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Helping Students Become Self-Regulated Learners

When: Oct 17, 2012 2:00 PM to 3:30 PM
Mark your calendar to participate in a webinar in the CETL Seminar Room - Swenson 2074 to learn stratagies and techniques to engage your students and assist them in becoming self-regulated learners, which will lead to academic success.

"Students enter college and are suddenly expected to exercise self control, be motivated to go to class and study without reminders or encouragement from others, and develop plans for their future.  They need to learn to be self-regulated learners"  - Deborah Runsch, featured speaker

Easing the Transition to College: Helping Students Become Self-Regulated Learners

Webinar Overview: Teachers and parents often guide students through the K-12 learning experience. While this support can be seen as a helpful tool during primary and secondary education, these students often experience difficult transitions when they are suddenly expected to be self-directed and self-motivated upon entrance to college. Engaging with these students and helping them to become self-regulated learners in the college environment is critical to their success.

Objectives: By the end of this webinar, participants will be able to:
  • Explore some of the theories behind self-regulated learning
  • Describe the characteristics of self-regulated learners
  • Articulate why reflecting on personal learning and goal progression leads to self-regulation
  • Identify effective instructional methods, strategies, and techniques that can be incorporated into their classroom that will lead to self-regulated learning

Who should attend?

  • All instructors
  • Instructional designers and technologists
  • All campus educators

Featured speaker Debra Runshe is an Instructional Development Specialist at Indiana University. She assists staff and faculty in addressing complex teaching and learning issues relating to teaching methods, assessment, and the use of instructional technology. Her dedication to quality teaching has led to her involvement in many national endeavors. As a member of the Carnegie Foundation's CASTL Program: Scholarly Inquiry about Active Pedagogies cluster group, she explored active learning pedagogies in universities across the nation and presented the findings nationally. She has been involved in several grant projects funded by: Fund for the Improvement of Post Secondary Education (FIPSE), National Science Foundation (NSF), and Department of Education (DOE). Presently, as a member of Cohort VI of the Inter/National Coalition for Electronic Portfolio Research she is exploring the use and best practices in portfolio learning. She is also participating in the FIPSE project: "Connect to Learning: ePortfolio, Engagement, and Student Success," a nationwide educational innovation project focused on exploring and strengthening best practices in ePortfolio pedagogy 

Information source: innovative educator website


Event Contact: Emily Levings | 715-394-8548 | elevings{atuws}
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