Designing collaborative learning activities for the development of Self-Regulated Learning skills

Among the conceptual tools proposed in the LD field, several models have been devised for scaffolding the design process, mainly at the conceptualisation phase. These models are supposed to help teachers and educators to identify learning strategies and activities that are in line with the learning objectives to be achieved, fit in well with the addressed contents and take into account the characteristics of the context and target population (Persico et al., 2013). Among the technological tools, most of them are aimed to support one or two LD phases and are often based and rooted on one of the above-mentioned models, a few are supposed to support the whole design cycle, from the conceptualisation to the Implementation phase (Pozzi et al., 2015; Pozzi et al., 2020). In this chapter, the authors describe one particular LD conceptual model, called the “4Ts model”, which can be used in particular to support the design process of collaborative learning activities. The associated LD tool, aimed to support the conceptualisation design phase, is also described. Moreover, the authors describe what design principles can be implemented by teachers to foster students’ Self-Regulated-Learning skills, especially (but not solely) within collaborative learning activities.