Adaptive thinking in Self-regulated Learning and Self-directed Learning

 How can we design SIL and use it to develop self-regulated learning?

Strictly speaking, SIL develops self-directed learning and HBL nature self-directed learning. But I am not going to change that, given the programme is set. Rather, I will focus on adaptive thinking within SrL.

Presented how adaptive thinking can frame SIL. I wonder how the design by YH can help students understand and discover their own passion and develop their skills rather than following what we asked them to do.

I uploaded my sharing to GPT and asked for its insights to clarify what we want SIL for our students.

https://chatgpt.com/share/67c406ca-7b58-8010-9af6-a9ce1fefc179

And the following trigger better alignments

How Portfolios Can Support Adaptive Thinking in SIL

  1. Documenting Learning Actions

    • Students can track their 10 learning actions (e.g., "I identified gaps by researching AI applications in design").
    • This aligns with SDL and SrL, showing how they set goals, monitor tasks, and seek feedback.

  2. Tracking Adaptive Thinking Growth

    • They can reflect on how they applied knowledge in new ways (AT in action).
    • Example: “I initially thought AI was only for image generation, but after experimenting, I realized it could help me analyze user needs.”

  3. Using Portfolio Reflections for Feedback Loops

    • Teachers and peers can provide structured feedback on how well students adapt their thinking.
    • This strengthens self-assessment, metacognition, and feedforward learning.

  4. Providing Evidence of Strategic and Transformative Thinking

    • Students can showcase how they moved from simple learning to deep application (e.g., from Reactive → Strategic → Transformative thinking).
    • Example: "At first, I followed online tutorials (Reactive), then I experimented with different AI tools (Strategic), and finally, I designed my own workflow for integrating AI into design projects (Transformative)."

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