Challenges in Developing Automatic Learning Guidance in Relation to an Information Literacy Curriculum
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In this presentation, we present a concept for automatic learning guidance in relation to an information literacy curriculum.
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Challenges in Developing Automatic Learning Guidance in Relation to an Information Literacy Curriculum
- 1. www.moving-project.eu TraininG towards a society of data-saVvy inforMation prOfessionals to enable open leadership INnovation Angela Fessl, Alfred Wertner, Viktoria Pammer-Schindler Challenges in Developing Automatic Learning Guidance in Relation to an Information Literacy Curriculum AFEL Workshop @ EC-TEL 2018
- 2. www.moving-project.eu 2 of x MOVING Project TraininG towards a society of data-saVvy inforMation prOfessionals to enable open leadership INnovation. • 2016 – 2019 • Budget: 3,5€ millions • Testbed partners • Students • Auditors from EY This project has received funding from the European Union’s Horizon 2020 research and innovation action programme under grant agreement No 693092
- 3. www.moving-project.eu 3 of x MOVING Project (https://moving.mz.tu-dresden.de)
- 4. www.moving-project.eu 4 of x Information Literacy & Digital Competence • Information literacy and the access to and use of knowledge are becoming a precondition for individuals to actively take part in social, economic, cultural and political life in societies of the 21st century. • Information literacy is a “fundamental competency” like the ability to read, write and calculate. • The UNESCO considers it “a basic human right”. • American Library Association calls it a “survival skill in the information age”.
- 5. www.moving-project.eu 5 of x Curriculum • Curriculum: Information Literacy und Digital Competency • 3 different modules • Searching information in digital environments • Communication and collaboration in digital environments • Content creation in digital environments • Each module consists of sub-competences on different levels.
- 6. www.moving-project.eu 6 of x Curriculum: Example MODUL SUB-COMPETENCES LEARNING GOALS SEARCHING INFORMATION IN DIGITAL ENVIRONMENTS Browsing, searching and filtering data, information and digital content to articulate information needs, turn a (research) question into a search strategy, to search and access data, information and content; to create and update personal search strategies; Evaluating data, information and digital content to analyse, compare and critically evaluate the credibility and reliability of sources and the data, information and content; Managing data, information and digital content to organise, store, retrieve and process data, information, and content;
- 7. www.moving-project.eu 7 of x Related Work Open Learner Model Learning Analytics Reflection Guidance Automatic Learning Guidance Recommender Systems
- 8. www.moving-project.eu 8 of x Related Work Open Learner Model Learning Analytics Reflection Guidance Automatic Learning Guidance Contains knowledge that a computer has about a user and is made available to a user. Stored data is used to adapt systems to users, for learning analytics and for reflection Open Learner Model Recommender Systems
- 9. www.moving-project.eu 9 of x Related Work Open Learner Model Learning Analytics Reflection Guidance Automatic Learning Guidance Researches methods and usage of data analysis and pattern mining. Provides support for formal as well as informal learners. Learning Analytics Recommender Systems
- 10. www.moving-project.eu 10 of x Related Work Open Learner Model Learning Analytics Reflection Guidance Automatic Learning Guidance Reflection is the re- evaluation of past learning experiences to learn from them. Prompts (reflective questions or sentence starters) are a viable mean to guide learning through reflection. Reflection Guidance Recommender Systems
- 11. www.moving-project.eu 11 of x Related Work Open Learner Model Learning Analytics Reflection Guidance Recommender Systems Automatic Learning Guidance Suggests items related to the learning goals of a user based on the users‘ learning activities. Recommendations are used to facilitate the achievement of the information literacy curriculum. Recommender Systems
- 12. www.moving-project.eu 12 of x Moving Platform (https://moving.mz.tu-dresden.de)
- 13. www.moving-project.eu 13 of x Automatic Learning Guidance Widget Visualisation of the learning status w.r.t. the curriculum
- 14. www.moving-project.eu 14 of x Automatic Learning Guidance Widget Updating the competence status according the user’s activities Recommending learning resources Presenting reflective questions
- 15. www.moving-project.eu 15 of x Research Question 1: • How accurately can users’ competence w.r.t. the learning goal be assessed automatically? Research Question 2: • How can reflection prompts be phrased for different learner competence status such that they can be understood, are perceived as appropriate w.r.t. the users’ expertise, and lead to reflection? • How does the appearance of prompts need to be such that they are not perceived as interruptive. Challenges
- 16. www.moving-project.eu 16 of x • Implementation of the widget in a search platform • Autum: experimental field studies with social sciences university student to address our two research questions. Future Work
- 17. www.moving-project.eu 17 of x Try out MOVING https://moving.mz.tu-dresden.de
- 18. www.moving-project.eu 18 of x PhD on „Technology Enhanced Learning“ • An opportunity to obtain a PhD at Graz University of Technology • Permanent employment • Opportunities for professional and personal development • Dynamic, creative and multi-cultural team • Flexible working time and optimal conditions for personal work- life balance • http://www.know-center.tugraz.at/en/career/phd-with-focus-on- technology-enhanced-learning/
- 19. www.moving-project.eu 19 of x Thank you for your attention! Any questions? Project consortium and funding agency MOVING is funded by the EU Horizon 2020 Programme under the project number INSO-4-2015: 693092