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Using Technology the awareness, knowledge, and control of cognition The three processes which make up metacognitive self-regulation are planning, monitoring, and regulating Other aspects of self-regulated learning include time management, regulating one s own physical and social environment, and the ability to control one s effort and attention Planning involves setting educational goals and outcomes as well as task analysis Self-regulated learners set specific learning or performance outcomes and then monitor the effectiveness of their learning methods or strategies and respond to their evaluations Self-monitoring is essential in enhancing learning It helps students focus their attention on and discriminate between effective and ineffective performance; it reveals inadequate learning strategies It improves time management as well Regulating one s physical and social environment includes study environment management and help seeking.

11.5 Fault Tree Analysis (FTA)

Management of study areas requires locating a place that is quiet and relatively free of visual and auditory distractions so that one can concentrate Once identified with dependency, substantial evidence now indicates that seeking assistance from others, particularly in the form of elaborated explanations, is valuable and can subsequently lead to autonomous learning Time management involves scheduling, planning, and managing one s study and production time Effort regulation is the ability to maintain focus and effort towards goals despite potential distractions and setbacks Effort regulation reflects a commitment to completing one s learning goals by directing and regulating one s energy toward them Effort regulation is more generally associated with a belief in effort outcome covariation which, in general, is the belief that success in learning is caused by personal effort and not personal ability, luck, or task difficulty Portfolios can provide evidence of student self-regulation.

The Fault Tree Analysis (FTA) is one of the tools described in SAE document ARP 4761 [1]. This analysis technique uses probability to assess whether a particular system con guration or architecture will meet the mandated requirements. For example, assume that the total loss of aircraft electrical power onboard an aircraft has catastrophic failure consequences as identi ed by the Functional Hazard Analysis see Figure 11.2 and Table 11.1 above. Then the safety objective quantitative requirement established by FAR/JAR25.1309 and as ampli ed in ARP 4754 will be such that this event cannot occur with a probability of greater than 1 10 9 per ight hour (or once per 1000 million ight hours). The ability of a system design to meet these requirements is established by a FTA which uses the following probability techniques.

Students may review their own work and then modify learning goals as a result of such reflection The process of reflection is what makes portfolios a tool for lifelong learning and professional development rather than a mere collection of work (Foote & Vermette, 2001) The student needs to be able to make a direct connection between each submission in the portfolio and an intended learning goal The student needs to be able to explain why a specific submission was placed within the portfolio Barrett (2004) further confirms the importance of this idea when she says the artifacts need to be accompanied by the learner s rationale, or their argument as to why these artifacts constitute evidence of achieving specific goals, outcomes, or standards (p 3) Bereiter and Scardamalia (1989) mention that portfolios encourage the pursuit of personal cognitive learning goals, what they call intentional learning.

Portfolios prompt students to look back, to digest and 157.

Fault Tree Analysis (FTA)

Philip C Abrami et al debrief, and to review what happened so that they can set new goals and determine next steps (Camp, 1992) In an attempt to demonstrate the effects of reflection, Sweidel (1996) asked students self-reflective questions about their study strategies and found that at the end of the semester they were able to identify relationships between the process and the outcome of their studying Wade and Yarbrough (1996) elaborate on the pedagogical value of using portfolios as a learning tool Portfolios are developmental in their nature, since a portfolio represents a certain period of students growth and learning Portfolios should not be solely used for short term goal attainment since they are the culmination of long term learning outcomes Portfolios are doubly valued in that they offer both the teachers and the students the opportunity of dyadic interaction.

In the example it is assumed: That the aircraft has two independent electrical power generation systems, the main components of which are the generator and the Generator Control Unit (GCU) which governs voltage regulation and system protection The aircraft has an independent emergency system such as a Ram Air Turbine (RAT) That the failure rates of these components may be established and agreed due to the availability of in-service component reliability data or sound engineering rationale which will provide a gure acceptable to the certi cation authorities The FTA analysis very much simpli ed for this example is shown in Figure 11.6.

A portfolio allows the student the opportunity to reflect and record learning process while offering teachers an authentic integrative approach of evaluating student growth and achievements as well as acting as a feedback mechanism for their teaching practices Portfolios are also interactive in that they enable students to share their work with their teachers and peers, thus seeking guidance or suggestions In this way, the development and establishment of the portfolio may be seen as a form of collaboration Alternative or authentic assessment is any type of assessment in which students construct or create a response to a question or a task In traditional assessment, students choose or select a response from a given list, such as multiple choice, true/false, or matching Alternative assessments may include short-answer questions, essays, performance assessment, oral presentations, exhibitions, and paper-based or electronic portfolios.

Target Figure > 1 10 9 Analysis shows: Probability of Total Loss 10 = 4.9 10 which = 0.49 10 9 which meets target Probability of Total Power Loss