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Considering the
Social-cognitive Influences (Hacker & Bol, 2004) …
Considering the
Social-cognitive Influences (Hacker & Bol, 2004) Computer Environments as Metacognitive Tools for
Enhancing Learning (Azeveda, 2005)
REFLECTION
It seems that pedagogical agents (smart tutoring systems) are the summative manifestation of the perfect metacognitive tools.
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Self-knowledge and one's sense of self are comprised of one's social self. Therefore interactions with the environment and with peers directly influences an individual's ability to perform self-monitoring tasks.
One's attempt to protect the public self can mean one's views may become watered down to avoid any type of offense. On the other hand, "playing it safe" could be a hindrance to creativity because one's thoughts an ideas are overly evaluated.
ANALYSIS
Communities of metacognitive practice are environments where group work allows for questions, mistakes, and corrections. This discovery avenue could be vital in settings that require clinical practice. How effective would these communities of metacognitive practice be in simulated situations?
Pedagogical agents can be diverse culturally and use learning analytics to adjust the learning plan. Can these pedagogical agents also provide some sort of cueing so that learners can train themselves on how and when to self-evaluate?
Can computer-based learning environments provide the same authentic experience of social interaction or should it be viewed as supplementary?
MAIN IDEAS
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Private and public perception also affect metacognition and knowledge confidence. These differences are also notably varied among cultures.
Computer environments are powerful metacognitive tools in the use of intelligent tutoring systems (pedagogical agents) and self monitoring through use of learner analyticstext
QUOTES/SUMMARIZE
"...social cues influenced metacognitive judgments, especially among students with low metacognitive abilities and confidence" (Hacker & Bol, 2004).
"People who are high self-monitors are particularly sensitive to social and interpersonal cues and to interpersonal appropriateness" (Hacker & Bol, 2004).
“Theoretically salient environment factors in the home and school need to be measured and then related to personal, motivational, and meta- cognitive factors to create more accurate and comprehensive models of cognitive performance in different cultural settings" (Schneider et al., 1986).
This can be done to benefit high self-monitors to manipulate how often they evaluate themselves.