Self-regulated learning theory (SRL) is commonly assumed to be neutral as the majority of research does not examine its inherent values. Transformative views of education, by their definition, are political at heart and as a result any... more
Self-regulated learning theory (SRL) is commonly assumed to be neutral as the majority of research does not examine its inherent values. Transformative views of education, by their definition, are political at heart and as a result any claim of value neutrality is a de facto political stance; one that supports the status quo and resists that very transformation. To date, the loudest critic of SRL is educational psychologist Stephen Vassallo. His work was heavily used to anchor critical pedagogical interpretations of SRL. However, his critiques are strident and may exclude educators and researchers outside critical theory circles. As a result, in the spirit of critical pedagogy reflection is sought through a “language of possibility”, as opposed to only a “language of critique”, in order to deconstruct inherent values within SRL and investigate its possible transformative educative functions. Furthermore, critical pedagogy theory is often situated in North/South American contexts and overlooks societies with less class inequality. The extent to which critical pedagogy applies and is relevant to Finnish contexts was analyzed and deemed to be important for transformative education. A qualitative exploratory field study was conducted to investigate the extent to which critical interpretations are applied in a Finnish primary school with an SRL focused programme. Research also assessed the extent to which staff members of this school are open to these critical interpretations. Data was collected through active participant observation and interviews. The sample included six educators from Northern Finland. Results showed that critical pedagogical interpretations of SRL were valuable for three out of the six educators. These three educators taught outside the SRL environment. However, four out of the six participants who identified strongly with critical pedagogy found SRL to be helpful. This highlighted the complex relationship between and transformative educative applications of SRL. Ultimately, the results produced critical dialogue with the educators and were a crucial first step in the reflection process towards achieving transformative functions of SRL.
• Autonomia statutaria • Trasferimento delle partecipazioni sociali • Decisioni dei soci e assemblea • Diritto di recesso • Nomina e revoca degli amministratori • Responsabilità degli amministratori e dei soci • SRL holding e nei gruppi... more
• Autonomia statutaria • Trasferimento delle partecipazioni sociali • Decisioni dei soci e assemblea • Diritto di recesso • Nomina e revoca degli amministratori • Responsabilità degli amministratori e dei soci • SRL holding e nei gruppi societari • Finanziamenti dei soci • Operazioni sul capitale sociale • Operazioni straordinarie • SRL e nuovo diritto fallimentare • Modifiche statutarie • Recenti orientamenti
Connectivist massive open online courses (cMOOCs) represent an important new pedagogical approach ideally suited to the network age. However, little is known about how the learning experience afforded by cMOOCs is suited to learners with... more
Connectivist massive open online courses (cMOOCs) represent an important new pedagogical approach ideally suited to the network age. However, little is known about how the learning experience afforded by cMOOCs is suited to learners with different skills, motivations, and dispositions. In this study, semi-structured interviews were conducted with 29 participants on the Change11 cMOOC. These accounts were analyzed to determine patterns of engagement and factors affecting engagement in the course. Three distinct types of engagement were recognized – active participation,
passive participation, and lurking. In addition, a number of key factors that mediated
engagement were identified including confidence, prior experience, and motivation. This
study adds to the overall understanding of learning in cMOOCs and provides additional empirical data to a nascent research field. The findings provide an insight into how the learning experience afforded by cMOOCs suits the diverse range of learners that may
coexist within a cMOOC. These insights can be used by designers of future cMOOCs to tailor the learning experience to suit the diverse range of learners that may choose to learn in this way.
Learning does not stop when an individual leaves formal education, but becomes increasingly informal, and deeply embedded within other activities such as work. This article describes the challenges of informal learning in knowledge... more
Learning does not stop when an individual leaves formal education, but becomes increasingly informal, and deeply embedded within other activities such as work. This article describes the challenges of informal learning in knowledge intensive industries, highlighting the important role of personal learning networks. The article argues that knowledge workers must be able to self-regulate their learning and outlines a range of behaviours that are essential to effective learning in informal networks. The article identifies tools that can support these behaviours in the workplace and how they might form a personal work and learning environment.
