Bringing Balance to the Forces of Learning Design: Integrating Self-Regulated Planning and Scripting via Model Transformations

Abstract

Representations of learning processes matter to participants of educational scenarios of completely opposite schools: both when reflecting on self-regulated processes and also when systems guide the learning activity with scripts or interventions, sound representations of the respective educational processes are needed. We will present in this paper our efforts on weaving together these two extreme positions using a visual language for self-regulated learning in groups and formal transformations: 1. We map to conceptual frameworks in the field to make interoperability and exchange possible. 2. We map to formal executable models to facilitate monitoring, feedback and potentially scripting educational scenarios to support students and teachers in following pre-planned educational processes.