ontological support for socially-enhanced self regulated learning
DESCRIPTION
Ontological Support for Socially-enhanced Self Regulated Learning. Melody Siadaty 1 , Carlo Torniai 1 , Dragan Gašević 1, 2 , Jelena Jovanovic 3 , Ty Mey Eap 1 and Marek Hatala 1 1 School of Interactive Arts and Technology, Simon Fraser University, Canada - PowerPoint PPT PresentationTRANSCRIPT
Ontological Support for Socially-enhanced
Self Regulated Learning
Melody Siadaty1, Carlo Torniai1, Dragan Gašević 1, 2, Jelena Jovanovic3, Ty Mey Eap1 and Marek Hatala1
1School of Interactive Arts and Technology, Simon Fraser University, Canada {melody_siadaty, teap, mhatala}@sfu.ca, [email protected]
2School of Computing and Information Systems, Athabasca University, [email protected]
3 FON, School of Business Administration, University of Belgrade, Belgrade, [email protected]
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Outline
• Introduction• Ontology-Based Framework for Context-Aware
Learning – Pedagogical Foundation– Architecture
• Socially-enhanced Self Regulated Learning– Self Regulated Learning– Social Interactions
• Ontological Support• Usage Scenarios• Summary and Future Study
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Introduction
• Context-aware environments – definition of “context”?!
• learning context?
• Need of a pedagogically sound learning design– a socially-enhanced self-regulated learning
approach
• the representation method?
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Outline
• Introduction• Ontology-Based Framework
for Context-Aware Learning – Pedagogical Foundation– Architecture
• Socially-enhanced Self Regulated Learning– Self Regulated Learning– Social Interactions
• Ontological Support• Usage Scenarios• Summary and Future Study
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Ontology-Based Framework for Context-Aware Learning
• Our proposed framework : built on top of an existing ontology-based model, LOCO
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Outline
• Introduction• Ontology-Based Framework for Context-Aware
Learning– Pedagogical Foundation– Architecture
• Socially-enhanced Self Regulated Learning– Self Regulated Learning– Social Interactions
• Ontological Support• Usage Scenarios• Sumamry and Future Study
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Pedagogical Foundation
• Different learning contexts ~ different (educational) needs and requirements different pedagogical approaches – E.g: constructivism+ cognitivism +/ self-regulated learning
• Goal: to provide learners with a learning environment in which they could foster both their individual and social skills.
• a socially-enhanced SRL approach
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Outline
• Introduction• Ontology-Based Framework for Context-Aware
Learning– Pedagogical Foundation– Architecture
• Socially-enhanced Self Regulated Learning– Self Regulated Learning– Social Interactions
• Ontological Support• Usage Scenarios• Summary and Future Study
Ontology-based Learning Resource Repositories 10LORNET WORKSHOP@ITS 08
User Model Ontology
Repository of Learning Objects
Content Type/ Structure Ontologies
Repository of User Models
Learning Design Ontology
Repository of Learning Designs
Socially Enhanced Learning Design
LMS for Mobile Learning Context
Mobile Devicel Ontology
Repository of Delivery Media data
Domain
Ontology
FeedbackFeedback
Instructor Learner
Repository of Learning Object
Contexts data
Integrated Learning Context Ontology
FOAF Specification
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Outline
• Introduction• Ontology-Based Framework for Context-Aware
Learning– Pedagogical Foundation– Architecture
• Socially-enhanced Self Regulated Learning– Self Regulated Learning– Social Interactions
• Ontological Support• Usage Scenarios• Summary and Future Study
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Socially-enhanced SRL
• “any time, any place” affordance of online education self-regulatory skills.
• Effective learners should also be socially productive within communities of practice
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Outline
• Introduction• Ontology-Based Framework for Context-Aware
Learning– Pedagogical Foundation– Architecture
• Socially-enhanced Self Regulated Learning– Self Regulated Learning– Social Interactions
• Ontological Support• Usage Scenarios• Summary and Future Study
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Self Regulated Learning
• self regulatory expertise = the ability to plan, monitor and evaluate one’s own learning
• Self-regulatory environments – setting goals, – developing strategies,
• E.g. time management
• learning how to learn
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Self Regulated Learning
• Zimmerman’s Model
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Outline
• Introduction• Ontology-Based Framework for Context-Aware
Learning– Pedagogical Foundation– Architecture
• Socially-enhanced Self Regulated Learning– Self Regulated Learning– Social Interactions
• Ontological Support• Usage Scenarios• Summary and Future Study
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Social Interactions in SRL
• “co-regulation”: neither learning nor motivation is an “individual struggle”
• Our proposed socially-enhanced self-regulated learning approach:– breaking down more complex tasks into smaller
parts– individually master each part – exchanging solutions at the end of the process and,– combine them into a final solution.
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Social Interactions in SRL
• individually define hierarchical goals
• share and monitor those goals with peers
• discuss questions and monitor/answer the questions of the peers
• keep track of their learning in diary-like learning notes / blog.
• employ feedback received from the instructor / peers
• learn peers’ strategies (changes in strategies)
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Outline
• Introduction• Ontology-Based Framework for Context-Aware
Learning– Pedagogical Foundation– Architecture
• Socially-enhanced Self Regulated Learning– Self Regulated Learning– Social Interactions
• Ontological Support• Usage Scenarios• Summary and Future Study
Ontology-based Learning Resource Repositories 20LORNET WORKSHOP@ITS 08
Ontological Support
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Outline
• Introduction• Ontology-Based Framework for Context-Aware
Learning– Pedagogical Foundation– Architecture
• Socially-enhanced Self Regulated Learning– Self Regulated Learning– Social Interactions
• Ontological Support• Usage Scenarios• Summary and Future Study
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Capturing and Usage of Contextual Data
• Learner-centered Scenario:• Forethought phase:
– smaller activities in idle times – Link the learner to her friends
• Performance phase:– suggest LOs based on the exchanged msgs and comments – link the learner to the more knowledgeable peers
• Self Reflection phase:– search for the successful learners, filter them and provide
hints or tactics from them
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Capturing and Usage of Contextual Data
• Teacher-centered Scenario:• ‘participatory learning design’
– show the effectiveness of the suggested Los– Provide detailed feedback about the
social/collaborative activities, • E.g. : participating in discussions and posting in blogs
or forums
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Outline
• Introduction• Ontology-Based Framework for Context-Aware
Learning– Pedagogical Foundation– Architecture
• Socially-enhanced Self Regulated Learning– Self Regulated Learning– Social Interactions
• Ontological Support• Capturing and Usage of the data• Summary and Future Study
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Summary and Future Work
• Pedagogical extension: 1. an ontology-based representation of SRL
2. an extension to utilize social interactions socially-enhanced SRL
• can bring a new dimension to self-regulated activities and improve self-regulation learning skills of individual learners
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Summary and Future Work
• Further investigating of the implementation of this approach and its integration into an operational learning environment.
• Evaluating the effectiveness of the proposed framework
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