1b.+Topic+Changes

**__2010 __**   July - **__Version 16__**   Title: ** Developing self-regulated learners: Exploring the role of secondary schools **  Main research question: “ What approaches are used to develop 7-12 students as self-regulated learners in the context of the 21st century Australian learning environment?” Subsidiary research questions:  2. What are stakeholders’ attitudes, beliefs, experiences and perceptions of the development of self-regulated learning in contemporary secondary education? 
 * 1) __How are new and emerging technologies used to mediate these approaches? __

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<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13pt; line-height: 115%;">June - **__Version 15__**

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13pt; line-height: 115%;">Title: ** Developing self-regulated learners: Exploring the role of secondary schools **

“//How can// //contemporary Australian secondary schools foster the development of self-regulated learners of the curriculum in the context of the 21st century learning environment?”//

<span style="color: black; font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 150%;">“//How do// //<span style="font-family: 'Times New Roman','serif'; font-size: 16px; line-height: 150%;">contemporary Australian secondary schools approach the development of students as self-regulated learners in the context of the 21st century learning environment?” //

1.What sorts of things are happening in schools that supports the development of contemporary students as self-regulated learners of the curriculum? 2.What is the impact of technology on self-regulated learning in this context? 3.What are stakeholders’ attitudes, beliefs, experiences and perceptions of the development of self-regulated learning in contemporary secondary education?

........................................................................................................................................................................ May - **__Version 14__**

Title: ** Developing self-regulated learners: Exploring the role of secondary schools ** = =

“//How are// //contemporary Australian secondary schools fostering the development of self-regulated learners in the context of the 21st century learning environment?”//

1. What approaches do schools implement to support the development of contemporary students as self-regulated learners?

2. What factors are directing the decision-making process for the repertoire of teaching influences and approaches taken, and how have advances in technology affected the choices made?

( How are technological options available in the 21st learning environment affecting approaches taken to self-regulated learning? ) 

3. What are stakeholders’ attitudes, beliefs and experiences and perceptions of the development of self-regulated learning in contemporary secondary education?

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April - **__Version 13__**

Title: ** Developing self-regulated learners: Exploring the role of secondary schools **

= =

“//How are// //contemporary Australian secondary schools fostering the development of self-regulated learners in the context of the 21st century learning environment?”//

1. What are stakeholders’ attitudes, beliefs and experiences of the development of self-regulated learning in contemporary secondary education in the context of the digital generation culture?

2. What approaches do schools implement to support the development of contemporary students as self-regulated learners? What factors are directing the decision-making process for the repertoire of teaching influences and approaches taken, and how has the advent and influence of the digital generation culture affected the choices made?

3. What is the perception of the efficacy of the ‘fit’ of these 21st century perspectives within the scaffold of secondary students’ formal and informal learning environments?

4. What might a contemporary framework(s) look like that guides schools in formulating a comprehensive school-wide approach to developing self-regulated learners? ........................................................................................................................................................................

March: Developing self-regulated learners: exploring the role of secondary schools Jan: Developing self-regulated learners: exploring 21st century learning environment frameworks for secondary schools.

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 * __2009__**


 * __Version 12__**

// "Exploring a framework for contemporary Australian secondary schools to develop self-regulated learners in the context of the 21st century learning environment.”// “//How can// //contemporary Australian secondary schools foster the development of self-regulated learners in the context of the 21st century learning environment?”// //or// “//How are, and can,// //contemporary Australian secondary schools fostering development of students as self-regulated learners in the context of the 21st century learning environment?”// //<span style="color: black; font-family: 'Arial','sans-serif'; line-height: 115%;">SUBSIDIARY EXPLORATORY QUESTIONS: //
 * TITLE **
 * __ 1. Research Problematic __**

1. What are stakeholder’s attitudes, belief and experiences of self-regulated learning in contemporary secondary education in the context of the digital generation culture?

2. What approaches do schools implement to support the development of contemporary students as self-regulated learners?

a) What are the factors directing the decision-making process for the repertoire of teaching influences and approaches taken and how has the advent and influence of the digital generation culture affected the choices made? b) What is the perception of the efficacy of the ‘fit’ of these 21st century perspectives within the scaffold of secondary students’ formal and informal learning environments?

3. Can a framework be developed to guide schools in formulating an approach to meeting the 21st century self-regulation learning needs of students? ........................................................................................................................................................................


 * __Version 11__**

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Exploring <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">how contemporary Australian secondary schools contribute to the development of students’ self-regulation skills in the context of the 21st century learning environment.
 * __TITLE:__**

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">How can contemporary Australian secondary schools contribute to the development of students’ self-regulation skills in the context of the 21st century learning environment?
 * __RESEARCH PROBLEMATIC:__**

- What are stakeholder’s attitudes, belief and experiences of self-regulation skills in contemporary secondary education?
 * __Subsidiary Research Questions:__**

- What approaches do schools implement to support self-regulation skills development and what are the factors directing the decision-making process around the selection of the skills to be addressed and the approach taken?

- How has the advent of the digital generation culture affected the choices made by schools in their strategies and teaching influences to meet the self-regulation skills needs of contemporary students? (consider: how has this new digital culture changed the nature of the skills that people value?)

- What is perception of the efficacy of the ‘fit’ of these 21st century perspectives within the framework of secondary students’ formal and informal learning environments?

- Can a model be formulated that explores the connections between 21st century self-regulation skills needs and contemporary secondary school approaches to the development of these needs?

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 * __Version 10__**


 * __TITLE:__**

Exploring contemporary Australian secondary schools contribute to the development of students’ independent learning and self-regulation skills in the context of the 21st century learning environment?
 * __<span style="font-family: 'Arial','sans-serif';">RESEARCH PROBLEMATIC: __**

// How can contemporary Australian secondary schools contribute to the development of students’ independent learning and self-regulation skills in the context of the 21st century learning environment?//


 * __<span style="font-family: 'Arial','sans-serif';">Subsidiary Research Questions __**

- What are stakeholder’s attitudes, belief and experiences of study skills in contemporary secondary education? - What approaches do schools implement to support study skills development and what are the factors directing the decision-making process around the selection of the skills to be addressed and the approach taken? - How has the advent of the digital generation culture affected the choices made by schools in their strategies and teaching influences to meet the study skills needs of contemporary students? - What is perception of the efficacy of the ‘fit’ of these 21st century perspectives within the framework of secondary students’ formal and informal learning environments? - Can a model be formulated that explores the connections between 21st century study skills needs and contemporary secondary school approaches to the development of these needs?

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 * __Version 9__**

Exploring study skills in contemporary Australian secondary schools: Stakeholders’ attitudes, beliefs and experiences. **__<span style="font-family: 'Arial','sans-serif';">RESEARCH PROBLEMATIC: __** How do the experiences, attitudes and beliefs of stakeholders towards study skills in contemporary Australian secondary schools shape the development of a model for a holistic approach to study skills? **__<span style="font-family: 'Arial','sans-serif';">Subsidiary Research Questions: __** 1. What are stakeholder’s perceptions of study skills in contemporary secondary education? 2. What strategies and teaching influences are used to support study skills development in schools and what are the factors directing the decision-making process around the selection of these repertoire of skills? 3. How has the advent of the digital generation culture affected the choices made by schools in their approach to meeting the needs of contemporary students? 4. What is the efficacy of the ‘fit’ of these 21st century perspectives within the framework of secondary students’ formal and informal learning environments?
 * __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13pt; line-height: 115%;">TITLE: __**

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 * __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13pt; line-height: 115%;">Version 8 __**


 * __<span style="color: black; font-family: 'Arial','sans-serif'; line-height: 115%;">RESEARCH PROPOSAL TITLE __**

Exploring the skills needed for today’s students to achieve their academic potential in secondary school: attitudes, beliefs and experiences of the school community.

**__<span style="font-family: 'Arial','sans-serif';">1. TOPIC / PROBLEMATIC / RESEARCH QUESTIONS __** What experiences, attitudes and beliefs does the secondary school community have towards skills that contribute to today’s students reaching their academic potential in secondary school?

//<span style="font-family: 'Arial','sans-serif';">Reaching academic potential: Achieving the best results/marks that students are capable of, developing their skills and abilities as learners. // //<span style="font-family: 'Arial','sans-serif';">Skills that contribute to students reaching their academic potential: Commonly referred to in schools as ‘study skills’, ‘effective learner skills’, ‘learning to learn skills’, ‘independent learning skills’ ‘meta-cognitive skills’, ‘self-regulating skills’. These are skills that are not subject specific, but are skills that help students improve the way they approach and manage their schoolwork and ultimately their results. // //<span style="font-family: 'Arial','sans-serif';">Secondary school community: students, teachers, school executives, support-staff, prac-teachers, tafe teachers, parents, potential employers, school authorities/bodies (including artifact analysis of policy documents). //

**<span style="font-family: 'Arial','sans-serif';">RESEARCH QUESTIONS ** 1. What range of skills does the school community believe contribute to today’s students achieving their academic potential in secondary school? //<span style="font-family: 'Arial','sans-serif';">(DESIRED FINDINGS: What are the variety of skills that could be considered part of this group? Are there differences in the perceptions of different groups within the school community? Can these skills be grouped in any particular categories? Have the skills needed changes since the relevant literature on this area?) //

2. Which of these skills does the school community believe most contribute to academic success at school? //<span style="font-family: 'Arial','sans-serif';">(DESIRED FINDINGS: What are the most valued skills? Are there differences in the perceptions of different groups within the school community?) //

3. Whose responsibility does the school community believe it is, or should be, to develop this range of skills? //<span style="font-family: 'Arial','sans-serif';">(DESIRED FINDINGS: Whose role is it? Are there differences in the perceptions of different groups within the school community?) //

4. What is the attitude and experiences of the school community towards how/whether these skills are being developed in students? What is the perception of the success of any efforts? //<span style="font-family: 'Arial','sans-serif';">(DESIRED FINDINGS: What is being done to develop these skills, by who, and how successful is this? What are different schools actually doing? Is there a gap between what is perceived to be important (ie Qu 2) and what is actually being addressed (Qu 4)? Are there differences in the perceptions of different groups within the school community) //

5. If technology is specifically being used by the school community to develop these skills, what are the experiences and attitudes of the community in this area? //<span style="font-family: 'Arial','sans-serif';">(DESIRED FINDINGS: Of the things being done (Qu 4), how large a role does technology play? What is being done in this area and is it perceived to be successful? Are there thoughts as to other ways technology could be used in this area? Are there differences in the perceptions of different groups within the school community?) //

//<span style="font-family: 'Arial','sans-serif';">(Overall Desired Outcome: Can a theoretical framework/scaffold be developed using this data for schools to analyse, tailor and improve their approach to the development of these skills for their school community?) //

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 * __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13pt; line-height: 115%;">Version 7 __**


 * __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13pt; line-height: 115%;">RESEARCH PROPOSAL TITLE __**

Secondary school communities’ attitudes towards skills that contribute to academic success and the use of technology to develop these skills.

**__<span style="font-family: 'Arial','sans-serif';">1. TOPIC / PROBLEMATIC / RESEARCH QUESTIONS __**

What experiences, attitudes and beliefs does the secondary school community have towards skills that contribute to academic success in secondary school and the use of technology to develop these skills?

//<span style="font-family: 'Arial','sans-serif';">Skills that contribute to academic success: Commonly referred to in schools as ‘study skills’, ‘effective learner skills’, ‘learning to learn skills’, ‘independent learning skills’. These are skills that are not subject specific, but are skills that help students improve the way they approach and manage their schoolwork and ultimately their results. //

//<span style="font-family: 'Arial','sans-serif';">Secondary school community: students, teachers, school executives, parents. //

//**<span style="font-family: 'Arial','sans-serif';">RESEARCH QUESTIONS **//

1. How does the school community define and label skills that contribute to academic success – what range of areas do they believe should be included?

2. Which of these skills does the school community believe most contribute to academic success at school?

3. How does the school community believe these skills are developed in students?

4. Whose responsibility does the school community believe it is, or should be, to develop these skills?

5. What does the school community believe schools are doing to develop these skills and how effective do they believe these actions are?

6. Is there a gap between the skills that are perceived to be important and the skills that the skills are being developed in secondary students?

7. How is technology being used by the school community to develop these skills and how effective does the community believe these are?

8. Are there other ways technology could be used to develop these skills and how effective does the community believe these are?

//(At this point was where the first major// //shift// //took place, moving away from design-based research and the use of an online space to just focus on the first half of the question, ie exploring these skills in the school setting.)// ………………………………………………………………………………………….
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 * __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13pt; line-height: 115%;">RESEARCH PROPOSAL TITLE __**

Exploring the development of secondary school students' independent learning skills.

**__<span style="font-family: 'Arial','sans-serif';">1. TOPIC / PROBLEMATIC / RESEARCH QUESTIONS __**

//<span style="color: black; font-family: 'Arial','sans-serif';">The problematic I would like to investigate is as follows ////<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13pt; line-height: 115%;">: // How do secondary students believe they develop independent learning skills, what role does the secondary school system play in this development, and what design principles or approaches could guide the development of an online learning environment to facilitate and support the development of these skills?

//<span style="font-family: 'Arial','sans-serif';">Definition of "independent learning skills": //

//<span style="font-family: 'Arial','sans-serif';">Background Reading: // - What are the characteristics of these digital generation learners (can they be stereotyped in this way)?

//<span style="color: black; font-family: 'Arial','sans-serif';">SUBSIDIARY EXPLORATORY RESEARCH QUESTIONS: // Part 1 - What independent learning skills do the stakeholders (students, teachers, school authority bodies, parents, employers, professionals in the field) perceive to be of value? - What are the different stakeholders perceptions of how these skills are developed, and in particular the role of the secondary school environment? - What are the range of approaches across schools? - Is there an identifiable gap in the independent learning skills that are now perceived to be important and needed and what is actually addressed by schools? Part 2 - Given these learner characteristics and the particular skill sets identified, what design principles guide the development of the design online spaces for the development of independent learning skills (including a blended approach eg an integrated program where the skills are contextualised around assessible material with teacher input to help guide/support students to reflect on their technological learning experience )? (- What are the characteristics of an online space that supports independent learning skill development when design is informed by both stakeholders involved in an iterative design process and a theoretical component?) (- What role can technologies play in this environment and which of these technologies are most effective in facilitating and effecting change?) - How does this new design address the identified gaps in independent learning skills? (- Can the findings of this research be used to develop a design framework that provides a set of design guidelines for this type of design challenge?)

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 * __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13pt; line-height: 115%;">Version 5 __**
 * __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13pt; line-height: 115%;">RESEARCH PROPOSAL TITLE __**

Exploring the independent learning skill development of secondary school students.

**__<span style="font-family: 'Arial','sans-serif';">1. TOPIC / PROBLEMATIC / RESEARCH QUESTIONS __**

//<span style="color: black; font-family: 'Arial','sans-serif';">The problematic I would like to investigate is as follows ////<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13pt; line-height: 115%;">: // How are independent learning skills being addressed by the secondary school system, and what design principles or approaches could guide the development of a new online learning environment.

//<span style="font-family: 'Arial','sans-serif';">Background Reading: // - What are the characteristics of these digital generation learners (can they be stereotyped in this way)?

//<span style="color: black; font-family: 'Arial','sans-serif';">SUBSIDIARY EXPLORATORY RESEARCH QUESTIONS: // Part 1 - What independent learning skills do the stakeholders (students, teachers, school authority bodies, parents, employers, professionals in the field) perceive to be of value? - What are the different stakeholders perceptions of whether these skills are addressed, and if so how, in the secondary school environment? - What are the range of approaches across schools? - Is there an identifiable gap in the independent learning skills that are now perceived to be important and needed and what is actually addressed in schools? Part 2 - Given these learner characteristics and the particular skill sets identified, what design principles guide the development of the design online spaces for the development of independent learning skills (including a blended approach eg an integrated program where the skills are contextualised around assessible material with teacher input to help guide/support students to reflect on their technological learning experience )? (- What are the characteristics of an online space that supports independent learning skill development when design is informed by both stakeholders involved in an iterative design process and a theoretical component?) (- What role can technologies play in this environment and which of these technologies are most effective in facilitating and effecting change?) - How does this new design address the identified gaps in independent learning skills? (- Can the findings of this research be used to develop a design framework that provides a set of design guidelines for this type of design challenge?)

…………………………………………………………………………………………. Exploring the independent learning skill development of secondary school students.
 * __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13pt; line-height: 115%;">Version 4 __**

**__<span style="font-family: 'Arial','sans-serif';">1. TOPIC / PROBLEMATIC / RESEARCH QUESTIONS __**

//<span style="color: black; font-family: 'Arial','sans-serif';">The problematic I would like to investigate is as follows ////<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13pt; line-height: 115%;">: // What are the independent learning skills that are not being adequately addressed by the secondary school system from the perspectives of the relevant stakeholders, and how can we develop an online space to address these needs for these students?

//<span style="font-family: 'Arial','sans-serif';">Background Reading: // - What are the characteristics of these digital generation learners (can they be stereotyped in this way)?

//<span style="color: black; font-family: 'Arial','sans-serif';">SUBSIDIARY EXPLORATORY RESEARCH QUESTIONS: // Part 1 - What independent learning skills do the stakeholders (students, teachers, school authority bodies, parents, employers) perceive to be of value? - What are the different stakeholders perceptions of whether these skills are addressed, and if so how, in the secondary school environment? - Is there are a consistent approach across schools or do approaches vary? - Is there an identifiable gap in the independent learning skills that are now perceived to be important and needed and what is actually addressed in schools? Part 2 - Given these learner characteristics and the particular skill sets identified, what pedagogical approaches can be considered when designing online spaces for the development of independent learning skills (including a blended approach eg an integrated program where the skills are contextualised around assessible material with teacher input to help guide/support students to reflect on their technological learning experience )? - What are the characteristics of an online space that supports independent learning skill development when design is informed by both stakeholders involved in an iterative design process and a theoretical component? - What role can technologies play in this environment and which of these technologies are most effective in facilitating and effecting change? - What are students' (and teachers?) perception of the usefulness/effectiveness/benefits/constraints of these online spaces in developing their independent learning skills? - Can the findings of this research be used to develop a

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 * __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13pt; line-height: 115%;">Version 3 __**


 * //__<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13pt; line-height: 115%;">Note: __//**//<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13pt; line-height: 115%;"> Have not yet found the academic term to capture what is meant colloquially by 'study skills'. Toyed with using metacognititive skills but this doesn't really capture the whole spectrum of skills addressed by study skills. Possibly looking at 'learning competencies' and also like 'life-long learning skills' but will stick with study skills for now as I do further reading and feel comfortable that whatever label I end up with is being used in the literature in a way that reflects what I am trying to capture with the term 'study skills'. //

**__<span style="font-family: 'Arial','sans-serif';">RESEARCH PROPOSAL TITLE __**

Developing secondary students' study skills using an online environment.

**__<span style="font-family: 'Arial','sans-serif';">1. TOPIC / PROBLEMATIC / RESEARCH QUESTIONS __**

//<span style="color: black; font-family: 'Arial','sans-serif';">The problematic I would like to investigate is as follows ////<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13pt; line-height: 115%;">: // What are the benefits, constraints and implications of using an online environment to develop secondary students' study skills?

//<span style="font-family: 'Arial','sans-serif';">(Background Reading: // - What are the characteristics of these digital generation learners (can they be stereotyped in this way)?  - What study skills do these learners need to achieve academic success in the secondary school environment?  - Is there any evidence as to students' skill level in this area?  - How are these skills currently being developed and how successful are these approaches?)

//<span style="color: black; font-family: 'Arial','sans-serif';">SUBSIDIARY EXPLORATORY RESEARCH QUESTIONS: // - Given these learner characteristics and particular skill sets, what pedagogical approaches can be considered when designing online environments for the development of secondary students' study skills (including a blendedapproach eg an integrated program where the skills are contextualised around assessible material with teacher input to help guide/support students to reflect on their technological learning experience )? - What role can technologies play in this environment and which of these technologies are most effective in facilitating and effecting change? - What are students' (and teachers?) perception of the usefulness/effectiveness/benefits/constraints of these online environments in developing their study skills? - Can the findings of this research be used to develop a scaffold of best practice for design in this particular environment? ………………………………………………………………………………………….
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 * __<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13pt; line-height: 115%;">RESEARCH PROPOSAL TITLE __**

Learning 2 Learn: Developing secondary students' metacognitive skills using the medium of an online environment and the technologies available in this environment.

**__<span style="font-family: 'Arial','sans-serif';">1. TOPIC / PROBLEMATIC / RESEARCH QUESTIONS __**

//<span style="color: black; font-family: 'Arial','sans-serif';">The problematic I would like to investigate is as follows ////<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13pt; line-height: 115%;">: // How can the online environment be used to develop secondary students' metacognitive skills and what technologies are most effective in facilitating this development?

//<span style="color: black; font-family: 'Arial','sans-serif';">SUBSIDIARY EXPLORATORY RESEARCH QUESTIONS: // - What are the defining characteristics of the current digital generation learners? - What metacognitive skills do these learners need to achieve academic success in the secondary school environment? - Given these learner characteristics and particular skill sets, what pedagogical approaches can be considered when designing online environments for the development of secondary students' metacognitive skills? - Can these approaches be developed into a scaffold of best practice for design in this particular environment? - What role can technologies play in this environment? - Which of these technologies are most effective in facilitating and effecting change?

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 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13pt; line-height: 115%;">The 'elevator' speech: ** Developing secondary students' study skills using self-paced instruction in the online environment.

<span style="font-family: 'Arial','sans-serif';">RESEARCH PROPOSAL TITLE: "Learn 2 Learn: Effective approaches to self-paced online instruction for the development of secondary students' study skills."

**__<span style="font-family: 'Arial','sans-serif';">TOPIC AND PROBLEMATIC __** What approaches to self-paced online instruction are most effective for the development of secondary students' study skills? What role should the various technologies available play in this environment? design framework that provides a set of design guidelines for this type of design challenge?