Tag Archives: Conceptual and Methodological Considerations

Distributed Metacognition: Insights from Machine Learning and Human Distraction

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In this post, Dr. Philip Beaman draws a parallel between different types of machine learning (supervised and unsupervised) and human metacognitive processes, with some evidence that “that meta-cognition under distraction benefits from distributing some of the relevant knowledge away from the head and into the world.”

Learning to Write and Writing to Learn: The Intersection of Rhetoric and Metacognition

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In this post, Dr. Amy Ratto Parks proposes a Meta-Rhetorical Triangle as a way to to support students’ successful navigation of writing assignments across the disciplines, and as a way to help instructors “offer the kinds of assignment details students really need in order to succeed in our classes.”

Quantifying Metacognition — Some Numeracy behind Self-Assessment Measures

In this post, Ed Nuhfer describes recent research that illustrates fundamental challenges of data interpretation, specifically with respect to data related to self-assessment of understanding, a key concept for metacognition.

Two forms of ‘thinking about thinking’: metacognition and critical thinking

In this post, John Draeger argues that the phrase ‘thinking about thinking’ can start helpful conversations around both critical thinking and metacognition. He goes on to consider similarities and differences between these two important collections of skills.

Metacognition and Learning: Conceptual and Methodological Considerations

This is the first issue of the new international journal Metacognition and Learning. Journal provides “A kaleidoscopic view on research into metacognition.” It is a great introduction to metacognition and includes ten issues “Which are by no means exhaustive.” Metacognition and Learning, 2006, Volume 1, Number 1, Page 3. Marcel V. J. Veenman, Bernadette H. A. M. Hout-Wolters, Peter Afflerbach… Read more »