Student Models that Invite the Learner In: The SMILI: () Open Learner Modelling Framework
By Susan Bull, Judy Kay. International Journal of Artificial Intelligence in Education, 2007
329 citations recorded by the source corpus.
In recent years, the learner models of some adaptive learning environments have been opened to the learners they represent. However, as yet there is no standard way of describing and analysing these 'open learner models'. This is, in part, due to the variety of issues that can be important or relevant in any particular learner model. The lack of a framework to discuss open learner models poses several difficulties: there is no systematic way to analyse and describe the open learner models of any one system; there is no systematic way to compare the features of open learner models in different systems; and the designers of each new adaptive learning system must repeatedly tread the same path of studying the many diverse uses and approaches of open learner modelling so that they might determine how to make use of open learner modelling in their system. We believe this is a serious barrier to the effective use of open learner models. This paper presents such a framework, and gives examples of its use to describe and compare adaptive educational systems.
Subfields: Artificial Intelligence, Computer Science Applications, Developmental and Educational Psychology
View Paper: https://www.semanticscholar.org/paper/651dbff8947f6261ded3684ea3849b2adcce07c5
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In Artificial Intelligence
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In Developmental and Educational Psychology
Citations in the corpus
- Learning analytics: drivers, developments and challenges (2012, methodology): “The SMILI Open Learner Modelling Framework was used to support reflection by providing a method for describing, analyzing and designing open learner models (Bull and Kay, 2007).”
- Ethical and privacy principles for learning analytics (2014, unknown): “The open student model has been proposed as an approach to make not only information collected but also the models derived from that data available to learners (Bull & Kay, 2007).”