Presenter: Luke Carson, Hiroshima Bunkyo Women’s University, Japan
This talk will outline a research project that is mapping cognitive, metacognitive and other processing types and their interactions in complex learning situations, specifically in learning situations without teacher guidance. It will discuss the results of this project and the implications in terms of how learning advisors work with advisees. When we look at learning occurring without instruction, we see a very dynamic process that involves continuous movement between upper and lower levels of cognitive processing. All learners engage in regular metacognitive behaviour, though to greater and lesser degress, and with greater and lesser levels of success or effectiveness. This research indicates that it is not possible to complete any form of complex independent learning task without engaging in upper level processing. This presentation will then discuss what this means for learning advisors, and how we discuss learning concepts with advisees, such as the planning, monitoring and control of learning.
