Ontological Support for Socially-enhanced Self Regulated Learning Melody Siadaty 1, Carlo Torniai 1, Dragan Gašević 1, 2, Jelena Jovanovic 3, Ty Mey Eap 1 and Marek Hatala 1 1 School of Interactive Arts and Technology, Simon Fraser University, Canada {melody_siadaty, teap, 2 School of Computing and Information Systems, Athabasca University, Canada 3 FON, School of Business Administration, University of Belgrade, Belgrade, Serbia

LORNET 08 Ontology-based Learning Resource Repositories2 Outline Introduction Ontology-Based Framework for Context-Aware Learning –Pedagogical Foundation –Architecture Socially-enhanced Self Regulated Learning –Self Regulated Learning –Social Interactions Ontological Support Usage Scenarios Summary and Future Study

LORNET 08 Ontology-based Learning Resource Repositories3 Introduction Context-aware environments –  definition of “context”?!  learning context? Need of a pedagogically sound learning design –  a socially-enhanced self-regulated learning approach the representation method?

LORNET 08 Ontology-based Learning Resource Repositories4 Outline Introduction Ontology-Based Framework for Context-Aware Learning –Pedagogical Foundation –Architecture Socially-enhanced Self Regulated Learning –Self Regulated Learning –Social Interactions Ontological Support Usage Scenarios Summary and Future Study

LORNET 08 Ontology-based Learning Resource Repositories5 Ontology-Based Framework for Context-Aware Learning Our proposed framework : built on top of an existing ontology-based model, LOCO

LORNET 08 Ontology-based Learning Resource Repositories6 Ontology-Based Framework for Context-Aware Learning several extensions to support learners and teachers in a broader range of situations (including desktop, mobile, and ubiquitous learning) –E.g. m-LOCO: the extension of LOCO for mobile learning (m-LOCO) In this paper: focus on the extension built to support the pedagogical approach

LORNET 08 Ontology-based Learning Resource Repositories7 Outline Introduction Ontology-Based Framework for Context-Aware Learning –Pedagogical Foundation –Architecture Socially-enhanced Self Regulated Learning –Self Regulated Learning –Social Interactions Ontological Support Usage Scenarios Sumamry and Future Study

LORNET 08 Ontology-based Learning Resource Repositories8 Pedagogical Foundation Different learning contexts ~ different (educational) needs and requirements  different pedagogical approaches –E.g: constructivism+ cognitivism +/ self-regulated learning Goal: to provide learners with a learning environment in which they could foster both their individual and social skills.  a socially-enhanced SRL approach

LORNET 08 Ontology-based Learning Resource Repositories9 Outline Introduction Ontology-Based Framework for Context-Aware Learning –Pedagogical Foundation –Architecture Socially-enhanced Self Regulated Learning –Self Regulated Learning –Social Interactions Ontological Support Usage Scenarios Summary and Future Study

LORNET 08 Ontology-based Learning Resource Repositories10

LORNET 08 Ontology-based Learning Resource Repositories11 Outline Introduction Ontology-Based Framework for Context-Aware Learning –Pedagogical Foundation –Architecture Socially-enhanced Self Regulated Learning –Self Regulated Learning –Social Interactions Ontological Support Usage Scenarios Summary and Future Study

LORNET 08 Ontology-based Learning Resource Repositories12 Socially-enhanced SRL “any time, any place” affordance of online education  self-regulatory skills. Effective learners should also be socially productive within communities of practice

LORNET 08 Ontology-based Learning Resource Repositories13 Outline Introduction Ontology-Based Framework for Context-Aware Learning –Pedagogical Foundation –Architecture Socially-enhanced Self Regulated Learning –Self Regulated Learning –Social Interactions Ontological Support Usage Scenarios Summary and Future Study

LORNET 08 Ontology-based Learning Resource Repositories14 Self Regulated Learning self regulatory expertise = the ability to plan, monitor and evaluate one’s own learning  Self-regulatory environments –setting goals, –developing strategies, E.g. time management  learning how to learn

LORNET 08 Ontology-based Learning Resource Repositories15 Self Regulated Learning Zimmerman’s Model Performance Self- Reflection Forethought

LORNET 08 Ontology-based Learning Resource Repositories16 Outline Introduction Ontology-Based Framework for Context-Aware Learning –Pedagogical Foundation –Architecture Socially-enhanced Self Regulated Learning –Self Regulated Learning –Social Interactions Ontological Support Usage Scenarios Summary and Future Study

LORNET 08 Ontology-based Learning Resource Repositories17 Social Interactions in SRL “co-regulation”: neither learning nor motivation is an “individual struggle” Our proposed socially-enhanced self-regulated learning approach: –breaking down more complex tasks into smaller parts –individually master each part –exchanging solutions at the end of the process and, –combine them into a final solution.

LORNET 08 Ontology-based Learning Resource Repositories18 Social Interactions in SRL Performance Self- Reflection Forethought individually define hierarchical goals share and monitor those goals with peers discuss questions and monitor/answer the questions of the peers keep track of their learning in diary-like learning notes / blog. employ feedback received from the instructor / peers learn peers’ strategies (changes in strategies)

LORNET 08 Ontology-based Learning Resource Repositories19 Outline Introduction Ontology-Based Framework for Context-Aware Learning –Pedagogical Foundation –Architecture Socially-enhanced Self Regulated Learning –Self Regulated Learning –Social Interactions Ontological Support Usage Scenarios Summary and Future Study

LORNET 08 Ontology-based Learning Resource Repositories20 Ontological Support

LORNET 08 Ontology-based Learning Resource Repositories21 Outline Introduction Ontology-Based Framework for Context-Aware Learning –Pedagogical Foundation –Architecture Socially-enhanced Self Regulated Learning –Self Regulated Learning –Social Interactions Ontological Support Usage Scenarios Summary and Future Study

LORNET 08 Ontology-based Learning Resource Repositories22 Capturing and Usage of Contextual Data Learner-centered Scenario: Forethought phase: –smaller activities in idle times –Link the learner to her friends Performance phase: – suggest LOs based on the exchanged msgs and comments –link the learner to the more knowledgeable peers Self Reflection phase: –search for the successful learners, filter them and provide hints or tactics from them

LORNET 08 Ontology-based Learning Resource Repositories23 Capturing and Usage of Contextual Data Teacher-centered Scenario: ‘participatory learning design’ –show the effectiveness of the suggested Los –Provide detailed feedback about the social/collaborative activities, E.g. : participating in discussions and posting in blogs or forums

LORNET 08 Ontology-based Learning Resource Repositories24 Outline Introduction Ontology-Based Framework for Context-Aware Learning –Pedagogical Foundation –Architecture Socially-enhanced Self Regulated Learning –Self Regulated Learning –Social Interactions Ontological Support Capturing and Usage of the data Summary and Future Study

LORNET 08 Ontology-based Learning Resource Repositories25 Summary and Future Work Pedagogical extension: 1.an ontology-based representation of SRL 2.an extension to utilize social interactions  socially-enhanced SRL  can bring a new dimension to self- regulated activities and improve self- regulation learning skills of individual learners

LORNET 08 Ontology-based Learning Resource Repositories26 Summary and Future Work Further investigating of the implementation of this approach and its integration into an operational learning environment. Evaluating the effectiveness of the proposed framework

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