http://www.role-project.eu/

Psycho-Pedagogical Approach

Alexander Nussbaumer(Graz University of Technology, Austria)

PLE Conference 2010Barcelona, Spain2010-07-07

Now for something completly different ... a little story

• extrinsic motivation, instrinsic motivation?

• colloaboration?

• self-regulted: actions under their own control?

2009-07-07 2

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

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 and research questions

2009-07-07 4

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

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SRL Process Model

learner profile informationis defined and revised

learner finds and selectslearning resources

learner works on selected learning resources

plan

learnreflect

learner input regarding goals, preferences, …

creating PLE

recommendationsfrom peers or tutors

assessment andself-assessment

evaluation andself-evaluation

feedback (from different sources)

learner should understand and control own learning process

ROLE infrastructure should provide adaptive guidance

attaining skills using different learning events (8LEM)

learner reflects and reacts on strategies, achievements,

and usefulness

monitoring

recommen-dationsbe aware of

• navigating through the learning process with ROLE

• getting support for self-regulated learning

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

Acquiring domain knowledge

Controlling the own learning process

Learning activities Learning resources(tools, content, peers)

Personalisation PersonalisationGoals, skills, preferences

activities tools content peers

Elaboration of Key activities: Literature study

Literature study for the following key activities have been conducted

=> for each key activity a set of concrete activities have been found

2009-07-07 8

SRL key activities• SRL-1: goal setting

• SRL-2: self-monitoring

• SRL-3: self-evaluation

• SRL-4: task strategies

• SRL-5: help seeking

• SRL-6: time management

8LEM key activities• 8LEM-1: imitating

• 8LEM-2: receiving

• 8LEM-3: exercising

• 8LEM-4: exploring

• 8LEM-5: experimenting

• 8LEM-6: creating

• 8LEM-7: self-reflecting

• 8LEM-8: debating

(have a look at the respective documents)

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

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2009-07-07 10

Elements and Structure

Psycho-pedagogical research on definition and relations between elements

Literature and Empirical Study

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• Building the ontology on activities and tools (and other elements)

SRL and 8LEM activitiesSRL and 8LEM activitiesassigned to learning tools

Literature study on 8LEM and SRL

activities

Pilot study: on learning activities

and learning tools

Online and expert survey on activities and

tools for performing SRL and 8LEM activities

=> Activity and tool recommendations for performing 8LEM and SRL activities

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

Information Model

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Basis for Respon-siveness

Basis for Opennness

Use partial infor-mation

Recommendation (Depth)

Structuring Activities for Recommendation

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learning phase

SRLkey activity

concreteactivity

toolclass

tool

Level 1 Level 2 Level 3 Level 4 Level 5

Parallel SRL activities & Explanation((self-monitoring, help-seeking)

concretephase activity

8LEMkey activity

Overview and Research Questions

2009-07-07 15

• Refining objects and models and their dependencies + empirical study

• Recommendation algorithm: including context and user profile, community, other strategies; providing guidance for SRL; integrating strategies

• Monitoring, (self-)assessment, self-evaluation,

• SRL process model: detailed elaboration, design of navigation and SRL tools

• Practice sharing and collaboration

models(activities, skills, prefs,learning resources, …)

recommendationalgorithm

monitoringalgorithm

micro-activities recommendationslearning process

assessment

feedback

navigation toolSRL tools

empirical study

eval

uatio

n f

ram

ewor

k

practice sharing

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

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

A little story ... continued

2009-07-07 18

• Can the psycho-pedagogical model make learning that easy?

• What are the incrediances of the green miracle drinking substance?

http://www.role-project.eu/

Thank you for your attention!

Contact information:

Alexander Nussbaumer alexander.nussbaumer@tugraz.atKarin Fruhmann karin.fruhmann@tugraz.atDietrich Albert dietrich.albert@tugraz.at

http://kmi.tugraz.at/http://css.uni-graz.at/