //6) what are the pedagogical imperiatives from what I know// //Basically, tere are your six papers.// //Your answers to the research aims will be:// //A) some teachers are content delivery boys, would you like fries with THAT?// //B) learning dominance /style is the factor thaeveryone says is the key but what really matters is that teachers need to teacher how to learn and content becomes a secondary vehicle for learning.// //C) learning styles can be taught via presenting conceptual frameworks or schematas on line.// //D) about the anecdotal stuff you know about when you go round to schools.// //(I know it's awful to say but think of a way you can talk about cultural approaches to study - look at Hofstede and cultrual traits - ASIAN students, darling! without putting too fine a point on it!)// //OK, some helpful contacts:// //Centre for Learning Innovation, Strathfield has a library and librarians - use it.// //Connected Classrooms project out of Bridge street has published stuff that will be the paradigm for your digital learning stuff NSWDET's own publications about IT/ student learning// //The 'go to' person butshe is pretty high up and too busy most of the time but she will be someone who will direct you to these things is Sue Beverage. She is the nicest woman in the world.// //Now, if you'd like to talk about anything, phone school and we'll chat.// ||
 * **c) L. Pinno**
 * **My Reflection:** ||


 * **d) S. Loch**

//I think this sounds like a strong topic! I like the idea but it might be beyond the scope of your question, about how schools respond and consider metacognitive interventions eg the 2 ways you describe, because I see schools as the 'gatekeepers' potentially blocking out or filtering, or adulterating where your findings could lead, and yet, schools are also a reality and so any physical or online interventions need to fit into the reality of the school day. However online stuff is exciting as kids can use it whenever they like and thus, control their own learning. Exciting! We found that our students are most likely to use our portal in the afternoons after school, suggesting they check in at homework time. Rather than throughout the day on campus.// //So in answer to the questions below, I think the main thing I like is the school aspect + the student aspect. How would it be for the student? How would it be for the school? You could focus on the student only...but I think the school aspect adds another dimension to bounce off.// ||
 * **My Reflection:** ||


 * **e) S. Evans**

//Initial thoughts are that it looks very interesting! I think this stuff is so important and know that when I was a full time class teacher, I didn’t make much of teaching metacognitive skills. It wasn’t something I was trained to do and I hadn’t really reflected on their relevance and assumed kids worked it out for themselves. I don’t remember having my attention drawn to it until I started doing some research into Careers Education and lifelong learning (although I am sure that plenty of my Abb colleagues have been doing great work in this for years!). As part of our Year 7 program this year, we are introducing the ELLI program (effective lifelong learning inventory, University of Bristol, UK) and I hope it proves to be worthwhile! We are aiming to deliver it through pastoral care, but have class teachers refer to the ‘learning dimensions’ so that the program has relevance in the classroom and isn’t just an ‘add on’// //I think students find the ‘reflective’ stuff difficult and the students who would benefit the most, find it most challenging. Students need to be motivated to go online and do extra work for themselves, just as they do to attend workshops etc. However, at least online they can do it at a time that suits them and they are anonymous. I know some of our students fear some kind of ‘dumb’ label if they ask for extra help.// //Other random thoughts about your aims// //Characteristics of digital learner generation – I love the Gen Y stuff, not really what you are after, but the problems associated with poor hand writing and inability to write for long periods of time (impact on exam success) are something we discussed in a meeting recently// //Not sure how you will go about the Explore what role can technologies play in this environment and determine which of these technologies are most effective in facilitating and effecting change. Do you mean using vodcasts, YouTube etc? I guess if there is interactive technologies it would be good.// //Potential obstacles and issues … I think for real progress to happen, it has to be integrated in the curriculum. However, crowded the curriculum and time poor the teachers, these sorts of skills need to be embedded in how teachers teach. The online environment has many positives, but it can’t deal with the subject matter the students are currently learning about, so I imagine it lacks the same impact as if they were using their own subject matter as examples (not sure if I have expressed this idea clearly!)// ||
 * **My Reflection:** ||

//1. My initial thoughts are that this is so timely for a school such as SCEGGS where I face the dilemma you describe on a daily basis. The problems noted for the practicalities of school demands are spot on and demonstrate your awareness of the realistic nature of integrating such courses/information. The differences however are not just schools per se but the different teachers within the schools I am interested that they define study skills in academic language as metacognitive skills and wonder if meta cognitive skills are more than just 'study skills' for test taking and thus need to be linked to the needs of the 21st Century requirements. Given the students engagement with the online world it may be a good way to have them learn and improve their efficiency and skills to be better students, certainly it would help at schools. The concern with such a great tools is does this take away from the teacher who would actually help students if they were embedding the lessons taught about 'metacognition' and study skills into their everyday lessons to make it more meaningful.//
 * **e) F. Cooney**

//2. In relation to the 'in their own time' - how would this online technology be able to help the students know when is the best time to use the skills taught, see the links and embed into their own learning/study practice. Claxton notes about the dilemma between teaching the skills and the disposition to know when is an appropriate time to use those skills. Students seem to find it hard to see the links between the content in any subject (eg Science/Geography/english might all be working on climate change and essay writing but students don't necessarily make the links)//

//Define characteristics: how does our understanding of adolescent learning in general, and developments in neuroscience affect this? There is a book called iBrain and a you tube site that might be of interest:// [|//www.youtube.com/watch?v=NhLnoZFCDBM//] //and also what the expectations for the future are// [|//www.youtube.com/watch?v=cL9Wu2kWwSY//] //Academic success: this goes back to our discussion about claxton and dweck and the differentiation between successful students and powerful learners. How are you defining academic success. For simplicity are you just looking at getting them to focus on good test taking technique or do you want them to have skills that help them become more uni and workplace ready? Tony Wagner talks about 21st century skills The third aim is huge!! especially given all the discussion about individual differences and learning styles and the range of technology tools. Is it possible for this to be narrowed down in some way as developing a best practice scaffold would be substantial, although I do know that three key things that are talked about with this generation is their like of collaboration, there use of multimedia and the need for instant gratification.//

//I think it is a great idea to develop up some focus group workshops to get a sense with 'real students' what will help engage them and to gauge their opinions. It may also be useful to have some way of measuring staff and parent opinions of if the online sessions have shown a change in their student to make them more engaged and achieving better results and understanding. What sort of measures and controls are you looking at having to help assess and evaluate the responses.//

//3. I think I have said enough although one question is how would you differentiate the program for different student levels? eg Learning difficulties, different year groups and GNT and also to help make it continually informative and challenging such as those brain training simulation games or do you intend it to be a static program. eg Carol Dweck has developed a 'brainology' program (just google it) to help students learn about the brain and developing a more open mindset regarding learning. It is still a great program (which we are looking at for Yr 7) but then it has to be identified that you are looking at a particular age group and it would be up to teachers to assess how it may be used in the context of their school.//

//I hope this helps and makes sense ( these have been the only few quite moments away from family to get this to you). Let me know if this doesn't make sense or if you need further clarification or if I have totally mis interpret what you are saying.// ||
 * **My Reflection:** ||

C Dixon M Britt
 * <span style="font-size: 10pt; color: black; line-height: 115%; font-family: 'Arial','sans-serif'; mso-fareast-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-theme-font: minor-latin;"> ||