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Psycho pedagogical approach

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  • Some comments:- Recommendations can be made regarding learning activities, learning tools, peers (learning network), learning material (content)Recommendations are based on preferences, skills (different types of skills), context variables (learning situation) personalisation of „controlling the own learning process“ will be the focus of our research, recommendations regarding „acquiring domain knowledge“ is partly state-of-the-art (but not regarding learning tools) we have two differnt types ot tools (tools for obtaining domain knowledge and for controlling the own learning process (SRL Tools, e.g. Goal setting tool)Not only the content, but the whole learning processs is personalisedNot the system adapts the learnign process, but the learner – however this adaptation is based on recommendationsThe learner adapts the own learning process on differnent levels: deciding how much support (recommendation) is needed and on which level; deciding on SRL activities (e.g. Goal setting, self-reflection); deciding on tools to be used; deciding on content; deciding on peers;
  • Transcript

    • 1. Psycho-Pedagogical Approach
      Alexander Nussbaumer(Graz University of Technology, Austria)
      PLE Conference 2010
      Barcelona, Spain
      2010-07-07
    • 2. Now for something completly different ... a little story
      extrinsic motivation, instrinsic motivation?
      colloaboration?
      self-regulted: actions under their own control?
      2009-07-07
      2
    • 3. 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
    • 4. 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 andresearch questions
      2009-07-07
      4
    • 5. 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
    • 6. 2009-07-07
      6
      SRL Process Model
      navigating through the learning process with ROLE
      getting support for self-regulated learning
      learner input regarding goals, preferences, …
      learner profile information
      is defined and revised
      creating PLE
      evaluation and
      self-evaluation
      plan
      learner finds and selectslearning resources
      learner reflects and reacts
      on strategies, achievements,
      and usefulness
      learn
      reflect
      recommendations
      from peers or tutors
      feedback
      (from different sources)
      learner works on selected learning resources
      assessment and
      self-assessment
      attaining skills using different
      learning events (8LEM)
      recommen-dations
      be aware of
      monitoring
      learner should understand and control own learning process
      ROLE infrastructure should provide adaptive guidance
    • 7. 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
      activities
      tools
      content
      peers
      Controlling the own learning process
      Acquiring
      domain knowledge
      Learning activities
      Learning resources
      (tools, content, peers)
      Goals, skills, preferences
      Personalisation
      Personalisation
    • 8. 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
      • 9. SRL-2: self-monitoring
      • 10. SRL-3: self-evaluation
      • 11. SRL-4: task strategies
      • 12. SRL-5: help seeking
      • 13. SRL-6: time management
      8LEM key activities
      • 8LEM-1: imitating
      • 14. 8LEM-2: receiving
      • 15. 8LEM-3: exercising
      • 16. 8LEM-4: exploring
      • 17. 8LEM-5: experimenting
      • 18. 8LEM-6: creating
      • 19. 8LEM-7: self-reflecting
      • 20. 8LEM-8: debating
      (have a look at the respective documents)
    • 21. 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
      2009-07-07
      9
    • 22. 2009-07-07
      10
      Elements and Structure
      Psycho-pedagogical research on definition and relations between elements
    • 23. Literature and Empirical Study
      2009-07-07
      11
      • Building the ontology on activities and tools (and other elements)
      Literature study on 8LEM and SRL
      activities
      Pilot study:
      on learning activities
      and learning tools
      SRL and 8LEM activities
      SRL and 8LEM activities
      assigned to 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
    • 24. 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
    • 25. Information Model
      2009-07-07
      13
      Basis forRespon-siveness
      Use partial infor-mation
      Basis forOpennness
    • 26. Recommendation (Depth)
      Structuring Activities for Recommendation
      2009-07-07
      14
      Level 1
      Level 3
      Level 4
      Level 5
      Level 2
      SRL
      key activity
      concrete
      phase activity
      learning phase
      concrete
      activity
      tool
      class
      tool
      8LEM
      key activity
      Parallel SRL activities & Explanation
      ((self-monitoring, help-seeking)
    • 27. Overview and Research Questions
      2009-07-07
      15
      • Refining objects and models and their dependencies + empirical study
      • 28. Recommendation algorithm: including context and user profile, community, other strategies; providing guidance for SRL; integrating strategies
      • 29. Monitoring, (self-)assessment, self-evaluation,
      • 30. SRL process model: detailed elaboration, design of navigation and SRL tools
      • 31. Practice sharing and collaboration
      practice sharing
      navigation tool
      SRL tools
      assessment
      feedback
      learning process
      recommendations
      micro-activities
      evaluation framework
      models
      (activities, skills, prefs,
      learning resources, …)
      recommendation
      algorithm
      monitoring
      algorithm
      empirical study
    • 32. 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
    • 33. 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
    • 34. A little story ... continued
      2009-07-07
      18
      • Can the psycho-pedagogical model make learning that easy?
      • 35. What are the incrediances of the green miracle drinking substance?
    • Thank you for your attention!
      Contact information:
      Alexander Nussbaumeralexander.nussbaumer@tugraz.at
      Karin Fruhmann karin.fruhmann@tugraz.at
      Dietrich Albert dietrich.albert@tugraz.at
      http://kmi.tugraz.at/
      http://css.uni-graz.at/

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