%0 Journal Article
%T Adjusting Curricular Design to "CREATE" a Culture of Self-Regulation
%A Ryan Egan
%J Canadian Journal for the Scholarship of Teaching and Learning
%D 2011
%I Society for Teaching and Learning in Higher Education
%X Developing learners¡¯ ability to self-regulate their own learning has been an ideal sought after by researchers and practitioners alike. Over the past 40 years a plethora of educational psychology research on self-regulated learning (SRL) has flooded the literature. In this article I attempt to consolidate key theories from this literature base and propose a 6-point strategy to CREATE a culture of SRL. I will argue that instructors must communicate proximal and long-term goals that have been negotiated by a community of learners, substantially reward all positive aspects of the learning process, judge and reward the learning process by assigning elaborative learning assessments, realistically attribute success and failure to appropriate processes, and tune ineffective strategies and goals to allow the curriculum to evolve in accordance with learner difficulty and success.Enseigner aux apprenants la capacit¨¦ d¡¯autor¨¦guler leur propre apprentissage est un id¨¦al que poursuivent les chercheurs et les praticiens. Au cours des quarante derni¨¨res ann¨¦es, il y a eu surabondance d¡¯¨¦tudes sur l¡¯autor¨¦gulation de l¡¯apprentissage dans la litt¨¦rature sur la psychologie de l¡¯¨¦ducation. Dans cet article, l¡¯auteur tente de regrouper les principales th¨¦ories tir¨¦es de cette documentation et de proposer une strat¨¦gie compos¨¦e de six ¨¦l¨¦ments contribuant ¨¤ la cr¨¦ation d¡¯une culture de l¡¯autor¨¦gulation. Il soutient que les enseignants doivent communiquer les objectifs ¨¤ court et ¨¤ long terme convenus par les apprenants, reconna tre de fa on marqu¨¦e tous aspects positifs du processus d¡¯apprentissage, ¨¦valuer et reconna tre ce processus en donnant des travaux ¨¦labor¨¦s afin de mesurer l¡¯apprentissage, attribuer de fa on r¨¦aliste les succ¨¨s et les ¨¦checs aux processus appropri¨¦s et adapter les strat¨¦gies et buts inefficaces afin de permettre l¡¯¨¦volution du curriculum en tenant compte des difficult¨¦s et des r¨¦ussites des apprenants.
%K self-regulation
%K formative assessment
%K learning goals
%K attribution
%K deep processing
%U http://ir.lib.uwo.ca/cjsotl_rcacea/vol2/iss2/6