Combining self-regulation and competence-based guidance to personalise the learning experience in moodle

Kopeinik, S. and Nussbaumer, A. and Winter, L. C. and Albert, D. and Dimache, A. and Roche, T. (2014) Combining self-regulation and competence-based guidance to personalise the learning experience in moodle. [Conference Proceedings]

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Abstract

Adaptive learning systems aim to address a learner's specific needs, considering factors such as prior knowledge, learning efficiency, learning goals and motivation. Especially in distance education, often directed to adult learners with full-time jobs, it is very important to provide assistance to counteract high dropout rates. This paper describes an approach on how to support adult learners through the adoption of personalisation and guidance in Moodle. The implementation grounds on the combination of two pedagogical theories, competence-based learning and Self-Regulated Learning (SRL). Three-phases were used to roughly frame the design of the SRL learning flow, where the individual phases are supported by competence-based guidance. In this way Moodle is extended from a teacher and course management to a learner-centric system. This work has been implemented and evaluated in the course of a European project that targets vocational training of heat pump installers.

Item Type: Conference Proceedings
Additional Information: Conference code: 107230; Export Date: 23 February 2015; Correspondence Address: Kopeinik, S.; Knowledge Technologies Institute, Graz University of Technology, Department of PsychologyAustria; Funding Details: EC, European Commission; References: Aydin, C.C., Tirkes, G., Open source learning management systems in e-learning and Moodle (2010) Proceedings of the IEEE Conference on Education Engineering (EDUCON), 2010, pp. 593-600; Albert, D., Nussbaumer, A., Steiner, C., Using visual guidance and feedback based on competence structures for personalising e-learning experience (2008) Proceedings of the 16th International Conference on Computers in Education (ICCE 2008), , 27-31 October Taipei, Taiwan; Heller, J., Steiner, C., Hockemeyer, C., Albert, D., Competence-based knowledge structures for personalised learning (2006) International Journal on ELearning, 5 (1), pp. 75-88; Brusilovsky, P., Millán, E., User models for adaptive hypermedia and adaptive educational systems (2007) Lect. Notes Comput. Sci., 4321, pp. 3-53. , The Adaptive Web; Nussbaumer, A., Gütl, C., Hockemeyer, C., A generic solution approach for integrating adaptivity into web-based e-learning platforms (2007) International Conference on Interactive Mobile and Computer Aided Learning 2007 (IMCL'07), , April; Winter, L.C., Kopeinik, S., Albert, D., Dimache, A., Brennan, A., Roche, T., Applying pedagogical approaches to enhance learning: Linking self-regulated and skills-based learning with support from moodle extensions (2013) Advanced Applied Informatics (IIAIAAI), 2013 IIAI International Conference on, pp. 203-206. , August. IEEE; Zimmerman, B.J., Becoming a self-regulated learner: An overview (2002) Theory into Practice, 41 (2), pp. 64-70. , Routledge; Augustin, T., Hockemeyer, C., Kickmeier-Rust, M.D., Podbregar, P., Albert, D., The simplified updating rule in the formalization of digital educational games (2013) Journal of Computational Science, 4, pp. 293-303; Csikszentmihalyi, M., (1990) Flow: The Psychology of Optimal Experience, , New York: Harper & Collins
Uncontrolled Keywords: Competence-based knowledge space theory; learner modelling; learning object recommendation; Moodle; Personalised online training; self-regulated learning; Knowledge space theory; Learning objects; Online training
Depositing User: National Forum
Date Deposited: 08 Dec 2015 21:44
Last Modified: 08 Dec 2015 21:44
URI: http://eprints.teachingandlearning.ie/id/eprint/2697

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