Use of Personalized Feedback Reports in a Blended Conceptual Modelling Course

Despite the substantial number of existing publications on conceptual modelling education and feedback, in particular, the perfect balance between the effectiveness of feedback and the costs of the feedback design tailored to the field-specific needs of conceptual modelling remains an unanswered scientific and pedagogical question. The existing educational literature and online courses on conceptual modelling tend to overlook the essential aspects of metacognition and self-regulation in the learning process. The problem of providing feedback is exacerbated by the time-consuming nature of manual feedback provision and the difficulties of automating the provision of personalized and elaborated feedback. This paper presents an experience report on designing and implementing a learning ontology-based personalized feedback report aimed at raising student self-awareness and self-regulated learning in a university level conceptual modelling course, while the design aims at automation of the feedback provisioning in the near future. It describes the stages of learning report development and provides directions for adapting this type of feedback for various learning settings in conceptual modelling education, in view of potential future automation of report provision.