2. Now for something completly different ... a little story extrinsic motivation, instrinsic motivation? colloaboration? self-regulted: actions under their own control? 2009-07-07 2
3. Goals and Objectives context: learners build and use their own learning environment learning support (domain knowledge and skills) self-regulated learning fostering the development of self-regulatory skills (learn to learn) needed for controlling the own learning process and for building an individual learning environment building an integrated framework consisting of domain skills, tool skills, self-regulatory skills, content, tools, dependencies, and relationships between these elements recommendations and monitoring learner model, user profile infrastructure for other learning approaches and scenarios on conceptual and on technical level life-long learning formal and informal learning, but focus on non-formal learning 2009-07-07 3
4. Overview Key aspects of psycho-pedagogical approach SRL, personalisation, meta-coginition (awareness), motivation, collaboration, guidance, informal (non-fomral) learning, ... SRL Process Model implicit / explicit, learning activity driven, Models (Ontologies) activity model, skill model, domain model, context model, ... Towards Implementation / Realisation (of SRL Process Model) recommendation strategies (reference to WP2) monitoring an self-monitoring user profile (captured data, access of learner) SRL widgets (navigation widget, widgets for SRL key processes) Overview andresearch questions 2009-07-07 4
5. 2009-07-07 5 Principles and Goals Psycho-pedagogical key aspects Personalisation and adaptability learner should be empowered to design own PLE personalisation through recommendations Guidance and freedom adaptation without limiting the degree of freedom optimal degree of freedom depends on motivation and SRL abilities Motivation Intrinsic motivation is one of the most important aspect regarding learning PPIM should foster intrinsic motivation through SRL approach Meta-cognition metacognitive learning strategies are essential to SRL SRL process model should stimulate meta-cognition (SRL key processes) Collaboration and Good practice sharing collaborative activities trigger additional cognitive mechanisms positive aspects on social-, attitudinal- and motivational-outcomes
6. 2009-07-07 6 SRL Process Model navigating through the learning process with ROLE getting support for self-regulated learning learner input regarding goals, preferences, … learner profile information is defined and revised creating PLE evaluation and self-evaluation plan learner finds and selectslearning resources learner reflects and reacts on strategies, achievements, and usefulness learn reflect recommendations from peers or tutors feedback (from different sources) learner works on selected learning resources assessment and self-assessment attaining skills using different learning events (8LEM) recommen-dations be aware of monitoring learner should understand and control own learning process ROLE infrastructure should provide adaptive guidance
7. 2009-07-07 7 Personalisation and SRL Personalising the Learning Process Adapting the learning process to the learner’s profile (goals, skills, preferences) Learner personalises the own learning process Learner is supported through adaptive recommendations and explantions Different levels and dimensions of recommendations activities tools content peers Controlling the own learning process Acquiring domain knowledge Learning activities Learning resources (tools, content, peers) Goals, skills, preferences Personalisation Personalisation
21. Skill Model Skill: procedural knowledge + declarative knowledge Three types of skills domain skills: refer to domain knowledge tool skills: performance of learning activities with specific tools SRL skills: performance of SRL learning activites plus understaning of SRL concept 2009-07-07 9
22. 2009-07-07 10 Elements and Structure Psycho-pedagogical research on definition and relations between elements
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24. 2009-07-07 12 Towards Modelling Realising the process model: key elements and basic models: learning activities and classification, different types of skills, learning tools and classification, learning material, peers learner profile: skills, goals, preferences, learning progress, background elaboration and understanding relations between the key elements recommendation strategies based on key elements and relations learner profile (SRL skills, preferences) monitoring: from micro-activities to profile data interpretation of the learner behaviour implicit assessment assessment strategies explicit assessment, self-assessment, self-evaluation, … Research for the elaboration of the models: psycho-pedagogical theory (literature study) empirical studies
30. SRL process model: detailed elaboration, design of navigation and SRL tools
31. Practice sharing and collaborationpractice sharing navigation tool SRL tools assessment feedback learning process recommendations micro-activities evaluation framework models (activities, skills, prefs, learning resources, …) recommendation algorithm monitoring algorithm empirical study
32. 2009-07-07 16 Towards Implementation Navigation Tool tool for navigating through learning process provides orientation in learning process and provides recommendations for learning activities and resources
33. Towards Implementation SRL Toolset for goal setting, task planning, time management, self-evaluation, ... monitoring of actions and analysing structures (for SRL skill assessment) 2009-07-07 17 Goals Time Plan Skills
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Notes de l'éditeur
Some comments:- Recommendations can be made regarding learning activities, learning tools, peers (learning network), learning material (content)Recommendations are based on preferences, skills (different types of skills), context variables (learning situation) personalisation of „controlling the own learning process“ will be the focus of our research, recommendations regarding „acquiring domain knowledge“ is partly state-of-the-art (but not regarding learning tools) we have two differnt types ot tools (tools for obtaining domain knowledge and for controlling the own learning process (SRL Tools, e.g. Goal setting tool)Not only the content, but the whole learning processs is personalisedNot the system adapts the learnign process, but the learner – however this adaptation is based on recommendationsThe learner adapts the own learning process on differnent levels: deciding how much support (recommendation) is needed and on which level; deciding on SRL activities (e.g. Goal setting, self-reflection); deciding on tools to be used; deciding on content; deciding on peers;
