Recommending Learning Activities as Strategy for Enabling Self-Regulated Learning

Lachmann, Pablo; Kiefel, Andreas

doi:10.1109/icalt.2012.222

Cited by 11 publications

(4 citation statements)

References 4 publications

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“…Some short papers did propose evaluation scenarios but then referred to future work for evaluation results, e.g. [34], [35], [36], [37]. Functional testing of prototypes, as performed e.g.…”

Section: Results Of Surveymentioning

confidence: 99%

Evaluating Recommender Systems for Technology Enhanced Learning: A Quantitative Survey

Erdt

Fernández

Rensing

2015

IEEE Trans. Learning Technol.

120

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The increasing number of publications on recommender systems for Technology Enhanced Learning (TEL) evidence a growing interest in their development and deployment. In order to support learning, recommender systems for TEL need to consider specific requirements, which differ from the requirements for recommender systems in other domains like e-commerce. Consequently, these particular requirements motivate the incorporation of specific goals and methods in the evaluation process for TEL recommender systems. In this article, the diverse evaluation methods that have been applied to evaluate TEL recommender systems are investigated. A total of 235 articles are selected from major conferences, workshops, journals and books where relevant work have been published between 2000 and 2014. These articles are quantitatively analysed and classified according to the following criteria: type of evaluation methodology, subject of evaluation, and effects measured by the evaluation. Results from the survey suggest that there is a growing awareness in the research community of the necessity for more elaborate evaluations. At the same time, there is still substantial potential for further improvements. This survey highlights trends and discusses strengths and shortcomings of the evaluation of TEL recommender systems thus far, thereby aiming to stimulate researchers to contemplate novel evaluation approaches.

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Section: Results Of Surveymentioning

confidence: 99%

Evaluating Recommender Systems for Technology Enhanced Learning: A Quantitative Survey

Erdt

Fernández

Rensing

2015

IEEE Trans. Learning Technol.

120

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“…The Learning Activity Recommender widget [27] "provides declarative, procedural and conditional knowledge about strategies and techniques by displaying the steps (concrete activities) of a given task and a description. This way it presents the needed knowledge at a relevant point of time in the decision process to the learner and therefore serves as integrated part for SRL competence development".…”

Section: B the Role Projectmentioning

confidence: 99%

Proposal of a Learning Organization Tool With Support for Metacognition

Manso-Vázquez

Nistal

2015

IEEE R. Iberoamericana Tecnologias Aprendizaje

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Building and using a personal learning environment is challenging and requires the students to have their metacognitive skills developed. Many students need help to develop these skills, to learn how to manage and evaluate their learning process in order to improve it. We designed an organizer with metacognitive support to help users to meet their learning goals. Here, we propose: 1) embedding learning strategies to support metacognitive learning; 2) a learning strategies recommender; 3) our vision of a learning analytics module for learners to support learning awareness and the reflection process; and 4) our solution for recommendations based on tag relationships, tag enrichment, and folksonomies.

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“…Although most PLEs are designed for use in a specific context, in some cases they have been tested in different contexts. For example, the ROLE project experimented with different users (professionals, university students, lecturers), different learning contexts (formal and informal) and different types of learning objectives (Lachmann & Kiefel, 2012). Similarly, the GRAPPLE 4 project is a PLE which students can use in different contexts: at home, school and work.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…Aunque la mayoría de los PLEs están diseñados para su uso en un contexto específico, en algunos casos han sido probados en distintos contextos. Por ejemplo, en el proyecto ROLE, se ha experimentado con diferentes usuarios (profesionales, estudiantes universitarios, profesores) en diversos contextos de aprendizaje (formales e informales) y con diferentes tipos de objetivos de aprendizaje (Lachmann y Kiefel, 2012). De igual modo, el proyecto GRAPPLE 4 proporciona a los estudiantes un PLE que puede ser utilizado en diferentes contextos: en casa, en la escuela y en el trabajo.…”

Section: Just4me: Diseño Pedagógico Y Funcional De Un Ple Para La Aut...unclassified

Just4Me: pedagogical and functional design of a PLE for self-managed learning in different contexts / Just4Me: diseño pedagógico y funcional de un PLE para la autogestión del aprendizaje en distintos contextos

Noguera

Jordan

Salvat

2014

Cultura y Educación

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This article provides the foundation and describes the pedagogical and functional design of a PLE within the Just4Me project. This environment integrates tools and functionalities to support learning across and throughout life. The main goal of the pedagogical design is to encourage self-managed learning, regardless of whether it occurs in formal or informal settings. It aims to integrate learning experiences developed within different contexts.

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Recommending Learning Activities as Strategy for Enabling Self-Regulated Learning

Cited by 11 publications

References 4 publications

Evaluating Recommender Systems for Technology Enhanced Learning: A Quantitative Survey

Evaluating Recommender Systems for Technology Enhanced Learning: A Quantitative Survey

Proposal of a Learning Organization Tool With Support for Metacognition

Just4Me: pedagogical and functional design of a PLE for self-managed learning in different contexts / Just4Me: diseño pedagógico y funcional de un PLE para la autogestión del aprendizaje en distintos contextos

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