Abstract
You probably have heard considerable talk about students’ self-regulation in the context of learning strategies or teaching students how to study more effectively. Self-regulation is broader than this, however. It should be becoming clear from our portrayal of learning in the ULM that at its heart, the ULM is about student self-regulation. Students are the ones who are allocating their working memories and building their knowledge. Teachers and instructional designers can help students manage their working memory allocation and establish conditions that help direct attention and support motivation. Ultimately however, students manage and regulate their own engagement with the classroom, learning materials, and activities that we provide.
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