Open Learner Model As A Tool For Self Regulated Learning

Self Regulated Learning is a component of of the Diagnostic Assessment and Achievement of Colleges. The purpose of Self Regulated Learning is to identify your strengths and weaknesses as a learner. Using the report generated from the quiz can help you become a better student by identifying areas that may need work. The report covers meta cognition which is being aware of your thoughts and how you approach learning, strategies which evaluates your procedures used to enhance your learning,and motivation which is your desire to do something.

A person with the strength of Learner is someone who wants to continuously learn and improve, are able to concentrate for long periods of time and are motivated to further educate themselves (Rath, 2007). A Learner isn’t satisfied with mere answers, they must figure things out, solve the puzzle and will continue to research the subject until satisfied with the knowledge gained even if it means losing sleep to do it. Most Learners are self-taught in many areas, are bold and dare to think outside the box (Rath, 2007). Education is an important lifelong activity for this person as skills and information are constantly being learned, tested and perfected.

Self-access learning is a description of the way in which resources are organized and may be self or other-directed, although many learners choosing to use self-access resources are likely to have assumed at least a degree of control over the decisions made regarding their learning. Self-directed learning is, however, equally possible without the provision of self-access centers or a great mass of learning

This is a learner who takes initiative personally. This learner who is self-reliant and takes time practicing over and over. In terms of responsibility this individual embraces responsibility of learning and takes each problem as an opportunity to grow not an obstacle. Furthermore a self-directed learned learns to develop and maintain self-discipline and is very confident. This learner also explores and questions scenarios and is driven by a high degree of curiosity which builds a strong desire to learn. Time management for learning is well managed by self-directed learners and this will be driven by a plan for work completion. In essence this individual enjoys learning.

There are several aspects that would describe a self-directed, intrinsically motivated, active learner, such as those who are curious and persistent about acquiring knowledge. Most of the time, people who are curious take initiative to seek higher education and accept the responsibilities that come with studying and test taking to acquire the knowledge they seek. Those who accept the responsibility of learning a new skill takes the initiative to organize their time to dedicate to that education and set a pace to reach their end goal for the educational structure. By using basic learning skills, self-directed learners look at problems as challenges and embrace the mindset of self-growth. Self-directed learners are self-reliant and enjoy learning on a regular basis.

Cognitive skills and the student’s abilities’ alone cannot account for individual’s learning. Other factors such as motivation and self-regulation play a role in the students learning as well. This cognitive approach leads to self-regulation learning. This learning process places emphasis on the student being proactive in developing their learning skills. The learner sets their goals, develop their own learning strategies, monitor and modify their progress when needed (Schunk, 2006). In order for this learning process to be effective, the student has to be motivated and committed to accomplishing their goals. The more the learning is invested in the process, the more effective learning becomes. This is critical to the learning process.

Self-regulation is the ability to stay calmly focused and alert. Zimmerman’s (2000) social cognitive model of Self-Regulated Learning (SRL) provides framework to understanding relationships between an individual’s effort and their social experience. In essence, self-regulated learning allows students to be in control of their own learning processes (Zimmerman, 2013). They are in the driver’s seat of how they learn. Many researchers are in agreement that self-regulated learning is beneficial for all students, and particularly beneficial for students with learning disabilities. The literature on the topic shows successful students with learning disabilities report that using self-regulated learning strategies accounted for most of their success in school.

Self-directed learning focuses on the process by which adults take control of their own learning, in particular how they set their own learning goals, locate appropriate resources, decide on which learning methods to use and evaluate their progress. Furthermore, self-directed learners are highly motivated, independent, and strive toward self-direction and autonomy. They take the initiative to diagnose their learning needs, formulate learning goals, identify resources for learning, implement learning strategies, and evaluate learning outcomes. The following is a reflection on an interview I did with my best friend Steve regarding self-directed learning.

The purpose of the tutoring technology is to bring an expert to the attention of the student. Since the need for a personal expert can put pressure on the population of the available teaching expert, not to mention the possible costs, cognitive tutoring is proving to be a better option. Such proliferation now looks certain to become a possibility sooner than later. In the current stage, cognitive tutoring usage is in hundreds of thousands of schools, with future attention on the usability, cost, and possibilities remaining the only unknown variables in the future. In 2000, over 100 schools were using cognitive tutors with tremendous results; such an application to all schools can see a paradigm in the performance of the subjects in question

As we discussed in class, motivation plays an intrinsic role in creating successful self-directed learning. Those who practice this form of learning, in various ways, are driven by personal or external incentives, such as the desire to learn something, or simply for curiosity 's sake, self-esteem and self-efficiency. Because of this self-directed learners are known to take initiative, view issues as challenges to overcome, become confident, have a desire to evolve, and appreciate and seek out learning opportunities (Taylor, 1995).

The teacher meets with Learner A again draws up the ILP. The results from the Diagnostic Assessment enables the teacher to set targets in her ILP (app 1.2). At CANDI the ILP Is drawn up online using SMART targets; targets that are Specific, Measurable, Achievable, Relevant and Time based. This online system allows the teacher to set the learning targets but

Gustafson, K. (2002). The future of instructional design. In R. Rieser & J. Dempsey (Eds.), Trends and issues in instructional design and technology (pp. 333-343). Upper Saddle River, N.J.: Merril/Prentice Hall

Consequently, this proposed solution leads to a specific research challenge and opportunity: how can a system designer design, implement, and validate a simulation to be used in evaluating adaptive support systems for doctoral learners. My proposed research aims to address this gap by depicting the design process, implementation, validation, and use of a simulation model for em-pirical evaluation of various personalized support strategies for doctoral learners. While the long-term goal is to show how simulation can be used to evaluate the design process of advanced learning

Below I will be explaining exactly what this is and how it is used within higher education. This is necessary for every student to compile

The software application is being added a new functionality it is supposed to enter, store and recall a valuable item of learning. At this level then, it is necessary to examine the iteration control structure and the final aim is that of classifying the learning item into one of the three categories: