Supporting Awareness and Self-Regulation In Project-Based Learning through Personalized Dashboards

Abstract : Project-based Learning (PBL) enables learners to carry out challenging and authentic projects through investigations. However, PBL is difficult to implement successfully because learners often lack of the self-regulation skills required to monitor, reflect, manage and assess their project activities and learning. Furthermore, most learning systems rarely offer possibilities to monitor and reflect on their project and learning processes. Hence, in this paper, we propose a general architecture of Project-based Learning Management System (PBLMS). It enhances learners’ reflective processes by supporting them in creating customizable indicators by exploring their traces. We developed an implementation named DDART and conducted an experiment in order to evaluate its usability and perceived utility. We found that this system supports learners to reflect and regulate their activities and learning, even if the indicator creation could be difficult for the novices.
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International Journal of Technology Enhanced Learning, 2017, 9 (2/3), pp.204-226. 〈10.1504/IJTEL.2017.084500〉
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https://hal.archives-ouvertes.fr/hal-01384211
Contributeur : Elise Lavoué <>
Soumis le : mercredi 19 octobre 2016 - 15:24:24
Dernière modification le : mardi 22 août 2017 - 10:45:32

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Christine Michel, Elise Lavoué, Sébastien George, Min Ji. Supporting Awareness and Self-Regulation In Project-Based Learning through Personalized Dashboards. International Journal of Technology Enhanced Learning, 2017, 9 (2/3), pp.204-226. 〈10.1504/IJTEL.2017.084500〉. 〈hal-01384211〉

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