POME: Difference between revisions
Jump to navigation
Jump to search
m (using an external editor) |
|||
| (3 intermediate revisions by one other user not shown) | |||
| Line 6: | Line 6: | ||
== The model == | == The model == | ||
Ley and Young distinguish four kinds of self-regulation activity categories that a | 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, reprinted with permission by Kathryn Ley]] | [[image:ley-young-pome-model.gif|frame|none|Ley & Young POME model, modified and reprinted with permission by Kathryn Ley]] | ||
;Prepare (environmental structuring) | ;Prepare (environmental structuring) | ||
the learning environment to concentrate and attend the learning process | ... the learning environment to concentrate and attend the learning process. | ||
* E.g. provide checklists of study environments and strategies to cope with distraction | * E.g. provide checklists of study environments and strategies to cope with distraction and overload through multi-tasking. | ||
;Organize (organizing and transforming) | ;Organize (organizing and transforming) | ||
the study material for studying or as part of the learning process | ... the study material for studying or as part of the learning process. | ||
* E.g. Advise | * 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) | ;Monitor (keeping records, monitoring, reviewing tests) | ||
the learning process | ... the learning process. | ||
* E.g. Provide students with time needed for activities, detailed | * E.g. Provide students with time needed for activities, detailed assignment tables (calendar), timely regular on-line feedback and assessment. | ||
;Evaluate (self evaluation) | ;Evaluate (self evaluation) | ||
the learning outcomes | ... the learning outcomes. | ||
* E.g. frequent ungraded quizzes, compare effort to learning, identify effective/ineffective learning strategies. | * E.g. frequent ungraded quizzes, compare effort to learning, identify effective/ineffective learning strategies. | ||
| Line 29: | Line 29: | ||
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. | 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 == | == Links == | ||
[http://www.bpcc.edu/POME/ Self-regulation strategies - P.O.M.E model] Home page, including | [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.uwex.edu/disted/conference/Resource_library/handouts/05_1804P.pdf PDF Slides] | ||
| Line 40: | Line 42: | ||
== References == | == References == | ||
* Ley, Kathryn., & Young, D. B. (2001). Instructional principles for self regulation. Educational Technology Research and Development, 49 (2), 93-103. | * 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: Instructional design models]] | ||
[[Category: Metacognition and learning strategies]] | |||
Latest revision as of 17:51, 17 June 2007
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.
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
Self-regulation strategies - P.O.M.E model Home page, including bibliography, copies of talks and other resources.
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.pdf