Internet Memes and development of Metacognition in Class

Proposal

This paper intends to focus on the problem of using memes and to develop metacognition. The main focus is on the development of metacognition in order to learn and understand by the use of internet memes. An Internet meme is a simple idea spread around the web. This idea can take the form of a hyperlink, a video, a website, a hashtag , or just a sentence or word. This meme can be spread by several people through social networks, to blogs, to instant messaging , news, and other Internet services.

A meme internet can sometimes change over time, by chance or due to a comment, imitations or parodies. Internet memes can evolve very quickly and spread on the Internet, often reaching worldwide popularity and disappearing a few days after their publication. They are spread by users, voluntarily, and peer-to-peer, rather than predetermined and automatic ways.

Their rapid growth and their impact have attracted the attention of researchers and industries. In theory, the researchers determine, which are the most popular memes that can stay as long as the Internet. Commercially, they are used as viral marketing, perceived as mass advertising. The virtual community (examples: TED Talks, Digg ) has likened this theme to encourage the generation and popularity of famous memes.

Discussion

Metacognition is the knowledge and control that a person has about herself and, more specifically, on cognitive strategies.

This knowledge means that the student is aware in particular of the requirements and the value of a task. Further, he has the knowledge and cognitive strategies that are required to achieve it, the steps needed during the execution of the task for the effectiveness of its approach.

Metacognitive strategies refer to:

On the one hand knowledge on cognitive strategies, and the conditions under which they can be used and be effective (metacognitive knowledge).

Secondly, to monitor, control and self-regulation of the actual use of these strategies (metacognitive skills).

Self-knowledge is, according to Flavell, as important a component of metacognition as knowledge about tasks and cognitive strategies. Indeed, it implies knowledge of its strengths and weaknesses and taking them into account in choosing strategies to implement. In the same vein, Jacques Tardif emphasizes the dual aspects of metacognitive control, which involves:

Active management of its cognitive processes

Active management of oneself as a learner's affective commitment, the perception of goals, value, control as possible over the success of the task, and knowledge of personal factors that lead to success or to failure.

In other words, metacognition is to reflect on his behavior and learn, evaluate its effectiveness, a strategy for repairing and improving it. Also, the regulation requires metacognitive awareness and the ability to explain and to externalize this feeling.

In practice, this means looking at something, to take distance from the work carried out, the new acquisition, or the difficulty that presented itself. This is to observe as objectively as possible, as if watching someone else to collect what you did, the strategies that were used in this situation of ...