Supporting Self-Regulated Personalised Learning through Competence-Based Knowledge Space Theory

Autor/inn/en	Steiner, Christina M.; Nussbaumer, Alexander; Albert, Dietrich
Titel	Supporting Self-Regulated Personalised Learning through Competence-Based Knowledge Space Theory
Quelle	In: Policy Futures in Education, 7 (2009) 6, S.645-661 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1478-2103
DOI	10.2304/pfie.2009.7.6.645
Schlagwörter	Electronic Learning; Instructional Design; Learning Processes; Learning Experience; Learner Controlled Instruction; Competency Based Education; Individualized Instruction; Cognitive Processes; Models; Educational Technology; Educational Theories + Suchen Sie Ihr Suchwort? Lesson concept; Lessonplan; Unterrichtsentwurf; Learning process; Lernprozess; Lernerfahrung; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Individualisierender Unterricht; Cognitive process; Kognitiver Prozess; Analogiemodell; Unterrichtsmedien; Educational theory; Theory of education; Bildungstheorie
Abstract	This article presents two current research trends in e-learning that at first sight appear to compete. Competence-Based Knowledge Space Theory (CBKST) provides a knowledge representation framework which, since its invention by Doignon & Falmagne, has been successfully applied in various e-learning systems (for example, Adaptive Learning with Knowledge Spaces [ALEKS] and Enhanced Learning Experience and Knowledge Transfer [ELEKTRA]), providing automated personalisation to learners' current knowledge and competence levels. Principles of self-regulated learning (SRL), pioneered by, for example, Zimmerman, however, argue for increased learner control, thus resulting in giving learners greater responsibility over their e-learning. The research presented in this article shows that skill-based visualisations in the tradition of CBKST and SRL-based autonomy are in no way conflicting but rather complement each other towards an integrated approach of self-regulated personalised learning. The research has been carried out and technologically translated into a set of visual tools for supporting the whole learning cycle within the scope of the iClass project. (Contains 1 note and 10 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10