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Autor/inn/en | Steiner, Christina M.; Nussbaumer, Alexander; Albert, Dietrich |
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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 |
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 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 |