.:: BIOGRAPHY ::.

Norasnita graduated with BSc. degree in Computer Science from Universiti Teknologi Malaysia. She was then awarded MSc degree from the same university in 2004. Currently she is pursuing PhD at the University of Birmingham United Kingdom in Educational Technology Research.

.:: RESEARCH INTEREST ::.

¨ open learner modelling

¨ trust issues

¨ intelligent tutoring system

¨ adaptive learning

.:: CURRENT RESEARCH ::.

Open learner model is the extension of learner modelling that enables learners to access their knowledge of understanding. It is an interactive learning where learners can view their model of knowledge, difficulties and misconceptions. The simple representation usually displays learner achievement using skill meters that visualize learner achievement as a set of progress bar for each important task or a set of domain concepts. But detail presentation of open learner model systems deals with complex systems that used more complex representations, for example a hierarchical tree structures, a textual description of knowledge and misconceptions, a conceptual graph and Bayesian networks. Open learner models have several types of systems including those that can inspect, contribute additional information, edit, negotiate, and persuade. The level of control over learner access is different in each type. In the inspectable learner model, learner can view their model without any right to make alteration on the model but it is allowed in the editable OLM.  Negotiate OLM is where learner and system can discuss the model and come out with mutual model. While persuade OLM is where learner can argued the model and take some test to proved their competencies before system agreed with the new model. However, previous research shows that student uncomfortable with simply editing model by their own (editable OLM). They prefer to have OLM that offered less direct control as in negotiate and persuade OLM. Apart from that, open learner model also allow learner to open their model to other people like peers and instructor. However, opening the learner model to others will raise crucial aspect of how trust and privacy issues should be taken into account. These features may raise several questions:  Are the systems giving a correct evaluation of my knowledge?, Will my model still be accurate if I change it?, Which peers should I open my model to? (Why these people?), which peers should I collaborate with? (Why these people?), Do I want to use peer models, but keep my own private? These then lead to questions such as “Do learners trust their open learner model?” Therefore, issues of trust in open learner model is become an interest for her to research.

In the investigation of students’ trust in open learner model, three issues/features of OLMs are considered (as in figure below). These three issues were identified for the reason that different users may find different features of OLMs important for developing trust. The features are combinations of two OLMs systems: OLMlets (Bull et al., 2006) and Flexi-OLM (Mabbot & Bull, 2006).

Last updated on May 2009
Maintained by asnita