Fessl Angela, Wertner Alfred, Pammer-Schindler_TU Viktoria
Challenges in Developing Automatic Learning Guidance in Relation to an Information Literacy Curriculum
CEUR Workshop Proceedings, Angela Fessl, Stefan Thalmann, Mathieu d'Aquin, Peter Holtz, Stefan Dietze
Becoming a data-savvy professional requires skills and competencesin information literacy, communication and collaboration, and content creationin digital environments. In this paper, we present a concept for automatic learningguidance in relation to an information literacy curriculum. The learning guidanceconcept has three components: Firstly, an open learner model in terms of an informationliteracy curriculum is created. Based on the data collected in the learnermodel, learning analytics is used in combination with a corresponding visualizationto present the current learning status of the learner. Secondly, reflectionprompts in form of sentence starters or reflective questions adaptive to the learnermodel aim to guide learning. Thirdly, learning resources are suggested that arestructured along learning goals to motivate learners to progress. The main contributionof this paper is to discuss what we see as main research challenges withrespect to existing literature on open learner modeling, learning analytics, recommendersystems for learning, and learning guidance.