These methods may be considered similar to an innovation in many settings with the need for various phases for embedding them in practice [ 48], For example within problem- based learning, there has been discussion about the utility of introducing of interactive approaches to learners who have yet to acquire a baseline level of knowledge.
In our context of multiple data sources contributing to the learner model, with use by learners and teachers (and possibly peers and parents), we need a generally understandable approach to learner model negotiation.
The other principle is part of the political approach to learner autonomy (Benson, 1997) and emphasizes the right of learners to decide the content of their learning, and to use language for their own reasons and purposes.
The paper presents our approach to learner predication in MOOCs by exploring the impact that technology has on open learning and identifies how data about student performance can be captured to predict trend so that at risk students can be identified before they drop-out.
Therefore, while the Next-TELL OLM is not negotiated, the underlying data is held, providing for a relatively lightweight approach to learner model negotiation (lightweight in the sense that assessments or modelling of specific concepts in external systems cannot be directly accessed it is the outcome that is transferred to the Next-TELL OLM).
For example, Gardner and Jones (2011) reviewed available literature about research on TA training programs and found 45% of studies reported that TAs gained conceptual understanding of the theory and approach to learner-centered instruction, and 27% found that TAs perceived the learning experience to be effective.
The next section introduces learner models that allow users to influence the content of the learner model, before considering approaches to negotiating learner models composed of data from multiple sources.
More recently, tree map overview-zoom-filter approaches to open learner modelling began to emerge (Bakalov et al. 2011; Bull et al. 2016; Kump et al. 2012), as well as tag/word clouds (Bull et al. 2016; Mathews et al. 2012) and sunburst views (Conejo et al. 2012).
Responding to its findings, he said: "New technologies can offer new approaches to engage learners.
Some implications for the construction of CALL programmes are discussed and the paper ends with the suggestion that all approaches to teaching learners in the ESP framework can benefit from the successful handling of both aspects of the earlier model.
