Abstract-The student group is heterogeneous, and to reach the goals of individualization and differentiation it is necessary to fit e-learning to the different needs of the students. The article first defines the heterogeneity factors of the student group, and then describes how an e-learning system must have a personalized interface enabling different student views / access to learning objects and learning activities.
Instructional design is a process that in many cases requires multidisciplinary collaboration among several stakeholders. Domain experts, pedagogues, technical experts, economists, administrative personnel, customer representatives, instructors, and learners may have very different preferences, and sometimes it is a great challenge to coordinate them all. In this chapter, the authors present the principles of concurrent e-learning design. Concurrent e-learning design is a novel approach to computer supported and cooperative instructional design where several stakeholders actively participate in the design process. The results from a concurrent e-learning design project can typically be a comprehensive design document containing details regarding how higher education e-learning courses should be developed and delivered. The authors have worked to codify this methodological approach for several years and conducted a qualitative analysis of data collected during this period. This analysis has yielded sixteen principles, which are grouped into five categories and presented in this chapter. The chapter describes each principle in detail, discusses whether ERP systems can be of assistance in the instructional design process, and outlines a plan for testing ERP systems in connection with the concurrent e-learning design approach.
ABSTRACT. Ambient learning is an area that combines mobile learning, situated learning and context awareness, where the learners wish to learn anytime, anywhere and anyhow. The context of ambient learners is dynamic and they tend to engage in short bursts of learning, where the learning content must be adapted to the dynamic nature of their learning needs. One of the challenges of supporting such learners is the development of learner models that could be used to define the learning resources at any point in time. In this paper, we have considered stereotype modelling as a means of modelling ambient learners so that the learning resources could be quickly and efficiently adapted to the learner.RÉSUMÉ. L'apprentissage diffus est un domaine qui combine l'apprentissage mobile, l'apprentissage situé et l'attention au contexte, et où les apprenants souhaitent apprendre à n'importe quel instant, n'importe où, et de n'importe quellle manière. Le contexte des apprenants diffus est dynamique et ceux-ci tendent à s'engager dans de courtes explosions d'apprentissage où le contenu de ce qui doit être appris doit être adapté à la nature dynamique de leurs besoins en apprentissage. Un des challenges pour aider de tels apprenants est le développement de modèles d'apprenants utilisables pour définir les ressources à tout instant. Dans ce papier nous considérons le stéréotype modelé comme un moyen de modeler des apprenants diffus de sorte que les ressources d'apprendre puissent être adaptées à l'apprenant.
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