Open Learner Models as Drivers for Metacognitive Processes

Susan Bull, Judy Kay

Research output: Chapter in Book/Report/Conference proceedingChapter (peer-reviewed)peer-review

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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.
Original languageEnglish
Title of host publicationInternational Handbook of Metacognition and Learning Technologies
Subtitle of host publicationSpringer International Handbooks of Education
EditorsRicardo Azevedo, Vincent Aleven
Number of pages16
ISBN (Electronic)978-1-4419-5546-3
ISBN (Print)978-1-4419-5545-6
Publication statusPublished - 2013

Publication series

NameInternational Handbook of Metacognition and Learning Technologies
ISSN (Print)2197-1951
ISSN (Electronic)2197-196X


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