Negotiating Individual Learner Models in Contexts of Peer Assessment and Group Learning

Susan Bull; Lamiya Al-Shanfari

Negotiating Individual Learner Models in Contexts of Peer Assessment and Group Learning

Susan Bull, Lamiya Al-Shanfari

Electronic, Electrical and Systems Engineering

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution

1 Citation (Scopus)

170 Downloads (Pure)

Abstract

This paper introduces learner model negotiation not only as a means to increase the accuracy of the learner model and promote metacognitive activities as in past examples, but also as a way to help learners correct peer assessment entries in their learner model, that they consider inaccurate. While open learner models are not new, and negotiated learner models have been developed before, in today’s learning contexts of potentially big data from many sources including other learners, some kind of approach to managing the data as well as helping learners to understand and accept it, or correct it, is needed.

Original language	English
Title of host publication	Proceedings of Intelligent Support for Learning in Groups (AIED 2015)
Editors	Jesus Boticario, Kasia Muldner
Publisher	CEUR
Number of pages	6
Volume	1432
Publication status	Published - 2015
Event	International Workshop on Intelligent Support for Learning in Groups (AIED 2015) - , United Kingdom Duration: 23 Jun 2015 → …

Publication series

Name	CEUR Workshop Proceedings
Volume	1432
ISSN (Print)	1613-0073

Workshop

Workshop	International Workshop on Intelligent Support for Learning in Groups (AIED 2015)
Country/Territory	United Kingdom
Period	23/06/15 → …

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Bull_Al-Shanfari_Negotiating_Individual_Learner_Models_CEUR_Proceedings
Published as above. Checked Jan 2016
Accepted author manuscript, 293 KBLicence: None: All rights reserved

FP7_COLLAB_LEAs BOX - Tools for Competence-Centred, Multi-Source Learning Analytics
Bull, S.
European Commission, European Commission - Management Costs
1/03/14 → 30/11/16
Project: Research

Cite this

@inproceedings{bf24da26a873401992f7ff9f3c2f9686,

title = "Negotiating Individual Learner Models in Contexts of Peer Assessment and Group Learning",

abstract = "This paper introduces learner model negotiation not only as a means to increase the accuracy of the learner model and promote metacognitive activities as in past examples, but also as a way to help learners correct peer assessment entries in their learner model, that they consider inaccurate. While open learner models are not new, and negotiated learner models have been developed before, in today{\textquoteright}s learning contexts of potentially big data from many sources including other learners, some kind of approach to managing the data as well as helping learners to understand and accept it, or correct it, is needed.",

author = "Susan Bull and Lamiya Al-Shanfari",

year = "2015",

language = "English",

volume = "1432",

series = "CEUR Workshop Proceedings",

publisher = "CEUR",

editor = "Jesus Boticario and Kasia Muldner",

booktitle = "Proceedings of Intelligent Support for Learning in Groups (AIED 2015)",

note = "International Workshop on Intelligent Support for Learning in Groups (AIED 2015) ; Conference date: 23-06-2015",

}

Bull, S & Al-Shanfari, L 2015, Negotiating Individual Learner Models in Contexts of Peer Assessment and Group Learning. in J Boticario & K Muldner (eds), Proceedings of Intelligent Support for Learning in Groups (AIED 2015). vol. 1432, CEUR Workshop Proceedings, vol. 1432, CEUR, International Workshop on Intelligent Support for Learning in Groups (AIED 2015), United Kingdom, 23/06/15.

Negotiating Individual Learner Models in Contexts of Peer Assessment and Group Learning. / Bull, Susan; Al-Shanfari, Lamiya.
Proceedings of Intelligent Support for Learning in Groups (AIED 2015). ed. / Jesus Boticario; Kasia Muldner. Vol. 1432 CEUR, 2015. (CEUR Workshop Proceedings; Vol. 1432).

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution

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AU - Al-Shanfari, Lamiya

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N2 - This paper introduces learner model negotiation not only as a means to increase the accuracy of the learner model and promote metacognitive activities as in past examples, but also as a way to help learners correct peer assessment entries in their learner model, that they consider inaccurate. While open learner models are not new, and negotiated learner models have been developed before, in today’s learning contexts of potentially big data from many sources including other learners, some kind of approach to managing the data as well as helping learners to understand and accept it, or correct it, is needed.

AB - This paper introduces learner model negotiation not only as a means to increase the accuracy of the learner model and promote metacognitive activities as in past examples, but also as a way to help learners correct peer assessment entries in their learner model, that they consider inaccurate. While open learner models are not new, and negotiated learner models have been developed before, in today’s learning contexts of potentially big data from many sources including other learners, some kind of approach to managing the data as well as helping learners to understand and accept it, or correct it, is needed.

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T3 - CEUR Workshop Proceedings

BT - Proceedings of Intelligent Support for Learning in Groups (AIED 2015)

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T2 - International Workshop on Intelligent Support for Learning in Groups (AIED 2015)

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Negotiating Individual Learner Models in Contexts of Peer Assessment and Group Learning

Abstract

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Projects

FP7_COLLAB_LEAs BOX - Tools for Competence-Centred, Multi-Source Learning Analytics

Cite this