Enabling Successful Self-Regulation
in Open Learning Environments
at ICALT 2012
6 July, 2012 (10:30-13:00) - CNR, Rome, Italy
The International Workshop on Enabling Successful Self-Regulation in Open Learning Environments (S-ROLE 2012) is held in the context of the 12th IEEE International Conference on Advanced Learning Technologies ICALT 2012.
It takes place on 6 July, 2012 in Rome, Italy.
Workshop Abstract Submission Deadline: February 8,
Workshop Paper Submission Deadline: February 15, 2012
Download Call for Papers
Lifelong learning across institutional boundaries brings new challenges for learners. Self-Regulated Learning (SRL) is guided by motivation, meta-cognition, and strategic action (planning, monitoring, and evaluating progress). Self-regulated learners are aware of their academic strengths and weaknesses, and they have a repertoire of strategies they appropriately apply to tackle the day-to-day challenges of academic tasks. Personalization of SRL based on psycho-pedagogical learning theories permits individualization of learning components and their combination to generate new environments and functionalities, which can be adapted by learners to meet their own needs. To address current demands this workshop focuses on Self-Regulated Learning in Responsive Open Learning Environments, which permit personalization of the entire learning environment and its functionalities, i.e. individualization of its components and their adjustment or replacement by alternative solutions.
The topic of this workshop relates mainly to the following conference topics: Adaptive, Personalized and Context-aware Technology-Enhanced Learning & Education; Virtual Worlds for Academic, Organizational, and Life-Long Learning & Education.
The target audience of the workshop consists of researchers, developers, and users of learning environments who are interested in building individual learning environments.
Teaser videos easily explaining the SRL concept: ROLE news.
This workshop focuses on the design of personal learning environments and its underlying psychological and pedagogical rational. While a significant amount of research currently investigates PLEs, in-depth investigations on how to successfully enable self-regulation in practice are rare. For instance, most successful PLE usage examples were driven by digitally literate and self-motivated learners. The workshop welcomes contributions that elaborate on conditions which are necessary that a learning environment supports self-regulated learning and that a learner can use the personal learning environment in a meaningful way. Furthermore, guidelines and principles should be elaborated how a learner can compile her own learning environment and how the compilation can be supported. Case studies from test-beds that involve "average" learners (e.g., adult learners with limited opportunities to study and low digital literacy) are particularly welcome.
The addressed research questions include the following ones:
Which factors are relevant that a learning environment supports self-regulated learning?
How can a learning environment be personalized to the needs of learners?
Which guidelines can be made to support the assembly of a learning environment?
Which recommendation strategies and systems can support the assembly of learning environments?
What case studies about self-regulated learning in open and personal learning environments are available?
Which evaluation strategies are possible in the context of learning environments?