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dc.contributor.authorTaminiau, Bettine-
dc.contributor.authorCorbalan, Gemma-
dc.contributor.authorKester, Liesbeth-
dc.contributor.authorVan Merriënboer, Jeroen-
dc.contributor.authorKirschner, Paul A.-
dc.descriptionTaminiau, E. M. C., Corbalan, G., Kester, L., Van Merriënboer, J. J. G., & Kirschner, P. A. (2010, March). Procedural advice on self-assessment and task selection in learner-controlled education. Presentation at the ICO Springschool, Niederalteich, Germany.en_US
dc.description.abstractLearner-controlled education gives learners control over their learning pathways. They assess their own performance and select a task out of a large set of learning tasks, accommodating their own learning needs. However, novice learners often do not possess the self-assessment and task-selection skills necessary for determining an appropriate path. Especially if they are novices in the learning domain too, it is even harder to set an appropriate path. They will be overloaded by both the unfamiliar learning environment and the unfamiliar domain. Moreover, they will not know what performance standards are relevant for performance assessment, and what task characteristics to take into account for task selection. Consequently, they probably will neither gain a great deal of knowledge nor improve domain-specific skills. This is an explorative study to test the effect of a procedural advisory model providing self-assessment and task-selection advice, and if it helps learners in learner-controlled education to determine an appropriate learning pathway. The self-assessment advice provides a scoring rubric for assessing performance. The task-selection advice provides a rule for an appropriate task-selection which is based on the learner’s self-assessment, learner’s mental effort, and the task aspects of the prior task. These learners might be better able to determine their own learning pathway, in turn enhancing learning performance. It will be explored if the model benefits the learners’ development of self-assessment and task-selection skills, and, in addition, positively affect the acquisition of the learners’ domain-specific skills. This experiment will be followed by a second one, which will not be discussed in this paper, testing another advisory model. This second advisory model extends the procedural advisory model with more advice on self-assessment and task-selection. In order to test the effects of providing more advice on the development of self-assessment and task-selection skills, and, in addition, on the acquisition of domain-specific skills.en_US
dc.subjectLearner controlen_US
dc.subjecttask selectionen_US
dc.titleProcedural advice on self-assessment and task selection in learner-controlled educationen_US
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