Sharing knowledge and promoting reflection through the learner model

In this paper, we discuss how externalising learners’ interaction behaviour may support learners’ explorations in an adaptive educational hypermedia environment that provides activity-oriented content. In particular, we collect raw data from learners’ interaction, model the state of interaction using a set of indicators and contextual information, and visualize this information alongside with comparative information coming from the instructor or colleagues. This way we provide learners with a mirror of their behaviour and relative measures such as instructor’s proposals or peers’ behaviour, aiming (a) to promote learners’ reflection on their learning and support them selfdiagnose the efficacy of their interaction; (b) to help learners to plan their learning; (c) to facilitate collaboration because learners can improve understanding of themselves and each other, and select appropriate partners; (d) to support tutors in providing personalised guidance and instruction and evaluate the available educational content.