Open Learner Models Research Articles

Explicit Reflection in Prolog-Tutor

This paper describes a reflection-based approach for open learner modeling (OLM). Tutoring dialogues are used by learners to explicitly reveal their own knowledge state to themselves. Dewey's theor...

Open learner models in intelligent tutoring system

Intelligent tutors called problets are being developed at Ramapo College to help Computer Science I students learn programming by solving problems. Intelligent tutoring systems literature shows tha...

Bringing chatbots into education: Towards natural language negotiation of open learner models

There is an extensive body of work on Intelligent Tutoring Systems: computer environments for education, teaching and training that adapt to the needs of the individual learner. Work on personalisation and adaptivity has included research into allowing the student user to enhance the system’s adaptivity by improving the accuracy of the underlying learner model. Open Learner Modelling, where the system’s model of the user’s knowledge is revealed to the user, has been proposed to support student reflection on their learning. Increased accuracy of the learner model can be obtained by the student and system jointly negotiating the learner model. We present the initial investigations into a system to allow people to negotiate the model of their understanding of a topic in natural language. This paper discusses the development and capabilities of both conversational agents (or chatbots) and Intelligent Tutoring Systems, in particular Open Learner Modelling. We describe a Wizard-of-Oz experiment to investigate the feasibility of using a chatbot to support negotiation, and conclude that a fusion of the two fields can lead to developing negotiation techniques for chatbots and the enhancement of the Open Learner Model. This technology, if successful, could have widespread application in schools, universities and other training scenarios.

A haptic learner model

This paper describes an adaptive learning environment with an open learner model to promote learner reflection. The learner model can be presented using different techniques: textual and haptic. The paper investigates the potential for haptic learner models in terms of whether users can understand a haptic model, and whether they find it useful. Most liked both versions, but of those with a preference, more found the haptic method of interaction useful. However, some liked the textual version, suggesting the need for a variety of methods of accessing the model to be available in learning environments with an open learner model.

Evaluation of the Effect of an Open Learning Course on Staff Knowledge and Attitudes Towards the Sexual Abuse of Adults with Learning Disabilities

AbstractAn open learning course, ‘Approaches to Sexual Abuse of Adults with Learning Disabilities’, was undertaken with a range of staff working with adults with learning disabilities. Using a specially designed questionnaire based on the research and practice literature on sexual abuse, the present authors evaluated the impact of the course on staff knowledge of: (1) sexual abuse, and its antecedents and consequences; (2) the procedures to be followed once abuse is suspected; and (3) the practices most likely to minimize abuse. In addition, the effect of the course on attitudes was also assessed. Staff knowledge of sexual abuse was significantly increased following completion of the course. Staff attitudes at the outset of the course tended to be highly consistent with the values and practices reflected in the course material. However, changes in acceptance of formal practices to deal with abuse, confidence in having the skills to deal with incidents and awareness of the vulnerability of people with learning disabilities to abuse were all enhanced. The implication of sample attrition during the course is considered with respect to the nature of the environment in which staff work and the feasibility of the open learning model.

Preparedness for flexible delivery among vocational learners

Using the Canfield Learning Styles Inventory (CLSI), the learning preferences of 1 252 vocational education and training (VET) learners were tested. Results indicate that VET learners are characterised by a preference for dependent learning, rather than self‐directed learning; and a preference for learning through observation and direct experience rather than through verbal presentations. These findings are discussed in terms of the preparedness of VET learners for flexible delivery in the workplace. Kember's (1995) two‐dimensional model of open learning is suggested as a theoretical framework for the development of strategies to increase the preparedness of learners and workplaces for flexible delivery.

The progression and future of open learning: a stakeholder perspective within management development

Discusses and examines the relationship of major stakeholders in open learning within management development and the association of open learning with management development. Used a survey methodology to obtain information from purchaser and provider stakeholders. Interprets survey findings in written and graphical format to show the progression of open learning over the last ten years; the likely future progress with reference to the main technologies, media and trends; the factors most influential in the change in perception and utilization; and an identification of the advantages and barriers of open learning within management development. Discusses limitations along with the implications for future research. Concludes with an evaluation of the research findings and the presentation of a multiple stakeholders model of open learning in management development, which could be used for future research.

A review of open and distance learning within management development

Surveys and evaluates the existing literature on open and distance learning, with particular emphasis on the management development field. Aspects of open learning terminology are clarified by reference to previous literature and by a diagrammatic synthesis of the different terms and concepts. Explores and summarizes in diagrammatic format the relationship of open learning and management development. A discussion of the existing models and frameworks supports the findings that there is a gap in the literature between what is happening in the market and what is represented in the literature. Argues in conclusion that there is a need for a market‐driven multiple stakeholders model of open learning in management development which would help to explain the interactions of the various different and competing actors. Such a model would help to explain the questions over the future direction of open learning in management development and would go some way to explaining more fully the phenomenon of open learning which is still not fully understood because of its continually developing nature.

IT-based open learning: a case study in management learning

Abstract This paper is concerned with the relationship between open learning and the use of computer mediated communications systems (CMCS) in supporting open learning. In order to illuminate this relationship, we report on a small scale trial of a model of open learning developed at Lancaster University: ITOL — Information Technology-based Open Learning. The ITOL model has successfully been applied to an M.A. in Management Learning, and through a case study approach, we discuss an evaluation of this new computer mediated M.A. and point out some of the issues that emerge in introducing CMCS into professional learning situations.

Steps toward Promoting Cognitive Achievements

The Elementary School Journal Volume 85, Number 5 ? 1985 by The University of Chicago. All rights reserved. 001 3-5984/85/8505-0008$0 1.00 Research on teaching has always been carried out under the assumption that what happens in classrooms influences students' learning. In the heyday of the research guided by the process-product paradigm (Dunkin & Biddle 1974), there were two central determinants of students' learning that teachers could manipulate. One was the teacher's behavior. The second was the