Ontological Support for Socially-enhanced Self Regulated Learning

Ontological Support for Socially-enhanced Self Regulated Learning Melody Siadaty1, Carlo Torniai1, Dragan Gašević 1, 2, Jelena Jovanovic3, Ty Mey Eap1 and Marek Hatala1 1School of Interactive Arts and Technology, Simon Fraser University, Canada {melody_siadaty, teap, mhatala}@sfu.ca, carlotorniai@gmail.com 2School of Computing and Information Systems, Athabasca University, Canada dgasevic@acm.org 3 FON, School of Business Administration, University of Belgrade, Belgrade, Serbia jeljov@gmail.com

Outline • Introduction • Ontology-Based Framework for Context-Aware Learning • Pedagogical Foundation • Architecture • Socially-enhanced Self Regulated Learning • Self Regulated Learning • Social Interactions • Ontological Support • Usage Scenarios • Summary and Future Study Ontology-based Learning Resource Repositories

Introduction • Context-aware environments •  definition of “context”?! •  learning context? • Need of a pedagogically sound learning design • a socially-enhanced self-regulated learning approach • the representation method? Ontology-based Learning Resource Repositories

Ontology-Based Framework for Context-Aware Learning • Our proposed framework : built on top of an existing ontology-based model, LOCO Ontology-based Learning Resource Repositories

Outline • Introduction • Ontology-Based Framework for Context-Aware Learning • Pedagogical Foundation • Architecture • Socially-enhanced Self Regulated Learning • Self Regulated Learning • Social Interactions • Ontological Support • Usage Scenarios • Sumamry and Future Study Ontology-based Learning Resource Repositories

Pedagogical Foundation • Different learning contexts ~ different (educational) needs and requirements  different pedagogical approaches • E.g: constructivism+ cognitivism +/ self-regulated learning • Goal: to provide learners with a learning environment in which they could foster both their individual and social skills. •  a socially-enhanced SRL approach Ontology-based Learning Resource Repositories

Ontology-based Learning Resource Repositories

Socially-enhanced SRL • “any time, any place” affordance of online education self-regulatory skills. • Effective learners should also be socially productive within communities of practice Ontology-based Learning Resource Repositories

Self Regulated Learning • self regulatory expertise = the ability to plan, monitor and evaluate one’s own learning • Self-regulatory environments • setting goals, • developing strategies, • E.g. time management • learning how to learn Ontology-based Learning Resource Repositories

Self Regulated Learning • Zimmerman’s Model Ontology-based Learning Resource Repositories

Social Interactions in SRL • “co-regulation”: neither learning nor motivation is an “individual struggle” • Our proposed socially-enhanced self-regulated learning approach: • breaking down more complex tasks into smaller parts • individually master each part • exchanging solutions at the end of the process and, • combine them into a final solution. Ontology-based Learning Resource Repositories

Social Interactions in SRL • individually define hierarchical goals • share and monitor those goals with peers • employ feedback received from the instructor / peers • learn peers’ strategies (changes in strategies) • discuss questions and monitor/answer the questions of the peers • keep track of their learning in diary-like learning notes / blog. Ontology-based Learning Resource Repositories

Ontological Support Ontology-based Learning Resource Repositories

Capturing and Usage of Contextual Data • Learner-centered Scenario: • Forethought phase: • smaller activities in idle times • Link the learner to her friends • Performance phase: • suggest LOs based on the exchanged msgs and comments • link the learner to the more knowledgeable peers • Self Reflection phase: • search for the successful learners, filter them and provide hints or tactics from them Ontology-based Learning Resource Repositories

Capturing and Usage of Contextual Data • Teacher-centered Scenario: • ‘participatory learning design’ • show the effectiveness of the suggested Los • Provide detailed feedback about the social/collaborative activities, • E.g. : participating in discussions and posting in blogs or forums Ontology-based Learning Resource Repositories

Outline • Introduction • Ontology-Based Framework for Context-Aware Learning • Pedagogical Foundation • Architecture • Socially-enhanced Self Regulated Learning • Self Regulated Learning • Social Interactions • Ontological Support • Capturing and Usage of the data • Summary and Future Study Ontology-based Learning Resource Repositories

Summary and Future Work • Pedagogical extension: • an ontology-based representation of SRL • an extension to utilize social interactions socially-enhanced SRL •  can bring a new dimension to self-regulated activities and improve self-regulation learning skills of individual learners Ontology-based Learning Resource Repositories

Summary and Future Work • Further investigating of the implementation of this approach and its integration into an operational learning environment. • Evaluating the effectiveness of the proposed framework Ontology-based Learning Resource Repositories

Thanks For Your Attention! Questions? Ontology-based Learning Resource Repositories

Ontological Support for Socially-enhanced Self Regulated Learning