In this paper we discuss how we may personalize e-learning along three distinct axes, namely: teaching and learning pedagogical philosophies, personalized educational processes to taste and the coordination of these processes during execution. In doing so we are concerned with supporting users’ choices of educational options in course delivery via the Web services. In the work presented here, we assess the practical needs of learners and tutors and then the main research problems are analysed from a practical and pragmatic point of view. Following on from this the design of an intelligent virtual learning environment (VLE) is described to map a set of extensive didactic paradigms, which is represented by a system model and architecture. In this system, the semantic information of learning units and processes (e.g. the relationships among units) can be described and integrated in terms of various requirements of our users. As a result instructional materials with a wide variety of executional options and conditions can be built. Furthermore, through reassembling the semantics of learning content according to users’ new demands, our target audience (both student and content deliverers) can change their particular educational experience dynamically. This VLE can provide high-powered pedagogy-layered personalization - thus enabling new managed e-learning Web services and applications.
Mariana Lilley email@example.com Andrew Pyper firstname.lastname@example.org Sue Attwood email@example.com
This paper reports on work conducted by the Computer Science Usability Group at the University of Hertfordshire in which a User-Centred Design methodology was applied to gain a deeper understanding of our undergraduate distance learning student population. Specifically, the work reported here is concerned with the approach employed to the development of personas, and how these were applied to the design of learning experiences. This paper also includes samples of the personas produced as part of this work. Discussions with staff elicited a mixed response to the approach; some colleagues felt they already had a good intuitive sense of who the learners were. However it is argued here that one of the benefits of using personas is in how they make such implicit knowledge explicit and the impact this has upon the collective understanding of who our learners are.
Having greater access to educational articles online, or a laptop in class allows students to verify information quickly, and create a discussion about a topic, rather than just absorb information. ...
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