EFG - 05

Integrated Model of Momentary Learning in Context (IMMoLIC)

This EFG is led by Jennifer E. Symonds and Ricardo Böheim.

ABOUT

The purpose of the emerging field group (EFG) is to construct a multidimensional model of how children learn in classrooms in momentary time. The model will integrate components of momentary learning studied in SIGs 3 (conceptual change), 8 (motivation and emotion), and 16 (metacognition). The problem is that earlier research considered each of these components separately and not as a dynamic construct in a real learning situation. The new integrated model will expedite the study of learning in complex real-world settings, to provide teachers with practical information on how to promote learning in classrooms.

Imagine a child sitting in a busy classroom, attempting to sort shapes of different colours and sizes with their classmates, as the teacher walks around the desks monitoring the children’s activity. This scenario can trigger many research questions. What are the components of momentary learning? How might learning occur as a dynamic system of momentary action, emotion, motivation, self-regulation, cognition, and social interaction? How do different academic tasks and classroom social processes influence momentary learning? How might teachers use this information to understand and promote sustained attention in the classroom?

Researchers from different SIGs are approaching these questions using various models and methods. Recently there has been limited integration across SIGs (for example, self-regulation of motivation). However, our assumption is that a faster advance can be made by the EFG, by having a diverse set of experts come together to unpack and reassemble observed learning processes. We can expect major progress, since most of the EFG members have not collaborated earlier, nor been able to integrate their expertise. This will require time and space for the EFG members to learn about and debate each other’s methodologies and identify useful synergies. The intended outcome of this collaboration is a multidimensional model of momentary learning that will have practical application in the classroom.

Team Members

Jennifer E. Symonds

EFG Facilitator

University College Dublin, Ireland

Ricardo Böheim

EFG Facilitator

Technische Universität München, Germany

Aisling Davies

Team Member

University College Dublin, Ireland

Charlotte Dignath

Team Member

Goethe Universität, Germany

Chryse Hatzichristou

Team Member

University of Athens, Greece

Ed Baines

Team Member

UCL Institute of Education, UK

Gertraud Benke

Team Member

Universität Klagenfurt, Austria

José Carlos Núñez Pérez

Team Member

Universidad de Oviedo, Spain

Julia Dietrich

Team Member

Friedrich-Schiller-Universität Jena, Germany

K. Ann Renninger

Team Member

Swarthmore College, US

Katariina Salmela-Aro

Team Member

Helsingfors Universitet, Finland

Matt Somerville

Team Member

UCL Institute of Education, UK

Anastasia Kyriakopoulou

Team Member

University of Athens, Greece

Niamh Oeri

Team Member

Universität Bern, Switzerland

Pedro Rosario

Team Member

Universidade do Minho, Portugal

Sanna Järvelä

Team Member

Oulun Yliopisto, Finland