Metacognition on the Educational Social Software: New Challenges and Opportunities

Metacognition on the Educational Social Software: New Challenges and Opportunities

Margarida Romero (Université de Toulouse, France and Universitat Autònoma de Barcelona, Spain)
DOI: 10.4018/978-1-60566-826-0.ch003
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Abstract

In recent years, we have witnessed an information revolution. This revolution has been characterised by widespread access to the Internet and by the emergence of information which has been generated by end-users–the so-called user-generated content. The information thus generated has been supported by Web 2.0 applications or social software. These changes in the information society have had an important impact in education, with more and more adults enrolling on life-long learning programs; moreover, the availability of distance learning courses has grown in line with this increase in demand. In this emergent educational paradigm, the new 2.0 technology context implies new competencies for learners. These competencies include literacy in information and communication technology (ICT), learning autonomy, self-regulation and metacognition, while at the same time expanding the opportunities for metacognitive development. We will consider in this chapter these two perspectives of the 2.0 context; on the one hand, the new requirements provided by the environment and, on the other hand, the new learning opportunities which this environment brings.
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2. Towards A New Learner Ideal: Self Regulation, Metacognition And Engagement In Life-Long Learning

The profound changes in the information society have also transformed the learner ideal. In a context of growing obsolescence of knowledge (Brandsma, 1998), subjects and organisations must learn throughout life (life-long learning), developing a willingness to learn continuously, encouraged by educational bodies at the highest national and international level (UNESCO, OECD, European Commission). In this context, autonomous learning is now regarded as a social issue (Moisan and Carré, 2002) fostered by ICT possibilities.

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