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;
  • Psycho pedagogical approach

    1. 1. Psycho-Pedagogical Approach<br />Alexander Nussbaumer(Graz University of Technology, Austria)<br />PLE Conference 2010<br />Barcelona, Spain<br />2010-07-07<br />
    2. 2. Now for something completly different ... a little story<br />extrinsic motivation, instrinsic motivation?<br />colloaboration?<br />self-regulted: actions under their own control?<br />2009-07-07<br />2<br />
    3. 3. Goals and Objectives<br />context: learners build and use their own learning environment<br />learning support (domain knowledge and skills)<br />self-regulated learning<br />fostering the development of self-regulatory skills (learn to learn) needed for controlling the own learning process and for building an individual learning environment<br />building an integrated framework <br />consisting of domain skills, tool skills, self-regulatory skills, content, tools, dependencies, and relationships between these elements<br />recommendations and monitoring<br />learner model, user profile<br />infrastructure for other learning approaches and scenarios<br />on conceptual and on technical level<br />life-long learning<br />formal and informal learning, but focus on non-formal learning<br />2009-07-07<br />3<br />
    4. 4. Overview<br />Key aspects of psycho-pedagogical approach<br />SRL, personalisation, meta-coginition (awareness), motivation, collaboration, guidance, informal (non-fomral) learning, ...<br />SRL Process Model <br />implicit / explicit, learning activity driven, <br />Models (Ontologies)<br />activity model, skill model, domain model, context model, ...<br />Towards Implementation / Realisation (of SRL Process Model)<br />recommendation strategies (reference to WP2)<br />monitoring an self-monitoring<br />user profile (captured data, access of learner)<br />SRL widgets (navigation widget, widgets for SRL key processes)<br />Overview andresearch questions<br />2009-07-07<br />4<br />
    5. 5. 2009-07-07<br />5<br />Principles and Goals<br />Psycho-pedagogical key aspects<br />Personalisation and adaptability<br />learner should be empowered to design own PLE<br />personalisation through recommendations<br />Guidance and freedom<br />adaptation without limiting the degree of freedom<br />optimal degree of freedom depends on motivation and SRL abilities<br />Motivation<br />Intrinsic motivation is one of the most important aspect regarding learning <br />PPIM should foster intrinsic motivation through SRL approach<br />Meta-cognition<br />metacognitive learning strategies are essential to SRL<br />SRL process model should stimulate meta-cognition (SRL key processes)<br />Collaboration and Good practice sharing<br />collaborative activities trigger additional cognitive mechanisms<br />positive aspects on social-, attitudinal- and motivational-outcomes<br />
    6. 6. 2009-07-07<br />6<br />SRL Process Model<br />navigating through the learning process with ROLE<br />getting support for self-regulated learning<br />learner input regarding goals, preferences, …<br />learner profile information<br />is defined and revised<br />creating PLE<br />evaluation and<br />self-evaluation<br />plan<br />learner finds and selectslearning resources<br />learner reflects and reacts <br />on strategies, achievements,<br />and usefulness<br />learn<br />reflect<br />recommendations<br />from peers or tutors<br />feedback <br />(from different sources)<br />learner works on selected learning resources<br />assessment and<br />self-assessment<br />attaining skills using different <br />learning events (8LEM)<br />recommen-dations<br />be aware of<br />monitoring<br />learner should understand and control own learning process<br />ROLE infrastructure should provide adaptive guidance<br />
    7. 7. 2009-07-07<br />7<br />Personalisation and SRL<br />Personalising the Learning Process<br />Adapting the learning process to the learner’s profile (goals, skills, preferences)<br />Learner personalises the own learning process<br />Learner is supported through adaptive recommendations and explantions<br />Different levels and dimensions of recommendations<br />activities<br />tools<br />content<br />peers<br />Controlling the own learning process<br />Acquiring <br />domain knowledge<br />Learning activities<br />Learning resources<br />(tools, content, peers)<br />Goals, skills, preferences<br />Personalisation<br />Personalisation<br />
    8. 8. Elaboration of Key activities: Literature study<br />Literature study for the following key activities have been conducted<br />=> for each key activity a set of concrete activities have been found<br />2009-07-07<br />8<br />SRL key activities<br /><ul><li>SRL-1: goal setting
    9. 9. SRL-2: self-monitoring
    10. 10. SRL-3: self-evaluation
    11. 11. SRL-4: task strategies
    12. 12. SRL-5: help seeking
    13. 13. SRL-6: time management</li></ul>8LEM key activities<br /><ul><li>8LEM-1: imitating
    14. 14. 8LEM-2: receiving
    15. 15. 8LEM-3: exercising
    16. 16. 8LEM-4: exploring
    17. 17. 8LEM-5: experimenting
    18. 18. 8LEM-6: creating
    19. 19. 8LEM-7: self-reflecting
    20. 20. 8LEM-8: debating</li></ul>(have a look at the respective documents)<br />
    21. 21. Skill Model<br />Skill: procedural knowledge + declarative knowledge<br />Three types of skills<br />domain skills: refer to domain knowledge<br />tool skills: performance of learning activities with specific tools<br />SRL skills: performance of SRL learning activites plus understaning of SRL concept<br />2009-07-07<br />9<br />
    22. 22. 2009-07-07<br />10<br />Elements and Structure<br />Psycho-pedagogical research on definition and relations between elements<br />
    23. 23. Literature and Empirical Study<br />2009-07-07<br />11<br /><ul><li>Building the ontology on activities and tools (and other elements)</li></ul>Literature study on 8LEM and SRL <br />activities<br />Pilot study: <br />on learning activities<br />and learning tools<br />SRL and 8LEM activities<br />SRL and 8LEM activities<br />assigned to learning tools<br />Online and expert survey<br /> on activities and <br />tools for performing <br />SRL and 8LEM activities<br />=> Activity and tool recommendations for performing 8LEM and SRL activities<br />
    24. 24. 2009-07-07<br />12<br />Towards Modelling<br />Realising the process model:<br />key elements and basic models: learning activities and classification, different types of skills, learning tools and classification, learning material, peers<br />learner profile: skills, goals, preferences, learning progress, background<br />elaboration and understanding relations between the key elements <br />recommendation strategies based on <br />key elements and relations<br />learner profile (SRL skills, preferences)<br />monitoring: from micro-activities to profile data<br />interpretation of the learner behaviour <br />implicit assessment<br />assessment strategies <br />explicit assessment, self-assessment, self-evaluation, …<br />Research for the elaboration of the models:<br />psycho-pedagogical theory (literature study)<br />empirical studies<br />
    25. 25. Information Model<br />2009-07-07<br />13<br />Basis forRespon-siveness<br />Use partial infor-mation<br />Basis forOpennness<br />
    26. 26. Recommendation (Depth)<br />Structuring Activities for Recommendation <br />2009-07-07<br />14<br />Level 1<br />Level 3<br />Level 4<br />Level 5<br />Level 2<br />SRL<br />key activity<br />concrete<br />phase activity<br />learning phase<br />concrete<br />activity<br />tool<br />class<br />tool<br />8LEM<br />key activity<br />Parallel SRL activities & Explanation<br />((self-monitoring, help-seeking)<br />
    27. 27. Overview and Research Questions<br />2009-07-07<br />15<br /><ul><li>Refining objects and models and their dependencies + empirical study
    28. 28. Recommendation algorithm: including context and user profile, community, other strategies; providing guidance for SRL; integrating strategies
    29. 29. Monitoring, (self-)assessment, self-evaluation,
    30. 30. SRL process model: detailed elaboration, design of navigation and SRL tools
    31. 31. Practice sharing and collaboration</li></ul>practice sharing<br />navigation tool<br />SRL tools<br />assessment<br />feedback<br />learning process<br />recommendations<br />micro-activities<br />evaluation framework<br />models<br />(activities, skills, prefs,<br />learning resources, …)<br />recommendation<br />algorithm<br />monitoring<br />algorithm<br />empirical study<br />
    32. 32. 2009-07-07<br />16<br />Towards Implementation<br />Navigation Tool<br />tool for navigating through learning process<br />provides orientation in learning process and <br />provides recommendations for learning activities and resources<br />
    33. 33. Towards Implementation<br />SRL Toolset<br />for goal setting, task planning, time management, self-evaluation, ...<br />monitoring of actions and analysing structures (for SRL skill assessment)<br />2009-07-07<br />17<br />Goals<br />Time Plan<br />Skills<br />
    34. 34. A little story ... continued<br />2009-07-07<br />18<br /><ul><li>Can the psycho-pedagogical model make learning that easy?
    35. 35. What are the incrediances of the green miracle drinking substance?</li></li></ul><li>Thank you for your attention!<br />Contact information:<br />Alexander Nussbaumeralexander.nussbaumer@tugraz.at<br />Karin Fruhmann karin.fruhmann@tugraz.at<br />Dietrich Albert dietrich.albert@tugraz.at<br />http://kmi.tugraz.at/<br />http://css.uni-graz.at/<br />

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