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Awareness tools for monitoring socio-emotional regulation during collaboration in settings outside school without teacher supervision

Velamazán, Mariano ; Santos, Patricia ; Hernández Leo, Davinia

Springer 2021

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  • Título:
    Awareness tools for monitoring socio-emotional regulation during collaboration in settings outside school without teacher supervision
  • Autor: Velamazán, Mariano ; Santos, Patricia ; Hernández Leo, Davinia
  • Assuntos: Computer Supported Collaborative Learning ; group awareness ; Socio-emotional regulation
  • Notas: info:eu-repo/grantAgreement/ES/2PE/PID2020-112584RB-C33
    de Laet T, Klemke R, Alario-Hoyos C, Hilliger I, Ortega-Arranz A, editors. Technology-Enhanced Learning for a Free, Safe, and Sustainable World. 16th European Conference on Technology Enhanced Learning, EC-TEL 2021; 2021 Sep 20-24; Bolzano, Italy. Cham: Springer; 2021. p. 389-93.
    info:eu-repo/grantAgreement/ES/2PE/TIN2017-85179-C3-3-R
  • Descrição: Comunicació presentada a 16th European Conference on Technology Enhanced Learning (EC-TEL 2021), celebrat del 20 al 24 de setembre de 2021 de manera virtual. There are several awareness tools developed to research how to support different phases and modes of socio-emotional regulation of learning. Most of these tools have focused on only one mode of regulation (self-, co- or socially-shared) or on one phase (planning, monitoring or reflection) and have been tested in formal settings and at specific, researchers’ predetermined, moments of collaboration (at the beginning, in the middle or at the end of collaboration). In this paper we extend previous research in this area to propose a new tool that could be more naturally integrated during the whole process of collaboration in the underexplored context of informal settings without teacher supervision. The tool presented introduces some features that aim at facilitating a better understanding of social and emotional interactions and regulation of learning. More precisely, the tool supports a communication flow during the monitoring phase of regulation and includes: a) the possibility to be used by a large number of groups of learners, b) awareness tools for monitoring self-, co- and socially-shared emotional regulation c) at any time needed during collaboration, and d) includes other affordances that should indirectly support a better asynchronous collaboration. This work has been partially funded by FEDER, the National Research Agency of the Spanish Ministry of Science, Innovations and Universities TIN2017-85179-C3-3-R, PID2020-112584RB-C33. Davinia Hernández-Leo (Serra Húnter) acknowledges the support by ICREA under the ICREA Academia programme. Patricia Santos acknowledges the support by the Spanish Ministry of Science and Innovation under the Ramón y Cajal programme.
  • Editor: Springer
  • Data de criação/publicação: 2021
  • Idioma: Inglês
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  • Realização: ABCD-USP USP   Logos de Redes Sociais: Freepik

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