Social, Personalized Lifelong Learning - E-Infrastructures and Technologies for Lifelong Learning - page 101

of her browsing activities. Although the system
makes some suggestions, it is up to the students to
decide on the final workload distribution. In our
case, Mary takes only two browsing activities, on
topics 'Marxist theories' and 'Models and Games',
deciding to do some of the writing (up to the 33%
workload) about these topics. Bob takes over the
search on the topic 'Minsky's theory', as well as
some of the writing on this topic (up to a 33%
workload). Jane remains with a slightly higher,
but acceptable, workload of 34% in writing only.
Requirements : the system should group work,
offer recommendationsof peers (students), work-
load allocation, individual and group feedback

to join students John and Lisa who are more ad-
vanced, and who also wish to do the same project.
The system furthermore recommends the trio to
attempt a more complex project, about 'Economic
crises in general', as this can give them credit
towards the easier group project as well.
Requirements : the system should offer recom-
mendations for matching tasks and recommenda-
tions of peers (students)

Scenario 5: Has this Been
Done Before?

Helen is a teacher of Economics and is authoring
some of the material for this course. She has just
started creating an item on 'Financial crisis' (see
Figure 6). She is wondering whether it has been
done before. The system finds for her a publicly
available item on the 'Strategic complementarities
in financial markets'. Helen decides (by skimming
through the information provided by the system)
that she will be able to use this in her module, and
adds it to her module by linking to it.
Requirements : the system should allow per-
sonalization of material for authors

Scenario 3: I'm Done. What Now?

John, a company worker, is studying a selected
subset of modules that have been recommended
by his company. He has finished the whole module
on 'Financial crisis' (see Figure 5) that Mary was
studying earlier. He is wondering what to do next.
The system recommends to him related modules to
have a look at. In addition to 'Advanced concepts
on Economic crises', the course also suggests
'Famous financial crises in history', as well as
some other topics. As John is not yet sure about
following the higher level module, he reads a
little, for his own amusement and interest, about
the famous financial crises in history.
Requirements : the system should offer recom-
mendations of similar topics (modules)

The Properties of a Social
Personalized Adaptive
Lifelong Learning System

None of the previously visited personalization and
adaptation frameworks and models has modelled
or included the social activities from the Social
Web which focus on the relations between the
users on the web and their collaborative activities,
as sketched in the scenarios above. In addition
to the information stored in previous models,
the information collected from social annotation
can be used to recommend adaptive materials for
the delivery/authoring process. The aim behind
including collaborative authoring and social an-
notation modelling is to create a comprehensive
framework that allows for the definition of im-
proved adaptive materials based on communities

Scenario 4: Group Mismatch

Student Mario, another company worker studying
from his workplace in a different company, has
joined students Sara and Jessica from his own
company in the group project on 'writing an essay
on theories of financial crises'. However, Sara and
Jessica have only just finished the prerequisite
study for this group project, whereas Mario has
studied much further, and only now has decided
to join this group. The system recommends him