Supervisor: alieke van dijk
In cooperation with maurice melenberg - taltn tree
The Self-Learning-System (SLS) of Talent Tree puts learners behind the wheel of their own learning process. The functionalities of the SLS are designed to support the most important self-regulation skills: goal setting, planning, monitoring, strategy use, and reflecting. Via the SLS, learners develop routines in their learning that allow them to keep track of their own learning progress, instead of relying solely on their teacher for this.
During the self-regulation process, learners' interests, ambitions, limitations, and skills are gathered. These data (e.g., logbook, portfolio) provide insight into learners' skills and personal development. This information also provides insights for teachers on how to coach their learners in an efficient way, as it provides tools for more targeted support and higher levels of intrinsic motivation amongst learners.
Some measures and their features are:
- Consistency in behavior. As every planned task and reflection is logged, the pattern and consistency in learners' behaviors are visualized.
- Shared awareness of the quality of goals, planning, and reflection: The SLS makes it possible to visualize not only how often learners execute self-regulation skills but also the quality of those skills.
- Competencies as a personal tool for development: A unique aspect of the SLS is that learners indicate for each task which competencies/skills (e.g., collaboration, creativity) they are working on. Competencies are not only seen as outcomes of learning but also as means for the learning process itself. The data will show which competencies a learner applies often and how this relates to their learning outcomes.
ASSIGNMENT
This assignment intends to shed more light on the possibilities of operationalizing learners' behaviors to make them visible. What is the desired behavior we want learners to show, and how can we help them show this behavior? What steps can be identified in the learners' process in the earlier years of secondary education? In other words: How can we measure and monitor learners' development by looking at the behavioral indicators (in relation to self-regulation) using the SLS of Talent Tree?
You will be challenged to work on (one of) the following products:
- Creating a scaffolding framework to help assist learners' development based on the data available in the SLS of Talent Tree.
- Creating assessment materials (e.g., rubrics) to help interpret the development of learners based on the data available in the SLS of Talent Tree.
- Writing an advice report for additional improvement points on Talent Tree's data collection activities.