Designing Tools for Supporting Self-Regulated Learning in Collaborative Learning Environment: Understanding from the University School Dresden

Abstract

The chapter discusses pedagogical methods and tools that promote individual growth in collaborative school learning processes, emphasizing applied educational research at Europe’s largest real lab, The University School Dresden, with 800 students, 50 teachers, and multidisciplinary scientists. Daily activities involve quick feedback loops, continuous testing, and method/tool refinement for impactful learning. This chapter explores (a) “Learning paths” for guiding individual development, (b) the “Logbook” for planning personalized learning, and (c) the “Lapbook” for project-based activities with peers. These methods align with cultural-historical theory’s view of learning and development. This chapter spotlights tools developed by the research team to enhance self-regulated learning, vital for cultural-historical theory-based learning environments. Initial evidence suggests that (a) tools should align with student development and (b) teachers need continuous professionalization for optimal utility.