The CbKST Tools have been developed in the context of the
iClass project.
They consist of five skill-based tools which support the learning process.
These tools are based on the two pillars (1) Competence-based Knowledge
Space Theory (CbKST) and (2) an self-regulated learning approach.
A short explanation and an online demo (Java Applet) of each tool
can be found below.
Planning Phase
Domain Map Editor (DME)
The CbKST tools rely on a domain model consisting of skills, learning
objects, assessment question, concepts, and action verbs. Creating
these domain models (or domain maps) is usually the task of teachers
and domain authors. This involves defining skills of a knowledge
domain and prerequisites among and relating them with learning
activities and assessment items. A tool has been developed which
allows to easily create domain models by employing visualisation
techniques. For example, defining prerequisite relations between
skills are immediately depicted graphically, and assigning skills to
learning objects are done in a fish-eye visualisation where all
learning objects including the assigned skills are show and the
selected learning object is magnified.
The Domain Map Editor allows not only to structure a knowledge domain
but also provides the possibility to create according learning
activities and test-questions/problems which can then easily be
related to the relevant skills.
⇒ Demo: Domain Map Editor
Skill-based Planner (SBP)
The Skill-based Planner supports the goal setting and planning phase
of the self-regulated learning processes. This tool visualizes the
domain skills and their prerequisite relations as graph with ascending
sequences of line segments representing prerequisite relationships
between skills. On this graph, skills can be chosen to define the
competence goal and subsequently sequenced on the visual plan
component. Prerequisite skills need to be added first to the plan
before higher-ordered skills can be assigned. Furthermore, for each
skill learning objects can be searched and chosen which teach the
respective skill. As soon as for all skills of the competence goal
learning objects have been added to the plan, visual feedback is
provided that the plan is complete.
⇒ Demo: Skill Based Planner
Reflection Phase
Adaptive Assessment Tool (ADT)
An adaptive assessment is conducted to determine which skills a
learner has available. Questions are posed to the learner taking into
account previous answers and exploiting prerequisite relationships
among problems. The traditional algorithm calculates the sequence of
questions and is capable of posing a minimal number of questions to
determine the learner's knowledge. The result of the assessment is a
(verified) set of skills (competence state) which the learner has
available. During the assessment, the learner can get visual feedback
on the correctness of the problems. In order to support self-regulated
learning, features of increased learner control have been realized,
e.g. the learner may select or deselect the display of correctness of
answers during assessment or may do a self-assessment instead of
actually answering questions (forthcoming).
⇒ Demo: Adaptive Assessment Tool
Self-Evaluation Tool (SET)
A learner may reflect on what he did learn by defining skills which
consist of concepts and action verbs. This is done in three steps: (1)
The learner is provided with a list of concepts and chooses those
concepts that he has covered in the learning process so far. (2) Then
he indicates for each concept the level of expertise which he thinks
he has acquired so far - these levels are indicated by the Bloom
taxonomy levels, i.e. the action verbs remember, understand, apply
etc. (3) The selected combinations of concepts and Bloom level action
verbs are compared and synchronized with the skills of the respective
domain map and reported to the learner. With this approach during the
self-evaluation procedure the learner reflects on what he has learned
and after the procedure the learner is presented with the skills which
result from the self-evaluation procedure. In contrast to the Adaptive
Assessment tool, this method does not pose questions, but asks
directly for learned domain concepts.
⇒ Demo: Self-Evaluation Tool
Learning Knowledge Presenter (LKP)
This tool is part of the Personal Space and presents the skills which
the learner has learned during the learning process. Three sources for
this information are used: (1) The skills which have been taught by
learning objects are visualised in a chronological order together with
the learning objects. (2) The acquired (verified) skills resulted from
the adaptive assessment and (3) the skills (non-verified) resulted
from the self-estimation of skills (for details see below). The
presentation of skills is done in a visual way, learned acquired
skills (verified and non-verified) are rendered in different colours.
Furthermore, the competence goal (also set of skills) is rendered in a
way that missing skills can be seen immediately. In this way the
learner directly monitors his learning progress and skill gap
(compared to the competence goal).
⇒ Demo: Learner Knowledge Presenter
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