SELF AND CO-REGULATED LEARNING WITH IMMERSIVE LEARNING ENVIRONMENTS (SCILE)
This Special Track on Self and Co-Regulated Learning (SCRL) with Immersive Learning Environments aims to share and value contributions – including pedagogical and didactic experiences – that employ or promote SCRL strategies involving immersive learning environments. These environments include technology-rich ones (video games, simulations, virtual worlds, IoT, pervasive and ubiquitous computing) and non-technological immersive ones (role-play in immersive settings, active learning within the environment, etc.), or indeed any combination of them – for the definition of immersion we follow, please check https://bit.ly/2XQoOz1
All learning situations are of interest (formal/informal, face-to-face/distance learning, K-12/VET/Higher Education/Professional Training/Continuing Education, etc.). Contributions should highlight the SCRL strategies promoted, the results obtained and recommendations for future research, in an international context. Likewise, this special track aims to offer a space for sharing ideas and reflections regarding pedagogical techniques, immersive learning environments, and tools that allow for an in-depth understanding and effective development of strategies for self and co-regulation of learning in each phase of people’s lives.
We believe that this Special Track has significant potential to enrich the iLRN community because it brings together the fields of immersive learning environments and Self and Co-Regulation of Learning to promote meaningful learning experiences.
Self-regulation of learning (SRL) is a key element for successful learning throughout the various phases of life. It is a meta-process that depends on active involvement of the students in the management of their learning, in the definition of their learning strategies and in the development of life skills. However, self-regulation of learning is characterized by being a complex process that requires persistence, effort and time for students to be able to manage and regulate cognitive, motivational, behavioral, and environmental aspects. In addition, there are biological, developmental, and contextual factors that can interfere with their regulatory efforts.
Co-regulation of learning (CRL) contributes to overcome the limitations of SRL, by including essential competencies in learning, such as: planning, coordination, coaching, and communication. These allow students to activate their strategies and objectives (which may or may not be common with other team members). A successful learning co-regulation allows students to improve their awareness and regulation of their individual and team learning.
Their combination, SCRL strategies, can be improved with appropriate interventions and activities that promote active and collaborative learning, preparing for real-world challenges. However, it is necessary to consider that there are several types of student profiles, and that the processes of self-regulation of learning and co-regulation of learning may be different for each individual.
Due to changes occurring in current educational situations, namely in pedagogical innovation using technology, of which immersive technology is a foremost driver, as are novel pedagogies that break out of the traditional classroom dynamics and immerse students into the world and its complexities, it is necessary to constantly update and develop new pedagogical practices and approaches. It is urgent to understand how the various types of learning with their respective characteristics allow to help or develop strategies of self and co-regulation of learning. There is a clear need to understand what happens in each of these learning contexts, namely Immersive Learning Environments, and what kinds of approaches and resources are most effective.
- Self and Co-regulation of Learning in/with immersive environments
- Learning and Teaching approaches for SCRL in/with immersive environments
- Use of immersive technologies in Education: virtual worlds, simulations, augmented, virtual, and mixed reality, video games
- Instructional design and strategies for SCRL in/with immersive environments
- Tools and methods for understanding, promoting, and managing SCRL strategies in/with immersive environments
- Challenges and approaches to deploy SCRL strategies in/with immersive environments
- Fields accounts of SCRL strategies in/with immersive environments
Special Track format
Papers submitted to Special Tracks follow the requirements, review process and deadlines of papers submitted to the Conference Main Tracks and are published in the Conference Proceedings as:
- Full (6–8 pages) paper for oral presentation
- Short paper (4–5 pages) for oral presentation
- Work-in-progress paper (2–3 pages) for a poster presentation.
History of the Special Track
This is the 3rd edition of SCILE. Previously SCILE took place at:
- iLRN 2021 – https://immersivelrn.org/ilrn2021/author-present/program-tracks/special-track-scile/
- iLRN 2020 – https://immersivelrn.org/ilrn2020/special-tracks/
This Special Track is the refinement and improvement of earlier special tracks. Namely, the track “New technologies and teaching approaches to promote strategies of Self and Co-Regulated learning” (New-TECH to SCRL): http://www.tech-edu.ws/2018/special-tracks/, held in the 1st International Conference on Technology and Innovation in Learning, Teaching and Education – TECH-EDU 2018: http://www.tech-edu.ws/2018 and the first and second editions of SCILE in iLRN.
SCILE also leverages ongoing research work in the project “Self and Co-Regulation in e-Learning of Computer Programming – SCReLProg”, a consortium between Universidade de Trás-os-Montes e Alto Douro (UTAD), Institute for Systems and Computer Engineering, Technology and Science (INESC TEC), Universidade Aberta (UAb), Research Centre on Didactics and Technology in Teacher Education (CIDTFF) and Universidade de Aveiro (UA).
Special Track chairs
- Daniela Cristina Carneiro Pedrosa ([email protected])
Universidade de Aveiro, Aveiro, Portugal. Research Centre “Didactics and Technology in Education of Trainers”, Aveiro, Portugal.
Daniela Pedrosa is a Junior Researcher (CEECIND/00986/2017, with project “Self and Co-regulation in e-Learning of Computer Programming for students and teachers”) of Research Centre on Didactics and Technology in the Education of Trainers (CIDTFF) and University of Aveiro (UA) and conclude in 2021 a Post-Doc at the University of Trás-os-Montes and Alto Douro (UTAD), in Portugal. She coordinates together with the IR and Co-IR the SCReLProg project (PTDC/CED-EDG/30040/2017) that is financially supported by National Funds through FCT – Fundação para a Ciência e a Tecnologia, I.P. She holds a PhD in Science and Technology Didactics at UTAD, specializing in Didactics of Informatics (2017). Her doctoral research project funded by a PhD grant awarded by the Foundation for Science and Technology (FCT), whose theme was “Self-Regulation and Co-Regulation Learning in Higher Education: Strategies Adopted by Computer Programming Students.” With several publications in journals, conferences and book chapters, her scientific interest are Self-regulation and Co-regulation of Learning, Formative Assessment, Distance Learning, Technology Enhanced Learning, Teaching Training, and research and intervention methodologies. She collaborated in the organization of events (conferences, seminars, workshops).
- José Paulo Cravino ([email protected])
Universidade de Trás-os-Montes e Alto Douro, Vila Real, Portugal. Research Centre “Didactics and Technology in Education of Trainers”, Aveiro, Portugal.
José Cravino is Assistant Professor of Physics at the School of Science and Technology of the Universidade de Trás-os-Montes e Alto Douro (UTAD) . Currently he is Pro-Rector for Pedagogic Innovation of UTAD, and a researcher at the Research Centre “Didactics and Technology in Education of Trainers” (CIDTFF) of the University of Aveiro, at its UTAD laboratory. His research interests are: Physics Education, STEM Education (Science, Technology, Engineering and Mathematics Education), Educational Technology and Teacher Education.
- Leonel Caseiro Morgado ([email protected])
Universidade Aberta, Coimbra, Portugal. INESC TEC, Porto, Portugal. LEAD, Laboratório de Ensino a Distância/Universidade Aberta, Lisbon, Portugal. CIAC, Centro de Investigação em Artes e Comunicação, Faro, Portugal.
Leonel Morgado is Associate Professor with Habilitation, at Universidade Aberta (the Portuguese Open University), where he lectures on research methods, programming, and immersive environments. He is also Vice-President for Scientific Quality and Board member of the international research association, Immersive Learning Research Network, and Secretary of the Assembly of the Portuguese Society of Videogame Sciences. His main research interest is the use and development of immersive environments as tools for learning and business. He authored over 200 papers, in journals, conferences, and as book chapters. Before pursuing an academic career, he was business and technical manager of an hardware import, distribution, and retail company, terminologist for the localization teams of MS Office 97 and Oracle InterOffice, language quality specialist for IBM/Lotus, a coordinator of Web-development and software-deployment teams, and manager of a cooperative extension team fighting the digital divide in rural villages.
Scientific committee (confirmed and to be extended)
- Ana Amélia Carvalho, Universidade de Coimbra, Portugal
- Anabela Pereira, Universidade de Aveiro, Portugal
- Ana-Maria Cazan, University Transilvania of Brasov, Faculty of Psychology and Education Sciences, Brasov, Romania
- António Coelho, Universidade do Porto & INESC TEC, Portugal
- Betina Lopes, Universidade de Aveiro & CIDTFF, Portugal
- Dennis Beck, University of Arkansas, United States of America
- Douglas Wilson George Mason University, United States of America
- Fernando Cassola, Universidade do Porto & INESC TEC, Portugal
- Foteini Paraskeva, University of Piraeus, Greece
- Jorge Luis Bacca Acosta, Fundación Universitaria Konrad Lorenz, Colombia
- Mário Madureira Fontes, Universidade de Trás-os-Montes e Alto Douro, Portugal
- Ricardo Queirós, Escola Superior de Media Artes e Design – Instituto Politécnico do Porto & INESC TEC , Portugal
- Teresa Pessôa, Universidade de Coimbra, Portugal
- Vitor Cardoso, Universidade Aberta, Portugal