View source for POME

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== Definition ==

POME - "prepare - organize - monitor - evaluate" is a simple  [[instructional design model]] that emphasis [[self-regulation]].

== The model ==

Ley and Young distinguish four kinds of self-regulation activity categories that a course designer has to look at. That means preparing self-regulation guidance activities for the learners.

[[image:ley-young-pome-model.gif|frame|none|Ley & Young POME model, modified and reprinted with permission by Kathryn Ley]]

;Prepare (environmental structuring)
... the learning environment to concentrate and attend the learning process.
* E.g. provide checklists of study environments and strategies to cope with distraction and overload through multi-tasking.

;Organize (organizing and transforming)
... the study material for studying or as part of the learning process.
* E.g. Advise students how to arrange or use learning materials, identify key points to learning, optimal learning path, have them complete partial outlines.

;Monitor (keeping records, monitoring, reviewing tests)
... the learning process.
* E.g. Provide students with time needed for activities, detailed assignment tables (calendar), timely regular on-line feedback and assessment.

;Evaluate (self evaluation)
... the learning outcomes.
* E.g. frequent ungraded quizzes, compare effort to learning, identify effective/ineffective learning strategies.

== Discussion ==

The authors make the point that self-regulation can directly or indirectly be taught, i.e. by providing guidelines on how to plan, behave, etc. and also by engaging students into activities where they are brought to reflect.



== Links ==

[http://www.bpcc.edu/POME/ Self-regulation strategies - P.O.M.E model] Home page, including bibliography, copies of talks and other resources.

[http://www.uwex.edu/disted/conference/Resource_library/handouts/05_1804P.pdf PDF Slides]

[http://www.bpcc.edu/pome/SRLprinciples.ppt SRL for distance learning - PDF Slides]

== References ==

* Ley, Kathryn., & Young, D. B. (2001). Instructional principles for self regulation. Educational Technology Research and Development, 49 (2), 93-103.[http://eric.ed.gov/ERICDocs/data/ericdocs2/content_storage_01/0000000b/80/10/97/fc.pdf pdf]

[[Category: Instructional design models]]
[[Category: Metacognition and learning strategies]]