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Open or inspectable learner models have been used to support reflection, knowledge awareness, learner model accuracy, and negotiated assessment. Current systems employ many different mechanisms to present and to support human interaction with the learner model. This paper explores the interactions between learners and inspectable learner models using various guidance mechanisms (i.e. following a protocol, interacting with human peers and artificial guiding agents, interacting with the teacher, and exploring the model as part of a group). We report on a study carried out with fifth grade students who interacted with different configurations of inspectable learner modelling environments.