Adding Value to Self-regulated Learning through Situative Learning Support



Since learning has a social and cognitive dimensions, corresponding platforms to support self-regulated learning require a context-sensitive set of features. The ongoing research targets relevant parameters describing situations occuring along self-regulated learning processes. In particular, the community-of-inquiry-model serves as carrier of contextual information. It has been implemented in an academic setting and evaluated for self-organizing lerning steps. The underlying technical implementation is bades on an open actor framework and thus, enables to plug in existing social media in content management technologies.