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Open Learner Models as Drivers for Metacognitive Processes

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International Handbook of Metacognition and Learning Technologies

Part of the book series: Springer International Handbooks of Education ((SIHE,volume 28))

Abstract

Maintaining a model of the learner’s understanding as they interact with an e-learning environment allows adaptation to the learner’s educational needs. An Open Learner Model makes this machine’s representation of the learner available to them. Typically, the state of the learner’s knowledge is presented in some form, ranging from a simple overall mastery score, to a detailed display of how much and what the learner appears to know, their misconceptions and their progress through a course. This means that an Open Learner Model provides a suitable interface onto the learner model for use by the learner, and in some cases for others who support their learning, including peers, parents and teachers. This chapter considers some of the similarities between the goals of supporting and encouraging metacognition in intelligent tutoring systems and learning in general, and the benefits of opening the learner model to the user. We provide examples of two important classes of open learner models: those within a particular teaching system and those that are first-class citizens with value independently of a teaching system. The chapter provides a foundation for understanding the range of ways that Open Learner Models have already been used to support learning as well as directions yet to be explored, with reference to encouraging metacognitive activity and self-directed learning.

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Acknowledgements

We thank Peter Brusilovsky, Douglas Chesher, Alice Kerly, Andrew Mabbott, Tanja Mitrovic and Gheida Shahrour for their screen shots and contributions to this chapter. This chapter is an extended version of a paper presented at the Metacognition Workshop at the 2008 Intelligent Tutoring Systems conference.

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Authors and Affiliations

  1. Electronic, Electrical and Computer Engineering, University of Birmingham, Birmingham, UK

    Susan Bull

  2. School of Information Technologies, University of Sydney, Sydney, NSW, Australia

    Judy Kay

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  1. Susan Bull
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Correspondence to Susan Bull .

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Editors and Affiliations

  1. Department of Educational and Counseling, McGill University Department of Educational and Counseling, Montreal, Québec, Canada

    Roger Azevedo

  2. Human-Computer Interaction Inst., Carnegie Mellon University Human-Computer Interaction Inst., Pittsburgh, Pennsylvania, USA

    Vincent Aleven

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Bull, S., Kay, J. (2013). Open Learner Models as Drivers for Metacognitive Processes. In: Azevedo, R., Aleven, V. (eds) International Handbook of Metacognition and Learning Technologies. Springer International Handbooks of Education, vol 28. Springer, New York, NY. https://doi.org/10.1007/978-1-4419-5546-3_23

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