Negotiated learner modelling to maintain today’s learner models

Bull, Susan

doi:10.1186/s41039-016-0035-3

Cited by 29 publications

(8 citation statements)

References 45 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Approaches such as the above allow learners to suggest changes to outdated or inaccurate representations in their learner model, and often also aim to promote learner reflection on their learning, as part of the discussion process [5]. This is possible in OLMs because the visualised data is not simply a count of activity or behaviorwhich will be an accurate count of instances (e.g.…”

Section: Introductionmentioning

confidence: 99%

Introduction of learning visualisations and metacognitive support in a persuadable open learner model

Bull

Ginon

Boscolo

et al. 2016

Proceedings of the Sixth International Conference on Learning Analytics &Amp; Knowledge - LAK '16

Self Cite

View full text Add to dashboard Cite

This paper describes open learner models as visualisations of learning for learners, with a particular focus on how information about their learning can be used to help them reflect on their skills, identify gaps in their skills, and plan their future learning. We offer an approach that, in addition to providing visualisations of their learning, allows learners to propose changes to their learner model. This aims to help improve the accuracy of the learner model by taking into account student viewpoints on their learning, while also promoting learner reflection on their learning as part of a discussion of the content of their learner model. This aligns well with recent calls for learning analytics for learners. Building on previous research showing that learners will use open learner models, we here investigate their initial reactions to open learner model features to identify the likelihood of uptake in contexts where an open learner model is offered on an optional basis. We focus on university students' perceptions of a range of visualisations and their stated preferences for a facility to view evidence for the learner model data and to propose changes to the values. CCS Concepts • Human-centered computing Human computer interaction (HCI); user model, user studies Visualization; Visual analytics; Visualization systems and tools • Applied Computing Education; Interactive learning environments.

show abstract

Section: Introductionmentioning

confidence: 99%

Introduction of learning visualisations and metacognitive support in a persuadable open learner model

Bull

Ginon

Boscolo

et al. 2016

Proceedings of the Sixth International Conference on Learning Analytics &Amp; Knowledge - LAK '16

Self Cite

View full text Add to dashboard Cite

show abstract

“…A similar approach of using Toulmin's argument structures to share internal inferring mechanisms with students is described in Van Labeke et al (2007). Bull (2016) reviews different approaches to negotiating the contents of the student model. In addition to Toulmin's based arguments patterns, approaches based on dialogue moves have been explored in the past (e.g., Dimitrova 2003;Bull and Pain 1995;Ginon et al 2016;Kerly and Bull 2008).…”

Section: Evidence-based Interaction With Osmsmentioning

confidence: 99%

Open Student Modeling Research and its Connections to Educational Assessment

Zapata‐Rivera

2020

Int J Artif Intell Educ

View full text Add to dashboard Cite

Research in the area of Open Student Models (OSMs) has shown that external representations of the student model can be used to facilitate educational processes such as student reflection, knowledge awareness, learning, collaboration, negotiation, and student model diagnosis. OSMs can be integrated into existing learning systems or become a framework for the creation of learning systems. This paper discusses how early work with Jim Greer in the area of open student modeling has inspired and continues to inspire a line of research on innovative assessments and the design and evaluation of score report systems that are used to share assessment/student modeling information with various educational stakeholders to support learning. Several projects are discussed as well as their connections to my work with Jim while working at the ARIES laboratory.

show abstract

“…In LA, OLM and EDM, data has been visually presented to learners through dashboards [2], [16], [23], [44], [50], [52] and through highly structured visualizations sometimes presenting multiple views on a single screen [11], [22]. Some of these visualizations allow data to be interpreted at a glance [52], [62], some provide brief explanations for the data presented [16], [60] and others require a deeper level of understanding through user scrutability and negotiation which may encourage reflection [11], [9]. Usage patterns presenting the number of sessions and the times of visual interactions have highlighted the value of visualizations for student learning and engagement [27], [51].…”

Section: Guidancementioning

confidence: 99%

Supporting Student Engagement Through Explorable Visual Narratives

Yousuf

Conlan

2018

IEEE Trans. Learning Technol.

View full text Add to dashboard Cite

This paper introduces VisEN, a novel visual narrative framework that has been shown to facilitate, support, and enhance student engagement in an adaptive Online Learning Environment (OLE). VisEN provides explorable visual narratives personalized to students in order to support them in engaging with course content. The evaluation of VisEN showed that the explorable visual narratives encouraged the majority of 'improving engagement students', that completed the Information Management and Data Engineering module as part of their undergraduate degree, to engage with assigned activities, and subsequently these learners enhanced their engagement levels. Visualizations have been used in OLEs to support students by presenting student data. Information Visualization research has demonstrated the value of visual narratives in communicating a message, by highlighting facts and making the message more memorable. In addition, visual data exploration can support users in understandings the message. However, in OLEs, explorable visual narratives have not been used to date to support student engagement or to guide learners through a message that they could explore and understand. This paper evaluates the impact that explorable visual narratives had on student course engagement during two successive academic years.

show abstract

Negotiated learner modelling to maintain today’s learner models

Cited by 29 publications

References 45 publications

Introduction of learning visualisations and metacognitive support in a persuadable open learner model

Introduction of learning visualisations and metacognitive support in a persuadable open learner model

Open Student Modeling Research and its Connections to Educational Assessment

Supporting Student Engagement Through Explorable Visual Narratives

Contact Info

Product

Resources

About