Formative Interfaces for Scaffolding Self-Regulated Learning in PLEs

This paper discusses the development of Personal Learning Environments (PLEs) that facilitate self-regulated learning, emphasizing the importance of scaffolding and user agency in educational processes. It explores the integration of semiotic principles and visual languages into PLEs to enhance user interaction and self-regulation, particularly through the iClass platform, which is designed to support personalized learning. The research addresses key challenges in designing effective PLEs that align with modern learning theories like connectivism and self-regulated learning.