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espanolThe software development paradigm students are used to is completely different to the one that must be followed when facing the challenge of specifying and implementing digital systems (hardware). The change in the perspective of how to tackle practical problems in this context could be quite troublesome for students, specially when they lack tools that ease the selfregulation of their cognitive processes. This paper adapts the self-regulated learning model by Winne and Hadwin to the context of designing digital systems. This model is based on continuous monitoring and controlling one’s learning process. Scaffolding and prompting techniques are essential to facilitate the development of strategies for self-regulation. This paper presents the defined planning , its initial deployment, and the partial results obtained. EnglishEl paradigma al que el alumnado esta acostumbrado para el desarrollo de software cambia completamente cuando debe enfrentarse al reto de especificar e implementar sistemas digitales (hardware). Este cambio de concepcion y forma de abordar problemas practicos en este contexto puede representar un escollo importante para el alumnado, especialmente cuando no dispone de herramientas que faciliten la autorregulacion de su proceso cognitivo. Esta comunicacion presenta una adaptacion al contexto del diseno de sistemas digitales del modelo de aprendizaje autorregulado de Winne y Hadwin, basado en la monitorizacion continua y el control del propio proceso de aprendizaje. El uso de tecnicas de andamiaje y apunte son esenciales para facilitar el desarrollo de estrategias de autorregulacion. Se presenta la planificacion realizada, su despliegue inicial y los resultados parciales obtenidos hasta la fecha.

Facilitando la autorregulación del aprendizaje en el diseño de sistemas digitales