Reflection amplifiers in self-regulated learning

The project studies how presenting task-related, performance and social context indicators as prompts for reflection to learners can best support meta-learning in self-regulated-learning settings. Meta-learning, for the purpose of this research, denotes the competency to make the experience of learning an object of attention, an object of reflection and an object of conversation. Reflection amplifiers are artefacts that trigger, ease and enhance this activity. Though it strongly relies on and refers to the research dedicated to the germane concept of metacognition, the thesis prefers to use the term "meta-learning" because this involves more than cognition, embracing aspects of the learning experience like semantic intensity, affective dimensions, social relations or context appraisal. Also, the term meta-learning it is more easily understood by practitioners (students and teachers). The PhD-work entails analysing existing solutions and prototyping new tools, investigating their relevance and use conditions, and assessing their effects on meta-learning. The research also includes the development of a pedagogically-grounded rationale and a set of guidelines for the design of such artefacts.