Me:Learning

Opportunities for domain-general instructional support?

If a teacher would help you with your math problem, she could begin by asking: "At which step of solving the equation are you?" Such a question, prompting you to explain your steps so far and re-trace your steps to the current point, would be a good starting point for a conversation between learner and teacher. The same question, in contrast, would not make much sense when, say, you're studying lighting in Renaissance art. The question is specific to the domain of variables, equations, and mathematical problem-solving: it is a domain-specific question. A different question a teacher could (and should) ask is: "What is your current approach to learning?". This question makes sense in most learning situations: it is a domain-general question.

Domain-specific learning support is more effective

When support in learning can be made domain-specific it is generally more effective. The support is concrete, to-the-point, and directly relevant to what you are learning. If you know that you can effectively approach equation-solving using KWS, this domain-specific metacognitive knowledge can be used for many different mathematics problems. KWS by the way stands for identifying what you (K)now about the problem, what you (W)ant to know or what the assignment asks you to find, and only then proceeding to (S)olve the problem. Perhaps a few other areas may benefit too — I can imagine it would be helpful too for computer programming, but beyond a certain point the knowledge is not of much use.

Domain-general learning support is more widely useable

Domain-general support for learning is usually less effective. I'm not aware of a study that investigates the factors that make this so, but I can imagine that some extra effort is required to instantiate general support to a concrete situation and that some mismatch between support and situation can occur more easily. Nevertheless: domain-general support can be applied to most learning situations and. So while it may be less effective, it can be used much more widely. Instead of being specific to a type of task or domain it is generally applicable across courses.

Levels of support

A key question is: when must we use domain-specific support and when can we use domain-general support of learning?

Beyond domain-general and domain-specific I think it is helpful to think of some instructional support as task-specific. For example, knowing the steps to take when solving an equation is not only specific to math (domain) but specific to equation-solving (task).

Furthermore, I think it is helpful to categorise instructional support by the level of the learning process the support is applied to. Task-level support, such as KWS, can concretely help to advance a step in a learning task. However, support with goal-setting, planning, and monitoring would be useful at the level of a course or learning project. And dispositional support as well as knowledge of effective learning strategies could last a study, a career or a lifetime.

We could think of instructional support for learning along these lines; for example:

Currently my research interest is in where domain-specific and domain-general support of learning can meet — when is either best used and in what form? The Me:Learning card deck contains domain-general questions stems and strategies, such that it can be widely used. However, I have experimented with creating domain-specific versions for use in programming courses too. A current study investigates which differences occur when using domain-specific or domain-general question stems.