Abstract. This paper focuses on whether learners of basic music theory may find a multiple-media independent open learner model useful to explore their knowledge of harmony concepts. Learners were given the option to explore example beliefs held in their learner model as music notation, audio or text, and shown how their beliefs compared to those of an expert. Results suggest users are both willing and make use of the open learner model, and show individual preferences for media format in which to view their beliefs. Participants mostly explored incorrect knowledge even though more correct knowledge was present in the model, and made greater use of the views specific to the music domain (music notation, audio) when their model showed “incorrect knowledge”. Results indicate the potential to include multi-media information in open learner models in appropriate domains.

Abstract — We propose a new metric to automatically evaluate the confidence that a student knows a certain concept included in his or her conceptual model. The conceptual model is defined as a simplified representation of the concepts and relationships among them that a student keeps in his or her mind about an area of knowledge. Each area of knowledge comprises several topics and each topic several concepts. Each concept can be identified by a term that the students should use. A concept can belong to one topic or to several topics. Terms are automatically extracted from the answers provided to an automatic and adaptive free-text scoring system using Machine Learning techniques. In fact, the conceptual model is fully generated from the answers provided by the students to this system. In the paper, the automatic procedure that makes it possible is reviewed in detail. Finally, concept maps are used to graphically display the conceptual model to teachers and students. In this way, they can instantly see which concepts have already been assimilated and which ones should still be reviewed. Index Terms — metrics of concept assimilation; generation of conceptual models; free-text scoring; blended learning; e-assessment; e-learning I.

Abstract. An Open Learner Model makes a machine’s representation of the learner available as an important means of support for learning. This means that a suitable interface is created for use by learners, and in some cases for others who aid their learning, including peers, parents and teachers. The chapter describes the range of purposes that Open Learner Models can serve, illustrating these with diverse examples of the ways that they have been made available in several research systems. We then discuss the closely related issues of openness and learner control and the ways that have been explored to support learning by making the learner model available to people other than the learner. This chapter provides a foundation for understanding the range of ways that Open Learner Models have already been used to support learning as well as directions yet to be explored. Open learner models are learner models that can be viewed or accessed in some way by the learner, or by other users (e.g. teachers, peers, parents). Thus, in addition to the standard purpose of the learner model of maintaining data to enable adaptation to the

Abstract. This paper describes features and purposes for opening the learner model to the learner. Building on previous studies of use of a range of open learner models, it considers the features that are preferred by university level, experienced open learner model users. Recommendations are presented to help guide open learner model designers in their choices of features to make available to learners, with reference to user control, privacy, navigation, visualisation content and detail, comparisons and releasing models to peers.