Model-Based Diagnosis for Regulative Support in Inquiry Learning

Wouter van Joolingen, Ton de Jong

Research output: Chapter in Book/Report/Conference proceedingChapterAcademicpeer-review

Abstract

We discuss the use of models of inquiry processes, such as SDDS and the inquiry cycle for the generation of support on the regulation of these processes. It is argued that such scaffolding must be adaptive as too much scaffolding can actually hinder learning. A major problem encountered is the “paradox of adaptive scaffolding”. In order to make scaffolding adaptive, the system needs to gather information about the learners’ progress. In order to collect this information, often many learner actions are made explicit in the environment, a measure that is a scaffold itself. We discuss a few means of minimizing this unintended scaffolding, using less obtrusive methods for obtaining learner information, and present an example of how such information can be used to support learners in monitoring their progress.
Original languageEnglish
Title of host publicationInternational Handbook of Metacognition and Learning Technologies
EditorsRoger Azevedo, Vincent Aleven
PublisherSpringer
Pages589-600
Number of pages12
ISBN (Print)978-1-4419-5545-6
DOIs
Publication statusPublished - 2013

Publication series

NameSpringer International Handbooks of Education
PublisherSpringer
Number26

Fingerprint

learning
monitoring
regulation

Keywords

  • IR-87057
  • METIS-297346

Cite this

van Joolingen, W., & de Jong, T. (2013). Model-Based Diagnosis for Regulative Support in Inquiry Learning. In R. Azevedo, & V. Aleven (Eds.), International Handbook of Metacognition and Learning Technologies (pp. 589-600). (Springer International Handbooks of Education; No. 26). Springer. https://doi.org/10.1007/978-1-4419-5546-3_38
van Joolingen, Wouter ; de Jong, Ton. / Model-Based Diagnosis for Regulative Support in Inquiry Learning. International Handbook of Metacognition and Learning Technologies. editor / Roger Azevedo ; Vincent Aleven. Springer, 2013. pp. 589-600 (Springer International Handbooks of Education; 26).
@inbook{63779f837c7340ad84ccd4f69fee3eaa,
title = "Model-Based Diagnosis for Regulative Support in Inquiry Learning",
abstract = "We discuss the use of models of inquiry processes, such as SDDS and the inquiry cycle for the generation of support on the regulation of these processes. It is argued that such scaffolding must be adaptive as too much scaffolding can actually hinder learning. A major problem encountered is the “paradox of adaptive scaffolding”. In order to make scaffolding adaptive, the system needs to gather information about the learners’ progress. In order to collect this information, often many learner actions are made explicit in the environment, a measure that is a scaffold itself. We discuss a few means of minimizing this unintended scaffolding, using less obtrusive methods for obtaining learner information, and present an example of how such information can be used to support learners in monitoring their progress.",
keywords = "IR-87057, METIS-297346",
author = "{van Joolingen}, Wouter and {de Jong}, Ton",
year = "2013",
doi = "10.1007/978-1-4419-5546-3_38",
language = "English",
isbn = "978-1-4419-5545-6",
series = "Springer International Handbooks of Education",
publisher = "Springer",
number = "26",
pages = "589--600",
editor = "Roger Azevedo and Vincent Aleven",
booktitle = "International Handbook of Metacognition and Learning Technologies",

}

van Joolingen, W & de Jong, T 2013, Model-Based Diagnosis for Regulative Support in Inquiry Learning. in R Azevedo & V Aleven (eds), International Handbook of Metacognition and Learning Technologies. Springer International Handbooks of Education, no. 26, Springer, pp. 589-600. https://doi.org/10.1007/978-1-4419-5546-3_38

Model-Based Diagnosis for Regulative Support in Inquiry Learning. / van Joolingen, Wouter; de Jong, Ton.

International Handbook of Metacognition and Learning Technologies. ed. / Roger Azevedo; Vincent Aleven. Springer, 2013. p. 589-600 (Springer International Handbooks of Education; No. 26).

Research output: Chapter in Book/Report/Conference proceedingChapterAcademicpeer-review

TY - CHAP

T1 - Model-Based Diagnosis for Regulative Support in Inquiry Learning

AU - van Joolingen, Wouter

AU - de Jong, Ton

PY - 2013

Y1 - 2013

N2 - We discuss the use of models of inquiry processes, such as SDDS and the inquiry cycle for the generation of support on the regulation of these processes. It is argued that such scaffolding must be adaptive as too much scaffolding can actually hinder learning. A major problem encountered is the “paradox of adaptive scaffolding”. In order to make scaffolding adaptive, the system needs to gather information about the learners’ progress. In order to collect this information, often many learner actions are made explicit in the environment, a measure that is a scaffold itself. We discuss a few means of minimizing this unintended scaffolding, using less obtrusive methods for obtaining learner information, and present an example of how such information can be used to support learners in monitoring their progress.

AB - We discuss the use of models of inquiry processes, such as SDDS and the inquiry cycle for the generation of support on the regulation of these processes. It is argued that such scaffolding must be adaptive as too much scaffolding can actually hinder learning. A major problem encountered is the “paradox of adaptive scaffolding”. In order to make scaffolding adaptive, the system needs to gather information about the learners’ progress. In order to collect this information, often many learner actions are made explicit in the environment, a measure that is a scaffold itself. We discuss a few means of minimizing this unintended scaffolding, using less obtrusive methods for obtaining learner information, and present an example of how such information can be used to support learners in monitoring their progress.

KW - IR-87057

KW - METIS-297346

U2 - 10.1007/978-1-4419-5546-3_38

DO - 10.1007/978-1-4419-5546-3_38

M3 - Chapter

SN - 978-1-4419-5545-6

T3 - Springer International Handbooks of Education

SP - 589

EP - 600

BT - International Handbook of Metacognition and Learning Technologies

A2 - Azevedo, Roger

A2 - Aleven, Vincent

PB - Springer

ER -

van Joolingen W, de Jong T. Model-Based Diagnosis for Regulative Support in Inquiry Learning. In Azevedo R, Aleven V, editors, International Handbook of Metacognition and Learning Technologies. Springer. 2013. p. 589-600. (Springer International Handbooks of Education; 26). https://doi.org/10.1007/978-1-4419-5546-3_38