Skip to main content

Adult Self-regulated Learning through Linking Experience in Simulated and Real World: A Holistic Approach

  • Conference paper

Part of the Lecture Notes in Computer Science book series (LNPSE,volume 6964)

Abstract

This research considers the application of simulated environments for adult training, and adopts the view that effective adaptive solutions for adults should be underpinned by appropriate adult learning theories. Such environments should offer learning experiences tailored to the way adults learn: self-directed, experienced-based, goal- and relevancy oriented. This puts andragogy and self-regulated learning at the heart of the pedagogical underpinnings of the intelligent augmentation of simulated environments for experiential learning. The paper presents a holistic approach for augmented simulated experiential learning. Based on andragogic principles, we draw generic requirements for augmented simulated environments for adult learning. An extended self-regulated learning model that links experiences in simulated and real world is then presented. A holistic framework for augmenting simulators - SRL-A-LRS - is presented and illustrated in the context of the ImREAL EU project. This points at a radically new approach for augmenting simulated systems for adult experiential learning.

Keywords

  • Simulated Environments for Learning
  • Self-regulated Learning
  • Andragogy
  • TEL Requirements

This is a preview of subscription content, access via your institution.

Buying options

Chapter
USD   29.95
Price excludes VAT (USA)
  • DOI: 10.1007/978-3-642-23985-4_14
  • Chapter length: 15 pages
  • Instant PDF download
  • Readable on all devices
  • Own it forever
  • Exclusive offer for individuals only
  • Tax calculation will be finalised during checkout
eBook
USD   84.99
Price excludes VAT (USA)
  • ISBN: 978-3-642-23985-4
  • Instant PDF download
  • Readable on all devices
  • Own it forever
  • Exclusive offer for individuals only
  • Tax calculation will be finalised during checkout
Softcover Book
USD   109.00
Price excludes VAT (USA)

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. Krajinc, A.: Andragogy. In: Titmus, C.J. (ed.) Lifelong Education for Adults: An International Handbook, pp. 19–21. Pergamon, Oxford (1989)

    CrossRef  Google Scholar 

  2. Knowles, M.S.: The modern practice of adult education. Andragogy versus pedagogy. Association Press, New York (1970)

    Google Scholar 

  3. Knowles, M.: Andragogy in Action. Applying Modern Principles of Adult Learning. John Wiley and Sons Ltd., Chichester (1984)

    Google Scholar 

  4. Knowles, M.S., Holton, E.F., Swanson, R.A.: The Adult Learner: The Definitive Classic in Adult Education and Human Resource Development. Elsevier Science & Technology (2005)

    Google Scholar 

  5. Knowles, M.S.: The Adult Learner: A Neglected Species. Gulf Publishing Company, Houston (1975)

    Google Scholar 

  6. Dennen, V., Burner, K.: The Cognitive Apprenticeship Model in Educational Practice. In: Spector, J., et al. (eds.) Handbook of Research on Educational Communications and Technology, New York (2007)

    Google Scholar 

  7. Puustinen, M., Pulkkinen, L.: Models of Self-regulated Learning: A Review. Scandinavian Journal of Eduational Research 45, 269–286 (2001)

    CrossRef  Google Scholar 

  8. Zimmerman, B.J.: Becoming a self-regulated learner: An overview. Theory into Practice 41, 64–70 (2002)

    CrossRef  Google Scholar 

  9. Efklides, A.: The role of metacognitive experiences in the learning process. Psicothema 21, 76–82 (2009)

    Google Scholar 

  10. Pintrich, P.R., De Groot, E.V.: Motivational and Self-regulated learning components of classroom academic performance. Journal of Educational Psychology 82, 33–40 (1990)

    CrossRef  Google Scholar 

  11. Pintrich, P.R.: The role of motivation in promoting and sustaining self-regulated learning. International Journal of Educational Research 31, 459–470 (1999)

    CrossRef  Google Scholar 

  12. Zimmerman, B.J., Schunk, D.H.: Motivation. An essential dimension of self- regulated learning. In: Schunk, D.H., Zimmerman, B.J. (eds.) Motivation and self- regulated learning. Theory, research, and applications, pp. 1–30. Lawrence Erlbaum Associates, New York (2008)

    Google Scholar 

  13. Bannert, M., Mengelkamp, C.: Scaffolding Hypermedia Learning through Metacognitive Prompts. In: Azevedo, R., Aleven., V. (eds.) International Handbook of Metacognition and Learning Technologies. Springer Science, Heidelberg

    Google Scholar 

  14. El Saadawi, G., Azevedo, R., Castine, M., Payne, V., Medvedeva, O., Tseytlin, E., Legowski, E., Jukic, D., Crowley, R.: Factors affecting feeling-of-knowing in a medical intelligent tutoring system: The role of immediate feedback as a metacognitive scaffold. Advances in Health Sciences Education 15, 9–30 (2010)

    CrossRef  Google Scholar 

  15. Kay, J.: Learner control, User Modeling and User-Adapted Interaction, vol. 11, pp. 111–127 (2001)

    Google Scholar 

  16. Engeström, Y.: Enriching activity theory without shortcuts. Interacting with Computers 20(2), 256–259 (2008)

    CrossRef  Google Scholar 

  17. Macarthur, V., Conlan, O.: Using Psychometric Approaches in the Modelling of Abstract Cognitive Skills for Personalization. In: Proc. Lifelong User Modelling Workshop (LLUM 2009), pp. 22–26 (2009)

    Google Scholar 

  18. Peirce, N., Conlan, O., Wade, V.: Adaptive Educational Games: Providing Non-invasive Personalised Learning Experiences. In: Proceedings of the Second IEEE International Conference on Digital Games and Intelligent Toys Based Education, pp. 28–35 (2008)

    Google Scholar 

  19. Moore, A., Conlan, O., Dagger, D., Wade, V.: Towards Non-invasive Adaptive Meta-Cognitive Support for Online Training. In: Proc. 11th IEEE International Conference on Advanced Learning Technologies (ICALT 2011), Athens, USA (July 2011) (accepted for Publication)

    Google Scholar 

  20. Azevedo, R., Hadwin, A.F.: Scaffolding self-regulated learning and metacognition – Implications for the design of computer-based scaffolds. Instructional Science 33, 367–379 (2005)

    CrossRef  Google Scholar 

  21. Bannert, M.: Promoting self-regulated learning through prompts. Zeitschrift für Pädagogische Psychologie 23, 139–145 (2009)

    CrossRef  Google Scholar 

  22. Dabbagh, N., Kitsantas, A.: Supporting self-regulation in student-centered web-based learning environments. International Journal on E-Learning 3, 40–47 (2004)

    Google Scholar 

  23. Narciss, S., Proske, A., Körndle, H.: Promoting self-regulated learning in web-based learning environments. Computers and Human Behavior 23, 1126–1144 (2007)

    CrossRef  Google Scholar 

  24. Winne, P.H.: Improving measurements of self-regulated learning. Educational Psychologist 45, 267–276 (2010)

    CrossRef  Google Scholar 

  25. Conati, C., VanLehn, K.: Toward computer-based support of meta-cognitive skills: a computational framework to coach self-explanation. International Journal of Artificial Intelligence in Education 11, 389–415 (2000)

    Google Scholar 

  26. Aleven, V., Roll, I., McLaren, B.M., Koedinger, K.R.: Automated, unobtrusive, action-by-action assessment of self-regulation during learning with an intelligent tutoring system. Educational Psychologist 45, 224–233 (2010)

    CrossRef  Google Scholar 

  27. Kickmeier-Rust, M.D., Albert, D.: Micro adaptivity: Protecting immersion in didactically adaptive digital educational games. Journal of Computer Assisted Learning 26, 95–105 (2010)

    CrossRef  Google Scholar 

  28. Abel, F., Gao, Q., Houben, G.-J., Tao, K.: Contextualization, User Modeling and Personalization in the Social Web. In: Proceedings of Extended Semantic Web Conference (ESWC), Heraklion, Greece. Springer, Heidelberg (2011)

    Google Scholar 

  29. Denaux, R., Dolbear, C., Hart, G., Dimitrova, V., Cohn, A.G.: Supporting Domain Experts to Construct Conceptual Ontologies: AHolistic Approach. Journal of Web Semantics (in press)

    Google Scholar 

  30. Despotakis, D.: Multi-perspective Context Modelling to Augment Adaptation in Simulated Learning Environments. In: Konstan, J.A., Conejo, R., Marzo, J.L., Oliver, N. (eds.) UMAP 2011. LNCS, vol. 6787, pp. 405–408. Springer, Heidelberg (2011)

    CrossRef  Google Scholar 

Download references

Author information

Authors and Affiliations

Authors

Editor information

Editors and Affiliations

Rights and permissions

Reprints and Permissions

Copyright information

© 2011 Springer-Verlag Berlin Heidelberg

About this paper

Cite this paper

Hetzner, S., Steiner, C.M., Dimitrova, V., Brna, P., Conlan, O. (2011). Adult Self-regulated Learning through Linking Experience in Simulated and Real World: A Holistic Approach. In: Kloos, C.D., Gillet, D., Crespo García, R.M., Wild, F., Wolpers, M. (eds) Towards Ubiquitous Learning. EC-TEL 2011. Lecture Notes in Computer Science, vol 6964. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-23985-4_14

Download citation

  • DOI: https://doi.org/10.1007/978-3-642-23985-4_14

  • Publisher Name: Springer, Berlin, Heidelberg

  • Print ISBN: 978-3-642-23984-7

  • Online ISBN: 978-3-642-23985-4

  • eBook Packages: Computer ScienceComputer Science (R0)