e-Personalised Self-Regulated Learning (ePSRL)

Overview

ePSRL Management System is developed as a mobile responsive web application. It is integrated in the Brightspace Learning Management System used by Duke-NUS students. It also provides access to NUS (with NUSNET IDs) through NUS ADFS and external users through an online
registration approval process.

ePSRL Management System is currently at https://webapps.duke-nus.edu.sg/edu/epsrl/.

ePSRL Management System is pedagogically designed for learning through two ways.

One, it houses a default Self-Regulated Learning course, The Self-Regulated Learning Experience [as described in 1) below], that is available to all users who are registered in the application. It serves as a precourse programme to create awareness of, and to teach self-regulated learning before the commencement of any course. It can also be conducted independently as a self-regulated learning course.
Two, it can be anchored as a full or partial learning environment for courses. A ePSRL anchored course encourages and monitors the practice of SRL throughout the course proper.

ePSRL Management System consists of seven components that enable learners to (i) evaluate their perceived level of self-regulated learning (SRL), (ii) learn self-regulated learning skills and (iii) practise selfregulation in courses that leverage on the platform in the course of their study. (Click here for a video demonstration)
1) The Self-Regulated Learning Experience
This is a self-directed course especially designed to give learners a Self-Regulated Learning experience. It provides a comprehensive Self-Regulated Learning Self-Awareness Survey (SRL-SAS) for learners to self-appraise their levels of competence in the various domains of SRL. Based on the results of the learner’s SRL-SAS, a course based on their perceived weaknesses in the identified SRL domains is personalised for them to be completed. This course is available to all learners registered
in ePSRL.
2) Personalised Study Plan (PSP) The Personalised Study Plan (PSP) is the heart of ePSRL and is structured as a calendar. It is the place where self-regulated learning is actualised. In the PSP, instructors and students can create learning tasks related to the learning objectives of the course. These learning tasks are created and situated at the Core Learning Milestone Activity Platform (CLMA) or the Learning Mastery Appraisal Platform (LMA).

Each task is marked with a stipulated completion timeline within which the student can choose when to do it. Multiple learning resources or activities can be included in each task for individual student’s learning personalisation. Instructors and students can also tag or personalise learning goals to the learning tasks. Currently, three types of goals are available – Deadline, Achievement and Mastery.

3) Core Learning Milestone Activity Platform (CLMA) The Core Learning Milestone Activity Platform (CLMA) provides a venue where students reflect on the learning resources and/or tasks in terms of their value, sufficiency and difficulty. At the same time, the students record the emotions they have experienced during learning. These selfregulated learning information would then be presented at the student’ SRL Analytics Dashboard (LAD) for them to conduct a more holistic reflection on their learning.

4) SRL Analytics Dashboard (LAD)
The SRL Analytics Dashboard (LAD) is where all the self-regulated learning data of each student are captured real time. It provides a holistic view of the student’s progress and growth in the different SRL domains. The student can track his/her progress in the SRL domains of goal management, time management, procrastination management, task appreciation and emotional regulation. With these real time data, the student is able to reflect on and adjust his/her learning strategies in a timely manner for the maximal learning effect.

5) Learning Mastery Appraisal (LMA) Learning Mastery is one of the important outcomes of self-regulated learning. Learning mastery
refers to the learner’s level of attainment in terms of the depth and width of content acquisition, self-efficacy in learning and assessment, and effectiveness of learning strategies. In ePSRL, learning mastery is manifested in terms of content mastery, learning confidence mastery and strategic mastery.
– Content mastery relates to learner’s accuracy, depth and width of knowledge acquisition.
– Learning confidence mastery relates to the learner’s self-efficacy in the process of knowledge acquisition.
– Strategic mastery relates to the efficiency of the learner’s learning strategies.
Three appraisal platforms are used in ePSRL to develop, monitor and improve learning mastery. They are Confidence-based Formative Assessment, Learning Reflection and Learning Diagnostics.

6) Learning Reflection Diary (LRD) (Click here for a video demonstration)
Learning Reflection is integrated as an important process in the use of the ePSRL Management System. Formal and informal learning reflection are encouraged when the system is in use. The system is designed to provide a conducive environment for the practice of learning reflection through the processes of:
– Reflection-before-action;
– Reflection-in-action (Prompts; learning reflection tasks);
– Reflection-on-action (Visuals; Journaling).
Such learning reflections can have diagnostic, predictive and/or prescriptive effects on the learning process. While the instructor can set structured reflection tasks for the students, students can also
do their own personal learning reflection within ePSRL. All reflections, instructor-initiated or student’s own, are captured chronologically in the student’s own Learning Reflection Diary (LRD). The Learning Reflection Diary (LRD) is downloadable as a document file for record or use elsewhere in the student’s learning journey.

7) Learning Monitor System (LMS) The Learning Monitor System (LMS) is an automated system that provides SRL monitoring,
scaffolding and motivating for the learners depending on their progress in their courses. The system sends out emails to the learners as activated by unique learning events related to eachlearner. Three forms of emails are sent out:

Learning Monitors – They are sent to learners as activated primarily by their time and procrastination management behaviours. For example, a learning monitor email is sent out to a learner if he fails to complete any learning or assessment within the set timeline.
– Learning Scaffolders – They are sent to learners in relation to their task appreciation and emotional regulation behaviours. For example, if a learner consistently feedbacks that learning tasks are difficult, a learning scaffolder email is sent to suggest to him that he can seek assistance from the course instructor.
– Learning Motivators – They are sent to learners in relation to their goal management, understanding check and emotional regulation behaviours. For example, a learning motivator email is sent to compliment goal completion and or to provide reassurance and encouragement when a goal is not achieved.