Open Learner Models as Drivers for Metacognitive Processes

Abstract

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.