Amanda Romjue
Educational Researcher and Instructional Technologist
Research
Much of my research, including my dissertation research, is related to a language learning portfolio called LinguaFolio®. LinguaFolio® is all about promoting self-regulated learning through a process of goal-setting, task-based langauge learning, and reflection. It is highly customizable to individual classroom contexts and individual students. Because it is such a flexible tool, it is sometimes difficult to get started. Therefore, my dissertation research centers on illustrating examples of its use in various classrooms. Additionally, my newest project, The Intercultural Classroom, takes this learning further by promoting intercultural communicative competence.
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I am also highly interested in how technology can support the process of promoting self-regulated learning. I have presented at several conferences (see Conferences) on various topics related to instructional technology to support self-regulated learning. It is so important that the use of instructional technology be centered within integration models like TPACK and SAMR in order for that integration to be as successful as possible.
Philosophy
Learning occurs within the brain of the individual learner (Shell, et. al., 2010). Teaching is the process of facilitating learning for students by providing strategies for learning such as goal-setting, study strategies, and self-assessment through reflection. In an age of ever increasing access to the Internet and open online courses, teachers are no longer the sole source of knowledge on a given topic. That being said, my function in relation to students shifts from talking to them about content, to helping them learn how to learn more independently, what researcher like Zimmerman (2008) refer to as self-regulated learning. Additionally, instructional technology can play a key role in promoting self-regulated learning. Utilizing tools which help to promote learning goals is vital to learning.
Practice
More than teaching content, my priority lies in helping students to develop self-regulated learning strategies. I accomplish this by focusing on three primary concepts: 1) goal-setting; 2) task-based language learning; & 3) reflection. No matter the content, I begin by talking to students about goals. It is important to focus on both curricular goals, those which move students toward the next course in a sequence of study, and personal goals, because giving focus to what students want to learn is motivating. Second, I help students design and lead tasks and activities that move them toward their learning goals. Finally, the focus on reflection asks students to self-evaluate their progress. Though I guide this process heavily to start, the longer students push themselves to think reflectively about their work, the less guidance they need.
