NDLI: The CLIA-model: A framework for designing powerful learning environments for thinking and problem solving

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The CLIA-model: A framework for designing powerful learning environments for thinking and problem solving

Content Provider	Springer Nature Link
Author	Corte, Erik Verschaffel, Lieven Masui, Chris
Copyright Year	2004
Abstract	A major challenge for education and educational research is to build on our present understanding of learning for designing environments for education that are conducive to fostering in students self-regulatory and cooperative learning skills, transferable knowledge, and a disposition toward competent thinking and problem solving. Taking into account inquiry-based knowledge on learning and recent instructional research, this article presents the CLIA-model (Competence, Learning, Intervention, Assessment) as a framework for the design of learning environments aimed to be powerful in eliciting in students learning processes that facilitate the acquisition of productive knowledge and competent learning and thinking skills. Next, two intervention studies are described that embody major components of this framework, one focussing on mathematical problem solving in primary school, and a second one relating to self-regulatory skills in university freshmen. Both studies were carried out in parallel with the development of the framework, and were instrumental in identifying and specifying the different components of the model. They yielded both promising initial support for the model by showing that CLIA-based learning environments are indeed powerful in facilitating in students the acquisition of high-literacy learning results, especially the acquisition and transfer of self-regulation skills for learning and problem solving.Un défì important pour l’éducation et la recherche pédagogique est de développer en partant de notre compréhension actuelle de l’apprentissage des environnements éducationnels susceptibles de promouvoir chez les étudiants des habiletés d’apprentissage autorégulatrices et collaboratives, des connaissances transférables, et une disposition orientée vers le raisonnement et la résolution de problèmes compétents. Tenant compte des résultats de la recherche sur l’apprentissage et l’enseignement, cet article présente le modèle “CLIA (Competence, Learning, Intervention, Assessment)” comme cadre de référence pour concevoir des environnements d’apprentissage visés à stimuler chez les étudiants des processus d’apprentissage qui facilitent l’acquisition de connaissances productives et des habiletés compétentes d’apprentissage et de raisonnement. Ensuite, deux recherches d’intervention sont présentées qui représentent les composantes majeures du modèle CLIA: une expérience porte sur la résolution de problèmes mathématiques dans l’enseignement primaire, et la seconde a pour objet les habiletés autorégulatrices chez des étudiants en première année de l’université. Ces recherches ont été réalisées en parallèle avec le développement du modèle, et ont été instrumentales pour l’identification et la spécification des différentes composantes du modèle. Les deux investigations ont apporté du support initial pour le modéle en montrant que des environnements d’apprentissage basés sur le cadre de référence CLIA sont en effet stimulants pour faciliter chez les étudiants l’acquisition de résultats d’apprentissage d’ordre supérieur, spécialement l’acquisition et le transfert d’habiletés d’autorégulation de l’apprentissage et de la résolution de problèmes.
Starting Page	365
Ending Page	384
Page Count	20
File Format	PDF
ISSN	02562928
Journal	European Journal of Psychology of Education
Volume Number	19
Issue Number	4
e-ISSN	18785174
Language	English
Publisher	Springer Netherlands
Publisher Date	2004-01-01
Publisher Place	Dordrecht
Access Restriction	One Nation One Subscription (ONOS)
Subject Keyword	Intervention studies Learning Powerful learning environments Problem solving Self-regulation Educational Psychology Pedagogic Psychology
Content Type	Text
Resource Type	Article
Subject	Education Developmental and Educational Psychology

Sl.	Authority	Responsibilities	Communication Details
1	Ministry of Education (GoI), Department of Higher Education	Sanctioning Authority	https://www.education.gov.in/ict-initiatives
2	Indian Institute of Technology Kharagpur	Host Institute of the Project: The host institute of the project is responsible for providing infrastructure support and hosting the project	https://www.iitkgp.ac.in
3	National Digital Library of India Office, Indian Institute of Technology Kharagpur	The administrative and infrastructural headquarters of the project	Dr. B. Sutradhar bsutra@ndl.gov.in
4	Project PI / Joint PI	Principal Investigator and Joint Principal Investigators of the project	Dr. B. Sutradhar bsutra@ndl.gov.in Prof. Saswat Chakrabarti will be added soon
5	Website/Portal (Helpdesk)	Queries regarding NDLI and its services	support@ndl.gov.in
6	Contents and Copyright Issues	Queries related to content curation and copyright issues	content@ndl.gov.in
7	National Digital Library of India Club (NDLI Club)	Queries related to NDLI Club formation, support, user awareness program, seminar/symposium, collaboration, social media, promotion, and outreach	clubsupport@ndl.gov.in
8	Digital Preservation Centre (DPC)	Assistance with digitizing and archiving copyright-free printed books	dpc@ndl.gov.in
9	IDR Setup or Support	Queries related to establishment and support of Institutional Digital Repository (IDR) and IDR workshops	idr@ndl.gov.in

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