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Psycho pedagogical approach


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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<br />Karin Fruhmann<br />Dietrich Albert<br /><br /><br />