Favouring reflexivity in technology-enhanced learning systems: towards smart uses of traces |
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| Authors: | Sébastien George Christine Michel Magali Ollagnier-Beldame |
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| Institution: | 1. LUNAM Université, Université du Maine, EA 4023, LIUM, Le Mans 72085, France;2. INSA-Lyon, LIRIS, UMR 5205 CNRS, F-69621, Lyon, France;3. ICAR-Interactions, Corpus, Apprentissages, Représentations, UMR 5191, CNRS, Lyon, France |
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| Abstract: | During learning activities, reflexive processes allow learners to realise what they have done, understand why, decide on new actions and gain motivation. They help learners to regulate their actions by themselves, that is, to develop metacognitive regulation skills. Computer environments can support reflexive processes to support human learning, for example by analysing traces of learner activity and providing synthetic views by the way of indicators. Nevertheless, traces are underused in technology-enhanced learning (TEL) systems. In this article, we draw up the potential and limits of TEL systems based on traces for reflexive purposes. We then highlight the characteristics which TEL systems should have to use traces to foster reflexivity. We finally discuss how systems could enrich the self-confrontation process with traces. |
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| Keywords: | interaction traces technology-enhanced learning reflexive processes self-regulation |
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