About the project
Self-regulated learning in digital learning environments is often challenging for pupils, as these dynamic learning settings require pupils to regulate and monitor their own learning process more closely than in teacher-oriented classrooms. Even though self-regulation and self-assessment belong to the so called "21st century skills", they are not sufficiently mastered by students and are often not systematically taught in schools.
For the purpose of effective digital media use in learning and teaching processes, a framework is required that takes into account the learning processes of students as well as teaching strategies of educators and circumstances at schools. In order for this framework to improve self-regulated learning practices at digitized schools, it must – on the one hand – be theoretically and empirically sound and – on the other hand – application-oriented. Moreover, we must consider the overall school system with the various actors that play a role in digital self-regulated learning processes.
Cooperating with a European network of experts on self-regulated and computer supported (collaborative) learning, the project "SeReLiDiS" aims at developing an interdisciplinary framework for successful self-regulated learning in digitised schools. This framework looks at self-regulated learning among learners as well as successful teaching strategies among teachers and school conditions that allow self-regulated (collaborative) learning and teaching in digital settings. Regional education bureaus are integrated into the process at an early stage as representatives of educational practice and administration.
Building on the competence framework, the expert network will conceptualize a research agenda, which then lead to a joint EU research proposal.
In cooperation with the education bureaus, the competence framework is also going to be implemented in initial pilot-studies at local schools and a dialogue will be initiated between researchers and school educators and administrators.
The promotion of early career researchers accompanies the project. As part of the network, doctoral candidates can participate in international mentoring offers and research secondments.
Project results are presented at relevant conferences as well as published via open access formats.
Prof. Dr. Joachim Wirth
Building GA 2/131
Dr. Marie Vanderbeke
Building GAFO 05/622
(+49) 234 32-29884
(Finance and Administration)
on Learning and Instruction
Building GA 2/132