Sylvia Riessner

You suggest posting additional resources here - so here's a few I found as I was procrastinating this week

A somewhat dated set of Powerpoint slides but it's a really interesting experiment in applying metacognition concepts in a ASTRO101 course at UBC - I found the slides that detailed the strategies they tried very useful - see what you think - The Role of Metacognition in Learning and Strategies for Developing Student Metacognition (downloads a pdf)

Teaching Metacognition to Improve Student Learning, Mary Ellen Weimer (the Teaching Professor) - she cites a useful research article by Kimberly Tanner, 2012 Promoting Student Metacognition but the link in the article is incorrect. If you want to follow up - pdf download Promoting Student Metacognition

Two amazing UK resources (focused on children)

• -BOLD - blog on learning and development - a post about metacognition - Thinking about thinkg: what is metacognition and how can it help students learn?
• EEF Education Endowment Foundation - Metacognition and self-regulation  (several other reports, ideas - just do a search)
  

I like the visual - a matrix to keep me focused on the important not just the most pressing or urgent.  And the power-load formula is interesting - just scanned it yesterday but it's on my reading list for the weekend.

Thanks for sharing.

Thanks for adding to my question bank - always appreciated!

Looking Back...what was particularly useful / interesting to me?

I'm still playing catch-up on the posted activities but I find the diversity of the participants and the topics they teach or design/develop gave me fascinating glimpses of different work realities and an admiration for the commitment and care each person took to communicate honestly and openly and to offer helpful suggestions whenever possible (wheww...I think that's a run-on sentence ;-)

I always find the resources and readings are a treasure trove and I plan to contribute a few nuggets tomorrow as I believe everyone will still have access hereafter?

How can I share with colleagues...well, I'm still thinking of ways to motivate busy working adults (especially those who are not involved in higher education and aren't as aware of learning research or the value of metacognition) to pay serious attention to allowing room for some of these self-awareness, self-regulation, reflection, etc.  Some of them are just going to ask me "is there an app for that?" or they'll throw up their hands and say "how am I supposed to do that when no one shows up consistently or they're on their phones most of the time."

But, maybe if I think of it in the same way I think of trying to add vegetables to the kids' snacks (without being obvious about it) or getting my partner to race me to the top of escalators instead of reviewing Facebook as he rides the right hand side of the metal staircase? Incremental metacognition - fit it in where they won't notice they are reflecting or thinking out loud or whatever?

As to improving the micro-course, I can't really see how it could have been more smoothly and skillfully facilitated. Leonne and Vivianna are an impressive team - thanks ladies. It's been a pleasure. The structure seems solid - easy to understand. Didn't have to fumble around for information or what to do. Plus the atmosphere created by L&V and the other participants made it easy for everyone to share their questions, their ideas, and develop their understanding. I appreciate the opportunity to join in - just wish I could have found a way to participate as much as I intended at the beginning of the week!

So, that's the only way I can think to improve the micro-course - you need a watch that freezes time (an idea from a very old John D. MacDonald novel) so that everyone could complete each Activity and take time to review and enjoy all the other contributions. 

Have a good weekend. Hope to see you online in the future.

Lots of great suggestions from others already - especially the ideas to have people go out and speak to others (and report back in some way). Getting people to reflect and share online can be difficult - especially if they are not interacting with an instructor or having to meet timelines.

I know that I've found it difficult to get learners to slow down and share reflections in online courses, if it doesn't contribute value that they can easily recognize.

Would there be a way to offer some small reward (recognition from instructor, extra points, a goofy badge) for sharing their reflections? Or offer a series of thinking prompts (brief "stems") that they complete as a group so they can look at and think about the perspectives of other participants?

Good luck!