Open Learner Models

Bull, Susan; Kay, Judy

doi:10.1007/978-3-642-14363-2_15

Cited by 140 publications

(108 citation statements)

References 16 publications

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“…The current state of such a learner model is presented to the user and there are different ideas about the benefits and the management of such an open learner model. Bull & Kay (2010) describe independent open learner models as being fully controlled by learners instead of learner models controlled by a system or in a cooperative manner. This approach addresses the personalization barrier of lifelong learning on a technological level and gives learners control about their digital representation in a learner model.…”

Section: Open Learner Models and Learning Analyticsmentioning

confidence: 99%

Lifelong Learning and Its Support with New Technologies

Kalz

2015

International Encyclopedia of the Social &Amp; Behavioral Sciences

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Section: Open Learner Models and Learning Analyticsmentioning

confidence: 99%

Lifelong Learning and Its Support with New Technologies

Kalz

2015

International Encyclopedia of the Social &Amp; Behavioral Sciences

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“…In the next set of questions we asked the students how much different aspects of the visualization encouraged their productive behaviours (Table 6 In many categories (but not all) involving comparison to peers, UofS 2014 data looks worse that UofT (Table 6.5, rows 4,5,6,7,10,11). This could be explained by the "small number" effect of having only 4…”

Section: Questionnaire Results About Umkamentioning

confidence: 99%

“…To make a final grade for the writing, the scores of all reviewers are combined, giving less weight to scores of less accurate reviewers, and more weight to scores of more accurate reviewers. Cho planning and monitoring, allows the student to take greater control and responsibility over her learning [6,14]. An open group learner model, presenting to the students the performance of the whole class, has extra advantages of helping learners to reflect on their progress in the group context, prompting or supporting collaborative and/or competitive interactions amongst groups of learners, allowing students to recognize and realize opportunities for learning with more capable peers [6,7].…”

Section: Evaluating Students' Answers In a Textual Formmentioning

confidence: 99%

Supporting Students in the Analysis of Case Studies for Professional Ethics Education

Sharipova

McCalla

2012

Intelligent Tutoring Systems

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Intelligent tutoring systems and computer-supported collaborative environments have been designed to enhance human learning in various domains. While a number of solid techniques have been developed in the Artificial Intelligence in Education (AIED) field to foster human learning in fundamental science domains, there is still a lack of evidence about how to support learning in so-called ill-defined domains that are characterized by the absence of formal domain theories, uncertainty about best solution strategies and teaching practices, and learners' answers represented through text and argumentation.This dissertation investigates how to support students' learning in the ill-defined domain of professional ethics through a computer-based learning system. More specifically, it examines how to support students in the analysis of case studies, which is a common pedagogical practice in the ethics domain.This dissertation describes our design considerations and a resulting system called Umka. In Umka learners analyze case studies individually and collaboratively that pose some ethical or professional dilemmas. Umka provides various types of support to learners in the analysis task. In the individual analysis it provides various kinds of feedback to arguments of learners based on predefined system knowledge. In the collaborative analysis Umka fosters learners' interactions and self-reflection through system suggestions and a specifically designed visualization. The system suggestions offer learners the chance to consider certain helpful arguments of their peers, or to interact with certain helpful peers. The visualization highlights similarities and differences between the learners' positions, and illustrates the learners' level of acceptance of each other's positions.This dissertation reports on a series of experiments in which we evaluated the effectiveness of Umka's support features, and suggests several research contributions.Through this work, it is shown that despite the ill-definedness of the ethics domain, and the consequent complications of text processing and domain modelling, it is possible to build effective tutoring systems for supporting students' learning in this domain. Moreover, the techniques developed through this research for the ethics domain can be readily expanded to other ill-defined domains, where argument, qualitative analysis, metacognition and interaction over case studies are key pedagogical practices.ii

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“…However, the narrow reporting of participant engagement in these types of socio-collaborative and self-regulated learning approaches indicates a need for support tools that encourage these behaviours and develop learners' meta-cognitive and self-regulatory skills. Mobile tools that integrate features, such as open learner models and learning dashboards, can provide feedback to learners or allow them to track their progress (Bull and Kay 2010;Tsourounis and Demmans Epp 2016), thus addressing this need. Similarly, tools that allow migrants to access socio-emotional support (Bravo et al 2014) or that encourage continued effort (Tsourounis and Demmans Epp 2016) are needed.…”

Section: Discussionmentioning

confidence: 99%

Migrants and Mobile Technology Use: Gaps in the Support Provided by Current Tools

Epp

2017

Journal of Interactive Media in Education

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Our current understanding of how migrants use mobile tools to support their communication and language learning is inadequate. This study, therefore, explores the learner-initiated use of technologies to support their comprehension, production, and acquisition of English following migration to Canada. Information about migrant use of technologies and experiences was collected by interviews. The interview data was analysed through the complementary lenses of noticing, from language learning, and appropriation, from human-computer interaction. Combining these lenses enabled the identification of unmet migrant communication, support, and learning needs. The manner in which migrants employed mobile and other tools to facilitate their learning and communication were identified through the application of these theories. This analysis indicates that migrants can use existing tools to access information. However, they need additional support if they are to take full advantage of existing mobile tools. Moreover, there is a need for tools that support larger gaps in their knowledge and skills. Migrant experiences indicate that they need additional social, meta-cognitive, and emotional support. These needs suggest opportunities for creating mobile tools that scaffold the development of new skills that include the learner's ability to monitor and plan his or her learning and understand language produced by those who speak different varieties of English or who have non-majority accents.

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Open Learner Models

Cited by 140 publications

References 16 publications

Lifelong Learning and Its Support with New Technologies

Lifelong Learning and Its Support with New Technologies

Supporting Students in the Analysis of Case Studies for Professional Ethics Education

Migrants and Mobile Technology Use: Gaps in the Support Provided by Current Tools

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