Productions WP 3

Visualization of profiles, regulation and self-regulation of learning

WP head : IRIT (J. Broisin) and Praxiling (S. Mailles Viard Metz)
Participants : LIRIS (C. Michel) and the pedagogical teams of the 3 fields
Objectives :

Once learners' profiles are established with regard to the skills acquired or being acquired (WP2), their visualizations proposed in this WP serve two purposes:

  1. enable teachers to assess changes in the construction of learners' knowledge, in order to decide on remediation/regulation actions to be undertaken on the type of activity and forms of support to be offered to learners;
  2. enable learners to take stock of their learning, set objectives and measure whether they have been achieved.

The collection of traces reflecting users' activities on the learning environments of the 3 fields, as well as calculations on learners' mastery of skills are carried out in WP2. On the other hand, the calculation of activity indicators such as the time spent by a learner on an activity, the number of connections to the learning environment, the number of attempts necessary to perform an exercise, etc., is provided in WP3. The two main locks are therefore in

  1. the identification of indicators (other than the level of mastery of a skill) to be returned to the different actors and the design of the algorithms leading to their calculation, and
  2. the design of visualizations and forms of interaction adapted to make this information accessible and interpretable by users in order to:
  • make diagnoses in terms of competencies, at the individual (for each learner) and collective (for the whole class) level, by making it possible to explore the acquired competencies according to their multiple levels of granularity;
  • make diagnoses in terms of learning strategies, allowing learners to replay their own learning sessions but also those of their peers.

This information should help the user to identify gaps between the objectives achieved and those expected, to reflect on the reasons leading to this gap, based on the way the activity was carried out, and to define behavioural changes, i.e. to implement regulatory and/or self-regulatory actions. The challenge will therefore be to find the visual forms that are best suited to reinforce the feeling of efficiency, autonomy and motivation, through regulation or self-regulation strategies.