supporting self-regulated learning by information and communication technologies
TRANSCRIPT
Lehrstuhl Informatik 5
(Information Systems)
Prof. Dr. M. Jarke
M. Kravcik
TELGalicia
March 2015
Slide 1
Learning
Layers
Supporting Self-Regulated Learning
by Information and Communication
Technologies
Milos Kravcik
Advanced Community Information Systems (ACIS)
RWTH Aachen University, Germany
TELGalicia, Santiago de Compostela, March 9, 2015
Lehrstuhl Informatik 5
(Information Systems)
Prof. Dr. M. Jarke
M. Kravcik
TELGalicia
March 2015
Slide 2
Learning
LayersMy Places
Lehrstuhl Informatik 5
(Information Systems)
Prof. Dr. M. Jarke
M. Kravcik
TELGalicia
March 2015
Slide 3
Learning
Layers
My Projects
Years Title Description
1992-1993 CEZAP TEMPUS project New Study and Vocational Possibilities for Visually
Handicapped Students
1995-1996 LEARN-ED COPERNICUS project Learning and Educational Access using Remote
Networks - Enabling the Disabled
2001-2004 WINDS 5th Framework IST Project Web based Intelligent Design System
2002-2005 RAFT 5th Framework IST Project Remotely Accessible Field Trips
2004-2008 PROLEARN 6th Framework IST Project Network of Excellence in Professional Learning
2006-2009 TENCompetence 6th Framework IST-TEL Integrated Project Building the European Framework
for Lifelong Competence Development
2008-2009 GRAPPLE 7th Framework ICT STREP Project Generic Responsive Adaptive
Personalized Learning Environment
2008-2009 ICOPER 7th Framework eContentplus BPN Project Interoperable Content for
Performance in a Competency-driven Society
2009-2013 ROLE 7th Framework ICT IP Project Responsive Open Learning Environments
2010-2014 GALA 7th Framework Project Network of Excellence Game and Learning Alliance
Lehrstuhl Informatik 5
(Information Systems)
Prof. Dr. M. Jarke
M. Kravcik
TELGalicia
March 2015
Slide 4
Learning
Layers
RWTH Aachen University
1,250 spin-off businesses have
created around 30,000 jobs in the
greater Aachen region over the past
20 years
IDEA League
Germany’s Excellence Initiative:
3 clusters of excellence, a graduate
school and the institutional strategy
“RWTH Aachen 2020: Meeting Global
Challenges”
260 institutes in 9 faculties as Europe’s
leading institutions for science and research
Currently around 31,400 students are
enrolled in over 100 academic programs
Over 5,000 of them are international
students hailing from 120 different countries
Lehrstuhl Informatik 5
(Information Systems)
Prof. Dr. M. Jarke
M. Kravcik
TELGalicia
March 2015
Slide 5
Learning
Layers
Responsive Open
Community Information
Systems
Community Visualization
and Simulation
Community Analytics
Community Support
Web
An
alytics
Web
En
gin
eeri
ng
Advanced Community Information
Systems (ACIS) Group @ RWTH Aachen
Requirements
Engineering
Lehrstuhl Informatik 5
(Information Systems)
Prof. Dr. M. Jarke
M. Kravcik
TELGalicia
March 2015
Slide 6
Learning
Layers
Learning Layers: Scaling up
Technologies for Informal
Learning in SME Clusters
7th Framework Programme
Integrated Project
Scaffolding
http://learning-layers.eu/
ACIS TEL Projects
ROLE: Responsive Open
Learning Environments
IST 7th Framework Programme
Integrated Project
Scientific coordination
Self-Regulated & Social Learning
http://www.role-project.eu
BOOST: Business
PerfOrmance imprOvement
through individual employee
Skills Training
EU LLP TOI
Workplace Learning in SME
http://www.boost-project.eu/
GaLA: Games and Learning
Alliance
IST 7th Framework Programme
Network of Excellence
on Serious Games
http://www.galanoe.eu/
Lehrstuhl Informatik 5
(Information Systems)
Prof. Dr. M. Jarke
M. Kravcik
TELGalicia
March 2015
Slide 7
Learning
LayersAgenda
Motivation: Effective & Efficient Learning
Pedagogy: Self-Regulated Learning
Technology: Personal Learning Environments
Implementation: Case Studies
Evaluation Issues
Conclusion
Lehrstuhl Informatik 5
(Information Systems)
Prof. Dr. M. Jarke
M. Kravcik
TELGalicia
March 2015
Slide 8
Learning
Layers
Motivation
Effective and Efficient Learning
Film ALPHABET – Erwin Wagenhofer
“What we learn shapes our stock of knowledge,
but how we learn shapes our thinking.”
The Purpose of Education – Noam Chomsky
“Education is really aimed at helping students
get to the point where they can learn on their
own...”
“It doesn't matter what we cover,
it matters what you discover.”
Lehrstuhl Informatik 5
(Information Systems)
Prof. Dr. M. Jarke
M. Kravcik
TELGalicia
March 2015
Slide 9
Learning
LayersOur Education System
Lehrstuhl Informatik 5
(Information Systems)
Prof. Dr. M. Jarke
M. Kravcik
TELGalicia
March 2015
Slide 10
Learning
LayersThe Problem of Self-Control
Recent research shows that the top killer of people (in
developed countries) is their inability to make smart
choices and overcome their own self-destructive behaviors.
Most people are the agents of their own demise. That's a
vast difference from a century ago, when the number of
deaths brought on by personal decisions was very low
(infectious diseases account for most of the rest). These
results suggest that more effort directed toward improving
personal decisions regarding life risks may be an
effective and economical way to save lives.
Keeney, R. L., “Personal Decisions are the Leading Cause of Death,”
Operations Research, 56(6), November-December 2008.
Lehrstuhl Informatik 5
(Information Systems)
Prof. Dr. M. Jarke
M. Kravcik
TELGalicia
March 2015
Slide 11
Learning
LayersSelf-Control
The Marshmallow Test (Mischell 2014):
Due to brain flexibility, self-control can be learned
“I think, therefore I can change what I am.”
Lehrstuhl Informatik 5
(Information Systems)
Prof. Dr. M. Jarke
M. Kravcik
TELGalicia
March 2015
Slide 12
Learning
Layers2 Kinds of Thinking
Automatic system (hot):
– gut reaction:
• intuitive, rapid, instinctive
• associated with the oldest
parts of the brain
Reflective system (cool)
– conscious thought:
• rational, deliberate,
self-conscious
AS & RS can correct each other
Lehrstuhl Informatik 5
(Information Systems)
Prof. Dr. M. Jarke
M. Kravcik
TELGalicia
March 2015
Slide 13
Learning
LayersProblem
Changing preferences of humans
Long-term aims vs. instant gratification
Cognitive biases – the power of context
Balance between
Freedom of choice – motivation
Guidance – effectiveness
Lehrstuhl Informatik 5
(Information Systems)
Prof. Dr. M. Jarke
M. Kravcik
TELGalicia
March 2015
Slide 14
Learning
Layers
Pedagogy
Self-Regulated Learning
SRL: monitoring & managing of own cognitive
processes, control over emotions, motivations,
behavior, learning environment (Nilson 2013)
Application of SRL increases the effectiveness
of education
Issue: few students are self-directed learners
SRL depends on personal decisions and can be
influenced by environment (recommendations)
Lehrstuhl Informatik 5
(Information Systems)
Prof. Dr. M. Jarke
M. Kravcik
TELGalicia
March 2015
Slide 15
Learning
Layers
ROLE Self-Regulated Learning
Process Model
based on Zimmermann Model [Zimmermann, 2002]
Nussbaumer, A., Berthold, M., Dahrendorf, D., Schmitz, H. C., Kravcik, M., & Albert, D. (2012). A mashup recommender for creating personal learning
environments. In Advances in Web-Based Learning-ICWL 2012 (pp. 79-88). Springer Berlin Heidelberg.
learner profile information
is defined and revised
learner finds and selects
learning resources
learner works on selected
learning resources
plan
learnreflect
ideal learner can control the own
learning process
typical learners needs
support and guidance
learner reflects and reacts
on strategies, achievements,
and usefulness
Lehrstuhl Informatik 5
(Information Systems)
Prof. Dr. M. Jarke
M. Kravcik
TELGalicia
March 2015
Slide 16
Learning
LayersTechnology
Challenge: how to facilitate SRL by technology?
• individualized approach
• right balance between freedom and guidance
Aim: integrating guidance & reflection
Lehrstuhl Informatik 5
(Information Systems)
Prof. Dr. M. Jarke
M. Kravcik
TELGalicia
March 2015
Slide 17
Learning
LayersIntegrated Solution
Integration of
Personal Learning Environments
– flexibility
Recommender Systems
– providing nudges (alert behaviour in a
predictable way, easy to avoid)
Learning Analytics
– supporting reflection
Kravčík, M., & Klamma, R. (2011). On psychological aspects of learning environments design. In Towards Ubiquitous Learning (EC-TEL).
Lehrstuhl Informatik 5
(Information Systems)
Prof. Dr. M. Jarke
M. Kravcik
TELGalicia
March 2015
Slide 18
Learning
Layers
ROLE SRL Process Model
Miloš Kravčík, Ralf Klamma (2014). Self-Regulated Learning Nudges. International Workshop on Decision Making and Recommender Systems.
Bolzano, Italy, September 18-19, 2014.
Lehrstuhl Informatik 5
(Information Systems)
Prof. Dr. M. Jarke
M. Kravcik
TELGalicia
March 2015
Slide 19
Learning
Layers
Personal Learning Environment
PLE describes the tools, communities, and services that constitute the individual
educational platforms learners use to direct their own learning and pursue
educational goals
LMS – course-centric vs. PLE – learner-centric:
• Extension of individual research
• Students in charge of their learning process
• self-direction, responsibility
• Promotes authentic learning (incorporating expert feedback)
• Student’s scholarly work + own critical reflection + the work and voice of
others
• Web 2.0 influence on educational process
• customizable portals/dashboards, iGoogle, My Yahoo!
• Learning is a collaborative exercise in collection, orchestration, remixing, &
integration of data into knowledge building
• Emphasis on metacognition in learning
Lehrstuhl Informatik 5
(Information Systems)
Prof. Dr. M. Jarke
M. Kravcik
TELGalicia
March 2015
Slide 20
Learning
Layers
ROLE
Cognitive Learning Strategies
Nussbaumer, A., Dahrendorf, D., Schmitz, H. C., Kravčík, M., Berthold, M., & Albert, D. (2014). Recommender and guidance strategies for
creating personal mashup learning environments. Computer Science and Information Systems, 11(1), 321-342.
Lehrstuhl Informatik 5
(Information Systems)
Prof. Dr. M. Jarke
M. Kravcik
TELGalicia
March 2015
Slide 21
Learning
Layers
ROLE
Metacognitive Learning Strategies
Nussbaumer, A., Dahrendorf, D., Schmitz, H. C., Kravčík, M., Berthold, M., & Albert, D. (2014). Recommender and guidance strategies for
creating personal mashup learning environments. Computer Science and Information Systems, 11(1), 321-342.
Nudges
Lehrstuhl Informatik 5
(Information Systems)
Prof. Dr. M. Jarke
M. Kravcik
TELGalicia
March 2015
Slide 22
Learning
Layers
ROLE
Metacognitive Learning Strategies
Nussbaumer, A., Kravcik, M., Renzel, D., Klamma, R., Berthold, M., & Albert, D. (2014). A Framework for Facilitating Self-Regulation in
Responsive Open Learning Environments. arXiv preprint arXiv:1407.5891.
Learning Analytics
Lehrstuhl Informatik 5
(Information Systems)
Prof. Dr. M. Jarke
M. Kravcik
TELGalicia
March 2015
Slide 23
Learning
LayersEvaluation
What is evaluated Methodology Who is evaluated Time frame
Learning Outcome,
Usability, Workload
learning task, questionnaires
on usability and workload,
knowledge tests
33 students
participating at a
study
short term
Adoption of SRL
(qualitative)
reports from teachers or
tutors doing learning courses
Approx. 500 users of
ROLE test beds
mid term
Usage of ROLE
platform and
adoption of SRL
(quantitative)
ROLE Sandbox usage data
analysis
Approx. 1400 users
of ROLE Sandbox
long term
[mk1]Nice, good to add that for the other rows.
Outcomes: behavioural changes have limits and require long term research
Nussbaumer, A., Kravcik, M., Renzel, D., Klamma, R., Berthold, M., & Albert, D. (2014). A Framework for Facilitating Self-Regulation in
Responsive Open Learning Environments. arXiv preprint arXiv:1407.5891.
Lehrstuhl Informatik 5
(Information Systems)
Prof. Dr. M. Jarke
M. Kravcik
TELGalicia
March 2015
Slide 24
Learning
LayersConclusion
SRL is crucial for cultivation of lifelong learning
competences
How to facilitate SRL by technology?
• individualized approach
• right balance between freedom and guidance
Proposed solution: PLE
• recommendations
• reflection
How to evaluate SRL (in informal settings)?