Summary of EDCI569: Learning How to Learn

Thanks to inspiration from Tanya Ross’s recent blog post about her #learningproject, I decided to make an infographic for my final summary of learning using Piktochart.  I enjoyed using the program to create my graphic; however, at many points I wished I had the Pro Account version to add flexibility to what I could do.

My #learningproject this term was on Self-Regulated Learning (SRL).  The more I read and researched on this topic, the more I came to the realization that SRL really is, in essence, all about ‘how to learn’.  This connected directly to EDCI569 where we were exploring learning through various guest speakers, digital learning environments, #learningprojects, and engagement on and Twitter and Google+.

Dave Cormier told our class that “online learning doesn’t exist”.  He said there really isn’t a big difference between online learning and offline learning.  Learning is learning.  My learning this term has happened both online and offline through conversations with colleagues, research, readings, guest speakers, TwitterGoogle+, classroom experiences, meeting leading researchers in SRL, and more.

In light of all of this, I’ve titled my summary of EDCI569 Infographic, “Learning How To Learn”.  Please note that most of the photos and words can be clicked on to bring you to my blog entries that give evidence of my learning this term.

Here is the link to my summary of learning:

EDCI569: Learning How to Learn Piktochart 

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Summary of My #LearningProject about Self-Regulated Learning

My #LearningProject

My #learningproject this term for #EDCI569 was to learn more about Self-Regulated Learning (SRL) in the Intermediate Classroom.  My understanding at the beginning of this project was pretty basic.  Prior to last summer, I had many preconceived ideas about what SRL was based on my experiences.  Last summer, I was introduced to the idea that SRL was so much more than just behaviour management.  I reflected on this realization in my blog post, The Case for SRL in the Elementary Classroom.  This realization captured my interest.  So this term, when I was given the opportunity to learn something of my choice, I chose to do research on how SRL might look in the intermediate classroom.

Another important aspect of my #learningproject was to learn how to do scholarly research and in the end, work towards writing a literature review on the topic.  On this aspect, I have taken time to learn specifics about research such as learning how to do online academic searches, accessing the library, connecting with scholars, and writing a literature review.  My hope is that this part of my #learningproject will help others in their journey as a graduate student conducting research in the field.

Overview of my #learningproject journey:

Here is a brief overview of my journey in the last three months learning about SRL.

Where I am at

There are three ways in which I have found my #learningproject has changed me.

First, I feel much more informed and connected to the research field of SRL.  I have made numerous connections with leading experts around the world.  I have read a variety of research based articles and blogs, and reflected on their implications in the classroom.  Through Twitter, Google+, and email, I feel as though I have created a basic network of people and resources for me to easily tap into throughout the rest of my journey in this #learningproject.

Secondly, I have noticed that my thinking about learning has begun to change.  I have realized that in essence, I have been learning about learning.  This excites me, because it connects directly to an inspiring quote that I am fond of in Richardson’s (2012) book Why School?. “The illiterate of the 21 century will not be those who cannot read and write.  The illiterate will be those who cannot learn, unlearn, and relearn” (Herbert Gerjuoy as cited in Richardson, 2012).  In regards to myself, I am constantly assessing my own strategies and methods to learn.  I am acknowledging my own strengths and weaknesses about how I learn.  When I am teaching in my class, I am constantly thinking about the barriers to learning that my students are facing, and how I can begin to help them take some ownership over overcoming these barriers.

Finally, as my thoughts have begun to change, I have noticed my practice also changing.  An example of this can be found at my blog post, SRL in the Classroom.  I constantly point out when my students are displaying strategies of monitoring and assessing their learning.  I find myself discussing these things, and my own learning, with my students, explicitly teaching them through modelling and class discussion.  I have begun to notice that a few of my students are latching on to the idea that they can monitor and change their learning behaviors.  This is the most exciting outcome of my #learningproject!

Where Am I Going?

My #learningproject has really only just begun.  The hope is that this project forms a foundation for me to take further research action in developing a resource for teachers to implement SRL in the classroom.  As my research and learning forms my understanding of SRL and how it is best implemented in the classroom, so does my vision for what my final resource will look like.  Initially, I imagined it to be a simple resource that gives teachers the opportunity to teach SRL as a separate unit.  Now I realize that SRL is so interwoven into learning that it should not be separated out as it’s own entity.  This week, as I read Daniel Thompson’s blog (2015), Misconceptions of Self-Regulated Learning Implementation, I was struck by his quote by Dr. Stuart Shanker, “Self-regulation is a process and not a packaged program that comes complete with a predetermined set of ‘regulating tools’.” I need to be very careful as I begin this next part of my #learningproject that I do not created a packaged program but rather a resource that encourages the use of SRL strategies in all aspects of learning within school and out.

“Therefore, SRL is not an ‘add-on’ to what we do in class.  It is simply capitalizing on student’s dispositions, wonderings and inquiries, while helping them develop new strategies to navigate the process successfully.” (Thompson, 2015)

Discussing SRL with Lindsay McCardle

Today I had the amazing opportunity to meet with Lindsay McCardle and discuss Self-Regulated Learning (SRL). Lindsay McCardle is just finishing her PHD on the topic of SRL at UVIC studying in the department of Educational Psychology and Leadership Studies.  She teaches classes about self-regulated learning (ED-D101) at UVIC.  I first connected with Lindsay earlier this term when I contacted Allyson Hadwin to get some advice on my research into Self-Regulated Learning (SRL) in the Elementary Classroom.  Since Allyson Hadwin was on a study leave, her PHD student, Lindsay McCardle responded instead.  At the time, Lindsay offered to meet with me to discuss the research they are doing on SRL at UVIC and some potential ideas for the direction of my #TIEGRAD Med Project.

Here’s a couple of key things that I took out of our conversation today, followed by some video footage of our conversation.

  • When a student doesn’t understand the task or how to accomplish it, they will procrastinate.  They need goals and a plan to help them manage their time appropriately.
  • Most teachers focus on teaching SRL strategies.  But if the student doesn’t have ‘task understanding and goal setting’ skills, they will just be picking strategies in the dark and not using them in a meaningful and purposeful way.
  • Students need to be able to ask themselves, “How do I know I did a good job?” and answer this question with details other than, “the teacher gave me a good mark”.
  • Inquiry learning requires a LOT of SRL!  There’s not enough attention given to this.  Students need some guidance with inquiry, even at a university level.

This first clip is of our conversation about how SRL might play out in the elementary school classroom, and possible project ideas for my #TIEGRAD project. 

This second clip is our conversation about how interconnected SRL is with Inquiry Based Learning.

Research Focus: Home Stretch

At this point in my research, I feel a sense of both panic and excitement.  Panic because I still have so much to do! And Excitement because this time next month, I’ll be completed my literature review.  To read about my journey in my EDCI515 lit review, check out the rest of my Research Focus Blogs here.

I have been keeping busy working towards completing literature review by doing the following things:

  • Continuing to make contact with leading experts in the field to determine important readings, theory, and research.  This month I got touch with Sabrina Vandevelde to ask for permission to read one of her articles that is ‘In Press’.  To read more about this experience, check out last week’s blog post.
  • Finding and reading articles by leading experts in the field
  • Documenting my learning strategies and journey in #EDCI569 as my term #learningproject
  • Meeting regularly with Wendy Burleson (my reading group) to support each other in lit review development
  • Starting some initial writing about why SRL is so crucial in the intermediate classroom
  • Reading and taking detailed notes on current research articles in the field of SRL
  • Continuing to work on my ever changing draft outline of my literature review

One frustration I am finding is how specific primary source research is.  For example, Sabrina Vandevelde’s articles discuss the use of tutoring to support grade ⅚ students’ development of SRL.  However, after reading it, I realized that the tutors she uses are university students.  Here is an fascinating research study that highlights a very specific strategy that would be incredibly difficult to organize in a classroom.  I am passionate about finding research that gives strategies that could be easily implemented into any classroom setting, by any teacher.

In the next couple weeks, I am planning to meet Lyndsay McCardle via Skype or Google Hangout.  Lyndsay is a PHD student at UVIC, under the supervision of Allyson Hadwin.  She agreed to speak with me about the current research being conducted in their department.  I am hoping that this conversation gives me a couple of ideas of a project I can do for #tiegrad.

Well, that’s where I’m at today.  I’m looking forward to writing my next Research Focus Blog entitled, “Finished” (at least for now:)!).

Reflecting On My Digital Identity: Part 2

Trading stocks on a computer Photo Credit: OTA Photos via www.tradingacademy.com

At the beginning of EDCI 569, I took some time to reflect on my digital identity and set some goals for myself in this area.  I noted that I had a robust online following, but very little interaction with it.  I reflected on the fact that much of my time spent online was reactive and not proactive.  For the most part, I realized that I wait for things to come to me rather than actively sharing my ideas and engaging with others.  I set a brief task list for myself to help improve the quality of my online presence and interactions.

This is what I agreed to do:

  • Create an AboutMe Page
  • Join an education related chat that relates to my interests to start building a smaller active PLN on Twitter.
  • Begin to share my blog posts and ideas more freely (usingGoogle+ #tiegrad communities and Twitter).
  • Maintain a weekly blog
  • Post original tweets each week to various education related hashtags.

Twitter

My first step was to join a Twitter chat.  I really wanted to find one connected to my #learningproject, but unfortunately, try as I might, there seemed to be no online chats about Self-Regulated Learning.  So I joined the chat #4thchat on Monday nights.  To be honest, I didn’t find it very engaging and thus haven’t really given it a fair chance.  I found that a lot of questions were asked about what teachers were doing, and everyone was responding with their own individual one off answers.  I didn’t see a lot of collaboration or discussion about the ideas being presented.  Maybe it’s because I was new to it, but I didn’t feel like it was a valuable use of my time.

I did a bit of research on how to start an online chat.  I was still eager to find colleagues that were interested in SRL.  I connected with Melody Watson via Twitter.  I knew that she had started serval chats.  She gave me some great advice in this area.  The first things she said, was that it was important to have a group of people already connecting on the topic.  I realized I didn’t even have this!  So now I am actively trying to find other people interested in this area with the hopes of eventually building a small community.

Other than these chats, I have been actively sharing my ideas on Twitter, posting original tweets, responding to tweets that I am mention in, and reading a number of #hashtags that interest me.  I have a long ways to go in this area, but am excited to get started.

Blog

I have been maintaining a weekly blog for the past 2 and a half months.  To be fair, it’s part of the requirements for EDCI 569.  However, it has been interesting to see how my mind processes things differently now that I am constantly looking for my next post topic.  I notice little things in my practice or in my learning that I think might be worthy of documentation.  I feel like being an active blogger has made me observe more and be increasingly mindful about my learning and teaching process.

Sharing

I still don’t like to share my work.  Yet I am making a conscious effort to do so.  I am posting my blogs to Twitter and Google+.  I am using educational hashtags to make sure that my blogs are reaching the online communities that they are intended for.  Specifically, I have been more purposeful in using our local #sd33learns hashtag to share with local colleagues.  Sometimes I find it more challenging to share with people I know that those I don’t.

Final Thoughts 

It is rewarding to look over my initial list and see the areas that I have already worked on.  But even more so, it is intrinsically rewarding to feel a sense of being present online in a qualitative and proactive way.  I have been interacting more, attempting to build an online PLN, and intentionally sharing my ideas.  I look forward to continuing to build my online presence.

What are some of your suggestions for building a impactful online identity?

The Case for Self-Regulated Learning in the Elementary Classroom

Last summer when Mariel Miller was asked to speak to our class about Self Regulated Learning, I was less than enthusiastic.  Self Regulated Learning sometimes feels like an overused term in education.  After working for seven years in a local inner city school, you can imagine I have heard the term more often than most.  Our school seemed to put ALL our efforts and much of our finances into helping our behaviorally challenged students learn to regulate their actions, and to be honest, it was very important because when those students could learn to regulate their behaviour, we could all breathe a collective sigh of relief and attempt to teach the rest of the class.

Now on the flip side, I have joined a new school with a new environment, and although we still deal with behaviours to a degree, I am ready to learn something new… like how to teach literacy and numeracy, or inquiry learning, or project-based learning or maker education… but no more “Self Regulation”.

I was exhausted of regulating behaviours.

Enter Mariel Miller.

Not once did she mention behaviour.

Not once did she mention ‘green, yellow, and red zones of emotions’ or ‘how full is your tank? and how is your car running?”

Mariel Miller introduced me to the idea that SRL is so much more.  In fact, SRL is the key barrier that is holding back so many of my bright students from engaging in autonomous, meaningful, and authentic learning.

What is Self Regulated Learning?

Self-Regulated Learning (SRL) is generally defined as learners who are motivated to learn, metacognitive, strategic, and willing to make adaptations (Johnson & Davies, 2014; Perry & Rahim, 2011; Pino-Pasternak, Basilio, & Whitebread, 2014; Winne & Hadwin, 1998, 2008).  A self-regulated learner is a student who is able to control, evaluate, and adapt his or her own learning process (Zimmerman & Schunk, 2011). Rather than giving up on a task at hand, a self-regulated learner persists through challenges and makes changes necessary to complete a task (Perry & Rahim, 2011).  With careful monitoring and evaluation, a self-regulated learner is constantly experimenting with their learning and fine-tuning it over and over again (Perry & Rahim, 2011; Winne & Hadwin, 2008). Self-Regulated Learning (SRL) is essential to meaningful learning in the classroom (Zimmerman, 2008).

In the following video lecture, Deborah Butler and Nancy Perry (2014) define SRL in the elementary classroom.

What is Self Regulated Learning? (Drs. Deborah Butler & Nancy Perry – Part 1) from Shawn Lam on Vimeo.

Why is it important? (a case for SRL)

Despite the prevailing ideas from the past and what they tell us, research now shows that SRL can be developed in learners as early as preschool (Corte, Mason, et. al. 2011).  SRL is not inherent in children.  It must be developed through thoughtful instruction, modelling, and experience.  It becomes more and more apparent that large amounts of students in our schools are lacking SRL skills.  Those students who have strong SRL skills perform better academically in literacy and numeracy than those who do not (Corte, Mason, et. al. 2011; Harris, Graham, Reid, & Mason, 2011).  It is imperative that our school system begins to change to include the widespread implementation of SRL instruction (Corte, Mason, et. al. 2011).

Final Thoughts

As I continue my research in SRL, I am reminded with each new article, how important it is that I, as a teacher, explicitly teach SRL in my classroom across the curriculum.  With the new push for inquiry-based learning in the classroom, it is more important than ever that our students are able to set goals, make plans, and monitor their progress.  It is more important than ever that our students gain the skills to adapt their strategies and plans when things aren’t going as well as they hoped.  In a world where information and knowledge is at our finger tips and readily available for all, it will be those who have the capability to strategically and adaptively learn who will always be a step ahead.

“The illiterate of the 21 century will not be those who cannot read and write.  The illiterate will be those who cannot learn, unlearn, and relearn.” – Herbert Gerjuoy (as cited in Richardson, 2012)

Sources Used

Corte, E. De, Mason, L., Depaepe, F., & Verschaffel, L. (2011). Self-Regulation of Mathematical Knowledge and Skills. In D. H. Schunk & B. J. Zimmerman (Eds.), Handbook of Self-Regulation of Learning and Performance (pp. 155–167). New York: Taylor & Francis Group.

Harris, K. R., Graham, S., Reid, R., & Mason, L. H. (2011). Self-Regulated Learning Processes and Children’s Writing. In D. H. Schunk & B. J. Zimmerman (Eds.), Handbook of Self-Regulation of Learning and Performance (pp. 187–199). New York: Taylor & Francis Group.

Johnson, G., & Davies, S. (2014). Self-regulated learning in digital environments: theory, research, praxis. Retrieved from http://espace.library.curtin.edu.au/R?func=dbin-jump-full&object_id=203527

Perry, N. E., & Rahim, A. (2011). Studying Self-Regulated Learning in Classrooms. In J. Zimmerman & D. H. Schunk (Eds.), Handbook of Self-Regulation of Learning and Performance (p. 504). Taylor & Francis. Retrieved from https://books.google.com/books?hl=en&lr=&id=XfOYV0lwzGgC&pgis=1

Pino-Pasternak, D., Basilio, M., & Whitebread, D. (2014, November 4). Interventions and Classroom Contexts That Promote Self-Regulated Learning: Two Intervention Studies in United Kingdom Primary Classrooms. Psykhe. doi:10.7764/psykhe.23.2.739

Richardson, W. (2012). Why School? How Education Must Change when Learning and Information are Everywhere (eBook). TED Conferences. Retrieved from http://www.amazon.ca/Why-School-Education-Information-Everywhere-ebook/dp/B00998J5YQ

Winne, P. H., & Hadwin, A. F. (1998). Studying as Self-Regulated Learning. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Metacognition in Educational Theory and Practice (pp. 277–304). London: Lawrence Erlbaum Associates.

Winne, P. H., & Hadwin, A. F. (2008). The Weave of Motivation and Self-Regulated Learning. In D. H. Schunk & B. J. Zimmerman (Eds.), Motivation and Self-Regulated Learning: Theory, Research, and Applications (pp. 297–314). New York: Taylor & Francis Group.

Zimmerman, B. J. (2008). Investigating Self-Regulation and Motivation: Historical Background, Methodological Developments, and Future Prospects. American Educational Research …, 45(1), 184–205. doi:10.3102/000283120

Zimmerman, B. J., & Schunk, D. H. (2011). Self-Regulated Learning and Performance: An Introduction and an Overview. In B. J. Zimmerman & D. H. Schunk (Eds.), Handbook of Self-Regulation of Learning and Performance (pp. 1–14). New York: Taylor & Francis Group.

Locating ‘In Press’ Research Articles

Last week I received a Google Scholar Alert that informed me of a new article on Self-Regulated Learning written by Sabrina Vandevelde called The challenge of promoting self-regulated learning among primary school children with a low socio-economic and immigrant background. The article caught my immediate attention since in connected to my #learningproject so directly.  When I got to the site though, I was frustrated to find the article was not available.  The further I looked, I realized that it wasn’t even published yet.  It was “In Press”.  With some further inquiry, I realized that this meant that the article was waiting to be published in a specific journal and not yet available.

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I felt like I had hit a roadblock with this article and considered deleting the email and article from my reference manager.

Instead, I decided to put my question on Twitter.  What do you do when you want to read an article but it’s “In Press”?  My UVIC professor, Valerie Irvine, got back to me shortly and said that I could either just wait for it, or try contacting the author for a copy.

I started by looking up the author, Sabrina Vandevelde, on Twitter. Unfortunately, I didn’t find her in this space.  Next, I googled her and found her profile page at the Ghent University webpage (Belgium).  Here I found her email address and sent her a quick email asking her if she would consider sharing her article with me for the purpose of my project.

Three days later I received her upbeat response; thanking for my interest and providing her article with me.  She also said that since “the manuscript is still in press, please consider the document with confidence”.  For this reason, I won’t be sharing her article on my blog.

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Once again, in my #learningproject on SRL, I am made aware of the powerful impact the internet has on our ability to learn and connect with people and materials that would’ve otherwise been unavailable.  Within three days, I had not only created another connection to a researcher in the world of SRL, but I also obtained access to her personal research which is yet to be published.

Where are you Joy? Why Can’t I Find You?

This week we had Dean Shareski as a guest presenter in EDCI 569.  Dean spoke to us about ‘Joy in Learning’.

Recently, I have felt no joy in learning.  Learning has become a checklist of things that need to be accomplished.  Learning feels like I’m always putting on my blinders to the world and ignoring the things I wish I was doing.  Learning is sapping all my energy and time.

But I used to feel joy in learning.

And as Dean spoke, I was reminded of that.  This reminder almost felt euphoric.  It felt like it freed me up to rediscover that joy. It helped me to focus on some of the areas in my life that I am still finding some joy in learning.  It also helped me focus on small moments in my life where I am witnessing other peoples’ joy in learning.

I’ve been asking myself all kinds of questions since Dean’s presentation.

  • What is it about formal education that seems to take the joy away from learning?
  • Does my classroom take joy away from student learning?
  • How can I make sure that my students feel joy in learning?

A couple weeks ago, I assigned some homework to my grade 4/5 class.  I told them that I wanted them to ‘try something new’.  Anything; a food, a sport, meet a new person, go to a new place, build something you never built etc.  That night, one of my students posted the following blog post.

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I think this blog post sums up the type of learning that Dean is talking about.  Learning that feels natural and fun.  Learning that involves little, if any, effort.  Learning that is an adventure.  Learning that makes us smile and feel joy in our hearts.

I’m lucky to work in a profession where my job is to help children discover this joy.  Sometimes I forget about this part of my job.  But today I’m feeling like it just might be the most important part.

It is the supreme art of the teacher to awaken joy in creative expression and knowledge. – Albert Einstein

Recommended Reading (Suggested by Dean Shareski)

Joy In School by Steven Wolk

SRL in the Classroom: My Learning Becomes Visable

In the past month I have delved into the world of self-regulated learning (SRL).  I have spent many hours reading and researching current trends and prominent theories supporting SRL.  The more I learn, the more I become enthusiastic about how crucial SRL skills are for my students.

Slowly, over the month, I have seen some of this learning start to seep in and reshape my thoughts and actions as a teacher.  I have seen this happen in two distinct ways; first, a change in my thinking, and second, a change in some of my teaching methods.  Although these are small steps in my journey, I think they are noteworthy in showing how my learning for my #learningproject and lit review are beginning to make permanent changes who I am as a teacher.

My Changing Thoughts

All of my learning about SRL has had an impact on the way I think about my job as a teacher, as well as how I view my students learning successes and challenges.  Over and over again, my research has shown me that students are capable of learning SRL strategies at all ages and that it is imperative that teachers incorporate instruction in this area into their classrooms.  This month, in my classroom, I have started to notice how quickly some students give up due to their lack of ability to set goals, make plans, and use SRL strategies.  Even more so, I have noticed how incapable they are of adapting these goals and plans when they do not play out exactly as they had hoped.  I am a ‘big picture’ person.  I like to assign interesting projects to my students that provide them with choice and inquiry.  Yet over and over again, I watch most of my students stare at me like a deer in the headlights (after their initial excitement), clearly not yet ready for my ambitious inquiry projects.  They do not have the strategies and learning skills to follow through on the plan.  My research in SRL is making it clear to me why they are struggling with to much learning responsibility and where I can begin to help them on their journey to become more autonomous learners.

My Changing Teaching Practice

This week, I adapted my teaching to reflect the research I am reading.  Most every article that I’ve read has pointed at goal setting and planning as a foundational starting point for SRL.  Learner need to set goals and create a plan, and then be willing to monitor and adapt as they strive to complete a task or activity.  I’ve been thinking a lot about how I can better help my students learn to monitor and adapt their goals and plans.  I think we often help our students set goals and then come back to them in a couple weeks to determine if they achieved them or not.

As a part of her action plan, this student had a tally on her desk to keep track of her classroom participation.

As a part of her action plan, this student had a tally on her desk to keep track of her classroom participation.

On Wednesday, my class set some very simple and achievable goals around classroom behaviour and created a 3-step action plan to meet those goals within three days.  We pinned these goals and plans up on the wall. The next morning in our class meeting I asked the students how they were doing with their goals.  Several said they had already met them, others said they were working on it still, and a couple made it obvious that they had already given up on them.  I took this opportunity to teach my students about the skill of monitoring and adapting our goals.  Here are a couple of our discussion points:

  • If your goal has already been achieved, you have the opportunity to adapt or change it to help you to keep on growing.
  • If you feel like giving up, your goal might be too hard for you.  Or maybe you’re just having a tough day and the simple goal you set yesterday seems unsurmountable today.  In this case, you need to adapt or change your goal to reflect what you are capable of today.
  • Adapting and changing goals does not mean we failed, but that we are capable of understanding ourselves and what we need to do to continue working towards the end task.

After this discussion, I handed out sticky notes and sharpie pens for the students to go up to the board and make their adaptations to reflect their new goals and plans. Our beautiful goal setting bulletin board is now covered in sticky notes and scratched out words that clearly show my students growing ability to be able to monitor and adapt their goals and plans to help them be successful in class.

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#learningproject: My Own Self Regulated Learning

These may seem to be tiny changes in the grand scheme of things; however, according to Winne and Hadwin’s (1998) model of SRL, these changes to my cognition and practice show that my learning is permanent.  The fact that my learning plan and strategies being used for my #learningproject are changing my thoughts and behaviours shows that the information is entering my long term memory and the process I am using is working!  It turns out that I get to put everything I am learning about how to help my students regulate their learning into practice in my #learningproject.

Source Used

Winne, P. H., & Hadwin, A. F. (1998). Studying as Self-Regulated Learning. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Metacognition in Educational Theory and Practice (pp. 277–304). London: Lawrence Erlbaum Associates.

Borrowing Books from the UVIC Library as a Distance Student

As I continue on in my discussions with SRL experts for my #learningproject, I have come across some key readings that I cannot seem to find online.  UVIC PHd student, Lindsay McCardle, recommended that in order to become more familiar with the leading SRL model I should read two chapters written by WInne and Hadwin from 1998 and 2008.  No matter how hard I search, I could not seem to find anywhere online that would allow me to read these chapters for less than $40!

Then, as a last resort, I went to the UVIC Library Website.  I sure wish that I had made this my first stop! In no time, I found both books that I needed.  They were both available in the library.  I recalled that when the librarian had visited our EDCI515 class last fall, they had mentioned that they could mail us books.  So I thought I would give it a try.

I located the contact information for the Distance Ed Library and sent her an email to ask how I could have a book delivered to me.  That same day (it was the weekend), she responded and said they would be in the mail on Monday morning.  I was ecstatic to discover how easy this was!  By Wednesday afternoon I had both books in my hands.  And to my delight, they send you a mailing slip that allows you to mail the books back at no cost!

Most of my readings in the last year and a half have been either online or on printed papers.  It has been a wonderful treat to receive these books in the mail.  It has been enjoyable for me to curl up on my favourite reading chair, with an actual book, and a cup of coffee.

An Unfortuate Challenge

When I initially received the books, I was pleased to find out that I did not have to return the books till April 30.  That’s over 3 months!  I thought that it would be nice to have the books with me as a reference as I continue this project.  To my surprise, two weeks later, I received an email that said the book had been recalled, and I needed to send it back as soon as possible. IMG_4428 I wrote to inquire why this was.  It turns out that UVIC has a policy that all students should have a chance to access every book.  So if someone requests the book while you have it, the library will ask for it back.  So you are only guaranteed 7 days with the book.  Upon closer look of the return slip, I realized that this was written clearly on it.  I find this very frustrating because of the uncertainty of how long you can have a book.  When I went to university, we got to borrow a book from the library for 3 weeks.  I preferred this because we could be certain how long we would have it for and plan our projects around that.  If no one had requested it, we could take it out for another 3 weeks.  Unfortunately, this has put a big damper on my initial excitement of borrowing books from the library.

Overview 

For UVIC distance students doing research and looking for specific books, I highly recommend borrowing books from the UVIC library.  It is quick and easy, and there is nothing quite as great a holding a book with pages in your hands.  However, be aware that you can only be certain that you have the books for 7 days.  After that, at any point, you may be requested to return in immediately.

Steps to borrowing books from the UVIC library:

  1. Find the book you want
  2. Copy the title and the call number
  3. Email the library at infoline@uvic.ca and request the book (give them the call number!)
  4. Sit back and wait
  5. Pick up your books at the local post office when they arrive
  6. Make a cup of coffee, and start reading!
  7. After 7 days, be prepared to have to send it back of someone else wants it
  8. When finished, use the prepaid mailing slip provided to send the books back to: UVIC-Continuing Studies Library SVCS, PO Box 1800, Victoria BC, V8W 3H5