Modeling And Implementation Of Self-Regulated Learning From The Perspective Of Personal Learning Environment Design

Self-regulated learning has never been endowed with unprecedented values and missions against the background of knowledge economy and lifelong learning. Changes of the implementation of self-regulated learning and its support environment are urgently needed in response to the transitions of learning style and the self-pursuit of learners in the future. Obviously, following the operating metaphors of course and class, traditional learning environment is incompetent to meet the challenges. Developing a new implementation framework of self-regulated learning which conforms to the time spirit and the current education and technology ideas thus becomes pressing. In this regard, the paper chooses the perspective of the state-of-the-art learning environment construct concept of personal learning environment (PLE), and discusses the inevitable combination of personal learning environment and self-regulated learning from the aspects of social culture and technical method.As there are rather few previous studies found domestically and internationally, the paper adopts the research route of "analyzing differences-finding clues seeking solutions". The paper starts with analyzing the changes of learning activity occured in the traditional learning environment (represented by LMS) and PLE. Clues and theoretical bases are then sought from multiple angles, including learning organization, learning experience, learning support and environment construction. Finally, the paper constructs the brand new conceptual model of self-regulated learning based on PLE (called PLE-SRL).PLE-SRL model is refined vitally in two aspects:learning organization and learning support. In terms of learning organization, the distinct feature of the model lies in not directly mapping the procedural logic of teaching and learning, but integrating learning regulation process and PLE construction in a semi-structured way, supported by the hierarchical organization of learning activities. The model emphasizes the importance of learners’ constructing over their learning process. The paper extracts five elements and three logical structures of self-regulated learning, discusses the model’s mechanisms of construction, regulation, perception, association and navigation, and gives its typical cases in various educational application scenarios and application modes. In terms of learning support, the model introduces the social relevance technology which is characterized by collective intelligence, to achieve the goal of organizing and aggregating optimally the suitable contents, tools and people which come from diversified channels in a distributed open environment. The paper proposes a three-tier framework to implement this kind of learning support, and studies into some key technologies in depth, including the descriptive model of learning acitivity streams, the matrix of relevance push strategy, the incentive and optimization mechanism, etc.The prototype system of PLE-SRL model is finally designed and developed by using zero code. The paper evaluates and tries the prototype system from the support of self-regulated learning and technology acceptance, demonstrating the feasibility of the system and the rationality of the model.