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A Psycho-Pedagogical Framework for Self- Regulated Learning in a Responsive Open Learning Environment

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To empower the learner for true lifelong and personalised learning with a responsive open learning environment (ROLE) is one aim of the ROLE project. A psycho-pedagogical integration model (PPIM) towards supporting learning has been developed by facilitating the concept of personalised self-regulated learning. The first version of the ROLE PPIM is presented in this paper and gives a general view of the components of this model. The central part of the PPIM is the description of the self-regulated learning process and how it can be personalised by learners using adaptive guidance of ROLE.
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... The overall goal is to create flexible, Web-based, open technologies for the federation and mash-up of learning services to empower the learner to build her own responsive learning environment. Responsiveness is defined as the ability to react to the learner needs-i.e. through recommendation, adaptation or visual analytics services that support the learner to be aware of and reflect upon her own learning process (Fruhmann et al. 2010). The project also targets critical transition stages of lifelong learning, e.g. ...
... • Tool categories are derived from the Psycho-Pedagogical Integration Model (PPIM) (Fruhmann et al. 2010) (more information on PPIM is also available in Chap. 2), so users can select widgets supporting different learning phases. ...
Chapter
Within the ROLE European research project, an interoperability framework has been developed to support self-regulated learning and to enable learners and teachers to create personal learning environments (PLEs). This framework enables learners to assemble tools, services and resources together to create their own custom learning environment. This chapter discusses the overall architecture, the specific components of this architecture and the platforms in which we have integrated the ROLE framework. Additionally, we share the lessons learned from the design and development. Furthermore, we discuss our experience with the ROLE development infrastructure and our collaboration within the ROLE development team and with several open-source projects.
... Second, Self-Regulated e-Learning (SRL) process occurs when the e-learner takes the initiative with or without the help of others to diagnose their learning needs, formulate learning goals, identify resources for learning, select and implement learning strategies and evaluate their learning outcomes [26]. The SRL process is composed of the following activities [27]: (i) plan, e-learner provides input Figure 3: The Generalised e-Learning Process regarding goals, preferences (e.g., profile-setting), (ii) prepare, e-learner finds and selects learning resources (e.g., explore or find contents), (iii) learn, e-learner works to attains knowledge, skills and competences using learning strategies and techniques (e.g., time management), and (iv) reflect, e-learner reflects and reacts on strategies, achievements and usefulness (e.g., self-evaluating). ...
Conference Paper
Modelling learning scenarios is central for e-learning domain. This has been manifested in the proliferation of the different Educational Modelling Languages, as well as in developed e-learning models. However, the existing modelled scenarios are deficient as they lack flexibility and the agility to respond to the dynamic nature of an e-learning process that is suitable to answer learners’ needs. This paper proposes a novel approach to develop a generalised business process model from a set of related business processes sharing the same goals and associated objectives. The proposed approach has been applied in the e-learning domain, which demonstrated its ability to develop a generalised e-learning business process model that is derived from the existing pedagogical models and technology-enhanced learning artefacts. Moreover, the proposed approach has been evaluated to test its effectiveness in generalising a set of business processes, which paves the ground to apply it in different contexts. The generalised e-learning business process model has been modelled using the industrial standard Business Process Modelling Notations (BPMN 2.0) so that processes can be dynamically enacted in service-oriented environments and, at the same time, adapting to answering e-learners’ learning requirements.
... This scenario demonstrates the use of evolving e-learning ontologies in order to support and guide learners throughout the various phases of their learning. We have modelled these learning phases according to the Psycho-Pedagogical Integration Model (PPIM) developed by the ROLE project [16,17]. The ROLE PPIM divides the learning process in 4 learnercentred phases: (i) the learner profile information is defined or revised, (ii) the learner finds and selects learning resources, (iii) the learner works on selected learning resources, and (iv) the learner reflects and reacts on strategies, achievements and usefulness. ...
Conference Paper
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Personal Learning Environments (PLEs) and Cloud Learning Environments (CLEs) aim at offering learners a personalised and responsive e-learning experience. Towards this objective, we propose the use of evolving e-learning ontologies in order to enrich the knowledge base of these learning environments with valid metadata. In particular, we define a process for the evolution of e-learning ontologies, capturing changes that occur in the learning domain, the learning resources, or the profiles of learners. The purpose of this evolution process is to ensure the validity of the metadata of the learning environment's knowledge base, so that valid and updated recommendations can be provided to learners.
... The OpenSocial directory of the PLMS is structured according to the phases of the SRL process described in the Psycho-Pedagogical Integration Model (PPIM) developed in the ROLE Project (Fruhmann et al. 2010). This model identifies four main steps: 1. Plan: This phase includes definition of the learning strategy, learning goals, actions to be taken to achieve these goals, as well as preferences in the sense of tools and types of content that will be used. ...
Chapter
Within the ROLE research project it has been evaluated how personal learning environments (PLEs) perform in different surrounding conditions. Companies do often lag behind in the state-of-the-art developments from research especially in terms of Technology Enhanced Learning. Festo therefore observed on its internal test bed how PLEs can be implemented in business contexts and how to involve the learners in this process. Since there is already a broad variety of tools to organise and manage formal learning processes within companies the test bed didn’t start by scratch either. The focus was thus on how to open up an existing learning management system (LMS) towards a PLE. During this process many experience from both learners as well as administrators, and training organisers have been gathered. One of the lessons learned is that a pure PLE doesn’t fit the requirements on personnel development in business context, but certain PLE aspects can improve individual learning processes significantly. One showcase is the Festo LearningTube which was developed during ROLE. This is an example for the successful integration of user generated content into a corporate LMS.
Chapter
Advances in technology access allow undergraduates to personalize their learning to their individual interests via the creation and use of informal personal learning environments (PLEs). A comprehensive understanding of how every day digital technologies are adapted and used to create such PLEs and their impact on acquisition and development of students’ digital literacy (DL) and self-regulated learning (SRL) skills, is still lacking. This paper presents the initial exploratory quantitative phase, of a longitudinal mixed methods study planned to identify and describe the relationship between DL and SRL skills of students, when using PLEs. Structural equation modelling was used to analyze data collected from 202 participants in online surveys. The results confirm that DL components effect some SRL sub-processes and some evidence was obtained for reciprocal relationships. Implications for Information Systems theory and practice are discussed together with future research opportunities. © Springer International Publishing AG, part of Springer Nature 2018.
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This book presents the outcomes of four years of educational research in the EU-supported project called ROLE (Responsive Online Learning Environments). ROLE technology is centered around the concept of self-regulated learning that creates responsible learners, who are capable of critical thinking and able to plan their own learning processes. ROLE allows learners to independently search for appropriate learning resources and then reflect on their own learning process and progress. To accomplish this, ROLE´s main objective is to support the development of open personal learning environments (PLE's). ROLE provides a framework consisting of “enabler spaces” on the one hand and tools, content, and services on the other. Utilizing this framework, learners are invited to create their own controlled and preferred learning environments to trigger and motivate self-regulated learning. Authors of this book are researchers, developers and teachers who have worked in the ROLE project and belong to the ROLE partner consortium consisting of 16 internationally renowned research institutions, including those from 6 EU countries and China. Chapters include numerous practical tutorials to guide the reader in creating innovative and useful learning widgets and present the best practices for the development of PLE's.
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Researchers interested in academic self-regulated learning have begun to study processes that students use to initiate and direct their efforts to acquire knowledge and skill. The social cognitive conception of self-regulated learning presented here involves a triadic analysis of component processes and an assumption of reciprocal causality among personal, behavioral, and environmental triadic influences. This theoretical account also posits a central role for the construct of academic self-efficacy beliefs and three self-regulatory processes: self-observation, self-judgment, and self-reactions. Research support for this social cognitive formulation is discussed, as is its usefulness for improving student learning and academic achievement. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
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This article first describes the state-of-the-art of model building and empirical research in the field of self-regulated learning (SRL) and then focuses on self-regulated learning in Technology-Enhanced Learning Environments (TELEs). We present recent research results obtained in a European project (TELEPEERS) in the context of which we evaluated TELEs in a peer review manner with respect to their potential for supporting self-regulated learning. In addition, data were obtained on a sample of TELEPEERS students working in these environments and comparative analyses were made across the European project partners.
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Metacognition in the form of metacognitive knowledge (MK) -in this case, beliefs about learning-provides a database from which the learner can select strategies for the regulation of learning. However, strategic regulation presupposes that the learner is aware that learning is not progressing well, or fluently, or has failed. This awareness takes the form of metacognitive experiences (ME), that is, feelings, estimates, or judgments related to the features of the learning task, of the cognitive processing as it takes place, or of its outcome. The critical feature of ME is their affective character which gives them access both to the cognitive and the affective regulatory loop of behavior. Being part of the affective loop, ME are related to motivation and self-processes; being part of the cognitive loop, they are connected to MK and to metacognitive skills, the latter being declarative and procedural knowledge. Thus, ME offer awareness that links the present with the past learning experiences and facilitates or inhibits self-regulation of learning in the present as well as in the future.
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The effect of self-regulatory processes on test preparation and performance was examined. The author used a structured 1-to-1 interview to query 62 college students enrolled in the same psychology class about their self-regulatory processes. The author expected that (a) high test scorers would use more self-regulatory processes to enhance their test preparation and performance than would low test scorers; (b) self-regulation would positively affect test performance; and (c) self-regulatory skill, self-efficacy beliefs, and perceived instrumentality would predict subsequent test performance. All hypotheses were supported by the data. The results of this study are discussed from a sociocognitive perspective.
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