CoNoteS2: A Software Tool for Promoting Self-Regulation

A 4-phase model of self-regulating and a sparse literature on instructional design for SRL are presented and features of CoNoteS2 (a prototype electronic notebook) that support self-regulation through tacit and explicit scaffolding are described.

Abstract

Integrating state-of-the-art computer technologies with pedagogically sound practice provides interesting challenges and potentially significant opportunities to simultaneously promote and examine learning in context. This paper unfolds in 3 parts. We begin by introducing the reader to contemporary theories of self-regulation. We present a 4-phase model of self-regulating and a sparse literature on instructional design for SRL. Second, we build on this theory to describe features of CoNoteS2 (a prototype electronic notebook) that support self-regulation through tacit and explicit scaffolding. And finally, we describe the role of CoNoteS2 in researching about how students self-regulate their own learning. Our intent is to illustrate how contemporary learning theory can be used to drive instructional innovation and technological enhancement for the classroom.