Objectives: This case study highlights the applicability of Dynamic Assessment (DA) in exploring the cognitive development and intellectual functioning of a schizophrenic foreign language learner. Methods: The general analytical framework of study to unmask the changes in the learner’s competence is Microgenesis. Results: Analysis of the findings not only supports the Vygotskian view re...

This paper introduces learner model negotiation not only as a means to increase the accuracy of the learner model and promote metacognitive activities as in past examples, but also as a way to help learners correct peer assessment entries in their learner model, that they consider inaccurate. While open learner models are not new, and negotiated learner models have been developed before, in tod...

This article explores how teachers’ professional learning about the Common European Framework of Reference (CEFR) can re-orient their reported teaching practices to meet learner-identified sociolinguistic needs. To this end, first examines learners’ needs by exploring extent which post-secondary French-as-a-second-language (FSL) learners, who completed elementary and secondary schooling in Onta...

The Learner Model of an Intelligent Tutoring System (ITS) may be made visible (opened) to its users. An Open Learner Model (OLM) may also become a learning resource in its own right, independently of an ITS. OLMs offer potential for learner reflection and support to metacognitive skills such as self-assessment, in addition to improving learner model accuracy. This paper describes an evaluation ...

When conducting a computer-based assessment, several infringements of assessment regulations could arise. Examples are illegal communication (e.g. by email, web, cell phone), hiding of computer objects with the aim of accessing or utilizing it, impersonation of another learner and presenting the project of another learner. If infringement is suspected, a computer forensic investigation should b...

Background: Predicated on Vygotsky’s zone of proximal development (ZPD), dynamic assessment (DA) integrates teaching with assessment in a single activity by providing mediation to help learners perform beyond their independent functioning and simultaneously promote learner development. It advantages over traditional psychometric tests in that DA can not only reveal the learners’ actual level of...

Traditionally, e-Learning content is delivered without taking the learner’s traits into account. Content delivered to the learner should be personalized based on the learner profile so that learning can be effective. Also, assessment of a learner’s learning objective is normally done by posing a set of questions without documenting the student’s capabilities. A school of thought envisages asses...

This paper introduces a Dialog-Based Computer Assisted secondLanguage Learning (DB-CALL) system using task-oriented dialogue processing technology. The system promotes dialogue with a second-language learner for a specific task, such as purchasing tour tickets, ordering food, passing through immigration, etc. The dialog system plays a role of a ticket agent, a waiter, or an immigration officer ...

This paper introduces two independent open learner models (learner models that are accessible to user viewing), which are deployed alongside university courses to facilitate self-assessment skills, planning and independent learning. OLMlets is used in specific courses, while UK-SpecIAL, a modular extension to OLMlets, draws on the OLMlets learner models to display progress towards achieving lea...