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Supporting Self-Regulation by Personal Learning Environments

Supporting Self-Regulation by Personal Learning Environments. Milos Kravcik, Ralf Klamma RWTH Aachen University Advanced Community Information Systems (ACIS) {kravcik, klamma}@dbis.rwth-aachen.de . Agenda. Self-Regulated Learning Personal Learning Environment Psychology & Neuroscience

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Supporting Self-Regulation by Personal Learning Environments

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  1. Supporting Self-Regulation by Personal Learning Environments Milos Kravcik, Ralf Klamma RWTH Aachen UniversityAdvanced Community Information Systems (ACIS) {kravcik, klamma}@dbis.rwth-aachen.de

  2. Agenda • Self-Regulated Learning • Personal Learning Environment • Psychology & Neuroscience • JTEL Summer School Survey • JTEL Summer School Workshop • Conclusion

  3. Self-Regulated Learning ROLE Psycho-Pedagogical Integration Model

  4. Personal Learning Environment • Aim: Learner can design & compose PLE according to personal preferences & context demands • ROLE Approach – based on widgets

  5. Psychology & Neuroscience • Power of agency – motivation: • We have to be the ones making the decision in order to value it more after committing to it [Sharot 2011] • Self-regulatory competences – early recognition: • Self-imposed delay-of-gratification in preschool • High impact on successful learning later on [Shoda 1990] • Self-imposed deadlines • Not as effective as externally imposed ones [Ariely 2002] • Possible explanation – suboptimal self-imposed plans compared to the one given by the teacher

  6. JTEL Summer School Survey • Conducted in June 2010 • 31 participants (mostly PhD students) • Statements on issues related to SRL • Freedom of learner • Pedagogical support • Necessity of tutors (teachers) • 5 point Likert Scale • Outcome: • Not easy to identify real opinions/preferences of people • Choice architecture can influence them essentially

  7. Freedom of Learner

  8. Pedagogical Support

  9. Necessity of Tutors

  10. JTEL Summer School Workshop • May 2011: Psychology-informed Design, Usage & Development of Responsive Open (Personal) Learning Environments • Lecture: cognitive biases, choice architecture • Hands-on session: PLE assembling and use • 3 groups of 5-6 people + tutor • Task: paper prototype (services, mockup), PLE (ROLE Widget Store, iGoogle) • Outcome: pedagogical benefits of the ROLE Widget Store are crucial compared to alternative solutions

  11. Conclusion • Question: How can PLE support SRL? • Freedom to design & compose PLE according to current preferences & context –> Motivation • Issues: • Lack of SRL skills • Freedom can be overwhelming • Solutions: • Recommenders & searching based on pedagogical metadata • Suitable guidance from tutors • Continuous improvement of SRL skills • Challenge: Right balance between learner‘s freedom & guidance – individual, context-dependent

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