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Supporting Self-Regulation by Personal Learning Environments

This paper discusses the integration of self-regulated learning (SRL) into personal learning environments (PLEs) guided by psychological and neuroscientific principles. It highlights the importance of learner autonomy and motivation, emphasizing the role of agency in decision-making. The findings from the JTEL Summer School survey reveal insights on the necessity of pedagogical support and tutor involvement in fostering SRL skills. Practical workshops demonstrated the pedagogical benefits of the ROLE Widget Store, promoting effective PLE design to balance learner freedom and necessary guidance, ultimately improving learning outcomes.

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Supporting Self-Regulation by Personal Learning Environments

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  1. Supporting Self-Regulation by Personal Learning Environments Milos Kravcik, Ralf Klamma RWTH Aachen UniversityAdvanced Community Information Systems (ACIS) {kravcik, klamma}@dbis.rwth-aachen.de

  2. Agenda • Self-Regulated Learning • Personal Learning Environment • Psychology & Neuroscience • JTEL Summer School Survey • JTEL Summer School Workshop • Conclusion

  3. Self-Regulated Learning ROLE Psycho-Pedagogical Integration Model

  4. Personal Learning Environment • Aim: Learner can design & compose PLE according to personal preferences & context demands • ROLE Approach – based on widgets

  5. Psychology & Neuroscience • Power of agency – motivation: • We have to be the ones making the decision in order to value it more after committing to it [Sharot 2011] • Self-regulatory competences – early recognition: • Self-imposed delay-of-gratification in preschool • High impact on successful learning later on [Shoda 1990] • Self-imposed deadlines • Not as effective as externally imposed ones [Ariely 2002] • Possible explanation – suboptimal self-imposed plans compared to the one given by the teacher

  6. JTEL Summer School Survey • Conducted in June 2010 • 31 participants (mostly PhD students) • Statements on issues related to SRL • Freedom of learner • Pedagogical support • Necessity of tutors (teachers) • 5 point Likert Scale • Outcome: • Not easy to identify real opinions/preferences of people • Choice architecture can influence them essentially

  7. Freedom of Learner

  8. Pedagogical Support

  9. Necessity of Tutors

  10. JTEL Summer School Workshop • May 2011: Psychology-informed Design, Usage & Development of Responsive Open (Personal) Learning Environments • Lecture: cognitive biases, choice architecture • Hands-on session: PLE assembling and use • 3 groups of 5-6 people + tutor • Task: paper prototype (services, mockup), PLE (ROLE Widget Store, iGoogle) • Outcome: pedagogical benefits of the ROLE Widget Store are crucial compared to alternative solutions

  11. Conclusion • Question: How can PLE support SRL? • Freedom to design & compose PLE according to current preferences & context –> Motivation • Issues: • Lack of SRL skills • Freedom can be overwhelming • Solutions: • Recommenders & searching based on pedagogical metadata • Suitable guidance from tutors • Continuous improvement of SRL skills • Challenge: Right balance between learner‘s freedom & guidance – individual, context-dependent

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