SCRL tends to keep regulation related activities ‘away’ from the studying related activities, as in, SCRL and Moodle or SCRL and SCALE, different interfaces, different types of interactions, and so on. We should think of ways in which SCRL can be ’embedded’ or become ‘seamless’ in the studying environment itself. In Moodle for the coding domain, a student may read chapters of an ebook, use the embedded IDE (VPL) to solve short problems, discuss materials with friends and tutors, take quizzes, and so on – all of these are studying activities. In NetBeans+Codex, a student may solve problems.
Since SCRL and MI-Dash have independent representations, students would have to consciously move to a ‘separate’ environment, away from the studying environments (Moodle or NetBeans+Codex), to regulate using SCRL or reflect using MI-Dash. It is important to also maintain the independent representations/interfaces for MI-Dash and SCRL, it is also important to investigate possibilities of embedding/integrating SCRL and MI-Dash within the studying environment, in a highly contextual (e.g., SCRL identifies studying strategies specific to the studying task the student is currently undergoing in a particular Moodle page) and seamless (e.g., MI-Dash focuses only on competencies/confidence values related to the particular set of skills/strategies associated with the studying task) fashion.
How would we design our systems for such an ‘elastic’ environment where students can choose the degree of embeddedness of various systems?