Tracing Self-Regulated Learning in Responsive Open Learning Environments
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Transcript of Tracing Self-Regulated Learning in Responsive Open Learning Environments
Lehrstuhl Informatik 5(Information Systems)
Prof. Dr. M. Jarke1
LearningLayers
This slide deck is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License.
Tracing Self-Regulated Learning in Responsive Open Learning EnvironmentsDominik Renzel, Ralf Klamma, Milos Kravcik
Advanced Community Information Systems (ACIS) GroupRWTH Aachen University, Germany
Alexander NussbaumerKnowledge Technologies Institute (KTI)
Technical University Graz
ICWL 20155-8 November, 2015Guangzhou, China
Lehrstuhl Informatik 5(Information Systems)
Prof. Dr. M. Jarke2
LearningLayers
Motivation Self-Regulated Learning (SRL) increases learner effectiveness SRL challenging to facilitate in conventional technology enhanced
learning (TEL), e.g. learning management systems like moodle– Lack of individualized approach– Lack of balance between learner’s freedom and guidance
High SRL potential: Personal Learning Environments (PLE)– Inherently designed for personalization & adaptation– Customization & multi-mode/level learner guidance with SRL widgets
Research gaps:– SRL operationalization in PLE – Lack of longitudinal study on SRL in naturalistic PLE settings
Lehrstuhl Informatik 5(Information Systems)
Prof. Dr. M. Jarke3
LearningLayers
Contributions
SRL process model for PLE operationalization
1.5-year naturalistic study tracing SRL in PLE
Guidelines for SRL support in PLE
Lehrstuhl Informatik 5(Information Systems)
Prof. Dr. M. Jarke4
LearningLayers Web Widget-Based PLE –
Responsive Open Learning EnvironmentsROLE PLE Management Platform (ROLE SDK/Sandbox)
ROLE Widget StoreWidgets Widget Bundles
Widget Metadata
Widget Space
Lehrstuhl Informatik 5(Information Systems)
Prof. Dr. M. Jarke5
LearningLayers
Widget Store (Metadata)Widget Space (Context)
Self-Regulated Learning in ROLE – Cyclic Process Model
Theoretical foundations:– Zimmerman’s 3-phase cyclic process model (Zimmerman, 2002)– Aviram’s SRPL extension by self-profile for indicating preferences (Aviram 2008)
Mediation between pedagogical constructs & concrete learning tools Separation of concerns: widget developers vs. pedagogical experts
Taxo
nom
y of
le
arni
ng s
trate
gies
& te
chni
ques Widget/Bundle
Functionality
Learning phaseLearning strategy
Legend
Lehrstuhl Informatik 5(Information Systems)
Prof. Dr. M. Jarke6
LearningLayers ROLE Sandbox Analysis –
Data Sampling Method
SRL traceable from standard protocol log data recording PLE use?
Lehrstuhl Informatik 5(Information Systems)
Prof. Dr. M. Jarke7
LearningLayers ROLE Sandbox Analysis –
Data Set OverviewIndividual Use
Institutional Use
• 1.5 years (03/12 - 09/13)• 1.72 mio API requests• > 3900 IP addresses• > 600 cities; >80 countries• No bots & project partners• Pure API requests
Lehrstuhl Informatik 5(Information Systems)
Prof. Dr. M. Jarke8
LearningLayers ROLE Sandbox Analysis –
Active Spaces, Users, Operations
178
…created spaces
251
…joined spaces
320
…added widgets
1231
…used spaces1324 active users…
682
…70% active spaces
Participation inequality Few potential SRL users (4-8%)
974 widget spaces…
SRL SRL
Lehrstuhl Informatik 5(Information Systems)
Prof. Dr. M. Jarke9
LearningLayers ROLE Sandbox Analysis –
Widget Use by Functionality Groups
Widget functionality groupSRL/Non-SRL WidgetWidget assigned to functionality group
/
Legend
634 different widgets deployed in spaces 40 widgets assigned to 7 function groups Widget node size ~ #widget adds to spaces Function node size ~ #widgets assigned 40 SRL-related widgets (6.3%) Un/assigned widgets added less/more Assigned widgets with clear purpose Improved guidance with recommendation
backed by SRL-related metadata Potentially helpful widgets remain
undiscovered without metadata
Lehrstuhl Informatik 5(Information Systems)
Prof. Dr. M. Jarke10
LearningLayers ROLE Sandbox Analysis –
SRL Spaces vs. Non-SRL Spaces
Significantly more demand for planning and self-reflection in SRL spaces Stronger focus on reliance upon functionality groups for widget selection Slightly less demand for collaboration and communication in SRL spaces
– Contradictory to observation that SRL spaces mostly used by single learners No significant differences in other functionality groups
Lehrstuhl Informatik 5(Information Systems)
Prof. Dr. M. Jarke11
LearningLayers ROLE Sandbox Analysis –
Widgets added/used by Users Bipartite undirected graph: widget added/used by user 22 connected components (1 giant, 21 satellites)
SRL widget adders/users more active in PLE design SRL widget adders/users more serendipitous
Giant Component Satellites
Users end-users (learners, facilitators) & professional developers individual developers
Activity 320 users actively added/removed widgetsUsage patterns hinting to informal learning
Few widget adds, frequent (re)load Typical develop/test routine
SRL Activity 63 users added SRL widgets (29 more than one)123 users used SRL widgets
Lehrstuhl Informatik 5(Information Systems)
Prof. Dr. M. Jarke12
LearningLayers Guidelines to Support SRL in Personal
Learning Environments1. Empower learner to personalize and adapt their PLE (e.g. nudging)2. Allow individual skill-based balancing of guidance & freedom3. Never be prescriptive (libertarian paternalism)4. Provide different means for different guidance levels
– Automated/social recommender (+ metadata!)– SRL tools for preparation, planning, learning, reflection
5. Stimulate meta-cognition (reflection on SRL processes)– Stimulate awareness by providing appropriate feedback– Stimulate intrinsic motivation with balanced guidance & freedom
6. Support online collaboration7. Support best-practice sharing & re-use
Lehrstuhl Informatik 5(Information Systems)
Prof. Dr. M. Jarke13
LearningLayers
Conclusions SRL process model & operationalization in PLE SRL traceable from standard protocol log data (deeper analysis needed) SRL guidelines for PLE (personalization, guidance & freedom, meta-
cognition, awareness, motivation, collaboration & best practice sharing) ROLE Sandbox used by follow-up EU TEL projects (Learning Layers,
BOOST, METIS, etc.) & unknown end-users worldwide Since 03/12 - open end: ROLE Sandbox (http://role-sandbox.eu/)
development & operation ( continuous data collection) More studies & results in our CoRR paper:
A Framework for Facilitating Self-Regulation in Responsive Open Learning Environments (http://arxiv.org/abs/1407.5891)