Empowerment and Reflexivity Vector of Self-Determination, Self-esteem, and Knowledge of one's Own Learning Style and Technological Strategy: Case of the Digital Personal Project

AAD Self-Digested Learning is a learning strategy oriented towards the actor subject, capable of reconfiguring one's resources autonomously and responsibly. The latter makes it possible to conceive one's personal and collective action project in a conscious and resonated way. ADA offers adult learners the opportunity to plan and manage their resources, collaborate with their peers to develop cultural, methodological and technological competences. Nevertheless, the implementation of an AAD-centric approach depends on andragogic and pedagogical expertise, by managing the complexity of the teaching-learning situation from the modeling and personalization of a family of learning situation differentiated and personalized to the needs and learning styles of adult learners. At the same time, current andragogic trends continue to proclaim the use of a learning approach to reflexivity and self-management of personal and collective action projects. Identifying the family of self-management problem situations can help learners acquire these skills. However, most academic training schemes favor expository and masterful approaches to the detriment of andragogic approaches, soliciting the power of analysis, reflection and management of their own learning processes. The main objective of this study is to show the importance of self-regulated learning and its close relationship with the planning and management of reflective learning. We propose a systemic and holistic modeling of pedagogical strategies, promoting the self-management of learning. The diversification of teaching strategies and knowledge of andragogic principles constitute the guideline, which guide and help learners to understand the process of construction and self-regulation of updated personal action projects (AHS). The identification of the family of self-management situation of learning (SAA), founds the new device of didactic engineering of tasks (according to an ergonomic aim and professional didactics). We have adopted two measurement instruments: a reporting tool and a digital and dynamic dashboard. The reporting tool to support the reflection and planning process of learners by leading them to describe their instrumented activities, their action plans and their evaluations on the activities carried out during the project to help and optimize decision-making. These production activities are integrated with self-regulating data in order to improve the quality of formalized projects. The dynamic dashboard allows learners to manage control and performance indicators. Learners can specify the situation data according to the expected objectives. We have implemented this methodological proposal with the development of an intelligent tutoring based on the formalization of conceptualized activities, which integrates the reporting tool and the personalized dashboard. To evaluate our proposal, we first tested the ability to create a large sample of indicators that are proposed in existing research on the analysis of empowerment and cognition activities. In addition, an exploratory study was conducted to assess the usability and perceived usefulness of andragic principles. Based on the results of this research, we found that AAD supports learners' reflections on how they conduct their technological project and provide them with the appropriate means to steer and manage their learning activities, even if the creation of indicators seems difficult for novices.