Papers in Part 2 of the Special Issue on Open Learner Models

The first two papers address issues surrounding learner inspection of peer models, and the availability of learner models to course instructors. Bull, Mabbott and Abu Issa present the UMPTEEN system which allows students to open their learner models to others in named and/or anonymous form. The CosyQTI system presented by Lazarinis and Retalis provides anonymous access to models of peers and restricted named access to friend peers. Both approaches use simple presentations of the learner model, and both are domain-independent, requiring instructors to input the necessary information. Both show individual and combined group data. The main differences between the two approaches include the following: Bull, Mabbott and Abu Issa's UMPTEEN aims to promote learner autonomy, to help students identify areas of difficulty so they may consult appropriate materials (or other users) i.e. take the responsibility for directing their learning; while Lazarinis and Retalis's CosyQTI opens the learner model in the context of an adaptive hypermedia testing system.